1.
Save this template to your school network or computer and alter it for your own assessment design or copy the
below information into your school-based assessment instrument template.
2.
Delete the information that is not relevant to your assessment, e.g. if the task is for Year 11, delete the Year 12
conditions. Information is provided in tables so to delete, highlight the row you wish to remove, right click, and
select Delete Rows.
3.
Replace the red text with your school- and task-specific information.
4.
Ensure all information has been completed, i.e. no red text remains.
5.
Delete this instructional text.
Insert school-specific information, e.g. school name, logo
Drama
Responding: Extended response — spoken/signed and multimodal
Context
Insert context
Task
Insert task and/or stimulus material
Supporting documentation
 For spoken/signed and multimodal responses, student notes and other materials relevant to
the response are included.
 For spoken/signed and multimodal responses schools may provide an audio-visual
recording of the delivery of the response.
 Other relevant information, such as questions asked by the teacher in a viva voce.
Conditions for Responding: Extended response — Spoken/signed and multimodal
Year 11
Individual

Length: Spoken/signed: 3–4 minutes/Multimodal: 3–5 minutes

Stimulus material: live or recorded live performance

At least two weeks preparation time in and outside of class time

Teacher consultation and feedback on two drafts during preparation time

For spoken/signed and multimodal responses students may rehearse the delivery of the
response
Year 12
Individual
 Length: Spoken/signed: 4–5 minutes/Multimodal: 5–7 minutes
 Stimulus material: live or recorded live performance
 At least two weeks preparation time in and outside of class time
 For written responses, teacher consultation and feedback on two drafts during preparation
time
 Teacher consultation and feedback on two drafts during preparation time
 For spoken/signed and multimodal responses students may rehearse the delivery of the
response
1
1.
Replace the red text with your school- and task-specific information.
2.
Make the standards instrument-specific. (Words may not be added to the standards except for language conventions which may be contextualised to the mode of delivery.)
3.
The following words may be used in the singular: positions/opinions.
4.
Ensure all information has been completed, i.e. no red text remains.
5.
Delete this instructional text.
Insert school-specific information (if required)
2
Responding
Instrument-specific standards matrix
3
Standard A
Standard B
Standard C
Standard D
Standard E
The student work has the following
characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

discriminating analysis of use
of the dramatic languages to
facilitate dramatic action and
meaning

informed analysis of use
of the dramatic
languages to facilitate
dramatic action and
meaning

analysis of use of the
dramatic languages to
facilitate dramatic action
and meaning

partial analysis of use of
the dramatic languages
in dramatic action and
meaning

explanation of aspects of
the dramatic languages
used in dramatic action

perceptive and thorough
evaluation with discriminating
supporting evidence of
effectiveness of the dramatic
action in communicating
meaning to audiences

informed evaluation with
convincing supporting
evidence of effectiveness
of the dramatic action in
communicating meaning
to audiences

evaluation with
supporting evidence of
effectiveness of the
dramatic action in
communicating meaning
to audiences

partial evaluation with
evidence of how dramatic
action communicates
aspects of meaning to
audiences

explanation of aspects of
the dramatic action

discerning synthesis of
positions about dramatic
action and meaning through
use of relevant language
conventions and drama
terminology.

effective synthesis of
positions about dramatic
action and meaning
through use of relevant
language conventions
and drama terminology.

synthesis of positions
about dramatic action
and meaning through use
of language conventions
and drama terminology.

communication of
positions about aspects
of dramatic action and
meaning through use of
basic language
conventions and drama
terminology.

communication of
opinions using basic
language conventions.