Drama (2013) Assessment Design Template: Responding: Examination Extended Response Test

1. Save thistemplate to yourschool network or computer and alter it for yourownassessment design or copy the below information intoyourschool-basedassessment instrument template.
2. Delete the information thatis not relevant to yourassessment, e.g. if the taskis for Year 11, delete the Year 12 conditions. Information isprovided in tables so to delete, highlight the rowyouwish to remove, right click, and select DeleteRows.
3. Replace the redtextwithyourschool- and task-specific information.
4. Ensure all information has been completed, i.e. no redtextremains.
5. Deletethisinstructionaltext.

Insert school-specific information, e.g. school name, logo

Drama

Responding: Examination — extended response test

Context

Insert context

Task

Supporting documentation

• Written responses submitted by the student must be included in the student folio.

Conditions for Responding: Examination — extended response test

Year 11

Individual

Response length: 400–600 words

Duration: 1–1.5 hours

Stimulus material: live or recorded live performance

Performance viewed prior to examination

For seen question, teacher consultation during preparation time

Year 12

• Response length: 600–800 words
• Duration: 1.5–2 hours
• Stimulus material: live or recorded live performance
• Performance viewed prior to examination
• For seen question, teacher consultation during preparation time

1. Replace the red text with your school- and task-specific information.
2. Make the standards instrument-specific.(Words may not be added to the standards except for language conventions which may be contextualised to the mode of delivery.)
3. The following words may be used in the singular:positions/opinions.
4. Ensure all information has been completed, i.e. no red text remains.
5. Delete this instructional text.

Insert school-specific information (if required)

Instrument-specific standards matrix

• discriminating analysis of use of the dramatic languages to facilitate dramatic action and meaning

• informed analysis of use of the dramatic languages to facilitate dramatic action and meaning

• analysis of use of the dramatic languages to facilitate dramatic action and meaning

• partial analysis of use of the dramatic languages in dramatic action and meaning

• explanation of aspects of the dramatic languages used in dramatic action

• perceptive and thorough evaluation with discriminating supporting evidence of effectiveness of the dramatic action in communicating meaning to audiences

• informed evaluation with convincing supporting evidence of effectiveness of the dramatic action in communicating meaning to audiences

• evaluation with supporting evidence of effectiveness of the dramatic action in communicating meaning to audiences

• partial evaluation with evidence of how dramatic action communicates aspects of meaning to audiences

• explanation of aspects of the dramatic action

• discerning synthesis of positions about dramatic action and meaning through use of relevant language conventions and drama terminology.

• effective synthesis of positions about dramatic action and meaning through use of relevant language conventions and drama terminology.

• synthesis of positions about dramatic action and meaning through use of language conventions and drama terminology.

• communication of positions about aspects of dramatic action and meaning through use of basic language conventions and drama terminology.

• communication of opinions using basic language conventions.