english communication (2004) · english communication (2004) sample assessment instrument and...

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Personal writing This sample is intended to inform the design of assessment instruments in the senior phase of learning. It highlights the qualities of student work and how they match to the syllabus standards.

Criteria assessed • Knowledge of contextual factors

• Knowledge of textual features

• Knowledge and understanding of texts

Assessment instrument The personal writing in this sample is in response to an assessment task.

Context The school is compiling an anthology of memories for the graduating class. The editors of the anthology have called for contributions of personal writing from the Year 12 student body. Task In response to one or more of the following topics, create one extended piece or three short pieces of personal writing. You should aim to give the reader some idea of who you are and what has influenced you in your life. Total length requirement is 500–600 words. Topics 1. Describe an important memory and reflect on its significance to you. 2. Reading a particular book, seeing a particular film/play or spending time with a particular person

can have a major impact on some people. Write about the impact any one (or more) of these has had on your understanding of yourself.

3. Many students work in part-time jobs, and for some it has been a revelation. Describe some experiences you have had while working, and analyse how these experiences have helped to shape you as a person.

4. Write a biographical extract about the past 12 months, describing any major event that has been a ‘light bulb’ moment, i.e. an event that has changed your life and, in particular, the way you think.

English Communication (2004) Sample assessment instrument and student responses


Queensland Curriculum & Assessment Authority August 2017

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Instrument-specific criteria and standards Student responses have been matched to instrument-specific criteria and standards; those which best describe the student work in this sample are shown below. For more information about the syllabus dimensions and standards descriptors, see www.qcaa.qld.edu.au/1667.html and select the Assessment tab.

A standard C standard

Kno

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The student has demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:

The student has demonstrated knowledge of the ways that meanings in texts are shaped by purpose, cultural context and social situation by:

• consistently using patterns and conventions of genres to achieve particular purposes

• in the main, using patterns and conventions of genres to achieve particular purposes

• selecting and synthesising relevant subject matter

• selecting relevant subject matter

• explaining information, ideas and arguments with analysis and evaluation

• explaining information, ideas and arguments with some analysis

• substantiating opinions with relevant evidence

• supporting opinions with some evidence

• controlling appropriate roles and relationships.

• in the main, using appropriate roles and relationships.

Kno

wle

dge

of te

xtua

l fea

ture

s

The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:

The student has demonstrated knowledge of the appropriateness of textual features for purposes and audiences by:

• consistently sequencing and organising subject matter

• in the main, sequencing and organising subject matter

• consistently using cohesive ties to link ideas • sometimes linking ideas with cohesive ties

• using a range of suitable vocabulary • in the main, using suitable vocabulary

• controlling most clause and sentence structures

• using clause and sentence structures with occasional lapses in accuracy

• maintaining control of paragraphing and most punctuation

• in the main, controlling paragraphing and punctuation

• controlling conventional spelling. • using conventional spelling with some lapses.

Kno

wle

dge

and

unde

rsta

ndin

g of

text

s

The student has demonstrated knowledge of how texts are interpreted and constructed by:

The student has demonstrated knowledge of how texts are interpreted and constructed by:

• explaining or purposefully shaping representations of people, places, events and concepts in texts

• identifying or unevenly shaping representations of people, places, events and concepts in texts

• explaining or effectively using cultural assumptions, attitudes, values and beliefs in texts

• identifying or unevenly using cultural assumptions, attitudes, values and beliefs in texts

• explaining ways readers, listeners and viewers take up positions in relation to texts

• identifying some ways readers, listeners and viewers take up positions in relation to texts

• making language choices to invite readers, listeners and viewers to take up positions in relation to texts.

• making language choices that sometimes invite readers, listeners and viewers to take up positions in relation to texts.

http://www.qcaa.qld.edu.au/1667.html



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Student response — A standard The annotations show the matches to the instrument-specific standards.

Comments

Consistently using patterns and conventions of genres to achieve particular purposes Maintaining control of paragraphing and most punctuation Consistently sequencing and organising subject matter Consistently using cohesive ties to link ideas Using a range of suitable vocabulary



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Comments

Effectively using cultural assumptions, attitudes, beliefs and values in texts Substantiating opinions with relevant evidence Making language choices to invite readers to take up positions in relation to texts Purposefully shaping representations of people and concepts in texts Controlling appropriate roles and relationships



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Student response — C standard The annotations show the matches to the instrument-specific standards.

Comments

In the main, using patterns and conventions of genres to achieve particular purposes In the main, controlling paragraphing Using conventional spelling with some lapses In the main, using suitable vocabulary Unevenly shaping representations of people, places and events in texts In the main, controlling punctuation



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Comments

Using clause and sentence structures with occasional lapses in accuracy

Selecting relevant subject matter

Sometimes linking ideas with cohesive ties

Making language choices that sometimes invite readers to take up positions in relation to personal writing

Acknowledgments The QCAA acknowledges the contribution of Kelvin Grove State College in the preparation of this resource.

english communication (2004) · english communication (2004) sample assessment instrument and...

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