AS 91150 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 Spanish assessment resources (external link)

For Excellence, the student needs to give an effective spoken presentation in Spanish that communicates information and expresses and justifies ideas and opinions.

Effective Spanish will be shown by the capable selection and successful use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is controlled and integrated.

Communication will not be hindered by inconsistencies.

There is a range of language and language features, e.g. ‘Mis amigos me pidieron si pudiera decir…’, ‘cuando vivirás y estudiarás…’,‘me acuerdo cuando nos vimos por primera vez…’. Language features fit the purpose, e.g. the informal ‘tú’ form in the verbs, and informal phrases such as ‘¡qué triste para mí y qué emocionante para ti!’.

The student expresses and justifies information, ideas and opinions, e.g. ‘Sin duda que lo vas a pasar de maravilla el año próximo cuando vivirás y estudiarás en Nueva York. Ya sé que estarás un poco estresada pero no tengas miedo. Será una experiencia inolvidable que enseñará mucho’.

Development of ideas is evident, e.g. ‘Me acuerdo que me dijiste que tuviste miedo de las chicas más grandes de la escuela y que nos escondimos en el baño sin pensando en la profesora que nos estaba esperando’.

For a more secure Excellence, there could be more consistent evidence of controlled and integrated development. There are instances where information could be integrated/linked, rather than individual pieces of information. Also, further attention to intonation, rhythm patterns and use of pauses would make the delivery more effective.

For Merit, the student needs to give a convincing spoken presentation in Spanish that communicates  information and expresses and justifies ideas and opinions

Convincing Spanish will be shown by the selection and use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is generally credible and connected.

Communication will not be significantly hindered by inconsistencies.

The student expresses and justifies information, ideas and opinions, e.g. ‘Me pregunto si será más difícil de estudiar la música cuando se enseña en un otro idioma. Tal vez no porque la música es un idioma universal’.

Development is generally expressed in a credible and connected way, e.g. ‘Va a viajar a España el mes que viene. Es increíble que pueda ir. Es muy caro pero ha trabajado por dos años para ganar el dinero’.

There is a range of language that fits the specific purpose, e.g. ‘Jake, te recuerdo muy bien en Raro. Nos conocimos in de Whanau room y hablabas sobre tu programa de televisión preferido con tu amigo y por casualidad y dije…’

To reach Excellence, communication will not be hindered by inconsistencies such as ‘y intentabas jugar a la guitarra por mí’ and ‘Ahora no gusta la misma música’.

Also, there will be additional evidence of capable selection of language, such as the use of ‘ser vs estar’ in ‘Tú eras conmigo para ayudarme porque yo era muy triste’ and ‘Hay muchas cosas que Jake quiere hacer cuando es a España’.

For Merit, the student needs to give a convincing spoken presentation in Spanish that communicates  information and expresses and justifies ideas and opinions

Convincing Spanish will be shown by the selection and use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is generally credible and connected.

Communication will not be significantly hindered by inconsistencies.

This student has expressed and justified information, ideas and opinions in a convincing manner, e.g. ‘España será bastante diferente a Nueva Zelanda. La comida, la cultura, por supuesto la lengua pero era siempre muy fuerte a las lenguas especialmente español…’.

There is selection of a range of language and language features, used in a way that fits the specific purpose, e.g. ‘sé que tú crees que estoy muy desorganizada pero organicé esta fiesta el mes pasado. Te dijo que puedo estar organizada cuando es importante pero voy a extrañar tu ayuda para recordar cosas’.

For a more secure Merit, the student would demonstrate additional success with attempted language and language features, e.g. ‘El tiempo es aquí. Finalmente es tu fiesta de adiós Ana’ and ‘Siempre has estado ahí para mi y todos sus amigos para nos apoyar’.

Further, inconsistenices would have less impact on communication of the message, e.g. ‘Todos recordamos el día que regañaste a nuestra profesora por gritando a nuestras y gritabas a nuestros novios y nos defiendes’, ‘Has dicho a mi que estás muy emocionada  sobre estudiando arte’.

For Achieved, the student needs to give a spoken presentation in Spanish that communicates information and expresses and justifies ideas and opinions.

Communication will be achieved overall, despite inconsistencies.

This student has shown evidence of expressing and justifying information, ideas and opinions, e.g. ‘Dormimos en el bosque y nos fuimos de caza para la alimentación. Fue una de las experiencias favoritas en la vida.’ and ‘sus conocimientos de idiomas sin duda será necesario’.

There is also evidence of some use of language features, e.g. ‘Esta noche hablaré sobre…’, ‘Conocí a Miguel en el jardín de infancia cuando yo tenía 3 años’ and ‘El es querido por todos sus compañeros’.

To reach Merit, there would be additional evidence of a range of language and language features.

Also, there will be further evidence of development that is credible and connected (Explanatory Note 2).

For Achieved, the student needs to give a spoken presentation in Spanish that communicates information and expresses and justifies ideas and opinions.

Communication will be achieved overall, despite inconsistencies.

This student has shown evidence of expressing and justifying information, ideas and opinions, e.g. ‘Por su España será muy diferente de aquí porque primera la escuela es diferente. El horario es diferente. El tiempo será mucho más caliente. Soy muy celosa’.

For a more secure Achieved, the inconsistencies would have less impact on communication of the message, e.g. ‘En España Natalie estudiará en el español instituto y el puede aprender el idioma de España porque el quiere ser una profesora de española’.

Also, there will be additional evidence that the student is able to use language that is appropriate for this level, e.g. by avoiding phrases such as ‘recuerdo cuando nosotras permació’, ‘Por su España será muy diferente’ and ‘Natalie es la amiga buena de mía’, as well as use language that avoids repetition.

For Achieved, the student needs to give a spoken presentation in Spanish that communicates information and expresses and justifies ideas and opinions.

Communication will be achieved overall, despite inconsistencies.

This student has expressed and justified some information, ideas and opinions, e.g. ‘En el futura viajaremos con nuestro otro amigo Conor. Iremos a Italia Francia y Alemania porque queremos comer comido experiencia la cultura juntos y tener divertido’.

To reach Achieved, inconsistencies in use of language and language features would not hinder the communication of the message, e.g. ‘Estará muy simpático persona porque ella es ahora madurada en extraordinario persona’, ‘Charlamos juntos rato el pintar nuestro uñas muchos colores’.

Areas to consider, so that communication of the message can be understood by the listener, are: pronunciation, intonation and rhythm patterns.