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Japanese

Tasmanian Qualifications Authority of 22

Course Code: JPN315114

External Assessment Specifications 2014 - 2020

PURPOSE

The purpose of the External Assessment Specifications is to provide information about the external assessment that defines:

the external assessable aspects of the criterion standards of JPN315114 Japanese

the externally assessed course areas

the nature and range of appropriate types of items1, and

the structure of the external assessment.

These definitions are to be in sufficient detail that they will serve both as a blueprint, describing all the elements required to develop the assessment, and as a basis for accountability.

The External Assessment Specifications are primarily written for use by the setters of the assessment.

Whenever a new external assessment is required, the assessment is to comply with these technical specifications. Assessments may differ from year to year within the framework and rules provided by these specifications.

INTRODUCTION

The external assessment for JPN315114 Japanese consists of an oral examination and a written examination. The external assessment is designed to assess the standard of achievement of skills, knowledge and understanding of candidates in targeted course areas. Understanding is assessed by the degree to which both knowledge of the Japanese language system, and also skills in reading, writing, listening and speaking in Japanese, are applied to a range of external assessment item types2.

The course document JPN315114 Japanese is the document used for the development of the external assessment.

1 In these specifications, the term item is defined as an individual task to be undertaken by candidates. The task may be divided into several parts.

2 Definitions of relevant assessment item types are given in Attachment 1.


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OVERALL CONDITIONS

The time/date of the examination sessions are set annually by the Office of TASC

The TASC External Assessment Rule applies to this external assessment. Details of the rule are published on the TASC website https://www.tasc.tas.gov.au/students/exams/rules/

TASC appoints appropriate persons to set and mark assessments.

SPECIFIC MATERIALS AND EQUIPMENT APPROVED FOR USE BY CANDIDATES

Unannotated English-Japanese and Japanese-English (paper based) dictionaries/thesauri.

ASSESSMENT

The following aspects of four (4) of the criteria and their standards described in the course document are externally assessed. These define the expectations for the nature, scope and level of demand of the targeted course areas.

Criterion 1: Listen and respond to spoken Japanese

All aspects of Criterion 1 standards are examinable, except the aspect of requesting repetition and/or rephrasing

Criterion 2: Communicate in spoken Japanese

All aspects of Criterion 2 standards are examinable

Criterion 3: Read and respond to written Japanese texts

All aspects of Criterion 3 standards are examinable, except responses are in written form only. The use of ‘external references’, i.e. dictionary, and aspects assessing reading only, i.e. without responding, are not examinable

Criterion 4: Express ideas and information in written Japanese

All aspects of Criterion 4 standards are examinable.

The examination must include items that give opportunities to demonstrate the standards from rating C to rating A.

Final results will be awarded as a rating of A, B, C, t or z in the above criteria. These ratings are used in determining the final award according to the algorithm in the course document.

https://www.tasc.tas.gov.au/students/exams/rules/


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EXAMINATION CONTENT

A representative sample3, encompassing a large proportion of the targeted course areas, is used to test the standard of skills, knowledge and understanding of a candidate.

General guidelines for writing items

Items are written:

using language/course-specific terminology as outlined in the course document

using unambiguous English/Japanese language.

EXAMINATION STRUCTURE

The examination is held in two (2) separate sessions:

Session 1: Oral examination

Consists of an interaction with one (1) or more examiners appointed by TASC

The oral examination has duration of 10 - 12 minutes

Session 2: Written examination

The written examination has duration of three (3) hours, with an additional fifteen (15) minutes reading time

The written examination is divided into three parts

Each part is allocated sixty (60) minutes.

Part 1: Listening and Responding

The Listening and Responding items are on CD as spoken texts. The CD is self-running and will be started at the end of the 15-minute reading time allocated to this subject

Part 2: Reading and Responding

Section A

Section B

Part 3: Writing in Japanese

Section A

Section B

3 Representative sample: a subset of the target course areas that accurately reflects the total target

course areas.


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The relative weighting4 of items within each part of the written examination is indicated by:

o the relative allocation of marks

o the space allocated for responses

The three parts are in three separate item-and-response booklets.

The following specifications for each session/part are outlined in the Table 1:

the distribution across the sessions/parts of:

o criteria

o course content (themes / topics)

o length, time and mark / rating allocations

number and type of items.

Relationships between the examination specifications and the written examination items will be mapped each year. (See Attachment 2.)

4 Relative weighting: the emphasis on the assessment of an item compared with other items within a group, that will influence the final result, that is, the rating.

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Table 1: JPN315114 Japanese 2014 Examination Structure

Session / Part

Oral

examination

Written examination

Part 1: Listening and Responding (Audio examination on CD)

Part 2: Reading and Responding Part 3: Writing in Japanese

Criterion (See details in the section Assessment)

Criterion 2: communicate in spoken Japanese

Criterion 1: listen and respond to spoken Japanese

Criterion 3: read and respond to written Japanese texts

Criterion 4: express ideas and information in written Japanese

Themes / Topics

Theme 1: The Individual

All topics:

Personal world

Education

Daily life


Theme 2: Japanese-Speaking Communities

Theme 3: The Changing World

Topics are chosen to constitute a representative sample of course content in the three themes.









Number / Nature of items

N/A 5 to 7 spoken texts in Japanese for response in English

Each spoken text:

includes introduction with reference to the reading number and spoken text number

is read 3 times

- 1st reading, then gap of same length as passage

- 2nd reading, then gap of same

A total of 3 texts written in Japanese with total text of 1000 – 1200 characters

Kanji used in items is limited to the prescribed list in the course document

In response to items, candidates are not restricted to the kanji prescribed list

Kanji used in items is limited to the prescribed list in the course document

In response to items, candidates are not restricted to the kanji prescribed list

Section A:

A guided essay

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length as the passage

- 3rd reading, then gap of double the length of passage

includes details / context of the scenario stated verbally on the CD and in writing in the item-and- response booklet.

The listening time for 1 reading of a spoken text lies between 1 minute 40 seconds and 2 minutes 40 seconds.

Section A:

2 texts written in Japanese

at least 5 items written for each text in English for response in English

Section B:

1 text written in Japanese

at least 5 items written in Japanese and for response in Japanese. Students CAN not respond in romaji.

Section B:

5 items, written in Japanese and English for response in Japanese.

Items to be answered

N/A All items All items Section A: Compulsory item

Section B: Choice of 1 item

Item types (See Attachment 1 for definitions and exemplars)

Context of items A range of routine to non-routine contexts

Scenario of items All real-world scenarios

Response format A range of short to extended

Spoken text An approximately equal

balance of single-person text and dual-person text

Dual person text read by 1 male and 1 female

Text types taken from any relevant text types in the course document

Context of items All non- routine contexts

For each of Section A and B: Text types taken from any relevant text types in the course document

Context of items All non- routine contexts


Items requiring understanding

For each of the 3 texts, a range

Context of items All non-routine contexts


Response format

Extended response format

Responses use a range of text types from the following types:

- conversation/interview - diary/journal entry

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responses

Assessment of responses Responses range from closed to open--ended responses.


Response format

All short responses

Candidates are not required to respond in complete sentences

Assessment of responses All closed-ended responses.

of items, including at least one item of each of the three types (Types 1, 2 and 3 described in Attachment 1)

For Section B only, Type 3 item(s) is multiple choice

Each item requiring understanding is independent

Response format

All short responses

Candidates are not required to respond in complete sentences

Assessment of responses All closed-ended responses.

- letter/email - narrative - profile.

Assessment of responses All open-ended responses.

Response Time / Length allocation

10 – 12 minutes 60 minutes 60 minutes Total time 60 minutes

Total character length 400 - 500

Section A: Character length is 100 – 150

Section B: Character length is 300 - 350

Mark / Rating allocation

Extended ratings of A+, A, A-, etc. B, C, t or z

60 marks 60 marks Extended ratings of A+, A,

A- , etc. B, C, t or z

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ATTACHMENT 1

Examination Item types

In these specifications, the term ‘item’ is defined as an individual task to be undertaken by candidates. The task may be divided into several parts.

Item types can be categorised as follows:

CATEGORY ITEM TYPES AND DEFINTIONS EXEMPLARS

The context of the item

Routine context

These items require rehearsed skills in the use of language and in familiar contexts.

Non-routine context

These items require procedures not previously encountered in expected prior learning activities. These require the combination, and sometimes the selection, of a set of skills in unfamiliar contexts.

The scenario of the item

Real-world scenarios

These items relate the use of language to the context of the real world.

Items requiring understanding

Items requiring understanding of a written text range in difficulty along a continuum described as including the following three

(Reference: Adapted from a sample paper for Cambridge University 'First Certificate in English" http://www.cambridgeenglish.org/exams-and-qualifications/first/how-to- prepare/)

http://www.cambridgeenglish.org/exams-and-qualifications/first/how-to-prepare/

http://www.cambridgeenglish.org/exams-and-qualifications/first/how-to-prepare/

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types:

Type 1: those where the answer is readily apparent from the information directly available in one or at most two consecutive sentences of the text

Type 2: those where the answer requires processing the information in a single paragraph – the required answer is not directly stated in this portion of the text

Type 3: those where the answer requires an understanding of some feature of the text as a whole, and the answer is not directly stated in the text.

Each comprehension item should be independent, in the sense that the correct answer to one item ought not to provide an additional clue to the required answer to another.

I shifted uncomfortably inside my best suit and eased a finger inside the tight white collar. It was hot in the little bus and I had taken a seat on the wrong side where the summer sun beat on the windows. It was a strange outfit for the weather, but a few miles ahead my future employer might be waiting for me and I had to make a good impression. There was a lot depending on this interview. Many friends who had qualified with me were unemployed or working in shops or as labourers in the shipyards. So many that I had almost given up hope of any future for myself as a veterinary surgeon. There were usually two or three jobs advertised in the Veterinary Record each week and an average of eighty applicants for each one. It hadn’t seemed possible when the letter came from Darrowby in Yorkshire. Mr S. Farnon would like to see me on the Friday afternoon; I was to come to tea and, if we were suited to each other, I could stay on as his assistant. Most young people emerging from the colleges after five years of hard work were faced by a world unimpressed by their enthusiasm and bursting knowledge. So I had grabbed the lifeline unbelievingly. The driver crashed his gears again as we went into another steep bend. We had been climbing steadily now for the last fifteen miles or so, moving closer to the distant blue of the Pennine Hills. I had never been in Yorkshire before, but the name had always raised a picture of a region as heavy and unromantic as the pudding of the same name; I was prepared for solid respectability, dullness and a total lack of charm. But as the bus made its way higher, I began to wonder. There were high grassy hills and wide valleys. In the valley bottoms, rivers twisted among the trees and solid grey stone farmhouses lay among islands of cultivated land, which pushed up the wild, dark hillsides. Suddenly, I realised the bus was clattering along a narrow street which opened onto a square where we stopped. Above the window of a small grocer’s shop I read ‘Darrowby Co-operative Society’. We had arrived. I got out and stood beside my battered suitcase, looking about me. There was something unusual and I didn’t know what it was at first. Then it came to me. The other passengers had dispersed, the driver had switched off the engine and there was not a sound or a movement

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anywhere. The only visible sign of life was a group of old men sitting round the clock tower in the centre of the square, but they might have been carved of stone. Darrowby didn’t get much space in the guidebooks, but where it was mentioned it was described as a grey little town on the River Arrow with a market place and little of interest except its two ancient bridges. But when you looked at it, its setting was beautiful. Everywhere from the windows of houses in Darrowby you could see the hills. There was a clearness in the air, a sense of space and airiness that made me feel I had left something behind. The pressure of the city, the noise, the smoke – already they seemed to be falling away from me. Trengate Street was a quiet road leading off the square and from there I had my first sight of Skeldale House. I knew it was the right place before I was near enough to read S. Farnon, Veterinary Surgeon on the old-fashioned brass nameplate. I knew by the ivy, which grew untidily over the red brick, climbing up to the topmost windows. It was what the letter had said – the only house with ivy; and this could be where I would work for the first time as a veterinary surgeon. I rang the doorbell.

Why did the writer regret his choice of seat as he travelled? [It was on the sunny side and hot.] (Type 1; 2 marks)

What was the writer wearing? [His best suit] (Type 1; I mark)

What type of work was the writer qualified to do? [Veterinary surgeon] (Type 1; I mark)

What impression had the writer previously had of Yorkshire? [Heavy and unromantic region; solid respectability; dullness; lack of charm] (Type 1; 4 marks)

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Name two things that surprised the writer about how he was offered the interview? [There was no advertisement; he had been contacted without providing an application; if suitable he would stay on] (Type 2; 2 marks)

Describe one way that the writer's experience of Darrowby differed from that described in the guidebooks? [For example, Guidebook: grey little town; Writer: clearness in the air] (Type 2; 2 marks)

What did the writer find as unusual on arriving in Darrowby? [The only visible signs of life were some old men sitting around the clock tower who could have been made of stone; the lack of activity] (Type 2; 2 marks)

How did the writer recognize Skeldale house? [It was the only house with ivy as it said in the letter] (Type 1; 2 marks)

How did the writer's attitude change during the passage? A He began to feel he might like living in Darrowby B He became more uncertain about the outcome of the job interview C He started to feel that he was lucky to have an opportunity like this D He started to look forward to having the interview E He felt that the uncomfortable journey was likely to be a waste of time. [A] (Type 3; 2 marks)

Which of the pairs of words describes the characteristics of the writer? A cautious, shy B positive, confident C thankful, confused D relaxed, capable E unhappy, unwilling [B] (Type 3; 2 marks)

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The format of response

Short response format

These items are composed of a brief prompt that demands a response to some stimulus material that varies from a single response to a few written points. This sort of item is suited to assessing the candidate’s ability to:

o recall specific information and methods related to key content

o apply rehearsed methods to familiar situations

o demonstrate understanding of key concepts in previously unseen stimulus material.

Extended response format

These items involve lengthy structured responses. Greater complexity may be due to one or more of, but not limited to, the following:

o a greater cognitive demand of Japanese language concepts

o the necessity to select appropriate information

o justification of a response via a logical line of reasoning.

For example: A response to an item in the writing section.

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Assessment of response

Closed-ended response

These are items for which there is a single ‘correct’ or ‘best’ response.

Open-ended response

These are items for which there may be multiple correct responses OR in which the quality of the argument and/or the expression is being assessed.

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ATTACHMENT 2

JPN315114 Japanese 2014 Written Examination Mapping

The Setting Examiner designs examination items to adhere to the External Assessment Specifications (see Table 1). During the writing and critiquing of the examination, the Setting Examiner will map the JPN315114 Japanese examination to the course document and external assessment specifications. This may be achieved through the mapping grids given in Tables 2 - 10.

Mapping provides a summary of relationships between examination items and:

item type

relative importance/weighting

content

achievement standard, and

item rating.

Mapping is designed primarily to assist the Setting Examiner to:

see at a glance the range of item types, content statements, and achievement standards used in the examination paper, and

check for:

o representative sampling, and

o adherence to the examination structure specifications.

Checklist

The Setting Examiner conducts a final check for adherence of the written examination to the external assessment specifications by completing a checklist. (See Table 11.)

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JPN315114 Japanese 2014 Written Examination Mapping Grids


Table 2: Criteria being assessed

Criterion 1 Standard Item numbers Possible ratings of response

1.1 Pace of speech employed in spoken text - Moderate delivery - Authentic, conversational pace, slower

with complex language structures - Normal, conversational pace

C B

A

1.2 Depth of understanding - Understands most points - Understands all main points and some

points of detail, additional information and/or specifics

- Understands all main points and points of detail, additional information and/or specifics

C B

A

Table 3: Course coverage

Theme Topic Item numbers

The Individual Personal World

Education

Daily Life

Japanese-Speaking Communities

Past and Present

People and Places

Arts and Entertainment

The Changing World Social Issues

Travel and Tourism

The World of Work

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Table 4: Item type

Item type Item numbers

Context of items Non-routine contexts

Scenarios of items Real-world scenarios

Response format Short response format

Assessment of responses Closed-ended responses

Part 2: Reading and Responding, Sections A and B


Criterion 3 Standard Section A item numbers

Section B item numbers

Possible ratings of response

3.5 Depth of understanding - Understands most points - Understands all main points and

some points of detail, additional information and/or specifics

- Understands all main points and points of detail, additional information and/or specifics

C B

A


Theme Topic Section A item numbers



Education

Daily Life

Japanese- Speaking Communities

Past and Present

People and Places

Arts and

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Entertainment

The Changing World

Social Issues

Travel and Tourism

The World of Work

Table 7: Item type

Item type Section A item numbers




Items requiring understanding Type 1

Type 2

Type 3

Are items independent?



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Criterion 4 Standard Item numbers Possible ratings of response

4.1 Use of sentences and punctuation C - A

4.2 Command of structures and vocabulary

C - A

4.3 Controlled, nuanced language usage A

4.4 Degree of fluency and accuracy C - A

4.5 All hiragana characters are written accurately

C - A

4.6 Accuracy of katakana characters C –A

4.7 Accuracy of kanji characters C – A


Theme Topic Item numbers


Education

Daily Life

Japanese-Speaking Communities

Past and Present

People and Places

Arts and Entertainment

The Changing World

Social Issues

Travel and Tourism

The World of Work

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Table 10: Item type

Item type Item numbers

Spoken text Single person

Dual person





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Checklist

Table 11: JPN315114 Japanese 2014 Written Examination Checklist


☐ Assesses all aspects of Criterion 1, except the aspect of requesting repetition and/or rephrasing

☐ Items give opportunities to demonstrate standards from rating C to rating A

☐ Includes course content from all three themes

☐ Includes course content from a representative sample of topics

☐ There are 5 – 7 spoken texts are in Japanese

☐ Texts use a range of text types from the following: Conversation/interview, diary/journal entry, letter/email, narrative, profile

☐ Includes a balance of items ranging from short to extended response formats

☐ Items includes a range of routine and non-routine contexts

☐ All items are real-world scenarios

☐ Responses to all items are closed-ended

☐ Instruction is given that candidates are not required to respond in complete sentences

☐ Spoken texts are introduced with reference to the reading/spoken text numbers

☐ Spoken texts have approximately equal numbers of single-person and dual person texts

☐ All dual-person spoken texts are read by 1 male and 1 female

☐ Spoken texts are read 3 times

☐ 1st reading – gap of same length as passage

☐ 2nd reading – gap of same length as the passage

☐ 3rd reading – gap of double the length of passage

☐ The details/context of the scenario of the spoken texts are stated verbally on the CD and in writing in the item-and-response booklet

☐ The listening time for 1 reading of a spoken text lies between 1 minute 40 seconds and 2 minutes 40 seconds.

Part 2: Reading and Responding

☐ Assesses all aspects of Criterion 3, except responses are in written form only and the use of ‘external references’, i.e. dictionary, is not examinable




☐ There are 3 texts in Japanese with a total of 1000 – 1200 characters

☐ Kanji used in items are limited to the prescribed list in the course document

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☐ There are at least 5 items per text

Section A:

Section B:

Sections A and B:


☐ Assesses all aspects of Criterion 4




☐ There are 2 sections: Section A – One item; Section B – 5 items written in Japanese and English

☐ Kanji used in items are limited to the prescribed list in the course document



☐ Responses to all items are open-ended.

☐ Includes two texts in Japanese

☐ Items are written in English

☐ Items call for a response in English.

☐ Includes one text in Japanese

☐ Items written in Japanese

☐ Items call for a response in Japanese (NOT romaji).

☐ Include a balance of items ranging from short to extended response formats

☐ Items include a range of routine and non-routine contexts


☐ Include at least one item of each of the three types described in Attachment 1

☐ Each item requiring understanding is independent

☐ Responses to all items are closed-ended

☐ Candidates are not required to respond in complete sentences.

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