Korean (2008)
Sample assessment instrument and student responses
Performance: Writing a persuasive letter
This sample is intended to inform the design of assessment instruments in the senior phase of
learning. It highlights the qualities of student work and the match to the syllabus standards.
Criteria assessed
· Writing
Assessment instrument
The response presented in this sample is in response to an assessment task.
Situation
You have learnt about Korean culture and how to write letters appropriate to the cultural context and
the intended audience. In particular, you have been learning to write persuasive texts.
You are a home stay student in Korea and are concerned about the school’s lack of healthy meal
options. You decide to write to the school about an aspect of your own choosing that may relate to
the broader issue of healthy diets.
Task
Write a letter to the appropriate person in the school administration to seek to change the aspect
you have identified. Your letter should outline a solution for implementing a healthier approach to
diet in the school. You should write at least 500 cha.
Instrument-specific criteria and standards
Student responses have been matched to instrument-specific criteria and standards; those which
best describe the student work in this sample are shown on the following page. For more
information about the syllabus dimensions and standards descriptors, see
www.qsa.qld.edu.au/5205.html.
Standard A
Writing
The student work has the following characteristics:
·
a wide range of vocabulary and grammar is used effectively; where complex language is
used, errors do not detract from the overall meaning
·
a range of cohesive devices is used to link aspects of the text
·
register is appropriate to the situation
·
spelling, punctuation and word order display a high degree of accuracy
·
Han-gŭl is formed accurately with correct spelling and spacing
·
written communication adheres consistently to the conventions of the text type
·
the writer’s ideas and purposes are conveyed effectively with flexibility and originality
·
written text is well-organised and displays a high level of coherence.
Note: Colour highlights have been used in the table to emphasise the qualities that discriminate
between the standards.
Key: Degree or qualifier
Element or
characteristic
2 | Korean 2008: Sample student assessment and responses
Student response — Standard A
The annotations below show the match to the instrument-specific standards.
Knowing and
using language
features:
· a wide range
of vocabulary
and grammar
is used
effectively;
where
complex
language is
used, errors
do not detract
from the
overall
meaning; even
though there
are a few
errors, the
meaning and
messages are
clear
· a range of
cohesive
devices is
used to link
aspects of the
text
· register is
appropriate to
the situation;
student used
formal and
polite forms
that were
appropriate
when writing
to elders
· spelling,
punctuation
and word
order display a
high degree of
accuracy
· Han-gŭl is
formed
accurately
with correct
spelling and
spacing;
overall student
demonstrated
very good
spelling and
spacing as
well as
punctuation.
Creating and
responding:
· written
communication
adheres
consistently to
the conventions
of the text type;
student has
used
appropriate
reasons for the
genre of letter
writing
· the writer’s
ideas and
purposes are
conveyed
effectively with
flexibility and
originality; ideas
are displayed
ideas
written text is
well-organised
and displays a
high level of
coherence;
each idea flows
well and clearly
indicates
introduction,
body and
conclusion
· an
understanding
and response to
cultural contexts
is clearly
evident in the
writing; student
demonstrated
good
understanding
of usage of
different
endings/langua
ge, such as
talking to adults
or talking to
peers.
Queensland Studies Authority November 2011 | 3