Stage 2 English 2017

School assessment Reflecting upon 2016 Considering 2017

School Assessment Assessment Type 1: Text Analysis Adherence to course outline for text types and word count or time limits. Task design that addressed task criteria and revealed evidence of explicit teaching including the selected form for responses. Task design acknowledged the full range of student ability.

School Assessment Assessment Type 1: Text Analysis Task design that addressed one of the three specific features of the assessment design criterion in each response for each assessment type. Selection of texts that engage and challenge students. Supported students without becoming prescriptive. Scaffolding versus Spoon feeding.

School Assessment Assessment Type 1: Text Analysis Independent selection of text appears to promote success at the high end of performance standards. Essays, interviews with the writer or director, blogs and multimodal responses proved successful in 2016.

School Assessment Assessment Type 1: Text Analysis Successful responses demonstrated a depth of analysis as opposed to description and feature spotting of techniques. Enabled students some choice in terms of the selection of texts. For example students being able to select from a range as opposed to responding to the same two or three texts.

School Assessment Assessment Type 1: Text Analysis Incorporated metalanguage appropriate to the form and text analysed. Enabled students to express their own unique voice through their written expression. Demonstrated accuracy and precision.

School Assessment Assessment Type 1: Text Analysis Looking forward: Responding to Texts 30% Check the changes – do not rely on recycling Three responses to texts Two must be written. One must be oral. A multimodal response can replace either the oral or one wriiten piece.

School Assessment Assessment Type 1: Text Analysis Looking forward: Responding to Texts 30% Three categories are provided for responses. One of the three responses could be a comparison within or across the categories provided.

School Assessment Assessment Type 1: Text Analysis Looking forward: Categories for response: Extended text such as a novel, graphic novel, collection of short stories, biography or non-fiction prose text. A selection of poetry texts such as poet study, anthology or theme study. A drama text or performance. A film or episode of a television series. Media texts

School Assessment Assessment Type 1: Text Analysis Looking forward: Responding to Texts Total for written responses is 2000 words. Oral response is 6 minutes. Multimodal form should be of equivalent length.

School Assessment Assessment Type 2: Text Production Adhered to the subject outline. Demonstrated task design that addressed the distinct and unique purpose of the writing task. Construction of creative, considered and original task design that encouraged student engagement. Considered student ability at all levels of achievement.

School Assessment Assessment Type 2: Text Production Adhered to the subject outline including the word count and time limit. Use of oral or multimodal forms for response. Avoidance of the repetition of recount.

School Assessment Assessment Type 2: Text Production Looking forward: Creating Texts 40% Check the changes – do not rely on recycling Four created texts – one of which is a writer’s statement. At least one should be written.

School Assessment Looking forward: Creating Texts 40% The three texts should total a maximum of 3000 words. Writer’s statement should total a maximum of 1000 words Oral or multimodal text should be an equivalent length.

School Assessment Looking forward: Creating Texts 40% The texts need to demonstrate variety in text type, purpose and audience. Two or more texts could be linked. Students can produce a writer’s statement for one or more of the created texts. Explanation and justification of process and writing decisions are a focus for the writer’s statement. The writer’s statement can be linked to more than one text and can include comparison.