AS 91152 Annotated exemplars

An annotated exemplar is a sample of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade.

Download all exemplars and commentary [PDF, 994 KB]

TKI Spanish assessment resources (external link)

For Achieved, the student needs to write a variety of text types in French that communicate information and express and justify ideas and opinions.

Communication will be achieved overall, despite inconsistencies.

The student has submitted two different texts, one describing a New Zealand festival and the other a letter encouraging a visit to New Zealand. Both texts convey information and opinions.

Language is used consistently to justify and compare the ideas and opinions expressed, e.g. “según mi punto de vista/mi experiencia personal”, and “por otro lado”, “sin embargo”, “aunque”. 

There is evidence of language being used at the appropriate level, with reasonable control of past and future tenses, some correct attempts at imperative, e.g. “Venid”, and some present subjunctive phrases, e.g. “te recomiendo que vayas”, “cuando venga”, and “cuanto te vea”.  In addition, linking phrases are employed successfully, e.g. “Sin embargo”, “además”, and “A pesar de”, showing development and a contrasting of ideas and opinions for both pieces.

There are grammatical inconsistencies throughout, in particular the use of “eso” for “que” in the first writing, and consistently ungainly constructions such as “todo el mundo cuyo viven aquí”. However, the intended meaning is reasonably clear and communication is achieved overall.

For Merit, there would be additional evidence of mastery of language expected at New Zealand Curriculum level 7. For example, more consistent verb/subject agreement and correct use of direct and indirect object pronouns in both pieces. 

There are no authenticity concerns with this writing.

For Merit, the student needs to write a variety of text types in effective Spanish that communicate information and express and justify ideas and opinions.

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

Communication will not be significantly hindered by inconsistencies.

The two texts written here describe a festival and give advice for a visitor to New Zealand. They are well structured, in particular the text recommending activities, using “primer, segundo, por último, en conclusión” to effect.

There is evidence of a range of developed and connected language at the appropriate level, e.g. “Voy a dar algunos consejos sobre qué esperar”, “en comparación a España el cual es normalmente alrededor de”, “este festival de música fue fundado por tres…se inspiraron…su meta era crear una experiencia… cambió con el paso de los años…ha representado.”  

Ideas are developed and justified with credible language, e.g. “comestibles, y comida son muy caros, así ahorra mucho dinero” and “Creo que es una experiencia que recordarás para siempre.” These statements are clearly formulated by the student.

Inconsistencies do not significantly hinder communication. 

For Excellence, there would be consistency across both texts, with the welcome text reaching the level of the festival text, which has better development of (for example) festival history and provides advice and opinions at the appropriate level. 

There would also be additional success with basic grammatical structures, e.g.  “antes de llegado”, “nunca ha estar”, along with greater attention to verb/subject agreement and noun/adjective word order. Additionally, more sustained control of language would reduce awkward structures such as “Debemos cabe destacar” and “planificacion ir a en cuanto puedo.”

There are no authenticity concerns with this writing.

For Excellence, the student needs to write a variety of text types in effective Spanish that communicate information and express and justify ideas and opinions.

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

Communication will not be hindered by inconsistencies.

The student has written two different texts, a letter asking their teacher for advice for the future and a blog post giving advice for a trip to Barcelona. Language in both texts is controlled and capably selected to be fit for purpose. Both texts are effectively structured and developed.

A range of language and language features at the expected level are effectively employed, including past, perfect, future, conditional and subjunctive structures, alongside a variety of capably selected and appropriate vocabulary, e.g. “Te sugiero que viajes a Barcelona en mayo o junio…siempre había querido ir a ver la Sagrada Familia y me impresionó mucho la belleza” and “Soy una ciudadano de Australia, así que educación será asequible para mi…Si tuviera bastante dinero visitaría todos estos países y más...Por último mi ideal pareja es alguien que tenga éxito.” The language is controlled and integrated. 

Information, ideas and opinions are well developed throughout, with clear evidence of justifying opinions and/or ideas, e.g. “Si yo fuera tu iría en una visita guiada de arquitectura de la ciudad. Aunque sea caro, merece la pena porque aprenderás muchísimo sobre arquitectos famosos y sus edificios. Si no te gusta la arquitectura, te recomiendo que visites los mercados.” 

There are a number of minor errors, such as “un ciudad”, “la barrio” and “viajo el mundo”, largely comprised of noun-adjective agreement inconsistencies. Communication is in no way hindered by these minor errors.