AS 91564 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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TKI Samoan assessment resources (external link)

For Excellence, the student needs to give a clear, effective spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint in Samoan that is controlled and integrated. There will be capable selection and successful use of a range of language and language features. Critical response will include analysis, interpretation or evaluation.

Communication will not be hindered by inconsistencies.

There is a range of language successfully used, with controlled and integrated development.

There is clear evidence of the student’s ability to give a critical response in Samoan, such as by evaluating their experience in the 50th Jubliee Celebrations of Samoa’s independence, e.g. ‘E manaia le otootoina mai o le tala fa’asolopito o le tatou atunu’u ina ia silafia e le au fa’afofoga e tele fa’afitauli sa feagai ma Samoa a’o alo atu i le tuto’atasi’.

They show features of analysis by presenting their observations of the event with evidence of the justification of their viewpoint, e.g. ‘auā fai mai le upu o Samoa’ and ‘O le taulaga sa osia e le afioga Tupua Tamasese III mo lona atunu’u pele o Samoa’.

The talk is logically organised with appropriate link words.

For a more secure Excellence, there could be additional evidence of skilful selection. Language such as ‘ia taua ia te i tatou le soifua sa’oloto’ and ‘A leai se gagana, e leai se aganu’u, a leai se aganu’u ona pō lea o le nu’u’ required further explanation as to the context and its connection to the topic of the speech. 

For Merit, the student needs to give a clear, convincing spoken presentation in French that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint in Samoan that is credible and connected. There will be a range of language and language features. Critical response will include analysis, interpretation or evaluation.

Communication will not be significantly hindered by inconsistencies.

There is analysis and evaluation of the stimulus material (the 50th Jubilee Celebrations of Samoa’s independence), e.g. the contribution of ancestors to Samoa’s independence.

The student gives their personal perspective on various cultural customs demonstrated, e.g. ‘sa’u manatu fa’atauva’a na mamalu lava le amataga o le polokalame’ and ‘na matuā manino ma talafeagai le lauina mai o Tala Samoa i aso anamua ae sa tatau ona fa’aali i luga o le laupapa le tala e mafai ai fo’i ona faitau e le tupulaga’.

To reach Excellence, the student could move beyond expressing their own views into exploring and supporting or challenging those of others, e.g. ‘Emaoa’e tala fa’asamoa, le mean a maua mai ai le tatau, ma le malu, fa’apea fo’i le tugase, ie o le mālō ma le ‘ava. Sa tatau lava ona fa’aumi teisi le solo ‘ava’.

Further, there needs to be additional evidence of skilful selection and successful use of language. Incomplete sentences such as ‘ina ia faitau ai tamaiti i le taimi ae o faitauina mai ai’ and ‘luma atu o le tūto’atasi’, and the repetition of the same words ‘si o tatou mālō’, do not fulfill the criteria.

For Merit, the student needs to give a clear, convincing spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint in Samoan that is credible and connected. There will be a range of language and language features. Critical response will include analysis, interpretation or evaluation.

Communication will not be significantly hindered by inconsistencies.

There is a critical response to stimulus material, their personal experience and participation in the 50th Jubilee Celebrations of Samoa’s independence.

They show features of analysis with evidence of justification of their viewpoint, e.g. ‘na manaia le fa’afoeina o le polokalame a le tuto’atasi. O le mea taua na maua se avanoa e fa’atino ai pese, tautalaga, tatalo ma siva’ and ‘aemaise le vi’i o le fu’a o Samoa. ‘E lelei fo’i ua ou malamalama ai i fetū o lo’o iai i le fu’a o Samoa’.

The presentation is logically organised. The language is generally credible and connected, e.g. by linking words and sentence starters such as ‘e lē gata’,‘na ou mo’omo’o’, na o’o mai se lagona’, ‘na ou va’aia fo’i’.

For a more secure Merit, the student could move beyond expressing their own views into exploring and supporting or challenging those of others, e.g. using the proverb, ‘E lele le toloa ae ma’au i le vai’ required further explanation of its relevance, as it is used to conclude the speech, but its connection to the ideas discussed or the speech topic is not clarified.

For Achieved, the student needs to give a clear spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint. Critical response will include analysis, interpretation or evaluation.

Communication will be achieved overall, despite inconsistencies.

There is evidence of a critical response of their personal experience and participation in the 50th Jubilee Celebrations of Samoa’s independence

Personal perspective is shown through the student’s observations of the event with some evidence of justification of a viewpoint, e.g. ‘Sa ou fa’apea lava e usu se tatou pese lotu e pei ona masani ai pese a le Lotu Ta’iti, Metotisi po o le Lotu Pope fo’i. Ae o lea na amata i pese a le Tupulaga. Ae manaia fo’i auā e fiafia i ai le tupulaga’.

To reach Merit, communication wouldl not be significantly hindered by inconsistencies caused by problems with intonation and pronunciation, e.g. ‘ma alu le teine e ave le ipu’, ‘e malie le siva Samoa’, ‘tamaloa’ (the intonation) and ‘e tatou iloa te’i ua ‘malovale’ (the word usage and pronunciation).

Further, there would be additional evidence of language which moves beyond the largely descriptive (describing their experience) into further analysis, evaluation, or supporting or challenging a viewpoint, e.g. ‘O le mea na pito i sili ona manaia ia te a’u o le tautalaga a Iulia’, ‘E lelei fo’i le faiga o teine o le ava’ and ‘pe a toe faia se mea fa’apea, ia tele ni ata e fa’aali pei o se tifaga’ are predominantly descriptive and do not provide the explanation and justification required for Merit.

For Achieved, the student needs to give a clear spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint. Critical response will include analysis, interpretation or evaluation.

Communication will be achieved overall, despite inconsistencies.

The student gives a critical response of their personal experience and participation in the 50th Jubilee Celebrations of Samoa’s independence.

There is analysis and evaluation of their participation in the Jubilee celebrations. Their personal viewpoint is explained, e.g. ‘O lo’u manatu i le mea na fai’, ‘e lelei mea na fai, e pei o pese ma tautalaga’ and ‘I le taimi o le lotu, sa ou lē iloa uma upu o le tatalo, e lē faia i le āiga o a’u le tatalo fa’asamoa’.

For a more secure Achieved, pronunciation and grammatical inconsistencies would impact less on the overall understanding of the message.

Further, there would be additional evidence of mastery of language at this level and additional success with language reflecting lower curriculum levels, e.g. ‘I le tamaiti e luma lelei le fai umi siva ma fiafia’ and ‘E tele tamaiti e mana’o ia fai le mea i aso atoa’.

For Achieved, the student needs to give a clear spoken presentation in Samoan that communicates a critical response to stimulus material.

This involves explaining and justifying a viewpoint. Critical response will include analysis, interpretation or evaluation.

Communication will be achieved overall, despite inconsistencies.

There is an attempt to give a critical response to stimulus material (‘Aso Tūto’atasi o Samoa’).

To reach Achieved, inconsistencies would not hinder communication. Tense, word order problems and lexical errors hinder communication to a degree that parts of the message are lost, e.g. ‘E iloa a e lelei, lelei fo’i ma na taumafai’ and ‘Na sosoani i mea o Samoa i ai tūto’atasi ma ni siva e tele fo’i’.

Further, there would be additional evidence of mastery of the language needed in a critical response, e.g. analysis, evaluation, interpretation, and evidence that the student can move beyond the 'I' and 'We' into exploring the views of others.

There would also be evidence of justifying a viewpoint.