Exemplar for Internal Achievement Standard Chinese Level 1

Transcription

1 Exemplar for Internal Achievement Standard Chinese Level 1 This exemplar supports assessment against: Achievement Standard Write a variety of text types in Chinese on areas of most immediate relevance 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 1. Grade Boundary: Low Excellence For Excellence, the student needs to write a variety of text types in effective Chinese, on areas of most immediate relevance. This involves development of the information, ideas and opinions which is controlled and integrated. The writer capably selects and successfully uses a range of language and language features that are fit for purpose and audience. Communication is not hindered by inconsistencies. Effective Chinese is shown through capable selection and successful use of a range of language, and generally controlled development of information/ideas/opinions. For example, in his self-introduction piece, he provides a well-developed and interesting account of himself. Some of the language he used is sophisticated, for example 惠灵顿是世界上最好的城市之一, 二零一一年的时候惠灵顿评为世界上最酷的小首都 (1). Personal ideas and opinions are expressed, e.g. 我最喜欢鸟巢, 因为鸟巢不但非常大而且有漂亮的外墙 (2). The student has shown clear evidence of communicating beyond the immediate context, e.g. 在北京的时候, 我去了秀水市场, 讨价还价特别有趣 (3). To sit more securely at Excellence, there will be more careful selection of language. For example, there are a few instances in which he follows English word order in his writing: 每个里面展厅都有大坑 (4), 我爱中国和我想再去中国明年 (5).

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4 2. Grade Boundary: High Merit For Merit, the student needs to write a variety of text types in convincing Chinese, on areas of most immediate relevance. This involves development of the information, ideas and opinions which is generally credible and connected. The writer selects and uses a range of language and language features that are fit for purpose and audience. Communication is not significantly hindered by inconsistencies. Convincing Chinese is shown through selection of a range of language and language features that are fit for purpose and audience. For example, he describes his trip to China using a range of sentence structures: 中国比新西兰热. 虽然中国太热, 但是我们玩得很开心, 每个晚上, 我们去了饭馆, 因为中国菜品种多 (6). There is development of the information, ideas and opinions which is generally credible and connected. To reach Excellence, there will be additional evidence of controlled and integrated development. Some parts of his writing would be effective with additional development. For example, in his China Trip piece, he could add some detail about why he enjoys his stay in Shanghai. Further, to reach Excellence the student needs to show consistent evidence of the successful use of language, e.g. 你可以去在海边游泳 (7), 我什么运动喜欢 (8).

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6 3. Grade Boundary: Low Merit For Merit, the student needs to write a variety of text types in convincing Chinese, on areas of most immediate relevance. This involves development of the information, ideas and opinions which is generally credible and connected. The writer selects and uses language and language features that are fit for purpose and audience. Communication is not significantly hindered by inconsistencies. In this exemplar, personal information and opinions are expressed and there is some development of the information. For example, he compared New Zealand and China with regard to size, weather and sports. He used a range of language, e.g. 不但中国很大, 而且人很多, 奥克兰从来不下雪,etc. (9). The student also shows the ability to communicate beyond the immediate context, 我们坐火车去了公园, 下星期六, 我和 Bob 去看 All Blacks 打橄榄球 (11). To sit more securely at the Merit level, and ensure credible, connected development, the student needs to make sure sentences are linked in sensible ways. Though his writing is connected overall, there are instances where the ideas could have flowed more logically, e.g. 中国人不打橄榄球, 因为他们不看橄榄球, 所以他们打乒乓球 (11). Further, more care with language such as 在里面天空塔, 你能看奥克兰城市 (12) will lead to a more secure Merit.

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8 4. Grade Boundary: High Achieved For Achieved, the student needs to write a variety of text types in Chinese, on areas of most immediate relevance. This involves using language related to basic personal information and past, present and/or future experiences in order to express personal information, ideas and opinions. Communication is achieved overall despite inconsistencies. In this exemplar, there is evidence of personal information and ideas, e.g. 我喜欢北京, 因为人多, 我喜欢人多, 北京东西便宜, 我也喜欢小吃街, 因为他们卖炸蝎子 (13). The student also communicates beyond the immediate context: 我今年一月去中国, 我在中国住了一个月, 我去了三个城市, 上海和北京和南京 (14). To reach Merit, the student needs to attempt to use a range of language to make the writing interesting. Some linking words could also be used to connect ideas. Further, to reach Merit, the student needs to show evidence of credible, connected development, i.e. he needs to develop the ideas with some details.

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10 5. Grade Boundary: Low Achieved For Achieved, the student needs to write a variety of text types in Chinese, on areas of most immediate relevance. This involves using language related to basic personal information and past, present and/or future experiences in order to express personal information, ideas and opinions. Communication is achieved overall despite inconsistencies. In this exemplar, some opinions are expressed, e.g. 我喜欢惠灵顿, 因为惠灵顿又有意思又漂亮 (15). There is also evidence that the student can communicate beyond the immediate context. For example, he writes about a past trip in China: 去年, 我和同学去了中国, 在上海, 我的钱不见了 (16). Additional evidence of mastery of language at this level would result in a more secure Achieved performance, e.g. additional evidence of ability with basic sentence structures.

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12 6. Grade Boundary: High Not Achieved For Achieved, the student needs to write a variety of text types in Chinese, on areas of most immediate relevance. This involves using language related to basic personal information and past, present and/or future experiences in order to express personal information, ideas and opinions. Communication is achieved overall despite inconsistencies. In this exemplar, the student has managed to communicate some ideas in the Diary and Welcome to New Zealand topics. He has used some level 1 language in his writing, for example, 新西兰是一个美丽的地方, 它有非常美丽的湖泊, 陶波湖是新西兰最大的湖泊 (17). To reach Achieved, inconsistencies will not hinder communication, e.g. in the school life piece the student has difficulty conveying his information and ideas as a result of incorrect use of basic sentence structures.

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