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Contents
Unit standard 22892, version 2
Demonstrate understanding of spoken texts
and process information in English for academic purposes
Level 4
1
Assessor guidelines
2
Transcript
3
Candidate instructions
4
Assessment task questions
5
Assessment schedule
5 Credits
Note: The following guidelines are supplied to enable teachers/tutors to carry out
valid and consistent assessment using this internal assessment resource.
Teachers/tutors must manage authenticity for any assessment from a public source,
because students may have access to the assessment schedule or student exemplar
material. This assessment resource without modification may mean that students’
work is not authentic. The teacher may need to change the context or topic to be
investigated, or change to a different text to read or perform.
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Assessor guidelines
Unit standard 22892, version 2
Demonstrate understanding of spoken texts
and process information in English for academic purposes
Level 4
5 Credits
This unit standard has one outcome:
Outcome 1 Demonstrate understanding of spoken texts and process information in
English for academic purposes.
Range: two texts, each text assessed on a separate occasion.
Conditions
 Spoken material:
 may be repeated once;
 must be at least 5 minutes in length;
 do not necessarily need to be of equal length;
 must be two spoken texts from different sources;
 may be on different or similar topics;
 must be at a language level of sufficient complexity to satisfy the academic
requirements of university entrance
 must be at the word level as indicated by ‘A New Academic Wordlist’;
 may include visual aids but not written text;
 Candidate response may be in any form such as a table, graphic, written or oral
However, oral responses must not be seen or heard by other candidates.
 Responses need not be grammatically correct, but errors must not interfere with
meaning.
 Where written assessment tasks are used, the learners must have time to read and
seek clarification of the questions before the listening task begins.
Assessment context
The assessment can be conducted in a real or simulated situation. This must closely
represent an authentic academic context such as a lecture, seminar, interview or panel
discussion. The academic purpose of the task must be communicated to candidates before
the assessment.
Notes for assessors
 It is important to be aware of the explanatory notes in the standard.
 Each of the two texts should be assessed at different times as part of a wider area of
study.
 Candidates should not have heard the spoken text before the assessment activity.
 Responses must be given without prompting.
 Candidates should be given time to check their answers after the assessment.
 Refer to your institution’s policies before offering further assessment opportunities.
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Transcript: Task 1/Text 1
Ken Robinson: Schools kill creativity
Part one
I have a big interest in education, and I think we all do. We have a huge vested interest in it,
partly because it's education that's meant to take us into this future that we can't grasp. If
you think of it, children starting school this year will be retiring in 2065. Nobody has a clue -despite all the expertise that's been on parade for the past four days -- what the world will
look like in five years' time. And yet we're meant to be educating them for it. So the
unpredictability, I think, is extraordinary.
I’m sure we've all agreed, nonetheless, on the really extraordinary capacities that children
have. All kids have tremendous talents. And we squander them, pretty ruthlessly. So I want
to talk about education and I want to talk about creativity. My contention is that creativity
now is as important in education as literacy, and we should treat it with the same status.
I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson.
She was six and she was at the back, drawing, and the teacher said this little girl hardly
ever paid attention, and in this drawing lesson she did. The teacher was fascinated and she
went over to her and she said, ‘What are you drawing?’ And the girl said, ‘I'm drawing a
picture of God.’ And the teacher said, ‘But nobody knows what God looks like.’ And the girl
said, ‘They will in a minute.’ (Laughter)
Kids will take a chance. If they don't know, they'll have a go. Am I right? They're not
frightened of being wrong. Now, I don't mean to say that being wrong is the same thing as
being creative. What we do know is, if you're not prepared to be wrong, you'll never come
up with anything original. And by the time they get to be adults, most kids have lost that
capacity. They have become frightened of being wrong. And we run our companies like this,
by the way. We stigmatise mistakes. And we're now running national education systems
where mistakes are the worst thing you can make. And the result is that we are educating
people out of their creative capacities. Picasso once said this. He said that all children are
born artists. The problem is to remain an artist as we grow up. I believe this passionately,
that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it. So
why is this?
But something strikes you when you travel around the world: every education system on
earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd
think it would be otherwise, but it isn't. At the top are mathematics and languages, then the
humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every
system too, there's a hierarchy within the arts. Art and music are normally given a higher
status in schools than drama and dance. There isn't an education system on the planet that
teaches dance every day to children the way we teach them mathematics. Why? Why not? I
think this is rather important. I think math is very important, but so is dance. Children dance
all the time if they're allowed to, we all do. We all have bodies, don't we? Truthfully, what
happens is, as children grow up, we start to educate them progressively from the waist up.
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And then we focus on their heads.
In the next 30 years, according to UNESCO, more people worldwide will be graduating
through education than since the beginning of history. More people, and it's the combination
of all the things we've talked about -- technology and its transformation effect on work, and
demography and the huge explosion in population. Suddenly, degrees aren't worth
anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you
didn't have a job it was because you didn't want one. And I didn't want one, frankly. But now
kids with degrees are often heading home to carry on playing video games, because you
need an MA where the previous job required a BA, and now you need a PhD for the other.
It's a process of academic inflation. And it indicates the whole structure of education is
shifting beneath our feet. We need to radically rethink our view of intelligence.
Part two
We know three things about intelligence. One, it's diverse. We think about the world in all
the ways that we experience it. We think visually, we think in sound, we think kinesthetically.
We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you
look at the interactions of a human brain, as we heard yesterday from a number of
presentations, intelligence is wonderfully interactive. The brain isn't divided into
compartments. In fact, creativity -- which I define as the process of having original ideas that
have value -- more often than not comes about through the interaction of different
disciplinary ways of seeing things.
And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment
called ‘Epiphany’, which is based on a series of interviews with people about how they
discovered their talent. I'm fascinated by how people got to be there.
What I think it comes to is this: I believe our only hope for the future is to adopt a new
conception of human ecology, one in which we start to reconstitute our conception of the
richness of human capacity. Our education system has mined our minds in the way that we
strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We
have to rethink the fundamental principles on which we're educating our children. There was
a wonderful quote by Jonas Salk, who said, ‘If all the insects were to disappear from the
earth, within 50 years all life on Earth would end. If all human beings disappeared from the
earth, within 50 years all forms of life would flourish’. And he's right.
What we need to celebrate is the gift of the human imagination. We have to be careful now
that we use this gift wisely, and that we avert some of the scenarios that we've talked
about. And the only way we'll do it is by seeing our creative capacities for the richness they
are, and seeing our children for the hope that they are. And our task is to educate their
whole being, so they can face this future. By the way -- we may not see this future, but they
will. And our job is to help them make something of it. Thank you very much.
Adapted from: http: / / www.youtube.com / watch?v=qFA3K0G2XlA&feature=fvwrel
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Candidate instructions
Unit standard 22892, version 2
Demonstrate understanding of spoken texts
and process information in English for academic purposes
Level 4
5 Credits
Outcome 1: Task 1
In this task you will listen to a recording or to someone talking.
 Before listening to the text, you will be told what the purpose of the listening is.
 You will be given time to read through the questions.
 You will hear the text twice.
 Your responses do not need to be grammatically correct, but any errors you make
should not interfere with meaning.
 You will be given time at the end of the assessment to check your answers.
Candidate checklist
In this assessment task you will need to show that you can do the following:
Identify key information in the text.
1.1
Analyse supporting information and decide how relevant it is to the key
information.
1.2
Listen to the text, process the information / ideas and combine them into a
new form. This could be:
‒ rephrasing i.e. to put what you have heard in a different way.
‒ paraphrasing i.e. to keep the meaning of what you have heard but put it in
your own words.
‒ summarising i.e. to write the main ideas only of what you have heard
‒ outlining i.e. a list of the main points
‒ tabulating i.e. arrange the information in a systematic form such as in a
table, bullet points
1.3
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Assessment task 1
Unit standard 22892, version 2
Demonstrate understanding of spoken texts and process information in English for an
academic purpose
Level 4
5 Credits
Outcome 1
Name …………………………………………………….…… Date……………….…………………
You are going to listen to a conference presentation on the topic: Do schools kill
creativity?
The overall academic purpose of the task is to address a research question: How do schools
need to change in order to prepare students for life in the future?
Listen to Part 1 of the text and answer the following questions.
The academic purpose for questions 1 & 2 is to describe the current state of education and
identify some of the problems.
1. Key information in the text is identified (1.1)
As you listen, fill in the chart with the main ideas that relate to the academic purpose. The
first one is done for you.
1. Main ideas

Education is meant to take us into the future.




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2. Detailed and / or supporting information in the text is analysed for relevance to the key information (1.2)
On the left side of the grid is detailed information from the text. Decide which is most relevant to each of the main ideas and the academic
research question and write the number in the far right column and provide the reason why.
2. Supporting information
i) Yet no-one knows what the world will look like
in 5 years’ time.
ii) And we’re meant to be educating them for it
iii) The unpredictability is extraordinary.
Most relevant
i)
iv) We squander children’s talents pretty
ruthlessly.
v) Story of a little girl drawing God
vi) By the time kids get to be adults they are
scared of being wrong.
vii) and we run our companies like this by the
way.
viii) Picasso said that all children are born artists.
ix) Everyone - it doesn’t matter where you go.
x) At the top are mathematics and languages
and at the bottom are the arts.
xi) Children dance all the time if they’re allowed
to.
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xii) More people – and it’s the combination of all
we’ve talked about.
xiii) Suddenly degrees aren’t worth anything.
xiv) The whole structure of education is shifting
beneath us.
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Outcome 1, Task 1
Listen to Part 2 of the text.
The academic purpose of questions 1 & 2 is to identify solutions.
1. Key information is processed and synthesised in a form relevant to the academic purpose (1.3)
As you listen to the text, take notes by filling in the outline below.
a. We need to rethink our view of
intelligence



b. I believe our only hope for the future
is to adopt a new conception (or idea)
of human ecology.

c. We need to celebrate the gift of the
human imagination.



2. In your own words summarise the ideas from the whole text in three sentences.
Sentence 1: What is wrong with our current education system?
……………………………………………………………………………………………………………
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………………………………………………………………………………………............................
Sentence 2: Why does our education system need to change?
……………………………………………………………………………………………………………
………………………………………………………………………………………................................................
Sentence 3: What is the solution?
………………………………………………………………………………………………………………………
………………………………………………………………………………………................................................
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Assessment schedule: Task 1
Unit standard 22892, version 2
Demonstrate understanding of spoken texts and process information in English for an academic purpose
Level 4
Outcome 1:
5 Credits
Demonstrate understanding of spoken texts and process information in English for academic purposes.
Range: two texts, each text assessed on a separate occasion.
Evidence Requirements
1.1 Key information in the text is
identified.
1.2 Detailed and / or supporting
information in the text is analysed for
relevance to the key information.
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Evidence
Judgment
Part one
Main ideas in the spoken text are identified.
1. Answers similar in meaning to:
a. Answer given.
b. Children have extraordinary / amazing
capacities or all kids have amazing talents.
c. We are educating children out of their
creative capacities.
d. Every education system has the same
hierarchy of subjects.
e. In the next 30 years more people worldwide
will be graduating through education than
since the beginning of history.
Three out four answers are correct.
Part one
Understanding of the relevance of supporting
ideas is demonstrated.
2. Candidates analyse supporting ideas by
selecting those most relevant to the main ideas
Answers are:
a. i (given)
Three out of four answers are correct.
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b. iv
c. vi
d. x
e. xiv
1.3 Key information is processed and
synthesised in a form relevant to the
academic purpose.
Part two
1a
‒
Range: May include but is not limited to
– rephrasing, paraphrasing,
summarising, outlining, tabulating.
‒
‒
1b
‒
‒
1c
‒
‒
‒
‒
‒
Answers similar to:
(Intelligence is) diverse / we think in
different ways / or gives 2 or more
examples of different ways people think
(Intelligence is) dynamic / interactive /
Brain not divided into compartments /
Interaction of different ways of seeing
things.
(Intelligence is) distinct / people have
different talents.
Answers similar to:
Education system has mined our minds /
education for a particular commodity /
education system won’t serve us in future.
Have to rethink fundamental principles for
educating children.
Answers similar to:
Use gift wisely
See creative capacities as rich
See children for hope they are
Educate whole being
Educate so they can face future.
2. Sentences that have similar ideas to the
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Information and / or ideas in the spoken text
are processed and combined in a different
format.
Information is put in a tabular format.
For each answer there is evidence that the
information has been processed. Notes made
relate to the adjoining idea.
Q1a, 1b and 1c: five out of seven answers
are correct.
Q. 2 Candidates summarise ideas using their
own words
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following:
‒ Sentence 1: It does not encourage children to
be creative.
‒ Sentence 2: Education needs to prepare
children for a changing future.
‒ Sentence 3: We need to redefine how we see
intelligence / celebrate the human
imagination.
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Two out of three answers correct.
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