Year: 8
Subject: English
Task: Teen Issues in a Novel
Name .................................................................
Purpose of assessment: To assess comprehension of the story ‘Hating Alison Ashley’ and application of knowledge of narrative structure to own writing.
Ideas and information
in texts
Language
features
Ideas and
information
in texts
Text
structures
Language features
Receptive Mode (Listening, Reading,
Viewing)
Productive modes (evidence of speaking, writing and
creating)
Understanding and skills
A
Understanding and skills
C
D
Comprehends
at a literal and
inferential level
in response to
a novel.
Explanation is
supported by
evidence
Identified characters, events
and perspectives of the story
clearly and accurately
Justified statements very
well with quotes from the
text
Explained with very high
level of detail
Comprehended very well at
the literal, inferential and
evaluative level.
Identified characters, events
and perspectives of the story
well
Justified statements well with
quotes from the text
Explained with high level of
detail
Comprehended well at the
literal, inferential and
evaluative level
Identified characters, events
and perspectives of the story
at a satisfactory level
Justified statements at a
satisfactory level with quotes
from the text
Explained with satisfactory
level of detail
Comprehended at a
satisfactory level the literal,
inferential and evaluative
meanings
Identified characters,
events and perspectives of
the story at a limited level
Justified statements at a
limited level with quotes from
the text
Explained with limited level
of detail
Comprehended at a limited
level the literal, inferential
and evaluative meanings
Identified characters, events
and perspectives of the story
at a very limited level
Justified statements at a very
limited level with quotes from
the text
Explained with very limited
level of detail
Comprehended at a very
limited level the literal,
inferential and evaluative
meanings
Comprehends
the language
features of the
novel.
Identified, understood and
applied metaphors and
similes from the novel at a
very high level.
Identified, understood and
applied metaphors and similes
from the novel at a high level.
Identified, understood and
applied metaphors and
similes from the novel at a
sound level.
Identified, understood and
applied metaphors and
similes from the novel at a
limited level.
Identified, understood and
applied metaphors and similes
from the novel at a very limited
level.
Wrote a limited entertaining
story
Designed a limited
structured plot based on the
experience of the chosen
marginalised character.
Wrote a very limited
entertaining story
Designed a very limited
structured plot based on the
experience of the chosen
marginalised character.
Creates a story Wrote a very entertaining and
and characters engaging story.
Designed a very strongly
that entertains
and engages
structured plot based on the
the audience
experience of the chosen
Follows the
generic
structure of the
story
B
Wrote an entertaining and
Wrote a satisfactory,
engaging story.
entertaining and engaging
Designed a strongly structured story.
plot based on the experience
Designed a satisfactory
of the chosen marginalised
structured plot based on the
marginalised character.
character.
experience of the chosen
marginalised character.
Sequenced story satisfactory
Sequenced story very well
Sequenced story well and
and made satisfactory
and made very good
made good organised use of
organised use of the
organised use of the
the orientation, complication
orientation, complication and
orientation, complication and
and resolution structure.
resolution structure.
resolution structure.
Sequenced story at a limited
level and made limited use
of the orientation,
complication and resolution
structure.
Developed
the
mood
and
voice
Developed
the
mood
and
voice
Developed
the
mood
and
voice
Developed
the mood and
Uses
of chosen marginalised
of chosen marginalised
of chosen marginalised
voice of chosen marginalised
appropriate
character very well
character well
character satisfactorily.
character at a limited level.
language
features for the Used very high, effective
Used high level, effective written Used satisfactory, effective
Used limited written features
purpose of the written features such as simile, features such as simile,
written features such as simile, such as simile, metaphor,
text
metaphor, dialogue.
metaphor, dialogue.
metaphor, dialogue.
dialogue.
Demonstrated very high control Demonstrated high control
.Demonstrated limited control
Demonstrated satisfactory
over spelling, grammar and
over spelling, grammar and
over spelling, grammar and
control over spelling,
punctuation.
punctuation
punctuation
grammar and punctuation
E
Sequenced story very limited
and made very limited use of
the orientation, complication
and resolution structure.
Developed the mood and voice
of chosen marginalised
character at a very limited level.
Used very limited written
features such as simile,
metaphor, dialogue.
.Demonstrated very limited
control over spelling, grammar
and punctuation.
Feedback: ______________________________________________________________________________________________________________________
Overall: Receptive
Productive
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