– 2012 Assessment Schedule

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NCEA Level 1 English (90849) 2012 — page 1 of 2 Assessment Schedule – 2012 English: Show understanding of specified aspect(s) of studied written text(s),…

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NCEA Level 1 English (90849) 2012 — page 1 of 2 Assessment Schedule – 2012 English: Show understanding of specified aspect(s) of studied written text(s), using supporting evidence (90849) Evidence Statement Notes on question interpretation The question stems help to indicate the levels at which the candidate is expected to respond:  “Describe …” requires the candidate to outline how specified ideas / style / language features are used in the text. This is an “on the lines” response to a text.  “Explain …” is scaffolded to lead the candidate towards a more convincing / perceptive response, “between the lines” and “beyond the lines.”  To show convincing / perceptive understanding, the candidate needs to show an awareness of the intention of the writer / creator, and / or the writer / creator–audience relationship. Not Achieved Achievement Achievement with Merit Achievement with Excellence Attempts to answer question, but does not address Covers BOTH parts of the selected question Answers BOTH parts of the selected question Answers BOTH parts of the selected question BOTH parts of the selected question and / or the (“Describe …” and “Explain …”), although the parts convincingly / with balance. Some unevenness is perceptively; the answer may interweave the two response is not convincing. may be addressed unevenly and the response acceptable. parts of the task. may not be fully convincing. The response may be characterised by: The response: The response: The response:  no understanding shown of the key concepts in  has some relevance to the question being  makes clear, informed points that are relevant to  makes confident points that show some insight the question’s key words addressed the question being addressed or originality in thought or interpretation  plot summary  connects the majority of these points to each  rote-learned response other  personal commentary unrelated to the question  develops points in detail.  develops points that are sustained throughout  addressing only one part of the question and integrated  generalised, simplistic, or irrelevant comments indicating a limited understanding  poor organisation; structure and expression may  is planned and organised – possibly using a  is organised and developed; structure and  is organised and develops a perceptive case or hinder the candidate’s ability to show formulaic approach (eg one point per paragraph) expression are fluent, assisting the candidate in argument; structure and expression may show understanding of the text. – in a way that demonstrates the candidate is showing convincing understanding. flair / originality, enhancing the discussion. addressing the question to show understanding of the text.  a lack of sufficient supporting evidence  includes reference to specific details, with  includes clear, relevant details, usually using  includes clear, relevant details integrated into  details from the text that are not adapted to the possible use of quotations, to support points and quotations, integrated into the answer. the answer; quotations may be skillfully “woven” task show understanding. into the points made.  no reference to text specifics / techniques used  an essay likely to be shorter than 200 words,  may exceed recommended minimum 200 words.  may exceed recommended minimum 200 words.  may exceed recommended minimum 200 words. which may include insufficient detail to show understanding. NCEA Level 1 English (90849) 2012 — page 2 of 2 N1 N2 A3 A4 M5 M6 E7 E8 Insufficient understanding is characterised by: Understanding is characterised by: Convincing understanding is characterised by: Perceptive understanding is characterised by:  a single point  points relevant to  some points relevant  points clearly  some discussion of  discussion of any of  discussion of any of  discussion of any of relevant to one of the any of the specified to any of the specified relevant to any of the any of the specified the specified aspects the specified aspects the specified aspects specified aspects aspects listed below aspects listed below. specified aspects aspects listed below listed below that listed below that listed below that listed below. that only pertain to listed below. that begins to relate relates them to the relates them to the relates them to the one part of the them to the writer’s / writer’s / creator’s writer’s / creator’s writer’s / creator’s question. creator’s purpose purpose purpose purpose  awareness of the  awareness of the  some appreciation  mature appreciation significance / significance / of the significance / of the significance / importance to the text importance to the text importance to the text importance to the text as a whole of as a whole of as a whole of as a whole of aspect(s) described. aspect(s) described aspect(s) described aspect(s) described  possibly going  possibly going  going beyond the text beyond the text to beyond the text to to include reference give personal give personal to wider society / the insights. insights. candidate’s personal understandings. N0/ = No response; no relevant evidence. “Specified aspects” will be selected (as per Explanatory Note 2 of the standard) from:  purposes and audiences  ideas (eg character, theme, setting)  language features (eg figurative language, syntax, style, symbolism, vocabulary)  structures (eg part text, whole text, narrative, beginnings and endings). Judgement Statement Achievement Achievement Not Achieved Achievement with Merit with Excellence Score range 0–2 3–4 5–6 7–8
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