JUDGING STANDARDS IN YEAR 5 ENGLISH assessment tasks ...

[Pages:5]JUDGING STANDARDS IN YEAR 5 ENGLISH

Reporting against the Achievement Standard

These assessment pointers are for judging standards of student performance in Year 5 English. They are examples of what students may demonstrate rather than a checklist of everything they should do. For reporting, they are used to make on-balance judgments about achievement based on what has been taught and assessed during the reporting period. They can also be used to guide the pitch of assessment tasks, develop marking keys and inform assessment feedback.

These are the assessment pointers for the Reading and viewing and Writing and creating modes.

Additional assessment pointers for the Speaking and listening mode are currently being developed.

YEAR 5 ENGLISH ACHIEVEMENT STANDARD (organised by modes from The Australian Curriculum version 6.0)

Reading and viewing By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.

Writing and creating Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Speaking and listening Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

2013/36592v9 [PDF 2013/37341] Published: 22 May, 2015

YEAR 5 ENGLISH ASSESSMENT POINTERS ? READING AND VIEWING

Meaning and interpretation

A Excellent achievement

B High achievement

C Satisfactory achievement

D Limited achievement

Uses relevant comprehension Uses relevant comprehension

strategies to interpret content in strategies to explore content in

a text and link ideas.

a text and identify similar ideas.

Uses comprehension strategies to identify key ideas in a text.

Identifies some ideas from a simple text.

E Very low achievement

Recalls ideas that may be irrelevant from a text.

Explores and analyses a text to locate and use relevant information for a specific purpose.

Explores a text to identify and use key information effectively for a specific purpose.

Examines a text to locate and use information for a specific purpose.

Locates some key information from a text.

Selects irrelevant information.

Text structure

Discusses how texts are structured to suit different purposes and topics.

Explains how texts are structured to suit the purpose and topic.

Identifies the text structure used Identifies some aspects of text for a specific purpose and topic. structure.

Identifies simple aspects of structure in a familiar text.

Language and conventions

Interprets the author's use of various language features to develop characters, settings and events, and supports ideas with effective examples from the text.

Explains the author's use of language features to develop characters, settings and events, using relevant examples from the text.

Describes language features used by the author to develop characters, settings and events.

Identifies some simple language features.

Identifies some simple words that describe a character or place.

Context, audience and purpose

Discusses some of the features used by authors to appeal to an intended audience and uses relevant textual evidence to support ideas.

Explains some key features used by authors to appeal to an intended audience and refers to examples from a text.

Identifies some features used by authors to appeal to an intended audience.

Identifies why a text may appeal to an audience.

Provides a simplistic reason for audience appeal.

Explores how an author may depict a specific social or cultural context through the selection of relevant examples from a text.

Explains how an author depicts a specific social or cultural context, providing examples from a text to support ideas.

Describes some aspects of how an author depicts a specific social or cultural context in a text.

Identifies briefly how an author depicts a familiar aspect of context in a text.

Identifies a familiar context in a text.

A Excellent achievement

B High achievement

C Satisfactory achievement

D Limited achievement

Response and evaluation

Explains and justifies a viewpoint or a personal response and provides accurate and detailed supporting evidence from the text.

Explains a viewpoint or a personal response and supports it with relevant examples from the text.

Explains a viewpoint or a personal response, referring to the text to support ideas.

Provides a viewpoint or a personal response, sometimes unconnected to the text.

Considers the viewpoints of others to identify similarities and differences, and provides textual evidence.

Explains the viewpoints of others to identify similarities and differences and refers to examples from the text to clarify ideas.

Identifies the viewpoints of others, providing some evidence to support ideas.

Provides a brief, simplistic description of another viewpoint.

E Very low achievement

Presents a personal response to the text.

Identifies a viewpoint different from own.

YEAR 5 ENGLISH ASSESSMENT POINTERS ? WRITING AND CREATING

Text structure

A Excellent achievement

Creates a cohesive, imaginative text that interests the audience and includes a well-developed plot.

B High achievement

C Satisfactory achievement

D Limited achievement

E Very low achievement

Creates an interesting, imaginative text using appropriate text structure, e.g. in a narrative, includes an introduction, a sequence of events leading to a complication and a resolution.

Creates an imaginative text using appropriate text structure, e.g. in a narrative, orients the reader, includes a complication and a resolution.

Includes some elements of imaginative text structure, e.g. in a narrative, constructs loosely linked events involving undeveloped characters and setting.

Attempts to use a formulaic structure to create an imaginative text, e.g. in a narrative, writes a series of events.

Constructs an accurate and detailed informative text using the appropriate structure. Ideas are organised and supported with factual information and elaboration.

Constructs an accurate informative text using the appropriate structure. Ideas are organised; factual information is supported with some elaboration.

Constructs an informative text using the appropriate structure, e.g. in a report, organises information and includes relevant facts and some supporting detail.

Constructs a basic informative text with some elements of text structure, e.g. lists information under a few headings and may include incorrect or irrelevant details.

Attempts to write an informative text, using minimal elements of text structure, e.g. uses provided title and headings.

Presents a convincing argument that includes persuasive devices, supporting evidence and detail, and may demonstrate understanding of other viewpoints.

Presents an argument using persuasive devices. Includes relevant supporting detail and may consider an alternative viewpoint.

Presents an argument, including supporting detail, using a formulaic structure and some persuasive devices.

Presents a simple one-sided viewpoint.

Presents a brief outline of a viewpoint.

Language features

Uses simple, compound and complex sentences, varying the length and/or structure for effect.

Uses a range of sentence structures, varying length and/or beginnings to create interest.

Uses simple, compound and complex sentences to extend ideas.

Uses simple and compound sentences.

Repeats `and' and `so' in run-on sentences.

Expresses information clearly, using topic-specific vocabulary and precise words and phrases.

Uses vocabulary to enhance the text, e.g. may use adjectives and adverbs to develop descriptions.

Uses simple vocabulary and some appropriately selected descriptive and topic-specific words.

Uses everyday language and includes a few given topicspecific words and phrases.

Uses everyday language.

Spelling

Consistently spells common and Spells most common and

complex words correctly.

complex words correctly.

Spells most common words correctly.

Spells some common words correctly.

Misspells most common words.

Punctuation Editing

A Excellent achievement

B High achievement

C Satisfactory achievement

D Limited achievement

Consistently uses complex punctuation with some accuracy and to enhance meaning.

Correctly uses most punctuation to improve text and/or for effect.

Correctly uses familiar punctuation.

Uses some basic punctuation correctly.

E Very low achievement

Attempts to use basic punctuation.

Accurately monitors own work to enhance meaning, e.g. may edit to improve sequencing.

Employs strategies to monitor and edit own work for accuracy and meaning.

Employs editing strategies to identify and correct some errors and/or enhance meaning.

May identify inaccurate spelling, e.g. by underlining.

Uses minimal editing strategies.

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