Assessment program audit tool
For Authority subjects

French Extension 2009

The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum
assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program.

Assessment instruments required in Year 12 (including objectives and dimensions assessed) / Conditions required by the syllabus, e.g. word length, time, genre / School assessment instruments(including objectives and dimensions assessed) / Conditions in school work program / Variations
Refer to syllabus verification requirements / Refer to the syllabus assessment section / Refer to the school’s approved work program / Refer to the school’s approved work program / How does the school’s assessment program differ from syllabus requirements?
Verification requirements
Eight instruments across a range of techniques and text types, in a minimum of two themes, including:
  • two in each macroskill:
Listening
Reading
Speaking
Writing.
Each macroskill is assessed:
  • separately
  • in communicative contexts
  • in prepared and spontaneous situations.
/ Syllabus, p. 32 / School assessment program

Assessment categories
Receptive skills:
Listening instruments
Dimensions assessed:
  • Knowing and understanding
  • Critically analysing and responding.
/ Instruments must allow students to produce responses to authentic texts differing in length, purpose and style, based on familiar and unfamiliar material.
Conditions:
  • text length to be
    appropriate to text type
  • texts generally heard twice, three times if complex
  • judicious pauses in longer texts are allowed
  • responses in English or French, dependent on nature of task.
Syllabus, pp. 29–30 /
Reading instruments
Dimensions assessed:
  • Knowing and understanding
  • Critically analysing and responding.
/ Instruments must allow students to produce responses to a variety of authentic texts differing in length, purpose and complexity.
Conditions:
  • text length and type to be appropriate to text type
  • dictionaries not permitted
  • responses in English or French, dependent on nature of task.
Syllabus, pp. 29–30 /
Productive skills:
Speaking instruments
Dimensions assessed:
  • Knowing and using language features
  • Creating spoken language.
/ Instruments must allow students to demonstrate spontaneous language use in realistic situations for communicative purposes.
Conditions:
  • preparation time
    is to reflect text type:
unprepared (unseen) tasks: up to 10 minutes perusal time (no access to reference material, but notes may be made and used)
prepared tasks: may use visual aids but not read from a script; questioning to follow
  • students are not given questions prior to the task
  • all tasks to be recorded, including a teacher-student performance.
Syllabus, pp. 29, 31, 33 /
Writing instruments
Dimensions assessed:
  • Knowing and using language features
  • Creating written language.
/ Instruments must allow students to produce texts differing in length, purpose and style, in response to
tasks set in an authentic context with a clear and realistic purpose and
a specified audience. /
Conditions:
  • stimulus material (English or French) to neither impede nor assist
  • length dependent on nature of task and text type; at least one extended passage (approx. 300 words) by the end of Year 12
  • dictionaries may be used
  • at least one demonstrating spontaneity of expression, with no prior preparation
  • for everyday communicative tasks:
no preparation
  • supervised
  • for creative, expository or report writing:
some preparatory
reading allowed
access to stimulus material, books
or notes allowed
  • research project: suggested minimum
    of 600 words.
Syllabus, p. 31
Post-verification requirements
Syllabus does not require post-verification assessment.

Summary

Where the school’s assessment plan differs from the minimum syllabus requirements, consider:

  • are these choices the most effective way to gather information about student learning?
  • what is the rationale behind these school decisions?
  • what changes could be made to the school’s work program?

More information

Please email or phone (07) 3864 0375.

Assessment program audit tool
French Extension 2009 / Queensland Curriculum & Assessment Authority
November 2014
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