Exemplar for Internal Achievement Standard. German Level 1

Transkript

1 Exemplar for Internal Achievement Standard German Level 1 This exemplar supports assessment against: Achievement Standard Give a spoken presentation in German that communicates a personal response An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. These will assist teachers to make assessment judgements at the grade boundaries. New Zealand Qualification Authority To support internal assessment from 2014

2 Grade Boundary: Low Excellence 1. For Excellence, the student needs to give an effective spoken presentation that communicates a personal response. There will be evidence that the student is able to communicate beyond the immediate context. Effective German will be shown by capable selection and successful use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is controlled and integrated. Communication will not be hindered by inconsistencies. This presentation demonstrates effective use of German by generally controlled and integrated development of information, e.g. Wir haben musikalische Stühle gespielt, Ich habe musikalische Stühle gewonnen and...was so intensiv, dass ich. The student expresses an opinion, Ich habe die Kuchen sehr lecker gefunden. The student capably selects language and language features fit for purpose, e.g. geschmückt, äußerst lecker and als wir gesungen haben. There is evidence that the student communicates beyond the immediate context, e.g. bin ich einkaufen gegangen, ist 15 Jahre alt geworden and dass ich am Ende total kaputt war. For a more secure Excellence, the student will need to show clear evidence of stating and developing opinions. Additionally, more care taken in the selection and use of language would ensure the criteria of capable selection and successful use of language is securely met, e.g. habe...besuchen, vielen Essen gegessen and Lieblingsschmack.

3 Grade Boundary: High Merit 2. For Merit, the student needs to give a convincing spoken presentation that communicates a personal response. There will be evidence that the student is able to communicate beyond the immediate context. Convincing German will be shown by selection and use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is generally credible and connected. Communication will not be significantly hindered by inconsistencies. The student communicates and develops personal information, ideas and opinions, e.g....spiele Fussball für das M. Region, wir trainieren zweimal pro Woche and Dieses Wochenende habe ich ein Turnier in Taupo mit meine Fussballmannschaft. There is evidence of selection of language beyond the immediate context, e.g Morgen werde ich für meine family kochen. Language features are selected and used effectively, for example when the candidate uses rhetorical questions to draw the audience in and language such as ab und zu fahre ich.... Delivery of the presentation is fluent and effective, and communication is not significantly hindered by inconsistencies. To reach Excellence, the student needs to show consistent evidence of capable selection of language, e.g. Was macht ihr in dein Freizeit? Ich gemacht segelen, wann ich 10 Jahre alt war and So, wie verbringt ihr in dein Freizeit?, and mispronunciations and anglicisms will have less effect on the communication of the message.

4 Grade Boundary: Low Merit 3. For Merit, the student needs to give a convincing spoken presentation that communicates a personal response. There will be evidence that the student is able to communicate beyond the immediate context. Convincing German will be shown by selection and use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is generally credible and connected. Communication will not be significantly hindered by inconsistencies. The student demonstrates generally credible development of information and ideas, e.g. Tiefseetauchen, denn es ist einzigartig and und weil es hilft mir.... The student selects and uses a range of language, such as einzigartig, Traumjob as well as communicating beyond the immediate context, e.g. ich habe Krieg gespielt and ich werde Kino gehen. Communication is not significantly hindered by inconsistencies in pronunciation or word order. For a more secure Merit, this student would need to show additional evidence of successful use of attempted language, e.g. zum treffen sich mit meine Freunde, die Haare scheiden lassen and Kino gehen mit meine Freunde in der Nachmittag.

5 Grade Boundary: High Achieved 4. For Achieved, the student needs to give a spoken presentation that communicates a personal response. This involves expressing personal information, ideas and opinions in culturally appropriate spoken German. There will be evidence that the student is able to communicate beyond the immediate context. Communication will be achieved overall, despite inconsistencies. The student demonstrates an ability to express personal information, ideas and opinions, such as: Ich bin Naturwissenschaft bestehen and Ich finde Naturwissenschaft einfach, weil ich finde es interessant. The student communicates beyond the immediate context, e.g. und ich hab Mittelstürmer gespielt, Der Film war sehr cool and bin nach Sydney gegangen. The student selects some appropriate language, e.g. Der Film war sehr cool und clever, obwohl zu kurz. Communication is achieved overall, despite inconsistencies such as unclear pronunciation or meaning, e.g. sein wir ein schwer Mannschaft, und so wir hat schwer gelaufen. However, to reach the criteria for Merit, there would need to be additional evidence of selection and range of language at Curriculum Level 6, in particular the use of appropriate auxiliary verbs and the selection of appropriate words, for example avoiding the global use of schwer instead of the more appropriate alternatives stark and schnell.

6 Grade Boundary: Low Achieved 5. For Achieved, the student needs to give a spoken presentation that communicates a personal response. This involves expressing personal information, ideas and opinions in culturally appropriate spoken German. There will be evidence that the student is able to communicate beyond the immediate context. Communication will be achieved overall, despite inconsistencies. There is evidence that the student communicates personal information, ideas and opinions, e.g. In Wanaka habe ich für trainiert, and Sie sind alle younger als ick, das schein mir seltsam, weil ich. The candidate communicates beyond the immediate context, e.g. Abends habe ich die Schule besucht, and Einer der Hohepunkte war skifahren, wenn die Sonne aufging. The presentation demonstrates language use at Curriculum Level 6, e.g. eher flach, seltsam, besucht, and tagsüber. For a more secure Achieved, this student would need to demonstrate additional mastery of German pronunciation and rhythm patterns, which hinder communication in a number of passages.

7 Grade Boundary: High Not Achieved 6. For Achieved, the student needs to give a spoken presentation that communicates a personal response. This involves expressing personal information, ideas and opinions in culturally appropriate spoken German. There will be evidence that the student is able to communicate beyond the immediate context. Communication will be achieved overall, despite inconsistencies. In this presentation, the student attempts to communicate personal information and ideas, e.g. Ich habe keine Pläne for meine nächstes Wochenende and Ich geh nicht in die Stadt gewohlich. There is some expression of personal opinions, i.e. Ich finde Hausaufgaben zu langweilig. The student attempts to communicate beyond the immediate context, e.g. Ich habe Bogenschiessen weil ich 13 Jahr alt gemacht and Wenn es ein schöner Tag draussen is, würde ich um den Block laufen. To reach Achieved, communication will be achieved overall. Areas to consider, so that communication of the message can be understood by the listener, are: pronunciation, intonation, rhythm patterns, stress patterns and delivery speed. There could also be additional evidence that the student is able to express opinions on a personal level.