* These samples illustrate how a particular stimulus and task can be used to illustrate achievement at more than one level.
The work samples in this section form the Level 3 part of the assessment map for the Speaking and listening dimension of the English domain. Other parts of the assessment map can be accessed by using the menu on the right side of the screen.
The standard below describes what students should know and be able to do when they achieve the Level 3 standard in the Speaking and listening dimension.
At Level 3, students vary their speaking and listening for a small range of contexts, purposes and audiences. They project their voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information.
They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions.
The following work samples illustrate the kinds of responses that students typically produce:
Annotations identify for each sample on the assessment map attributes of the student responses that relate to specific elements of the standard.
In some cases work samples are based on the same stimulus material and tasks, but exemplify achievement at a standard, or at different points above or below the standard.
This task has a listening and a speaking component.
Context for listening component
Students listened to a short video extract from a children’s science program which demonstrates the making of candy glass, a type of ‘glass’ made from sugar, for use in movie stunts.
For the listening component of this task students were given 20 minutes to answer a series of questions about the video. They were expected to work independently with no assistance from other students or their teacher. As this was not a reading exercise the questions were read aloud before the extract was played and could be repeated later, if this was considered necessary.
The key element of the standard addressed by this task is:
Key elements of Speaking and listening Level 3
(Students) listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately … volunteer information and justify opinions.
Listening Stimulus
This video is available on CSF II English Annotated Work Samples CD-ROM and is included in the VELS section (Suppport Materials) of the Student Learning DVD. These resources are available in schools.
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
1. What is candy glass?
candy in a glass
glass made into candy
candy that looks like glass (correct answer)
glass that looks like candy
2. This video is best described as
a children’s drama
a children’s comedy show
a news report for children
a science show for children (correct answer)
3. The candy glass is wrapped in plastic to
stop it getting sticky (correct answer)
stop it breaking
keep it fresh
keep it hard
4. Joanna says, ‘Spread the mixture quickly’. What reason does she
give for doing it quickly?
5. What is the candy glass used for?
6. “I think Joanna is a better presenter than Alana”. Give a reason for your answer.
Do you agree?
Yes
No
Annotation
Speaking and listening – Level 3
Questions 1–5: The student listens to a factual spoken text and answers questions that require accurate recall of clearly stated, central ideas that are reinforced several times through the images and the spoken text.
Key element of Speaking and listening Level 3
(Students) listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately…
Speaking and listening – Level 3
Questions 3–5: The student recalls a less central idea that is only mentioned once.
Key element of Speaking and listening Level 3
(Students) … retell information accurately…
Speaking and listening – Level 3
Question 6: The student identifies strategies used by a speaker to enhance a presentation and justifies opinion.
Key element of Speaking and listening Level 3
(Students) … volunteer information and justify opinions.
Context
Following the listening activity students completed the speaking component of this task.
After a brief class discussion, students worked in pairs to prepare individual presentations about something special they had made. Each pair was given a discussion guide that prompted them to think about the various stages involved in making their product. They were also expected to draw a picture of their product on an overhead transparency to be displayed as they gave their presentation. Presentations were rehearsed and then given to the whole class without any notes or prompts from the teacher. The entire activity took place in a one-hour session.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 3
(Students) vary speaking for a small range of contexts, purposes and audiences.
(Students) project their voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information.
Speaking Stimulus
Discussion guide
Candy Glass – Question sheet
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
Video presentation
View video presentation by nominated student.
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Transcript of the video presentation
“And I made this computer, and I made it out of boxes and some um scissors and sticky tape. And there were no hard parts. And it’s special because I was only little when I made it, and I played with it every time I went to my Nanna’s, until my Nanna threw it out. Bye bye.”Annotation
Speaking and listening – Level 3
The student prepares and delivers a short presentation to peers on a topic of interest, giving relevant information.
Key element of Speaking and listening Level 3
(Students) vary their speaking for a small range of contexts, purposes and audiences.
Speaking and listening – Level 3
The student provides detail and background information, using appropriate spoken language features such as sequence and past tense when recounting an event.
Key element of Speaking and listening Level 3
(Students) … use appropriate spoken language features …
Speaking and listening – Level 3
The student describes an activity to the class using supporting material.
The student rehearses and modifies the presentation to clarify meaning and information.
Key element of Speaking and listening Level 3
(Students) … modify spoken texts to clarify meaning and information.
Speaking and listening – Level 3
The student projects his voice adequately using a suitable tone and volume.
Key element of Speaking and listening Level 3
(Students) project voice adequately for an audience …
This task has a speaking component only.
Context
Students completed projects on Australian Creatures. They researched their
information from the Internet and books and were asked to present their
findings in their own words to their peers, using a report format.
Students
used prior knowledge from earlier sessions about the structure of a report.
The task was completed over one week.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 3
(Students) vary their speaking…for a small range of contexts, purposes and audiences.
(Students) project their voices adequately for an audience … use appropriate spoken language features …
Sample
The following sample illustrates the kind of response that student typically produce at 2.75 as they progress towards the Level 3 standard.
Video presentation
View video presentation by student.
Transcript of video presentation
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Speaking and listening – 2.75
The student prepares and delivers a short presentation to peers on echidnas based on a research project on Australian Creatures.
Key element of Speaking and listening Level 3
(Students) vary their speaking… for a small range of contexts, purposes and audiences.
Speaking and listening – 2.75
The student alters pitch while speaking but does not project her voice adequately for the audience.
Key element of Speaking and listening Level 3
(Students) project their voices adequately for an audience …
Speaking and listening – 2.75
The student relies on reading directly from the research report which detracts from the appropriate use of spoken language features.
Key element of Speaking and listening Level 3
(Students) … use appropriate spoken language features …
This task has a speaking component only.
Context
Students completed projects on Australian Creatures. They researched their
information from the internet and books and were asked to present their
findings in their own words to their peers, using a report format.
Students
used prior knowledge from earlier sessions about the structure of a report.
The
task was completed over one week.
The key elements of the standard addressed by this task are:
Key elements of Speaking and listening Level 3
(Students) vary their speaking … for a small range of contexts, purposes and audiences.
(Students) project their voices adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information.
Sample
The following sample illustrates the kind of response that student typically produce at 2.5 as they progress towards the Level 3 standard.
Video presentation
View video presentation by student.
Transcript of video presentation
Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Speaking and listening – 2.5
The student prepares and delivers a short presentation to peers on blue whales based on a research project on Australian Creatures.
Key element of Speaking and listening Level 3
(Students) vary their speaking … for a small range of contexts, purposes and audiences.
Speaking and listening – 2.5
The student begins confidently but engagement with audience decreases after the introduction.
Key element of Speaking and listening Level 3
(Students) project their voices adequately for an audience …
Speaking and listening – 2.5
The student’s hesitation and reliance on reading directly from the research report detract from the appropriate use of spoken language features.
Key element of Speaking and listening Level 3
(Students) use appropriate spoken language features …
Speaking and listening – 2.5
Thr student speaks relevantly about the topic but is generally unable to explain or elucidate on the information collected.
Key element of Speaking and listening Level 3
(Students) modify spoken texts to clarify meaning and information.
This task has a listening and a speaking component.
Context for listening component
Students listened to a short video extract from a children’s science program which demonstrates the making of candy glass, a type of ‘glass’ made from sugar, for use in movie stunts.
For the listening component of this task students were given 20 minutes to answer a series of questions about the video. They were expected to work independently with no assistance from other students or their teacher. As this was not a reading exercise the questions were read aloud before the extract was played and could be repeated later, if this was considered necessary.
The key element of the standard addressed by this task is:
Key element of Speaking and listening – Level 3
(Students) listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately …
Listening Stimulus
This video is available on CSF II English Annotated Work Samples CD-ROM and is included in the VELS section (Suppport Materials) of the Student Learning DVD. These resources are available in schools.
Sample
The following responses to questions 4 and 5 represent the kind of responses that students typically produce at 2.25 as they progress towards the Level 3 standard.
The student’s responses to questions 1–3 and 6 were at the Level 3 standard. Refer to the sample at Level 3 for the kinds of responses that students typically produce when they have achieved elements of the standard addressed by this task.
4. Joanna says, ‘Spread the mixture quickly’. What reason does she
give for doing it quickly?
5. What is the candy glass used for?
Annotation
Speaking and listening – 2.25
Question 4: The student is able to recall a less central idea that is only mentioned once and to explain what happens, but is unable to give a reason.
Key element of Speaking and listening Level 3
(Students) listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately …
Speaking and listening – 2.25
Question 5: The student is unable to identify the main idea.
Key element of Speaking and listening Level 3
(Students) … retell information accurately …
Context
Following the listening activity students completed the speaking component of this task.
After a brief class discussion, students worked in pairs to prepare individual presentations about something special they had made. Each pair was given a discussion guide that prompted them to think about the various stages involved in making their product. They were also expected to draw a picture of their product on an overhead transparency to be displayed as they gave their presentation. Presentations were rehearsed and then given to the whole class without any notes or prompts from the teacher. The entire activity took place in a one-hour session.
Key elements of Speaking and listening Level 3
(Students) vary speaking … for a small range of contexts, purposes and audiences.
(Students) project voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning …
Stimulus
Discussion guide
Candy Glass – Question sheet
Sample
The following is a written description of the student’s oral work.
The content of the presentation is very brief with little elaboration or explanation of ideas: ‘Tara and I made a puppy dog. I used clay and paint. The hardest bit was the ears. Goodbye.’
Annotation
Speaking and listening – 2.25
The student prepares and delivers a short presentation to peers on a topic of interest.
Key element of Speaking and listening Level 3
(Students) vary speaking … for a small range of contexts, purposes and audiences.
Speaking and listening – 2.25
The student does not give sufficient information to enable the audience to understand how the product was made, or any anecdotes or reflections that would explain the significance of the product to the speaker.
Key element of Speaking and listening Level 3
(Students) …use appropriate spoken language features …
Speaking and listening – 2.25
The student gives ideas that are relevant but these are not clearly linked either through meaning or sentence construction. The sentences used are simple.
While the overhead is appropriate to illustrate her product the student makes no reference to it during her presentation.
Key element of Speaking and listening Level 3
(Students) … modify spoken texts to clarify meaning and information.
Speaking and listening – 2.25
The student projects her voice adequately using a suitable tone and volume, but the pace is less appropriate as she has lengthy pauses between sentences.
Key element of Speaking and listening Level 3
(Students) project voice adequately for an audience …
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