English Assessment Map – Sample at Level 3
Candy glass
This task has a listening and a speaking 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 element of the Speaking and listening standard addressed by this task is:
(Students) listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately … volunteer information and justify opinions.
This video is available to download (MPG - 57MB) from the archives of the National Library of Australia website.
This video is also available on CSF II English Annotated Work Samples CD-ROM and is included in the VELS section (Support Materials) of the Student Learning DVD. These resources are available in schools.
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?
Goes hard quickly
5. What is the candy glass used for?
In movies so it doesn’t hurt people when they go through it
6. “I think Joanna is a better presenter than Alana”. Give a reason for your answer.
Do you agree?
Yes
No
She explans it more
Questions 1–5: Listen to a factual spoken text and answer questions that require accurate recall of clearly stated, central ideas that are reinforced several times through the images and the spoken text.
Questions 3–5: Recall a less central idea that is only mentioned once.
Question 6: Identify strategies used by a speaker to enhance a presentation and justify opinion.
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 elements of the Speaking and listening standard addressed by this task are:
(Students) vary their speaking and listening 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.
Discussion guide
Candy Glass – Question sheet
- What did you make?
- What was special about it?
- How did you make it?
- What materials did you use?
- What was the hardest part?
- What help did you get?
- Did anything go wrong?
- Did it turn out the way you wanted it to?
- What did you do with it?
- Would you make it again?
- What will you draw for your talk?
- prepare and deliver a short presentation to peers on a topic of interest, giving relevant information
- provide detail and background information, using appropriate spoken language features such as sequence and past tense when recounting an event
- describe an activity to the class using supporting material
- rehearse and modify the presentation to clarify meaning and information
- project their voice adequately using a suitable tone and volume.
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