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ASSESSMENT AT STAGE 1 AND STAGE 2
ASSESSMENT AT STAGE 1 - year 11
Assessment is subject to the requirements, policies, and procedures of the Board. One of the purposes of assessment is to measure the extent to which students have achieved the learning outcomes of a program based on this curriculum statement.
The assessment components for Stage 1 [MALTESE] have been selected to provide a balanced assessment of all the learning outcomes in this curriculum statement. The description of each assessment component indicates the learning outcome(s) that the component is designed to assess primarily. However, in designing their assessment plan, teachers may include additional learning outcomes in a particular task, or exclude others. Assessment in Stage 1 [MALTESE] consists of the following components:
Assessment Component 1: Oral Task
Assessment Component 2: Written Task
Assessment Component 3: Text Analysis Task
Assessment Component 4: Investigative Task.
The weighting of the four assessment components is not prescribed, to allow for flexibility of emphasis within individual school programs; however, each assessment component must be weighted between 10% and 50%.
Assessment tasks may assess one or more learning outcomes. Teachers should ensure a balance of macro skills, and of knowledge, skills, and topics across the assessment tasks. In each 1-unit subject, students should be given between four and six summative assessment tasks. Students should complete at least one task from each assessment component.
Assessment Component 1: Oral Task
Students are required to undertake an oral task in [Language]. This assessment task relates to the Communication strand. It is designed to assess primarily Learning Outcomes 1 and 2.
Criteria for Judging Performance
Students' performance in an oral task in Maltese will be judged by the extent to which they demonstrate: � effective use of communication strategies (comprehension, skills in maintaining a conversation and discussion, responding to cues, relating to interlocutor);
� relevance and depth of treatment (information, opinions, comment);
� clarity of expression (pronunciation, intonation, stress);
� accuracy and appropriateness of expression (vocabulary, sentence structures, and grammar);
a range of language (tense, mood, connective devices, vocabulary, and expression); the use of language conventions (polite form of address, register, and tone).
Assessment Component 2: Written Task
Students are required to undertake a written task in [Language]. This assessment task relates to the Communication strand. It is designed to assess primarily Learning Outcomes 1 and 2. Criteria for Judging Performance
Students' performance in a written task in [Language] will be judged by the extent to which they demonstrate: � relevance to the task (addressing cues or issues; relating appropriate detail, ideas, information, or
� opinions) and depth of treatment (depth and variety of content, maturity of thought);
� accuracy and appropriateness of expression (vocabulary, sentence structures, and grammar);
� a range of language (tense, mood, connective devices, vocabulary, and expression);
� coherence in structure and sequence of response (format) and adherence to the features of the text type (using correct text type features).
Assessment Component 3: Text Analysis Task
Students are required to undertake an analysis of a text or texts that are in [Language] with a response or responses in Maltese and/or English. This assessment task relates to the Understanding Language strand. It is designed to assess primarily Learning Outcome 3.
Criteria for Judging Performance
Students' performance in analysing a text or texts that are in Maltese will be judged by the extent to which they demonstrate:
a. understanding of general and specific details of texts (by selecting information);
b. appropriate selection and use of information (by synthesising information);
c. the ability to convey information accurately (by summarising the main points);
d. skills in adapting text types (by adapting textual content to create new text);
e. skills in commenting on features of language (by explaining the use of language).
Assessment Component 4: Investigative Task
Students are required to undertake an investigative task demonstrating research and personal reflection on a cultural aspect. This assessment task relates to the Understanding Culture strand. The investigative task is designed to assess primarily Learning Outcome 4. Students research a cultural or social aspect or issue. The aspect or issue for research may be chosen by negotiation with, or at the direction of, the teacher. Students are expected to complete the two parts of this task: ~ An oral or written part in Maltese ~ A written part in English (250 words). The two parts should differ in context, audience, and purpose, and be supported by evidence of preparation and research.
Student Research
When conducting research, in both the school and the wider community, students must be aware that their actions have the potential to affect other people positively or negatively. SSABSA's policy on students as researchers sets out SSABSA's commitment to supporting students in ethical research. Students who are conducting research should follow SSABSA's Guidelines on Conducting Ethical Research for the SACE. See the SSABSA website (www.ssabsa.sa.edu.au).
Criteria for Judging Performance
Students' performance in the investigative task will be judged by the extent to which they demonstrate:
~ relevance of response (purpose of the task, knowledge and understanding of the texts);
~ depth of response (variety of detail, degree of analysis);
~ evidence of preparation (connection between notes, drafts, and reference materials);
~ evidence of reflection (degree of personal perspective and independence in response);
~ skills in commenting on features of language (explaining the use of language); ~ skills in commenting on features of culture (making comparisons);
~ accuracy and appropriateness of expression (vocabulary, sentence structures, grammar).