Assessment program audit tool
For Authority subjects

Chinese Extension 2011

The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program.

Assessment instruments required in Year 12 (including objectives and dimensions assessed) / Conditions required by the syllabus, e.g. word length, time, genre / School assessment instruments(including objectives and dimensions assessed) / Conditions in school work program / Variations
Refer to syllabus verification and post-verification requirements / Refer to the syllabus assessment section / Refer to the school’s approved work program / Refer to the school’s approved work program / How does the school’s assessment program differ from syllabus requirements?
Verification requirements
A minimum of four and a maximum of eight instruments demonstrating a variety of techniques over a range of topics, including:
  • each mode covered at least twice
  • at least one instrument requiring an extended passage of writing (approx. 500 characters)
  • at least one extended response
  • at least one spoken performance, which shows spontaneity
    of expression.
/ Syllabus, p. 25 / School assessment program
Assessment categories
Supervised written
Dimensions assessed:
  • Knowing, understanding and using
  • Reasoning and responding
  • Creating meaning.
Note: Knowing, understanding and using should not be assessed in isolation. / Instruments require responses that are produced independently, under supervision and in a set time frame to ensure authenticity.
Types:
Extended written responses
  • require sustained analysis, synthesis and evaluation
Short responses
  • explanations longer than one sentence
  • ideas maintained, developed and justified
  • prose of one or more paragraphs
Listening
  • developed from authentic listening texts
  • vary in mode of delivery and length
  • judicious pauses allowable in longer texts
Reading
  • variety of authentic texts that differ in length, purpose and complexity
  • by end of course recognise a minimum of 1000 characters
Writing
  • authentic context, specified audience and clear and realistic purpose
  • use of Pīnyīn not acceptable in writtenresponses
  • seen or unseen questions
  • written stimulus should neither impede nor assist
  • at least one task requiring extended writing of approx. 500 characters
Conditions:
  • recommended time 1–2 hours
  • perusal time may be added as required
  • use of support materials may be appropriate
  • questions may be seen or unseen
  • stimulus allowable, length and type appropriate to text type
  • extended written: 500 characters by the end of Year 12
  • short response: 150–250 characters
Syllabus, pp.18–20
Extended response
Dimensions assessed:
  • Knowing, understanding and using
  • Reasoning and responding
  • Creating meaning.
/ Instruments assess students’ language proficiency through sustained application of analysis synthesis and evaluation in the development of the response:
  • may involve more than one language mode
  • research may be used
Types and conditions:
Written extended response
  • 800–1000 characters
Spoken extended response
  • 4–5 minutes
Multimodal extended response
  • 5–7 minutes
Syllabus, pp.21–23
Performance
Dimensions assessed:
  • Knowing, understanding and using
  • Reasoning and responding
  • Creating meaning.
/ Instruments must allow students to demonstrate language proficiency in spoken Chinese:
  • should cover a range of situations and contexts for communicative purposes
  • should provide for spontaneity of expression, showing ability to cope with unpredictability
Conditions:
require spontaneous language use in realistic/ authentic situations
  • must be recorded
  • unprepared tasks:
–not given questions prior
to the task
–up to 10 minutes perusal time, can make notes at this time
  • prepared tasks:
–preparation time should reflect text type
–in class and own time
–may use a range of visual aids.
Syllabus, pp. 23–24
Post-verification requirements
Syllabus does not require post-verification assessment.

Summary

Where the school’s assessment plan differs from the minimum syllabus requirements, consider:

  • are these choices the most effective way to gather information about student learning?
  • what is the rationale behind these school decisions?
  • what changes could be made to the school’s work program?

More information

Please email or phone (07) 3864 0375.

Assessment program audit tool
Chinese Extension 2011 / Queensland Curriculum & Assessment Authority
November 2014
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