Assessment program audit tool
For Authority subjects
Chinese 2008
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)
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
Refer to syllabus verification
and post-verification
requirements
Refer to the syllabus
assessment section
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?
Syllabus, pp. 52–53
School assessment
program
1.
A minimum of eight
instruments demonstrating
a variety of techniques over
a range of topics, including:
 two assessment instruments
from each macroskill:
 Listening
 Reading
 Speaking
 Writing
 at least three macroskills to
be assessed in
Term 3.
14769
Verification requirements
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)
Assessment categories
Receptive skills:
Listening instruments
Dimensions assessed:
 Knowing and understanding
 Reasoning and responding.
Instruments must allow
students to produce
responses to authentic texts
differing in length, purpose
and style.
Conditions:
 instructions, questions and
answers in English
 authentic texts, differing in
length, purpose and style,
based on familiar material,
clearly articulated and
spoken in slower range of
normal background speaker
rate of utterance
 texts generally heard twice,
three times if complex
 judicious pauses allowed.
Syllabus, p. 42
2.
Reading instruments
Dimensions assessed:
 Knowing and understanding
 Reasoning and responding.
Instruments must allow
students to produce
responses to authentic texts,
differing in length, purpose
and complexity.
Conditions:
 instructions, questions and
responses in English
 text length and type to be
appropriate to text type
3.
Conditions in school work
program
Variations
Each macroskill is assessed:
 separately
 under supervised conditions
 in communicative contexts.
Assessment program audit tool
Chinese 2008
Queensland Curriculum & Assessment Authority
November 2014
Page 2 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
 dictionaries not permitted.
Syllabus, p. 42
Productive skills:
Speaking instruments
Dimensions assessed:
 Knowing and using
language features
 Creating and responding.
Instruments must allow
students to demonstrate
spontaneous language use in
realistic situations.
Conditions:
 preparation time is to reflect
text type:
 unprepared (unseen)
tasks: up to 10 minutes
(no access to reference
material)
 prepared tasks: may use
visual aids; may not read
from a script; questioning
to follow
 students are not given
teacher questions prior to
the task
 at least one spontaneous
task (of a teacher–student
performance) must be
recorded.
Syllabus, pp. 42–43
4.
Assessment program audit tool
Chinese 2008
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)
Writing instruments
Dimensions assessed:
 Knowing and using
language features
 Creating and responding.
Instruments require students
to respond to unseen tasks
that are set in an authentic
social context with a realistic
purpose and a specified
audience.
5.
Conditions:
 instructions given in English
 stimulus material (English or
Chinese) to neither impede
nor assist
 texts will differ in length,
purpose and style
 length dependent on text
type; at least one extended
passage (approx. 300
characters) by the end of
Year 12
 dictionaries may be used.
Syllabus, p. 43
6.
Conditions in school work
program
Variations
7.
Assessment program audit tool
Chinese 2008
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
8.
Post-verification requirements
Minimum one, maximum
two assessment
instrument/s
 From macroskill/s of
teacher’s choice
 All dimensions to be
assessed.
Conditions as above, relevant
to the skill/s selected.
Syllabus, pp. 42–43
Assessment program audit tool
Chinese 2008
Queensland Curriculum & Assessment Authority
November 2014
Page 5 of 6
Summary
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?
More information
Please email qau@qcaa.qld.edu.au or phone (07) 3864 0375.
Assessment program audit tool
Chinese 2008
Queensland Curriculum & Assessment Authority
November 2014
Page 6 of 6