2009 Assessment Report. Spanish Level 1

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1 National Certificate of Educational Achievement 2009 Assessment Report Spanish Level Listen to and understand simple spoken Spanish in familiar contexts Read and understand simple written Spanish in familiar contexts Write text in simple Spanish on a familiar topic New Zealand Qualifications Authority, 2010 All rights reserved. No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority.

2 NCEA Spanish Level 1 Assessment Report, 2009 page 2 of 5 COMMENTARY Successful candidates were familiar with the prescribed vocabulary and understood what they needed to do. They followed instructions correctly and wrote clear and comprehensible answers. For the receptive language skills, listening (90125) and reading (90128) candidates who answered the question rather than merely translating what they heard fared better. Those who wrote clear and legible answers demonstrated the extent of their knowledge well. Candidates who provided answers which were contradictory did not show clear understanding of the texts. Those who were awarded Achievement with Merit and Achievement with Excellence had well developed language skills in both Spanish and English, specifically had an excellent and extensive understanding of the vocabulary and structures required. STANDARD REPORTS Listen to and understand simple spoken Spanish in familiar contexts tried to base their answers on what they heard did not provide detailed information in many of their answers understood the basic meaning of the listening texts and were able to answer simple questions, asking what?, where? and list decoded sufficient vocabulary to enable provision of some pertinent details for some questions. wrote answers to questions with minimal relevance to the texts had very limited grasp of the Level 1 vocabulary could not grasp a general understanding of the texts provided inadequate required detail were imprecise in their use of English e.g. in Question Five hanging with friends was not suitable for chatting with friends ; kids is not an acceptable translation of jóvenes did not identify past tense in Passage One. WITH MERIT wrote clear, concise responses and provided the details necessary, and thus demonstrated a good understanding of the texts had mastered the vocabulary required, and correctly responded to the past tense in Passage One provided logical answers that were legible, well-structured and provided most information. 2

3 NCEA Spanish Level 1 Assessment Report, 2009 page 3 of 5 wrote clear, concise responses, and provided all or nearly all the details required, and thus demonstrated a thorough understanding of the texts extracted the information needed, and interpreted it by describing, explaining and making the necessary connections had almost faultless knowledge of the vocabulary. OTHER COMMENTS Achievement in the listening and reading examinations was determined by how well candidates had learned the prescribed vocabulary. Achievement with Merit or Excellence was gained by candidates who understood the finer points of grammar including verb tenses, descriptive, limiting and comparative adjectives, and adverbs. Successful candidates used techniques such as making notes as they listened so that they had something to refer back to later when they were proof reading answers, and reading and using the wording of the questions to provide clues as to what they were going to hear in the passage Read and understand simple written Spanish in familiar contexts displayed a general understanding of the texts but did not provide detailed answers showed clear understanding of simple statements and phrases, and recognition of the key words in questions to enable them to formulate answers had a reasonable grasp of the vocabulary. Words that were difficult for this group included: cartero, maestra, lindo, viejo, perezoso, cuidar, conducir, lugar, volar, tanto, paisaje, caminar. gave insufficiently detailed answers made wrong assumptions based on an isolated word or phrase they recognised in the text. WITH MERIT answered the questions appropriately, with some detail had a good knowledge of the vocabulary but omitted key words in some instances answered legibly and in concise English phrases. 3

4 NCEA Spanish Level 1 Assessment Report, 2009 page 4 of 5 answered in concise English phrases, with almost all the details required were methodical in their approach, and used techniques such as highlighting, underlining had excellent knowledge of the vocabulary Write text in simple Spanish on a familiar topic communicated what happened in the past by sometimes using the past tense correctly used formulaic expressions in the right places used the same pre-learned phrases again and again (exclamations) used enough nouns and adjectives to describe basic events and express likes or dislikes with valid reasons wrote text of sufficient length to enable them to demonstrate their ability included some vocabulary and structure(s) from Levels 5 and 6 of the Curriculum. provided very little evidence used English words did not follow any agreement rules between nouns and adjectives and used me gusta/ me gustan incorrectly did not spell basic words correctly gave a very basic description of their school for the School topic explained why they liked or disliked something in a manner that was too basic. WITH MERIT showed a good command of vocabulary required for their chosen topic avoided repetition used a variety of simple language to describe something in the past using relevant details developed some of the bullet points showed good use of verb and noun agreements used creativity rather than pre-learnt sentences. 4

5 NCEA Spanish Level 1 Assessment Report, 2009 page 5 of 5 planned their topic, which ensured that they covered all points in detail developed their topic substantially giving details, reasons and opinions proofread their writing, which ensured that their writing was accurate and showed a good understanding of gender/ plural agreement, adjective placement and verbs forms used letter writing conventions appropriately wrote with fluency, without using pre-learnt phrases used humour, personal touch, made it realistic. OTHER COMMENTS Successful candidates had read the wording of the topics carefully, and understood from the bullet points what structures were required. This is especially critical where Curriculum Level 6 language was implied in the wording of the bullet points. Candidates who attempted to adapt pre-learned essays to their chosen topic were generally not successful because they did not address the requirements of the question their writing was not relevant to the bullet points. Those who copied chunks of text from the reading examination were unsuccessful as copied text is not accepted as valid evidence. 5

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