US 26625 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

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Using 266 unit standards for the Literacy and Numeracy co-requisite (external link) - NCEA.education

For Outcome 1, learners actively participate in spoken interactions that reflect the listening and speaking demands described by Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. See Guidance Information (GI) 3.

The evidence for this one-on-one interaction was naturally occurring from a school based Gateway Program context, see GI2.

This sample of learner work has been taken from a portfolio of evidence generated over a period of at least one month, see GI3.

The interaction is of sufficient length and complexity to reflect the requirements of Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. See GI3.

Behaviours (non-verbal and verbal) demonstrate active participation in the interaction (job interview). The observation sheet includes specific evidence of non-verbal behaviours (shaking hands, eye contact, smiling) and specific quotes showing what the learner said (verbal behaviours). See Performance Criteria (PC) 1.1.

Participation in the interaction is appropriate to the intended purpose (to gain a part-time job) and participants (potential employee). See PC1.2.

For Outcome 1, learners actively participate in spoken interactions that reflect the listening and speaking demands described by Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. Guidance Information (GI) 3.

The evidence for this group interaction was naturally occurring during a school based Food Technology class. See GI2.

This sample of learner work has been taken from a portfolio of evidence generated over a period of at least one month. See GI3.

The interaction is of sufficient length and complexity to reflect the requirements of Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. See GI3.

Behaviours (non-verbal and verbal) demonstrate active participation in the interaction (conversation to plan a meal menu). See Performance Criteria (PC) 1.1.

Participation in the interaction is appropriate to the intended purpose (to plan a 3 course meal) and participants (two other classmates). See PC1.2.

For Outcome 1, learners actively participate in spoken interactions that reflect the listening and speaking demands described by Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. See Guidance Information (GI) 3.

The evidence for this one-on-one interaction was naturally occurring during a school based ICT class. See GI2.

This sample of learner work has been taken from a portfolio of evidence generated over a period of at least one month. See GI3.

The interaction is of sufficient length and complexity to reflect the requirements of Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. See GI3.

Behaviours demonstrate non-verbal participation in the interaction. However, sufficient evidence of what the learner specifically said (verbal participation), was not provided due to the assessor paraphrasing what the learner said and not providing direct quotes. See Performance Criteria (PC) 1.1.

Assessor has indicated that participation in the interaction is appropriate to the intended purpose (to discuss school BYOD rules) and participants (one other classmate). However, learner evidence (specific quotes of what the learner said) for this performance criteria was not provided. See PC1.2.

For Outcome 1, learners actively participate in spoken interactions that reflect the listening and speaking demands described by Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. Guidance Information (GI) 3.

The evidence for this one-on-one interaction was naturally occurring during a school based Literacy class. See GI2.

This sample of learner work has been taken from a portfolio of evidence generated over a period of at least one month. See GI3.

The interaction is of sufficient length and complexity to reflect the requirements of Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. See GI3.

Insufficient evidence of what the learner said and did, to show that behaviours demonstrate active (non-verbal and verbal) participation in the interaction. For example, specific quotes of what the learner said ‘he would do to improve his results’ or what questions the learner asked ‘about exams’, was not provided. See Performance Criteria (PC) 1.1.

Insufficient specific evidence, to show that participation in the interaction is appropriate to intended purpose (to discuss school BYOD rules) and participants (teacher). For example, specific quotes of what 'good questions' the learner asked where not provided, nor was evidence to show how the learner was 'polite'. See PC1.2.

For Outcome 1, learners actively participate in spoken interactions that reflect the listening and speaking demands described by Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. See Guidance Information (GI) 3.

The evidence for this group interaction was naturally occurring during a school based English language class. See GI2.

This sample of learner work has been taken from a portfolio of evidence generated over a period of at least one month. See GI3.

The interaction is of sufficient length and complexity to reflect the requirements of Step 4 of the ‘Listen and speak to communicate’ strand of the Learning Progressions for Adult Literacy. See GI3.

Insufficient evidence of what the learner said and did to show that behaviours demonstrate active (non-verbal and verbal) participation in the interaction. For example, no context was given for learner evidence of what he didn’t ‘like’, what was ‘too expensive’, what he ‘didn’t think so’ about, or even why he replied ‘nah’. See Performance Criteria (PC) 1.1.

Evidence shows that participation in the interaction is not appropriate to the intended purpose (to make plans for the weekend) and the participants (classmates). For example, the learner was ‘forced to’ participate and ‘kept spinning in his chair and pulling his hoodie over his face’, showing that his behaviour was not appropriate in terms of the other participants. See PC1.2.