Assessment program audit tool
For Authority subjects

English 2010

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 and post-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
Five assessment instruments of which three are written and two are spoken/signed:
  • the three written instruments must include these text categories:
one expository text
one imaginative text
one persuasive or reflective text suitable for a public audience
  • the spoken/signed instruments in the verification folio must include two of these text categories
an expository text
an imaginative text
a persuasive or reflective text suitable for a public audience.
  • In the verification folio there must be evidence that:
all assessment instruments must allow students to demonstrate their achievement in all three dimensions
across all five instruments, all aspects of the dimensions and objectives have been demonstrated at least once. / School assessment program
Assessment categories
Supervised written
Written: analytical exposition
Assesses response to an unseen question based on an in-depth study of a complete literary text.
Must assess relevant objectives from:
  • Understanding and responding to contexts
  • Understanding and controlling textual features
  • Creating and evaluating meaning.
/ Conditions:
  • unseen question
  • conducted under supervised conditions where there is no question of student authorship
  • completed in one uninterrupted session
  • 600–800words
  • 1.5–2 hours.
Syllabus,pp. 21–2,3
Written: imaginative text
Must assess relevant objectives from:
  • Understanding and responding to contexts
  • Understanding and controlling textual features
  • Creating and evaluating meaning.
/ Conditions:
  • students allowed prior notice of task
  • completed under supervised conditions where there is no question of student authorship and with no access to feedback
  • completed within five school days
  • genre chosen by school
  • 600–800words
or
  • open conditions (depending on conditions chosen for persuasive or reflective text)
  • genre chosen by school
  • 800–1200 words.
Syllabus, pp. 20–22
Written: persuasive or reflective text suitable for a public audience
Must assess relevant objectives from:
  • Understanding and responding to contexts
  • Understanding and controlling textual features
  • Creating and evaluating meaning.
/ Conditions:
  • supervised
  • with no access to feedback
  • students allowed prior notice of task
  • completed within five school days
  • genre chosen by school
  • 600–800 words
or
  • open conditions
    (depending on conditions chosen for imaginative text)
  • genre chosen by school
  • 800–1200 words (extended response).
Syllabus, pp. 20–22
Spoken/signed
Must assess relevant objectives from:
  • Understanding and responding to contexts
  • Understanding and controlling textual features
  • Creating and evaluating meaning.
/ Must be one of three text categories:
  • expository
  • imaginative
  • persuasive or reflective text suitable for a public audience.
Conditions:
  • genre chosen by school
  • spoken/signed
    4–5 minutes
  • multimodal 5–7 minutes
  • at least one of the two spoken/signed responses must be individual.
Syllabus, pp.20–22
Spoken/signed
Must assess relevant objectives from:
  • Understanding and responding to contexts
  • Understanding and controlling textual features
  • Creating and evaluating meaning.
/ Must be one of three text categories not chosen for other spoken/signed instrument:
  • expository
  • imaginative
  • persuasive or reflective text suitable for a public audience.
Conditions:
  • genre chosen by school
  • spoken/signed
    4–5 minutes
  • multimodal 5–7 minutes
  • at least one of the two spoken/signed responses must be individual.

Post-verification requirements
At least one post-verification assessment instrument — may be written or spoken/signed
Must assess relevant objectives from:
  • Understanding and responding to contexts
  • Understanding and controlling textual features
  • Creating and evaluating meaning.
/ Conditions:
  • genre, mode and conditions chosen by school
  • written: 800–1200 words
  • spoken/signed
    4–5 minutes
  • multimodal5–7 minutes
Syllabus, pp. 20–22

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
English 2010 / Queensland Curriculum & Assessment Authority
November 2014
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