AS 91961 Annotated exemplars

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

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Level 1 Korean assessment resources (external link) - NCEA.education

For Achieved, the student needs to communicate in Korean for a chosen purpose.

This involves using relevant language to express information, ideas, and opinions relevant to the context, and referring to events or experiences in the present as well as the past or future. Communication will be achieved overall despite inconsistencies.

The student has communicated in Korean about why she is studying Korean and the things she enjoys. She refers to personal experiences, e.g. talking about how she enjoys talking to Korean classmates. She provides details such as “저는 매주 한국어를 배우고 있어요” and reasons “왜냐하면 케이팝 그리고 케이 드라마 그리고 문화를 좋아하기 [때면이에요]”. There is evidence of using language to refer to events or experiences beyond the current moment, e.g. “매주”, “배우고 [싶으습니다]”.

The language attempted is at the expected level, up to and including level 6 of the New Zealand Curriculum.

Communication is achieved overall. However, there are general pronunciation issues that cause confusion and significantly impact the understanding of the message.

For Merit, there would be additional evidence of building on the information, ideas, and opinions expressed. The student attempts to add detail at the beginning of the spoken evidence. However, the pronunciation issues significantly impact communication, and the intended meaning of the second half of the spoken evidence is unclear.

Achieved video

For Merit, the student needs to communicate capably in Korean to communicate for a chosen purpose.

This involves using a range of language and building on aspects of information, ideas, and opinions expressed. Communication will not be significantly hindered by inconsistencies.

The student communicates in Korean about how she studies Korean, and shares her experiences and opinions about the best ways to do it. She uses a range of language that is at the expected level, and builds on the information, ideas, and opinions expressed, e.g. “그리고 [서울 전쟁 기념관에] [방문]하고 싶어요. 왜냐하면 역사와 문화에 대한 [깊은] [이해를] 가질 수 있기 때문이에요.”

There are general pronunciation issues, however communication is not significantly hindered.

For Excellence, the student could link information, ideas, and opinions further within the points communicated and show logical flow across the whole piece. Further, the quality of language should demonstrate consistent mastery appropriate to the level.

Merit video

For Excellence, the student needs to communicate skillfully in Korean for a chosen purpose.

This involves using a range of language successfully and connecting information, ideas, and opinions cohesively. Communication will not be hindered by inconsistencies.

This student has skilfully communicated in Korean, using a range of language successfully and showing logical flow of the points communicated, e.g. “작년에 케이팝을 좋아하기 시작한 이후로 저는 한국어를 배우고 싶었어요.”

The student refers to present events and experiences as well as the future by discussing how she studied Korean, and what she would like to do when she visits Korea (with reasons).

The student demonstrates consistent mastery of the use of quality language appropriate to the level through well-chosen and varied vocabulary and structures, e.g. “저는 케이팝을 정말 좋아해요. 너무너무 사랑해요. 그래서 한국어를 계속 공부하고 싶어요.”

There is generally accurate production of language overall, inconsistencies are very minor and do not hinder communication.

Excellence video