ENGLISH AS A SECOND LANGUAGE: ASSESSMENT TYPE 4 – INVESTIGATION

Student 1 – Comments and Performance Standards

This Investigation is an example of a C+ grade.

Written Report

Knowledge and Understanding / Analysis / Application / Communication
KU1 (B)
Evidence of some knowledge of the topic, references to some specific examples but usually information is over-generalised and not specific enough.
KU3 (C)
The investigation’s paragraphing /definitional section/linear developmentshow some understanding of a specific audience and clear purpose ie ‘students stepping into universities’ but this is not realised in the text.
KU4 (B)
There is some good use of technical and formal vocabulary related to the field eg non-player characters/simulated flights/aggregate/modern aviation technology. / An2(C)
Some ideas and opinions are located with some unity but there is limited real synthesis or reference to useful examples as in section 2B. / Ap1(B)
There is a good range of sources accessed.
Ap2(C)
There are opportunities in this topic to convey complex meaning but this is only partially realised as, in several places, meaning is not altogether clear.
Ap3(B)
Headings and sub-headings, in-text referencing, a reference list and attempts at topic sentences appropriate to a report. / C1(C)
The language is generally clear with the message able to be followed, but there are some spelling mistakes and unsuitable or unsophisticated vocabulary choices eg ‘the best success scenarios’ and ‘the biggest … usage of AI’.
C2(C)
The student usually attempts compound or complex sentences but grammar is inconsistent.
C3(C)
There is a real attempt at formality as evidenced through some of the vocabulary and the grammar.

There is some development of concepts throughout the text although in placesthere is a lack of detailed explanation. There is a good attempt to use vocabulary appropriate to the task. Knowledge and understanding falls within the B band. Sources are used to integrate ideas only to a certain degree based on an effective selection of resources. There is sound evidence of effective use of text-appropriate language features. Communication generally clear and coherent, at the lower C level. On the whole, thisaspect of the Investigation is C+.

Oral Reflection

Knowledge and Understanding / Analysis / Application / Communication
KU2(C)
The reflection demonstrated knowledge of the oral task and negotiatedwithin this. / An1(C)
The response provides some appropriate analysis of the audience, purpose and the language of the investigation without specifying or exemplifying clearly how this was done. / Ap2(B)
Generally there was some assurance in discussing the topic and the production of the investigation report in an unfamiliar context of an oral reflection as part of a discussion.
Ap4 (C)
Generally the interaction was effective and meaning made in communicating information and opinions. / C1(C)
Pronunciation difficulties interfered with communication although the reflection was reasonably fluent.
C2(C)
Most responses contained grammatical mistakes. There was a reliance on the verbs to be and to have.
C4(C)
The spoken interaction was sustained appropriately. The discussion was spontaneous although there was reliance on the assessor to structure the discussion.

Overall, the response demonstrates the ability to discuss the topic and the investigation process. While faltering in places, there was some analysis of the audience, purpose and language of the investigation and which fell within the C band. The response demonstrated the ability to communicate systematic meaning and convey opinion appropriately. Communication presented some difficulties with respect to pronunciation and grammar and was in the C band. Overall the oral response satisfied the requirements of a C level.

Overall comments:

The student has good knowledge of the topic and the way an investigation text is composed. There is evidence of sound research, a beginning analysis of audience and purpose and generally effective application of meaning conveyed and use of text-appropriate language. Communication is generally within the C band throughout with some difficulties apparent in grammar and pronunciation. Overall this investigation isgraded at the C+level.

Performance Standards for Stage 2English as a Second Language

Knowledge and Understanding / Analysis / Application / Communication
A / Comprehensive knowledge and sophisticated understanding of the ideas, concepts, and issues in texts.
Comprehensive knowledge and understanding of the relationship between contexts and texts.
Thorough knowledge and understanding of the ways in which texts are composed for specific purposes and audiences.
Comprehensive knowledge and understanding of context-specific or technical vocabulary. / Comprehensive analysis of the relationship between the purpose, structure, and language features of a range of texts.
Highly effective location, recording, analysis, and synthesis of ideas, information, and opinions from a range of texts. / Comprehensive selection and use of information from a range of sources.
Complex meaning that is conveyed and exchanged appropriately in familiar and unfamiliar contexts.
Comprehensive use of text-appropriate language features to make meaning.
Productive interaction with other people in order to obtain or convey information and opinions. / Consistently clear and coherent writing and speaking, with a sophisticated vocabulary.
Evidence of sophisticated grammatical control and complexity.
Precise use of formal and objective language.
Fluent use of interpersonal language to sustain spoken interaction.
B / Well-considered knowledge and understanding of the ideas, concepts, and issues in texts.
Detailed knowledge and understanding of the relationship between contexts and texts.
Effective and considered knowledge and understanding of the ways in which texts are composed for specific purposes and audiences.
Effective and considered knowledge and understanding of context-specific or technical vocabulary. / Effective analysis of the relationship between the purpose, structure, and language features of a range of texts.
Effective and considered location, recording, analysis, and synthesis of ideas, information, and opinions from a range of texts. / Effective and considered selection and use of information from a range of sources.
Systematic meaning that is conveyed and exchanged appropriately in familiar and unfamiliar contexts.
Effective use of text-appropriate language features to make meaning.
Effective interaction with other people in order to obtain or convey information and opinions. / Usually clear and coherent writing and speaking, with a sound vocabulary.
Evidence of sound grammatical control and complexity.
Proficient use of formal and objective language.
Effective use of interpersonal language to sustain spoken interaction.
C / Considered knowledge and understanding of the ideas, concepts, and issues in texts.
Appropriate knowledge and understanding of the relationship between contexts and texts.
Some considered knowledge and understanding of the ways in which texts are composed for specific purposes and audiences.
Some considered knowledge and understanding of context-specific or technical vocabulary. / Appropriate analysis of the relationship between the purpose, structure, and language features of a range of texts.
Appropriate location and recording, and some analysis and synthesis of ideas, information, and opinions from a range of texts. / Appropriate selection and use of information from a range of sources.
Simple meaning that is conveyed and exchanged appropriately in familiar and unfamiliar contexts.
Some considered use of text-appropriate language features to make meaning.
Appropriate interaction with other people in order to obtain or convey information and opinions. / Generally clear and coherent writing and speaking, with an appropriate vocabulary.
Evidence of appropriate grammatical control and complexity.
Appropriate use of formal and objective language.
Appropriate use of interpersonal language to sustain spoken interaction.
D / Some recognition and understanding of the ideas, concepts, and issues in texts.
Some recognition and understanding of the relationship between contexts and texts.
Some recognition and awareness of the ways in which texts are composed for specific purposes and audiences.
Some recognition and understanding of context-specific or technical vocabulary. / Partial recognition of the relationship between the purpose, structure, and language features of a range of texts.
Some location, recording, and description of ideas, information, and/or opinions from a text. / Partial selection and use of information from a narrow range of sources.
Partial meaning that is conveyed and exchanged in a narrow range of familiar and unfamiliar contexts.
Partial use of text-appropriate language features to make meaning.
Some interaction with other people in order to obtain or convey simple information and opinions. / Occasionally clear and coherent writing and speaking, with a restricted vocabulary.
Evidence of partial grammatical control and complexity.
Restricted use of formal and objective language.
Basic use of interpersonal language to sustain spoken interaction.
E / Limited recognition or awareness of the ideas, concepts, and issues in texts.
Limited awareness of the relationship between contexts and texts.
Limited recognition or awareness of the ways in which texts are composed for specific purposes and audiences.
Limited recognition or awareness of context-specific or technical vocabulary. / Limited recognition of the relationship between the purpose, structure, and language features of a range of texts.
Attempted location and recording and recount of simple ideas, information, or opinions from a text. / Limited selection and use of information from a narrow range of sources.
Limited meaning that is conveyed and exchanged in a narrow range of familiar contexts.
Attempted use of text-appropriate language features to make meaning.
Attempted interaction with other people in order to obtain or convey simple information and opinions. / Limited clarity and coherence in writing and speaking, with a limited vocabulary.
Evidence of limited grammatical control or complexity.
Attempted use of formal and objective language.
Attempted use of interpersonal language to sustain spoken interaction.

Page 1 of 4Stage 2 English as a Second Language annotated student response

Ref: A186656(August 2012)

© SACE Board of South Australia 2012