Languages Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved. Assessable elements: Descriptors: identify the valued features of the key learning area to be assessed indicate the qualities evident in student work • • draw from the two dimensions of the Essential Learnings: Ways of working use an A–E scale. • • and Knowledge and understanding can be used together or independently when designing assessment. • Assessable Descriptors elements A B C D E The student work demonstrates evidence of: Knowledge and Comprehensive knowledge and Thorough knowledge and Satisfactory knowledge and Variable knowledge and Rudimentary knowledge and understanding of concepts, facts understanding of concepts, facts understanding of concepts, facts understanding of concepts, facts understanding of concepts, facts understanding and procedures and procedures and procedures and procedures and procedures Comprehending Insightful interpretation of ideas Proficient interpretation of ideas Competent interpretation of Variable identification of obvious Vague identification of ideas and information in texts and information in texts ideas and information in texts ideas and information in texts and information in texts texts Composing Clear and accurate Coherent and accurate Sound communication of Disjointed communication of Unclear communication of communication of meaning in communication of meaning in meaning in spoken and written meaning in spoken and written meaning in spoken and written texts spoken and written texts spoken and written texts texts texts texts Intercultural Discerning comparison of Logical comparison of aspects Relevant comparison of aspects Disjointed comparison of Cursory comparison of aspects aspects of languages, cultures of languages, cultures and of languages, cultures and aspects of languages, cultures of languages, cultures and competence and identity identity identity and identity identity, with support Insightful use of appropriate Effective use of appropriate Competent use of appropriate Variable use of appropriate Minimal use of appropriate language and practices in language and practices in language and practices in language practices in language and practices in intercultural situations intercultural situations intercultural situations intercultural situations intercultural situations Reflecting Perceptive reflection on Informed reflection on language Relevant reflection on language Superficial reflection on Cursory reflection on language language choices and learning choices and learning choices and learning language choices and learning choices and learning
Languages Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved. Assessable elements: • identify the valued features of the key learning area to be assessed • draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding • can be used together or independently when designing assessment. Descriptors: • indicate the qualities evident in student work • use an A–E scale. Assessable elements Descriptors A B C D E The student work demonstrates evidence of: Knowledge and understanding Comprehensive knowledge and understanding of concepts, facts and procedures Thorough knowledge and understanding of concepts, facts and procedures Satisfactory knowledge and understanding of concepts, facts and procedures Variable knowledge and understanding of concepts, facts and procedures Rudimentary knowledge and understanding of concepts, facts and procedures Comprehending texts Insightful interpretation of ideas and information in texts Proficient interpretation of ideas and information in texts Competent interpretation of ideas and information in texts Variable identification of obvious ideas and information in texts Vague identification of ideas and information in texts Composing texts Clear and accurate communication of meaning in spoken and written texts Coherent and accurate communication of meaning in spoken and written texts Sound communication of meaning in spoken and written texts Disjointed communication of meaning in spoken and written texts Unclear communication of meaning in spoken and written texts Intercultural competence Discerning comparison of aspects of languages, cultures and identity Logical comparison of aspects of languages, cultures and identity Relevant comparison of aspects of languages, cultures and identity Disjointed comparison of aspects of languages, cultures and identity Cursory comparison of aspects of languages, cultures and identity, with support Insightful use of appropriate language and practices in intercultural situations Effective use of appropriate language and practices in intercultural situations Competent use of appropriate language and practices in intercultural situations Variable use of appropriate language practices in intercultural situations Minimal use of appropriate language and practices in intercultural situations Reflecting Perceptive reflection on language choices and learning Informed reflection on language choices and learning Relevant reflection on language choices and learning Superficial reflection on language choices and learning Cursory reflection on language choices and learning
qcar_aed_languages.docx