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ASSESSMENT AT STAGE 2
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 tasks used to
determine the SSABSA Subject Achievement Score are summative. Formative
tasks are important in the learning process, but do not contribute to final
grades.
Assessment in Stage 2 Maltese consists of the following components,
weighted as shown:
Assessment Component
1: Course Work (35%) Assessment
Component
2: In-depth Study (15%) Assessment
Component
3: Oral Examination (12.5%) Assessment Component
4: Written Examination (37.5%).
Assessment Component 1: Course Work
This component is designed to assess primarily Learning
Outcomes 1, 2, and 3. It is weighted at 35%.
Teachers are required to set five summative tasks for course
work using the three task types: oral, written, and text analysis.
The weighting of the five summative
tasks is not prescribed, to allow for flexibility of emphasis within individual
school programs.
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.
Criteria for Judging Performance
Students' performance in an oral task in Maltese will be judged by the extent to which
they demonstrate:
the 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).
Students' performance in a written task in Maltese 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).
Students' performance in analysing a text or texts that are in Maltese will be judged by the extent to which they demonstrate:
understanding of general and specific details of texts (by
selecting information);
appropriate selection and use of information (by
synthesising information);
the ability to convey information
accurately (by summarising the main points);
skills in adapting text types (by adapting textual content
to create new text);
skills in commenting on features of language (by explaining
the use of language).
Assessment Component 2: In-depth Study
This component is designed to assess primarily Learning
Outcome 4. It is weighted at 15%. Teachers are required to set three summative
tasks for the in-depth study:
An oral presentation in Maltese (3 to 5
minutes)
A written response to the topic in
Maltese (600 words)
A written response in English (600
words).
The three tasks should differ in context, audience, and
purpose, and be supported by evidence of research, text analysis, and
preparation.
The in-depth study enables students to extend their
understanding of an aspect or aspects of a topic associated with `The Maltese-speaking Communities' or `The Changing
World' themes.
The subject of the in-depth study will be the focus of the
discussion section of the external oral examination. Details of the discussion
are under `Assessment Component 3: Oral Examination'.
Teachers may either
choose the subject of the in-depth study, and the associated texts or support
materials that the class will study, or allow
each student to choose his or her own subject, and give advice and assistance in selecting and analysing appropriate texts. Some
subjects may enable students to make
comparisons between their learning and their personal experience. Whether the
subject is chosen by the teacher or by the students, the assessment
tasks must be set and assessed by the teacher.
The texts that form the basis of the in-depth study will
depend upon the availability of appropriate resources.
These could include, for example, guest speakers, newspaper articles,
websites, documentaries, films, short
stories, songs, and oral histories, either in their original form or adapted
for language learning. Texts used may
also be subtitled, or produced in English, if appropriate. It is expected
that at least three different texts relating to the subject of the in-depth
study will be selected for analysis, so that students are able to explore their
subject in sufficient depth. At least two of the texts should be in Maltese.
It is suggested that students collate
evidence of their preparation for the in-depth study. Such evidence may
include:
- a
list of words, phrases or expressions;
- a
written plan or cue cards for the oral presentation (in Maltese or
English);
- a
draft of the response in Maltese;
- a
draft of the response in English;
- personal
notes, paragraphs, or short summaries relating to the text in the
student's own words;
- charts,
maps, diagrams, pictures as appropriate;
- a
bibliography or references.
Nationally Assessed Languages
Continuers Level Stage I and Stage 2 Curriculum Statements, Stage I accredited
from 2001 and Stage 2 accredited from 2002, published
2005, reissued for 2008
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 in-depth study 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).
Assessment Component 3: Oral
Examination
The oral examination is designed to assess primarily
students' knowledge and skill in using spoken
Maltese. It relates to Learning
Outcomes 1 and 4. It is weighted at 12.5%.
The oral examination will take approximately 15 minutes and
will have two sections.
Section 1: Conversation
The examination will begin with a
conversation between the student and the examiner(s). It will consist
of a general conversation about the
student's personal world (e.g. life, family
and friends, interests, and aspirations).
Section 2: Discussion
After the conversation, the student will indicate to the
examiner(s) the subject of the in-depth study
chosen for the discussion. In the discussion, the
student will be expected to explore with the examiner(s) the subject of the
in-depth study, and refer to the texts studied. The student may also wish to
refer to
personal experiences related to the subject of the in-depth
study.
The student may support the conversation and discussion with
objects such as photographs, pictures,
and maps. Notes and cue cards are not permitted.
Criteria for Judging Performance
When judging performance in the oral examination,
the examiner(s) will take into account the extent to
which students demonstrate:
the capacity to maintain a conversation and discussion
(comprehension, communication strategies);
relevance and depth of treatment of information, opinions,
comment;
clarity of expression (pronunciation, intonation, stress);
accuracy of vocabulary and sentence structures;
range and appropriateness of vocabulary and sentence
structures.
Assessment Component 4: Written
Examination
The written examination is weighted at 37.5%.
Students are allowed to use monolingual and/or bilingual
printed dictionaries in the written examination.
The written examination will take 2 hours and 50 minutes. It
will have three sections, weighted as shown:
Section 1: Listening and Responding 15%
Part A 10%
Part B 5%
Section 2: Reading and Responding 15% Part A 10%����� . Part B 5%
Section 3: Writing in Maltese 7.5%.
Section 1: Listening and Responding
Section 1 of the written examination is designed to assess
primarily students' knowledge and skill in analysing
information from spoken texts. It relates to Learning Outcome 3.
Section 1 of the written examination
will have two parts, Part A and Part B. Students will be expected to demonstrate
understanding of general and specific information from spoken texts and to
respond, in English in Part A and in Maltese in Part B, to questions on this
information The questions may require students to identify information related
to:
- the
context, purpose, and audience of the text;
- aspects of the language of the text (e.g.
tone, register, knowledge of language structures).
The texts in both parts will be related to one or more of
the prescribed themes.
Students will hear five to seven texts
in Maltese covering a number of text types. The total listening time, for
one reading of the texts without pauses, will be approximately 7 to 8 minutes.
Some texts will be short; that is, one
reading of each text will be approximately 35 to 45 seconds. Some texts will be
longer; that is, one reading of each text will be approximately 90 to 120
seconds. Each text will be heard twice. There will
be a pause between the first and second readings in which students may make
notes. Students will be given sufficient time after the second reading to
complete answers.
Students will be expected to respond to
a range of question types, such as completing a table, chart, list, or form,
or responding to a message, open-ended questions, or multiple-choice items. Part A
There will be two to four short texts followed by one longer
text.
Questions on the texts will be written in English for
answers in English. Criteria, for Judging
Performance
When judging performance in this part, the examiner(s) will
take into account the extent to which students demonstrate the capacity to:
understand general and specific aspects of texts by
identifying and analysing information, and convey the information accurately
and appropriately.
Part B
There will be one short text followed by one longer text.
Questions on the texts will be written in English and Maltese
for answers in Maltese
Criteria for Judging Performance
When judging performance in this part, the examiner(s) will
take into account the extent to which students demonstrate the capacity to:
understand general and specific aspects of texts by identifying
and analysing information;
convey the information accurately and appropriately.
Students will be expected to write a response of 200 to 250
words in Maltese. Questions will be written in English and Maltese for a
response in Maltese.
Criteria, for Judging Performance
When judging performance in this
section, the examiner(s) will take into account the extent to which
students demonstrate:
relevance and depth of treatment of ideas, information, or
opinions; '
accuracy and range of vocabulary and sentence structures;
the capacity to structure and
sequence response and use conventions of text types.
Summary of Examination Specifications Oral Examination (time allocation - 15 minutes)
Learning Outcomes I and 4 Weighting
- 12.5%
Section 1: Conversation -approximately
7 minutes (5%) Section 2: Discussion -approximately 8
minutes (7.5%)
Written Examination (time allocation-3 hours, including 10 minutes'
reading time)
Section
1: Listening and Responding
Learning
Outcome 3 Weighting - Part A 10% Part B 5%
Part A
Three to five texts in
Maltese with answers in English
Part B
Two texts in Maltese with
answers in Maltese
Section
2: Reading and Responding
Learning Outcomes 1 and 3 Weighting -Part A 10% Part B 5%
Part A
Two texts in Maltese with
answers in English
Part B
One text in Maltese with
response in Maltese
Section
3: Writing in Maltese
Learning Outcome 2 Weighting - 7.5%
Original text to be written in Maltese