The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program.
Assessment instruments required in Year 12
(including objectives and dimensions assessed)
Refer to syllabus verification requirements
Conditions required by the syllabus, e.g. word length, time, genre
School assessment instruments (including objectives and dimensions assessed)
Conditions in school work program
Refer to the syllabus assessment section
Variations
Refer to the school’s approved work program
Refer to the school’s approved work program
How does the school’s assessment program differ from syllabus requirements?
Verification requirements
Eight instruments across a range of techniques and text types, in a minimum of two themes, including:
 two in each macroskill:

Listening

Reading

Speaking

Writing.
Each macroskill is assessed:

 separately in communicative contexts
 in prepared and spontaneous situations
Syllabus, p. 34 School assessment program

Assessment instruments required in Year 12
(including objectives and dimensions assessed)
Conditions required by the syllabus, e.g. word length, time, genre
School assessment instruments (including objectives and dimensions assessed)
Conditions in school work program
Assessment categories
Receptive skills:
Listening instruments
Dimensions assessed:

Knowing and understanding

Critically analysing and responding.
Instruments must allow students to produce responses to authentic texts differing in length, purpose and style, based on familiar and unfamiliar material.
Conditions:
 text length to be appropriate to text type
 texts generally heard twice, three times if complex
 judicious pauses in longer texts are allowed
 responses in English or
Indonesian, dependent on nature of task.
Syllabus, pp. 31 – 32
Reading instruments
Dimensions assessed:

Knowing and understanding

Critically analysing and responding.
Instruments must allow students to produce responses to a variety of authentic texts differing in length, purpose and complexity.
Conditions:
 text length and type to be appropriate to text type
 dictionaries not permitted
 responses in English or
Indonesian, dependent on nature of task.
Syllabus, pp. 31 – 32
Variations
Assessment program audit tool
Indonesian Extension 2009
Queensland Curriculum & Assessment Authority
November 2014
Page 2 of 6

Assessment instruments required in Year 12
(including objectives and dimensions assessed)
Productive skills:
Speaking instruments
Dimensions assessed:

Knowing and using language features

Creating spoken language.
Writing instruments
Dimensions assessed:

Knowing and using language features

Creating written language.
Conditions required by the syllabus, e.g. word length, time, genre
School assessment instruments (including objectives and dimensions assessed)
Conditions in school work program
Instruments must allow students to demonstrate spontaneous language use in realistic situations for communicative purposes.
Conditions:
 preparation time is to reflect text type:

unprepared (unseen) tasks: up to 10 minutes perusal time (no access to reference material)

prepared tasks: could use visual aids; should not read from a script; questioning to follow
 students are not given questions prior to the task
 all tasks to be recorded, including a teacher –student performance.
Syllabus, pp. 31, 33, 35
Instruments must allow students to produce texts differing in length, purpose and style, in response to tasks set in an authentic context with a clear and realistic purpose and a specified audience.
Variations
Assessment program audit tool
Indonesian Extension 2009
Queensland Curriculum & Assessment Authority
November 2014
Page 3 of 6

Assessment instruments required in Year 12
(including objectives and dimensions assessed)
Conditions required by the syllabus, e.g. word length, time, genre
School assessment instruments (including objectives and dimensions assessed)
Conditions in school work program
Conditions:

 instructions in English stimulus material (English or
Indonesian) to neither impede nor assist

 dictionaries may be used length dependent on task and text type; at least one extended passage (approx.
300 words) by the end of
Year 12
 at least one demonstrating spontaneity of expression, with no prior preparation
 for everyday communicative tasks:

no preparation

supervised
 for creative, expository or report writing:

some preparatory reading allowed

access to stimulus material, books or notes allowed
 research project: suggested minimum of 600 words.
Syllabus, pp. 33 – 34
Variations
Assessment program audit tool
Indonesian Extension 2009
Queensland Curriculum & Assessment Authority
November 2014
Page 4 of 6

Assessment instruments required in Year 12
(including objectives and dimensions assessed)
Conditions required by the syllabus, e.g. word length, time, genre
School assessment instruments (including objectives and dimensions assessed)
Conditions in school work program
Variations
Post-verification requirements
Syllabus does not require post-verification assessment
Assessment program audit tool
Indonesian Extension 2009
Queensland Curriculum & Assessment Authority
November 2014
Page 5 of 6

Where the school’s assessment plan differs from the minimum syllabus requirements, consider:

are these choices the most effective way to gather information about student learning?

what is the rationale behind these school decisions?
 what changes could be made to the school’s work program?
Please email qau@qcaa.qld.edu.au
or phone (07) 3864 0375.
Assessment program audit tool
Indonesian Extension 2009
Page 6 of 6
Queensland Curriculum & Assessment Authority
November 2014