japanese (2008) -- sample assessment instrument ......create written text in japanese when...

Japanese (2008) Sample assessment instrument and student response

Supervised assessment — writing July 2010

2 | Japanese (2008) Sample assessment instrument and student responses Supervised assessment — writing

Purposes of assessment1 The purposes of assessment are to:

promote, assist and improve student learning

inform programs of teaching and learning

provide information for those people — students, parents, teachers — who need to know about the progress and achievements of individual students to help them achieve to the best of their abilities

provide information for the issuing of certificates of achievement

provide information to those people who need to know how well groups of students are achieving (school authorities, the State Minister for Education and Training and the Arts, the Federal Minister for Education).

It is common practice to label assessment as being formative, diagnostic or summative, according to the major purpose of the assessment.

The major purpose of formative assessment is to help students attain higher levels of performance. The major purpose of diagnostic assessment is to determine the nature of students’ learning, and then provide the appropriate feedback or intervention. The major purpose of summative assessment is to indicate the achievement status or standards achieved by students at a particular point in their schooling. It is geared towards reporting and certification.

Syllabus requirements Teachers should ensure that assessment instruments are consistent with the requirements, techniques and conditions of the Japanese syllabus and the implementation year 2008.

Assessment instruments2 High-quality assessment instruments3:

have construct validity (the instruments actually assess what they were designed to assess)

have face validity (they appear to assess what you believe they are intended to assess)

give students clear and definite instructions

are written in language suited to the reading capabilities of the students for whom the instruments are intended

are clearly presented through appropriate choice of layout, cues, visual design, format and choice of words

are used under clear, definite and specified conditions that are appropriate for all the students whose achievements are being assessed

have clear criteria for making judgments about achievements (these criteria are shared with students before they are assessed)

are used under conditions that allow optimal participation for all

are inclusive of students’ diverse backgrounds

allow students to demonstrate the breadth and depth of their achievements

only involve the reproduction of gender, socioeconomic, ethnic or other cultural factors if careful consideration has determined that such reproduction is necessary.

1 QSA 2008, P–12 Assessment Policy, p. 2.

2 Assessment instruments are the actual tools used by schools and the QSA to gather information about student achievement, for

example, recorded observation of a game of volleyball, write-up of a field trip to the local water catchment and storage area, a test of number facts, the Senior External Examination in Chinese, the 2006 QCS Test, the 2008 Year 4 English comparable assessment task.

3 QSA 2008, P–12 Assessment Policy, pp. 2–3.

Queensland Studies Authority Revised: July 2010 | 3

Japanese (2008)

Sample assessment instrument and student response

Supervised assessment — writing

Compiled by the Queensland Studies Authority

July 2010

This assessment instrument is reproduced with the permission of Somerville House.

The QSA acknowledges the contribution of Japanese State Panel in the preparation of this document.

About this assessment instrument

The purpose of this document is to inform assessment practices of teachers in schools. For this reason, the assessment instrument is not presented in a way that would allow its immediate application in a school context. In particular, the assessment technique is presented in isolation from other information relevant to the implementation of the assessment. For further information about those aspects of the assessment not explained in this document, please refer to the assessment section of the syllabus.

This sample provides opportunities for students to demonstrate:

Knowledge of Japanese when using language features to conveying meaning in a written text

Create written text in Japanese when responding to a task.

This sample assessment instrument is intended to be a guide to help teachers plan and develop assessment instruments for individual school settings.


Assessment instrument

The student work presented in this sample is in response to an assessment task which is a type of assessment instrument involving students applying and using relevant knowledge and skills to create a response to a problem or issue.

Context

Your Japanese class has been asked to contribute articles to a Japanese language newsletter for young people.

Task

Write an article to contribute to the newsletter about your final year at school, particularly:

getting a driver’s license

the school formal

your studies.

Compare your experience with that of a Japanese student at the same stage of schooling.


Instrument-specific criteria and standards

Schools draw instrument-specific criteria and standards from the syllabus dimensions and exit standards. Schools will make judgments about the match of qualities of student responses with the standards descriptors that are specific to the particular assessment instrument. While all syllabus exit descriptors might not be assessed in a single assessment instrument, across the course of study, opportunities to demonstrate all the syllabus dimensions and standards descriptors must be provided.

The assessment instrument presented in this document provides opportunities for the demonstration of the following criteria:

Conveying meaning — Writing.

This document provides information about how the qualities of student work match the relevant instrument-specific criteria and standards at standard A. The standard A descriptors are presented below. The complete set of instrument-specific criteria and standards is in the appendix.

Standard A

Knowing and using

a wide range of vocabulary and grammar is used effectively; where complex language is used, errors do not detract from the overall meaning

a range of cohesive devices is used to link aspects of the text

register is appropriate to the situation

spelling, punctuation and word order display a high degree of accuracy

kana scripts and kanji are correctly used; an extensive range of kanji is used

Creating and responding

written communication adheres consistently to the conventions of the text type

the writer’s ideas and purposes are conveyed effectively with flexibility and originality

written text is well organised and displays a high level of coherence

an understanding and response to cultural contexts is clearly evident in the writing

Student response — Standard A

Standard descriptors Student response A Standard descriptors

Knowing and using language features

A wide range of vocabulary and grammar is used effectively; where complex language is used, errors do not detract from the overall meaning.

A range of cohesive devices is used to link aspects of the text. Student has used a number of cohesive devices to link text.

Register is appropriate to the situation.

Spelling, punctuation and word order display a high degree of accuracy. Student has more or less followed the correct conventions for punctuating written Japanese text.

Kana scripts and kanji are correctly formed and appropriately used; an extensive range of kanji is used.


Written communication adheres consistently to the conventions of the text type. The student has followed the correct writing conventions for an article, with a title, introduction and conclusion.

The writer’s ideas and purposes are conveyed effectively with flexibility and originality.

Written text is well-organised and displays a high level of coherence. Student has organised her writing so that only one idea is explored/expressed in each paragraph.

An understanding and response to cultural contexts is clearly evident in the writing.


Standard A




A range of cohesive devices is used to link aspects of the text.


Spelling, punctuation and word order display a high degree of accuracy. Student has spelt unfamiliar words correctly (Singapore).



Written communication adheres consistently to the conventions of the text type.

The writer’s ideas and purposes are conveyed effectively with flexibility and originality. Student has used learnt structures to communicate an original idea.

Written text is well organised and displays a high level of coherence. Student demonstrates coherence by using appropriate linking words between paragraphs.



Standard A





Register is appropriate to the situation. Student demonstrates language choices that are suitable for the genre specified by the task.

Spelling, punctuation and word order display a high degree of accuracy.





Written text is well organised and displays a high level of coherence.

An understanding and response to cultural contexts is clearly evident in the writing. Student understands the nuances that make the text suitable for a Japanese audience.


Standard A










Written text is well organised and displays a high level of coherence.



Standard A












Written text is well-organised and displays a high level of coherence.

An understanding and response to cultural contexts is clearly evident in the writing. Student understands the nuances that make the text suitable for a Japanese audience.

Instrument-specific criteria and standards

Note: Standard A Standard B Standard C Standard D Standard E K

no

win

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lan

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age

feat

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a wide range of vocabulary and grammar is used effectively; where complex language is used, errors do not detract from the overall meaning


register is appropriate to the situation

spelling, punctuation and word order display a high degree of accuracy

kana scripts and kanji are correctly used

an extensive range of kanji is used

a range of vocabulary and grammar is used effectively, but with some errors


register is usually appropriate to the situation

spelling, punctuation and word order display a reasonable degree of accuracy

kana scripts and kanji are formed correctly and appropriately used; some inaccuracies in the use of katakana words

a range of kanji is used

a range of familiar vocabulary and grammar is used, but errors are evident

basic cohesive devices are used to connect simple ideas

the register used is generally consistent

spelling, punctuation and word order will contain inaccuracies

hiragana is usually accurate; errors may occur in katakana words, especially in unfamiliar words

familiar kanji are mostly accurate, but errors occur when a wider range of kanji is attempted

some familiar vocabulary and grammar is used, but frequent errors are made

some simple linking words are used, but the meaning as a whole is fragmented

errors in spelling, punctuation and word order hinder meaning

errors in kana scripts interfere with communication

few kanji are attempted

kanji display inaccuracies

responses may be basic sentences using well-rehearsed words and phrases;

frequent errors are evident;

Cre

atin

g a

nd

res

po

nd

ing

written communication adheres consistently to the conventions of the text type

the writer’s ideas and purposes are conveyed effectively with flexibility and originality

written text is well-organised and displays a high level of coherence

an understanding and response to cultural contexts is clearly evident in the writing

the writer’s ideas, information and meaning are usually communicated clearly, although errors may occur in complex language

written text is organised and is generally coherent

an understanding and response to cultural contexts may be evident in the writing

written communication may feature some aspects of the text type

simple ideas are conveyed effectively

organisation of the written text is basic and displays some coherence

the writing shows some recognition of cultural contexts

written communication may not always be appropriate to the text type

some simple ideas are conveyed

written text lacks coherence

the writing shows little recognition of cultural contexts

some simple meanings are conveyed.


japanese (2008) -- sample assessment instrument ......create written text in japanese when...

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