Exemplar for Internal Achievement Standard. German Level 1

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1 Exemplar for Internal Achievement Standard German Level 1 This exemplar supports assessment against: Achievement Standard Interact using spoken German to communicate personal information, ideas and opinions in different situations An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. These will assist teachers to make assessment judgements at the grade boundaries. New Zealand Qualification Authority To support internal assessment from 2014

2 Grade Boundary: Low Excellence 1. For Excellence, the student needs to interact using effective spoken German to communicate personal information, ideas and opinions in different situations. This involves successful use of a range of language that is consistently fit for the context and skilful selection from a repertoire of language features and strategies to support the interaction. Interaction is not hindered by inconsistencies. The student being exemplified speaks first in Interaction 1 and 2, and second in Interaction 3. Effective German is shown by skilful selection from a repertoire of language strategies. The student is obviously interacting with others naturally, moving beyond strictly formulaic exchanges using prompting and reactions, e.g. Meine Mutter mag einkaufen, aber ich finde das langweilig, Und magst du einkaufen?, Ja, natürlich and aber wo genau? The student uses a range of language consistently fit for the contexts, e.g. Was hast du in der ersten Stunde?,...ich freue mich, genau, wir werden viel Spass haben, in den Außenbezirken von der Innenstadt and Brauche ich nicht so oft. The student communicates his opinions and expands his ideas with relevant details, and moves easily and appropriately beyond the immediate context, e.g. Ich werde nach der Schule nach Countdown gehen, Was hast du vor Kurzem gekauft? and und ja, es ist ein bisschen gefährlich. For a more secure Excellence, there will be less doubt regarding the inconsistency criteria. Improved pronunciation would improve the communicative intent.

3 Grade Boundary: High Merit 2. For Merit, the student needs to interact using convincing spoken German to communicate personal information, ideas and opinions in different situations. This involves use of a range of language that is fit for the context, and generally successful selection from a repertoire of language features and strategies to support the interaction. Interaction is not significantly hindered by inconsistencies. The student being exemplified speaks first in all 3 interactions. Convincing German is evidenced through a generally successful selection from a repertoire of language features such as the proficient use of formulaic language and a rich vocabulary: Ich mache auch Kung Fu dreimal pro Woche, Kopfhörer, Luftgewehr, Ich habe das aufgegeben,...ich mag PS3 spielen and Ich würde auch gerne meinen eigenen Computer zu bauen. The student reacts mostly naturally, using appropriate interjections, e.g. Oh ja, toll!, and pausing before asking questions, at times overcoming the overly rehearsed setting of the interactions. He shares his opinions and provides details to his points, e.g. Ich kaufe nicht zu viel, es ist sehr gut and weil der Stuhle ist sehr bequem sind. To reach Excellence, the student could show additional evidence that he is able to move away from using only questions that have been learnt formulaically to maintain the interactions, such as prompting and seeking clarification. Furthermore, he would need to increase evidence of successful use of a range of language.

4 Grade Boundary: Low Merit 3. For Merit, the student needs to interact using convincing spoken German to communicate personal information, ideas and opinions in different situations. This involves use of a range of language that is fit for the context, and generally successful selection from a repertoire of language features and strategies to support the interaction. Interaction is not significantly hindered by inconsistencies. The student being exemplified speaks second in Interaction 1, first in Interaction 2, and second in Interaction 3. The student demonstrates the use of a range of formulaic language and language beyond the immediate context, e.g. Ich habe Bucher gelesen wenn ich jung war and Was machst du noch in der Stadt?. His selection from a repertoire of language features is generally successful, e.g. stinklangweilig, ziemlich and kürzlich. The student expresses opinions and questions actively, e.g. Ich mache keinen Sport in meine Freizeit, weil ich bin zu faul. There is some evidence showing the use of strategies to support the interaction, such as some pausing to collect thoughts before answering and occasional interjections, e.g. Mmm, das besten Ding ich kauft, war ein E-Gitarre, war ein.... For a more secure Merit, this student would need to show additional evidence of a repertoire of language features, for example different ways of eliciting information, minimising the use of incomplete sentences and at times enunciating more clearly. Further, to sit safely at Merit, inconsistencies would have less impact on communication.

5 Grade Boundary: High Achieved 4. For Achieved, the student needs to interact using spoken German to communicate personal information, ideas and opinions in different situations. Communication is achieved overall despite inconsistencies. The student being exemplified speaks first in Interactions 1 and 2, and second in Interaction 3. This student uses language to relate personal information and to express opinions, e.g. Der Hund ist Nigel, er ist sehr doof und freundlich. She listens and comprehends what is said to her and responds appropriately. The student takes the lead in all three interactions. She is clearly capable of negotiating meaning by clarifying for her partner, prompting her and in turn asking for clarification. Natural pausing is one sign that these interactions were not a scripted role-play. A range of language is attempted, e.g. Ich sehe Glee oh so lala, oder nicht so immer, Ich sehe C.N. gesehen, meine Bruder und Schwester liebe and Was das er spiele. To reach the criteria for Merit, the student would need to demonstrate that she is generally able to use a range of language, for example the student could move beyond the narrow range of formulaic phrases and lists of things, subjects and people she has used in all interactions. Furthermore, there would need to be evidence of a range of language features and strategies demonstrating she could convey the same amount of information, e.g. not pausing for an unnaturally long time. Inconsistencies such as mother tongue interference would not significantly hinder communication, for example und er liebt eine Regel gechasen? and Ich natürlich sehr große Grades in die Fächer.

6 Grade Boundary: Low Achieved 5. For Achieved, the student needs to interact using spoken German to communicate personal information, ideas and opinions in different situations. Communication is achieved overall despite inconsistencies. The student being exemplified speaks first in Interaction 1, second in Interaction 2 (female voice), and first in Interaction 3. The student used formulaic language to exchange basic personal information, e.g. Tut mir Leid, ich muss babysitting machen für meine Tante. There is evidence that the student is able to communicate beyond the immediate context, e.g. Wie wäre es mit and Wäre das möglich? She uses appropriate language items in a natural way. To sit more securely in the Achieved category, this student would need to show she is able to use some interactive features of the standard (Explanatory Note 3), for example by contributing or using interactive strategies such as seeking clarification. These strategies are absent from all three interactions, indicating scripted role-plays. In addition, the student would need to demonstrate her ability to express opinions and use language to communicate beyond the immediate context, for example by discussing past events. Further, the student could increase her contribution to interactions. Longer participation might have offered opportunities to more clearly demonstrate her capability.

7 Grade Boundary: High Not Achieved 6. For Achieved, the student needs to interact using spoken German to communicate personal information, ideas and opinions in different situations. Communication is achieved overall despite inconsistencies. The student being exemplified speaks second in Interactions 1 and 2, and first in Interaction 3. The student communicates the most basic information, e.g. Meine Lieblingsaktivität ist Tischtennis. There is an attempt to use formulaic language to share personal information, such as... Ja, ich habe meine Hause ist eine große. The student attempts to interact and maintain the interaction, but generally reacts with just one word. To reach Achieved level, the student needs to show evidence of sufficient formulaic language to cope with the task, as well as clear evidence that the student has mastery of language at this level, for example evidence of being able to communicate beyond the immediate context (past and/or future experiences). In order to reach Achieved, there would need to be sustained evidence of appropriate strategies for a successful interaction at the required level (Explanatory Note 3), for example contributing, or using interactive strategies such as seeking clarification.

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