Outcome 2
Interpret information from texts and write responses in Chinese.
Details of the task
Responses to specific questions or instructions using information extracted from written, spoken and viewed texts on the selected subtopic.
Step 1: Define the parameters of an outcome and its related assessment task options
The
VCE Chinese Second Language Study Design provides details of the key knowledge and skills related to Unit 3 Outcome 2 and the area of study. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. It should be noted that each key aspect of knowledge and skills does not need to be individually identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills.
Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. It is recommended that assessment tasks be completed in class under supervision within a limited timeframe. The overall assessment program for the unit should include a variety of assessment task formats and include provision for authentication of student work. It is expected that students will respond in Chinese to all assessment tasks in Units 3 and 4.
Schools may determine the conditions for this task. Students should be advised of the timeline and conditions under which the task is to be completed.
The study design identifies the task that must be used to assess this outcome. Teachers should be familiar with the essential requirements of each task.
This task is may completed under teacher supervision in 80 minutes of class time. Students may hear the listening text more than once with a pause between readings. Students may use dictionaries.
Step 2: Determine teaching and learning activities
Teachers need to unpack the performance descriptors because they provide a clear indication of the qualities and characteristics that they are looking for in a student response.
When deciding on the theme, topic and subtopic for the teaching and learning associated with this outcome, reference must be made to the
VCE Chinese Second Language Study Design. The subtopic must allow for the development of an appropriate sequence of teaching, learning and assessment of the outcome. Teachers should plan a sequence of teaching and learning activities that will enable students to develop knowledge and skills. The teaching and learning activities should be designed to develop, maintain and extend student proficiency in all of the macro skills – listening, speaking, reading, writing and viewing.
Students will synthesise information from the written, spoken and visual texts. They will connect and compare ideas and identify different points of view in the texts. Suitable texts could include extracts, articles, blogs, webpages, postcards, stories, podcasts, songs, plays, news items, films, photographs and maps.
The skills and knowledge required for the successful demonstration of this outcome must relate to the specific subtopic chosen. For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by students to participate in activities related to the subtopic.
Activities designed to elicit the students’ understanding and use of the skills and knowledge required for this outcome should be included, for example, learning activities that progressively develop their ability to identify the overall meaning and specific detail from the selected texts. As the response required for this assessment task is in Chinese, students will also need to extend their skills in conveying relevant information in Chinese.
Students may be given revision exercises and activities in preparation for the assessment task.
Step 3: Design the assessment task
One approach to constructing the assessment task: Unit 3 Outcome 2
In the following example, the theme to be studied is The Chinese-speaking communities, the topic is History and culture, and the subtopic is festivals, which is drawn from page 12 of the
VCE Chinese Second Language Study Design.
For this example, students will listen to a short podcast about a traditional festival, read a letter to the editor about a very successful festival, and view a map of the town where the festival was held. Students extract information from the texts and then respond to specific questions in Chinese. Students hear the recording of the interview twice, with a pause between each listening to allow for note taking. Student responses are required in Chinese, and they have 80 minutes in which to respond to all of the questions.
In order to prepare for this task, teachers need to provide the short podcast, the letter to the editor and the map that will be used for the task. The teacher develops the task and students should not have seen it previously.
Allocation of marks: This task is worth 15 marks towards the total of 50 marks allocated to School-assessed Coursework for Unit 3.
The teacher must decide the most appropriate time to set this task and inform the students of this date/time. This decision is the result of several considerations including:
- the estimated time it will take to teach the key knowledge and skills for the outcome
- the likely length of time required for students to complete the task
- when tasks are being conducted in other subjects and the workload implications for students.
Where there are multiple classes in Chinese Second Language, a common School-assessed Coursework schedule is advisable.
Duration of task: This sample task is designed to be completed in class under teacher supervision in an 80-minute lesson.
Materials: Students may use a monolingual and/or bilingual dictionary in the completion of this task. Their responses will be written on the assessment task sheet and submitted at the end of the session.
Student responses
In order to successfully demonstrate the skills and knowledge required for this outcome, the task should allow students to demonstrate knowledge of the ideas and concepts related to the selected subtopic. The task should allow students to interpret information from the texts using Chinese and identify main points as well as specific detail. The task should also require students to connect and compare ideas and identify different points of view. Students need to link ideas and information from the texts in a logical way. The task may be a series of questions, some of which require paragraph responses.
The task should be unambiguous and all instructions should be clear.
Marking the task
The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they begin the task.
Outcome 2
Analyse information from written, spoken and viewed texts for use in a written response in Chinese.
Details of the task
An approximately 250-character written response for a specific audience and purpose incorporating information from three or more texts.
Step 1: Define the parameters of an outcome and its related assessment task options
The
VCE Chinese Second Language Study Design provides details of the key knowledge and skills related to Unit 4 Outcome 2 and the areas of study. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. It should be noted that each key aspect of knowledge and skill does not need to be individually identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills.
Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload.
It is recommended that assessment tasks be completed in class under supervision within a limited timeframe. The overall assessment program for the unit should include a variety of assessment task formats, include provision for authentication of student work and take into account the overall workload for students. It is expected that students will respond in Chinese to all assessment tasks in Units 3 and 4.
Schools may determine the conditions for this task. Students should be advised of the timeline and conditions under which the task is to be completed.
The study design identifies the task that must be used to assess this outcome. Teachers should be familiar with the essential characteristics of each type of writing.
This task may be completed under teacher supervision in 90 minutes of class time. Students may hear the listening text more than once with a pause between readings. Students may use dictionaries.
Step 2: Determining teaching and learning activities
Teachers need to unpack the performance descriptors because they provide a clear indication of the qualities and characteristics that they are looking for in a student response.
When deciding on the theme, topic and subtopic for the teaching and learning associated with this outcome the task for Outcome 2 may focus on the same subtopic selected for Outcome 1. The subtopic must allow the development of an appropriate sequence of teaching, learning and assessment tasks for the outcome. The teaching and learning activities should be designed to develop, maintain and extend student proficiency in all of the macro skills – listening, speaking, reading writing and viewing.
The skills and knowledge required for successful demonstration of this outcome must relate to the specific subtopic chosen. For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by students to participate in activities related to the subtopic.
For Outcome 2, teachers need to provide three or more stimulus texts on which students can draw, and a specific task to which they can respond. The set task should specify an audience and purpose. The task may require students to identify and understand the key ideas presented in the texts. Students may also be asked to recognise aspects of culture, language use or contextual aspects regarding the texts. Comparisons between the key ideas may also be a focus of the task. The task should reflect an aspect of the language and culture of the Chinese-speaking communities.
Teachers plan a sequence of teaching and learning activities that enable students to develop knowledge and skills. They include activities that are designed to elicit the students’ understanding and use of the skills and knowledge required for this outcome, for example, provide learning activities that progressively develop the ability to analyse and present in writing information extracted from written, spoken and viewed texts in Chinese. Viewed texts may include photographs, drawings, maps, films or posters. The texts should provide insights into an aspect of the Chinese-speaking communities. Students can make comparisons between cultures, places or times.
Step 3: Design the assessment task
Students are required to analyse information from written, spoken and viewed texts for use in a written response in Chinese. Students should produce an approximately 250-character written response for a specific audience and purpose, and it should incorporate information from three or more texts.
Students complete the task individually and under teacher supervision in class time.
One approach to constructing the assessment task
In the following example, the theme to be studied is The individual, the topic is Education and aspirations, and the subtopic is overseas exchanges, which is drawn from page 12 of the
VCE Chinese Second Language Study Design.
For this example, students will listen to a short recording of a student giving a speech to their classmates about their time spent overseas on exchange, read an email by a family offering to host an overseas student and view a series of photos that a student took while on exchange. Students will hear the speech twice, with a pause between each listening to allow for note taking. Students are required to produce an extended response in Chinese, and they will have 90 minutes in which to respond to the task.
Students analyse the information that they extract from the three texts and use it to respond to the task. The task may require students to identify relationships and make comparisons between the key ideas and perspectives expressed or observed in the texts.
In order to prepare for this task, teachers need to provide the recording of the speech, the email from the family and the photos that will be used for the task. The teacher develops the task and students should not have seen the task previously.
Allocation of marks: This task is worth 15 marks towards the total of 50 marks allocated to School-assessed Coursework for Unit 4.
Date for completion: The teacher must decide the most appropriate time to set this task and inform the students of this date/time. This decision is the result of several considerations including:
- the estimated time it will take to cover key knowledge and skills for the outcome
- the likely length of time required for students to complete the task
- when tasks are being conducted in other subjects and the workload implications for students.
Where there are multiple classes in Chinese Second Language a common School-assessed Coursework schedule is advisable.
Duration of task
This sample task is designed to be completed in class under teacher supervision in a 90-minute lesson.
Materials
Students may use a monolingual and/or bilingual dictionary in the completion of this task. Student responses will be written on the assessment task handout and submitted at the end of the session.
Student responses
In order to successfully demonstrate the skills and knowledge required for this outcome, the task should allow students to analyse information from written, spoken and viewed texts in a written response in Chinese.
Clear instructions should be given regarding the requirements of the task as well as the audience and purpose of the written response. An approximately 250-character written response is required.
The task should be unambiguous and the requirements of the response should be explicitly stated. The task should also give the student the audience and purpose required in the response.
Marking the task
The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they begin the task.