AS 91572 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, 240 KB]

TKI Spanish assessment resources (external link)

For Achieved, the student needs to write a variety of text types in clear Spanish to explore and justify varied ideas and perspectives.

This involves evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication is achieved overall despite inconsistencies.

The student writes two different text types, the first an informative piece on a Spanish cultural event and the second providing a political perspective about the current New Zealand government.  

In each text, some evidence is provided to support their perspectives, e.g. “Si tenemos mas festivales como España, beneficiaria neozelandés. Es un actividad genial que conduciria juntos la comunidad,”  and “Sin embargo la cosa mejor en mi punto de vista es tener prioridad sobre los aspectos específico de estos problemas cual ayudaria el gobierno resolver que es mas importante.”  

There is some evidence of challenging and supporting the ideas of others, e.g. “Según mi punto de vista seria muy sucio y seria muy dificil para limpiar. No obstante despues del suceso, los bomberos limpian las calles con agua y una manguera.” and “Para mi y muchos de los demás, una cosa importante es el cambio climaticó, cual es una cuestión grande para el siglo 21.”

There are consistent errors in punctuation, gender concord, verb conjugation, and agreement. However, overall, the texts are comprehensible, and communication is achieved. The texts appear authentic, with errors made being typical of second language students of Spanish, without reliance on copied external material.

For Merit, there would be evidence of a range of language at the appropriate level. For example, additional mastery of some of the more complex structures attempted here and more consistent accuracy with punctuation. In addition, there would be further evidence of justification of their opinions.

For Merit, the student needs to write a variety of text in clear Spanish and convincingly develop ideas and perspectives in Spanish that are generally credible and connected. A range of language and language features is selected and used. Communication is not significantly hindered by inconsistencies.

This involves evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Evaluations are made and explanations and evidence supporting the student’s own ideas and perspectives are provided in two different texts about a Spanish cultural icon and immigration, e.g. “Personalmente, me siento fascinado por el cuadro, debido al hecho de que utiliza muchas formas interesantes” and “Desde mi punto de vista, disfruté ser inmigrante, sin embargo si no hablas ingles, puedo ver lo dificil que seria.”

The ideas and perspectives of others are supported and challenged in both texts, e.g. “El poeta José Bergamin tambien alabo el Guernica...Aunque estoy de acuerdo en que encarna el espíritu de la guerra civil, soy de opinión de que solo representa la lucha de la gente en Guernica”  and “Algunas personas dicen que habrá menos trabajos si más inmigrantes llegan. Creo que esto es falso.”

A range of language and language features are used, including idiomatic phrases, a range of vocabulary, different verb tenses, and more complex structures expected at NZ Curriculum level 8, e.g. “No cabe duda alguna en mi mente que Guernica es una de las cuadros más influyentes del siglo XX” and “Si los inmigrantes no vinieran, entonces no tendriamos diversidad.”

Across both text types, ideas are convincingly developed and connected with a range of linking phrases employed, such as “además,” “por ejemplo,” “adicionalmente,” and “aunque.” Logical progression is provided appropriately, e.g. “vamos a explorer,” “otra opinion es,” and “finalmente.”

There are a range of inconsistencies in spelling and punctuation throughout and some errors in word order and agreement, which does not significantly hinder communication. Occasionally a sentence with incorrect word choice and spelling needs context, e.g. “Aunque a mucha gente no le gente, si yo fuera tu, haria es el fuerzo vistar de Guernica,” where the second “gente” is clearly “gusta.”

For Excellence, there would be additional evidence of successful use of language at NZ Curriculum level 8, which is controlled and integrated to more effectively develop ideas and perspectives.

For Excellence, the student needs to write a variety of text types in clear Spanish, effectively developing ideas and perspectives in Spanish that are controlled and integrated. Language and language features are capably selected and successfully used. Communication is not hindered by inconsistencies.

This involves evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

The first text is a more formal piece on global warming, and the second discusses a recently viewed documentary, providing a variety of text types.  

Ideas and perspectives are effectively developed in each text, which are controlled and integrated, e.g. “No sabía que los glaciares en Sudamérica están derritiendo pero estoy de acuerdo que la aumentación de la temperatura global derrite los glaciares” and “El documental tiene muchos primeros planos sobre las jugadoras cuando estaban describiendo sus viajes y experiencias con el mundial, incluyendo el tratamiento del presidente y entrenador. Esto creó una reacción del público.”

This clear, logical development of ideas, supported by explanations and integrated into the themes of each text, provides evidence for Excellence.

Opinions are clearly stated with supporting evidence, e.g. ”Creo que el gobierno peruano debe imponer una ley que la gente no puede cortar el bosque porque no puede continuar así.” and “Pienso que usted debería verlo, porque puede ayudar a entender a sus propias experiencias con el sexismo, y entender cómo se trata a las mujeres en el deporte.”

Perspectives and ideas of others are explored and challenged in both texts, e.g. “Pero temo que la sociedad no se preocupará hasta que es demasiado tarde, y por esa razón estoy muy decepcionada en los humanos”  and “Sin embargo, la federación española de fútbol no vio el beso como algo malo, y trató de hacer que Jenni miente y dijo que ella consentió.”

There is consistent evidence of a range of capably selected and successfully used language at NZ Curriculum level 8 throughout both texts, including more complex structures e.g. “Ojalá que la gente cambie su manera de vivir, porque si continuamos así no tendremos un planeta sano y se presentarán muchos problemas” and “Si tuviera la oportunidad para hablar con las jugadoras del equipo español, preguntaría sobre sus experiencias con el sexismo en fútbol.”  A range of specialist vocabulary relating to both topics is used throughout.

Inconsistencies include spelling, occasional lack of verb/person agreement, or incorrect prepositions, e.g. “para” for “por,” and word order, e.g. “ilegal minería.” However, these do not hinder communication. Overall, the texts reflect errors typical of authentic writing without recourse to external material and appear to be constructed as a result of applying learning done in class.

These texts are considerably longer than the expected word count of approximately 500 words for this standard. This is not an expectation for Excellence.