extended response: spoken persuasive text suitable for a ... · extended response: spoken...
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Extended response: Spoken persuasive text suitable for a public audience This sample is intended to inform the design of assessment instruments in the senior phase of learning. It highlights the qualities of student work and the match to the syllabus standards.
Dimensions assessed · Understanding and responding to contexts
· Understanding and controlling textual features
· Creating and evaluating meaning
Assessment instrument The response presented in this sample is in response to an assessment task
Context Students from your school are invited to apply for positions on the student council. As part of the selection process, students must deliver a campaign speech to their Year 12 peers. Task Choose a portfolio (sporting, social, cultural, academic, spiritual or environmental) that you would like to nominate for. Prepare and deliver an election campaign speech which uses ideas, attitudes and values to construct a particular version of leadership and influences your audience to vote for you. Genre: campaign speech Role: candidate for ‘minister’ for a particular portfolio on the school student council Audience: student audience who will vote for the candidates Purpose: to persuade Length: 4–5 minutes
English 2010 Sample assessment instrument and student responses
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 2 of 6
Instrument-specific standards matrix Student responses have been matched to instrument-specific standards matrix; those which best describe the student work in this sample are shown below. For more information about the syllabus dimensions and standards descriptors, see www.qcaa.qld.edu.au/11703-assessment.html.
Standard A Standard C
Und
erst
andi
ng a
nd re
spon
ding
to
con
text
s
The student work has the following characteristics:
The student work has the following characteristics:
· exploitation of genre patterns and conventions of a campaign speech to achieve specific purposes
· use of genre patterns and conventions of a campaign speech to achieve purposes
· discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives
· selection, sequencing and organisation of relevant subject matter to support opinions and perspectives
· manipulation and control of roles of the speaker and relationship with audience.
· establishment and maintenance of roles of the speaker and relationship with audience.
Und
erst
andi
ng a
nd c
ontr
ollin
g te
xtua
l fe
atur
es
The student work has the following characteristics:
The student work has the following characteristics:
· a discerning combination of a range of grammatically accurate language structures for specific effects
· use of a range of mostly grammatically accurate language structures to achieve purposes
· discerning use of cohesive devices to develop and emphasise ideas and connect parts of the campaign speech
· use of cohesive devices to link ideas and connect parts of the campaign speech
· discerning use of a wide range of apt vocabulary for specific purposes
· use of suitable vocabulary for purposes
· discerning use of mode-appropriate features to achieve specific effects:
- spoken/signed features
- non-verbal features.
· suitable use of mode-appropriate features to achieve purposes: spoken/signed features
non-verbal features.
Cre
atin
g an
d ev
alua
ting
mea
ning
The student work has the following characteristics:
The student work has the following characteristics:
· discerning manipulation of the ways ideas, attitudes and values underpin a campaign speech and influence audience
· appropriate use of the ways ideas, attitudes and values underpin a campaign speech and influence audience
· subtle and complex creation of perspectives and representations of concepts, identities, times and places
· creation of perspectives and representations of concepts, identities, times and places
· discerning use of aesthetic features to achieve specific purposes in a campaign speech.
· use of aesthetic features to achieve purposes in a campaign speech.
Note: Colour highlights emphasise qualities that discriminate between the standards.
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 3 of 6
Student response — Standard A The annotations show the match to the instrument-specific standards.
Comments exploitation of genre patterns and conventions of a campaign speech to achieve specific purposes discerning manipulation of the ways ideas, attitudes and values underpin a campaign speech and influence audience manipulation and control of roles of the speaker and relationship with audience a discerning combination of a range of grammatically accurate language structures for specific effects discerning use of a wide range of apt vocabulary for specific purposes discerning manipulation of the ways ideas, attitudes and values underpin a campaign speech and influence audience discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 4 of 6
Comments
discerning use of cohesive devices to develop and emphasise ideas and connect parts of the campaign speech discerning use of aesthetic features to achieve specific purposes in a campaign speech discerning use of a wide range of apt vocabulary for specific purposes discerning manipulation of the ways ideas, attitudes and values underpin a campaign speech and influence audience discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives subtle and complex creation of perspectives and representations of concepts, identities, times and places; specific effects manipulation and control of roles of the speaker and relationship with audience
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 5 of 6
Student response — Standard C The annotations show the match to the instrument-specific standards.
Comments
use of genre patterns and conventions of a campaign speech to achieve purposes
creation of perspectives and representations of concepts, identities, times and places
establishment and maintenance of roles of the speaker and relationship with audience
selection, sequencing and organisation of relevant subject matter to support opinions and perspectives
use of suitable vocabulary for purposes
use of a range of mostly grammatically accurate language structures to achieve purposes
appropriate use of the ways ideas, attitudes and values underpin a campaign speech and influence audience
use of cohesive devices to link ideas and connect parts of the campaign speech
English 2010 Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority October 2014
Page 6 of 6
Comments
selection, sequencing and organisation of relevant subject matter to support opinions and perspectives appropriate use of the ways ideas, attitudes and values underpin a campaign speech and influence audience establishment and maintenance of roles of the speaker and relationship with audience use of a range of mostly grammatically accurate language structures to achieve purposes appropriate use of the ways ideas, attitudes and values underpin a campaign speech and influence audience
Acknowledgments The QCAA acknowledges the contribution of Fraser Coast Anglican College in the preparation of this document.
Decisions about achievement for the two samples have been made by the school on the evidence of the spoken / signed presentation of the campaign speech. For the purposes of identifying particular qualities that match with relevant syllabus standards descriptors, the written script has been provided. Evidence of the use of spoken / signed features and non-verbal features that informed the school’s decisions about student achievement could not be included.