ENGLISH AS A SECOND LANGUAGE: ASSESSMENT TYPE 4 – INVESTIGATION
Student 1 – Comments and Performance Standards
This Investigation is an example of a C+ grade.
Written Report
Knowledge and Understanding
KU1 (B)
Evidence of some knowledge of the topic,
references to some specific examples but
usually information is over-generalised and not
specific enough.
KU3 (C)
The investigation’s paragraphing /definitional
section/linear development show some
understanding of a specific audience and clear
purpose ie ‘students stepping into universities’
but this is not realised in the text.
KU4 (B)
There is some good use of technical and formal
vocabulary related to the field eg non-player
characters/simulated flights/aggregate/modern
aviation technology.
Analysis
An2 (C)
Some ideas and opinions are
located with some unity but
there is limited real synthesis or
reference to useful examples as
in section 2B.
Application
Ap1 (B)
There is a good range of
sources accessed.
Ap2 (C)
There are opportunities in this
topic to convey complex
meaning but this is only partially
realised as, in several places,
meaning is not altogether clear.
Ap3 (B)
Headings and sub-headings,
in-text referencing, a reference
list and attempts at topic
sentences appropriate to a
report.
Communication
C1 (C)
The language is generally clear
with the message able to be
followed, but there are some
spelling mistakes and
unsuitable or unsophisticated
vocabulary choices eg ‘the best
success scenarios’ and ‘the
biggest … usage of AI’.
C2 (C)
The student usually attempts
compound or complex
sentences but grammar is
inconsistent.
C3 (C)
There is a real attempt at
formality as evidenced through
some of the vocabulary and the
grammar.
There is some development of concepts throughout the text although in places there is a lack of detailed explanation. There is a good attempt to use
vocabulary appropriate to the task. Knowledge and understanding falls within the B band. Sources are used to integrate ideas only to a certain degree based
on an effective selection of resources. There is sound evidence of effective use of text-appropriate language features. Communication generally clear and
coherent, at the lower C level. On the whole, this aspect of the Investigation is C+.
Page 1 of 4
Stage 2 English as a Second Language annotated student response
Ref: A186656 (August 2012)
© SACE Board of South Australia 2012
Oral Reflection
Knowledge and Understanding
KU2 (C)
The reflection demonstrated knowledge of the
oral task and negotiated within this.
Analysis
An1 (C)
The response provides some
appropriate analysis of the
audience, purpose and the
language of the investigation
without specifying or
exemplifying clearly how this
was done.
Application
Ap2 (B)
Generally there was some
assurance in discussing the
topic and the production of the
investigation report in an
unfamiliar context of an oral
reflection as part of a
discussion.
Ap4 (C)
Generally the interaction was
effective and meaning made in
communicating information and
opinions.
Communication
C1 (C)
Pronunciation difficulties
interfered with communication
although the reflection was
reasonably fluent.
C2 (C)
Most responses contained
grammatical mistakes. There
was a reliance on the verbs to
be and to have.
C4 (C)
The spoken interaction was
sustained appropriately. The
discussion was spontaneous
although there was reliance on
the assessor to structure the
discussion.
Overall, the response demonstrates the ability to discuss the topic and the investigation process. While faltering in places, there was some analysis of the
audience, purpose and language of the investigation and which fell within the C band. The response demonstrated the ability to communicate systematic
meaning and convey opinion appropriately. Communication presented some difficulties with respect to pronunciation and grammar and was in the C band.
Overall the oral response satisfied the requirements of a C level.
Overall comments:
The student has good knowledge of the topic and the way an investigation text is composed. There is evidence of sound research, a beginning analysis of
audience and purpose and generally effective application of meaning conveyed and use of text-appropriate language. Communication is generally within the C
band throughout with some difficulties apparent in grammar and pronunciation. Overall this investigation is graded at the C+ level.
Page 2 of 4
Stage 2 English as a Second Language annotated student response
Ref: A186656 (August 2012)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 English as a Second Language
A
Knowledge and Understanding Analysis
Application
Communication
Comprehensive knowledge and
sophisticated understanding of the ideas,
concepts, and issues in texts.
Comprehensive selection and use of
information from a range of sources.
Consistently clear and coherent writing
and speaking, with a sophisticated
vocabulary.
Comprehensive knowledge and
understanding of the relationship
between contexts and texts.
Thorough knowledge and understanding
of the ways in which texts are composed
for specific purposes and audiences.
Comprehensive analysis of the
relationship between the purpose,
structure, and language features of a
range of texts.
Highly effective location, recording,
analysis, and synthesis of ideas,
information, and opinions from a range of
texts.
Comprehensive knowledge and
understanding of context-specific or
technical vocabulary.
B
Precise use of formal and objective
language.
Productive interaction with other people
in order to obtain or convey information
and opinions.
Fluent use of interpersonal language to
sustain spoken interaction.
Usually clear and coherent writing and
speaking, with a sound vocabulary.
Effective analysis of the relationship
between the purpose, structure, and
language features of a range of texts.
Effective and considered selection and
use of information from a range of
sources.
Detailed knowledge and understanding of
the relationship between contexts and
texts.
Effective and considered location,
recording, analysis, and synthesis of
ideas, information, and opinions from a
range of texts.
Systematic meaning that is conveyed
and exchanged appropriately in familiar
and unfamiliar contexts.
Effective and considered knowledge and
understanding of context-specific or
technical vocabulary.
Evidence of sophisticated grammatical
control and complexity.
Comprehensive use of text-appropriate
language features to make meaning.
Well-considered knowledge and
understanding of the ideas, concepts,
and issues in texts.
Effective and considered knowledge and
understanding of the ways in which texts
are composed for specific purposes and
audiences.
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Complex meaning that is conveyed and
exchanged appropriately in familiar and
unfamiliar contexts.
Effective use of text-appropriate
language features to make meaning.
Evidence of sound grammatical control
and complexity.
Proficient use of formal and objective
language.
Effective use of interpersonal language to
sustain spoken interaction.
Effective interaction with other people in
order to obtain or convey information and
opinions.
Stage 2 English as a Second Language annotated student response
Ref: A186656 (August 2012)
© SACE Board of South Australia 2012
C
Knowledge and Understanding Analysis
Application
Communication
Considered knowledge and
understanding of the ideas, concepts,
and issues in texts.
Appropriate analysis of the relationship
between the purpose, structure, and
language features of a range of texts.
Appropriate selection and use of
information from a range of sources.
Generally clear and coherent writing and
speaking, with an appropriate
vocabulary.
Appropriate knowledge and
understanding of the relationship
between contexts and texts.
Appropriate location and recording, and
some analysis and synthesis of ideas,
information, and opinions from a range of
texts.
Some considered knowledge and
understanding of the ways in which texts
are composed for specific purposes and
audiences.
Simple meaning that is conveyed and
exchanged appropriately in familiar and
unfamiliar contexts.
Evidence of appropriate grammatical
control and complexity.
Some considered use of text-appropriate
language features to make meaning.
Appropriate use of formal and objective
language.
Appropriate interaction with other people
in order to obtain or convey information
and opinions.
Appropriate use of interpersonal
language to sustain spoken interaction.
Partial selection and use of information
from a narrow range of sources.
Occasionally clear and coherent writing
and speaking, with a restricted
vocabulary.
Some considered knowledge and
understanding of context-specific or
technical vocabulary.
D
Some recognition and understanding of
the ideas, concepts, and issues in texts.
Some recognition and understanding of
the relationship between contexts and
texts.
Some recognition and awareness of the
ways in which texts are composed for
specific purposes and audiences.
Partial recognition of the relationship
between the purpose, structure, and
language features of a range of texts.
Some location, recording, and description
of ideas, information, and/or opinions
from a text.
Some recognition and understanding of
context-specific or technical vocabulary.
E
Limited recognition or awareness of the
ideas, concepts, and issues in texts.
Limited awareness of the relationship
between contexts and texts.
Limited recognition or awareness of the
ways in which texts are composed for
specific purposes and audiences.
Limited recognition or awareness of
context-specific or technical vocabulary.
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Limited recognition of the relationship
between the purpose, structure, and
language features of a range of texts.
Attempted location and recording and
recount of simple ideas, information, or
opinions from a text.
Partial meaning that is conveyed and
exchanged in a narrow range of familiar
and unfamiliar contexts.
Evidence of partial grammatical control
and complexity.
Partial use of text-appropriate language
features to make meaning.
Restricted use of formal and objective
language.
Some interaction with other people in
order to obtain or convey simple
information and opinions.
Basic use of interpersonal language to
sustain spoken interaction.
Limited selection and use of information
from a narrow range of sources.
Limited clarity and coherence in writing
and speaking, with a limited vocabulary.
Limited meaning that is conveyed and
exchanged in a narrow range of familiar
contexts.
Evidence of limited grammatical control
or complexity.
Attempted use of text-appropriate
language features to make meaning.
Attempted interaction with other people in
order to obtain or convey simple
information and opinions.
Attempted use of formal and objective
language.
Attempted use of interpersonal language
to sustain spoken interaction.
Stage 2 English as a Second Language annotated student response
Ref: A186656 (August 2012)
© SACE Board of South Australia 2012