Spanish - annotated exemplar Level 3 AS91572

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Spanish - annotated exemplar Level 3 AS91572 (A)
Write a variety of text types in clear Spanish to explore and justify
varied ideas and perspectives (3.5A)
Show: All Spanish exemplars
See EXEMPLAR B for this standard
TKI Spanish Assessment Resources
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For this assessment it may be that the exemplar represents only a portion of the work submitted.
Low Excellence
Commentary
Student response
Student 1 (PDF, 193KB)
To achieve at Excellence the student evaluates and gives explanations or evidence to support their
own ideas and perspectives as well as supporting or challenging those of others. The ideas and
perspectives are developed in Spanish which is controlled and integrated. A range of language and
language features are capably selected and successfully used. The content is informed, organised
and fit for the purpose and audience. Communication is not hindered by inconsistencies.
The student evaluates and gives explanations or evidence to support or challenge own ideas and
perspectives and those of others e.g fue muy interesante para mí porque a través de la película, la
injusticia fue un tema principal, en mi opinión…, ella dice que la gente aquí es la más acogedora
en el mundo.
The student shows evidence of capably selecting and successfully using a range of language and
language features that is fit for purpose and audience e.g nos alegra que vengas aquí, al principio
quisimos que haya una trabalengua en las noticias cada día.
The student develops their ideas and perspectives using language that is controlled and integrated
e.g recomiendo que los estudiantes, no solo de español, sino de historia y estudias sociales también,
la vean.
Communication is not hindered by inconsistencies e.g un otro aspecto, en los años veintes
To sit more securely at the Excellence level:
The student could more explicitly challenge the view of others.
There is some language which throws doubt on the successful selection and use criteria e.g Los
leprosos no estaban contagiosos, los Incas pidieron sus derechos (should be perdieron).
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The student needs to proofread her work for grammatical inconsistencies related to verb formation,
structure of sentences, agreement and use of pronouns in the sentences.
Overall however these criteria are met.
High Merit
Commentary
Student response
Student 2 (PDF, 190KB)
To achieve at Merit the student evaluates and gives explanations or evidence to support their
own ideas and perspectives as well as supporting or challenging those of others. The ideas and
perspectives are developed in Spanish which is generally credible and connected. There is a range
of language and language features. The content is informed, organised and fit for the purpose and
audience. Communication is not significantly hindered by inconsistencies.
The student evaluates and gives explanations or evidence to support or challenge own ideas and
perspectives and those of others e.g mientras estás en Auckland, deberías ir a todas las playas
porque…, Según mis amigos internacionales…
The student shows evidence of selecting a range of language and language features that are fit for
purpose and audience e.g para que la gente sepa, saber un Segundo o tercer idioma…
The student develops their ideas and perspectives using language that is generally controlled and
integrated e.g deseo que pudiese ver esta película otra vez porque…, también mostra su éxito y
cómo han cambiado Sudamérica.
Communication is not significantly hindered by inconsistencies e.g esto demonstró, tiene ideas de
amor y odio,
The sample is at not yet at Excellence level because:
The criteria of controlled development and capable selection of language are not met e.g si fuse
hacer esto otra vez…, quiero que cuenta sobre la cultura…
To achieve at Excellence level:
The student could more explicitly challenge the view of others.
There is some good Spanish, well used, however to gain Excellence there needs to be clear evidence
of control over the language. Over the three pieces the language should be predominantly successful
in clearly conveying the ideas.
Over the three pieces there is enough evidence of lack of control and lack of success with language
used, to place this at the top of the Merit range. There needs to be consistent use of either the
formal or the informal form.
Low Merit
Commentary
Student response
Student 3 (PDF, 191KB)
To achieve at Merit the student evaluates and gives explanations or evidence to support their
own ideas and perspectives as well as supporting or challenging those of others. The ideas and
perspectives are developed in Spanish which are generally credible and connected. There is a range
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of language and language features. The content is informed, organised and fit for the purpose and
audience. Communication is not significantly hindered by inconsistencies.
The student evaluates and gives explanations or evidence to support or challenge own ideas and
perspectives and those of others e.g ha sido escrito que…., algunos críticos dicen que….Sin embargo,
yo no estoy de acuerdo, en mi opinion…
The student shows evidence of selecting a range of language and language features that are fit for
purpose and audience e.g quiero que vayas, no solo…sino, por lo tanto si tuviera la oportunidad...
The student develops their ideas and perspectives using language that is generally controlled and
integrated e.g
Al pensar acerca de los que vinieron…,
Estoy seguro que tenerás.
Communication is not significantly hindered by inconsistencies e.g cuando la veas sabra porque,
deberías comprarla en la tienda, o alquila la en DVD.
To sit more securely at the Merit level:
The student needs to be more accurate in the selection and use of the range of language and
language features and at the same time try to rely less on language and language features which
are more appropriate at Level 2 NCEA and try to write more at a level suitable for Level 3.
High Achieved
Commentary
Student response
Student 4 (PDF, 191KB)
To achieve this standard the student evaluates and gives explanations or evidence to support their
own ideas and perspectives as well as supporting or challenging those of others. The content is
informed, organised and fit for the purpose and audience. Communication is achieved overall despite
inconsistencies.
The student evaluates and gives explanations or evidence to support or challenge own ideas and
perspectives and those of others e.g describing maori culture, giving her opinion about the film,
talking about International Languages week.
There is some evidence of selecting and using a range of language and language features that is
fit for purpose and audience, although it is not consistent across the 3 pieces. E.g si tuviera que
dar…, al organizar…,
Communication is achieved overall despite inconsisitencies in language e.g otras actividades que
fue organizaron, es basa en un merengue.
This sample is not yet at Merit level because:
The student does not show consistent evidence of selecting a range of language and language
features that is fit for purpose and audience.
Inconsistencies in language significantly hinder communication at time e.g la maori es una cultura
que es muy importa en ellas vidas, un otro cultura.
To achieve at Merit level:
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There needs to be consistent evidence of the student’s ability to select a range of language and
language features that is fit for purpose and audience. The student also needs to ensure that
inconsistencies do not significantly hinder communication.
Low Achieved
Commentary
Student response
Student 5 (PDF, 188KB)
To achieve this standard the student evaluates and gives explanations or evidence to support their
own ideas and perspectives as well as supporting or challenging those of others. The content is
informed, organised and fit for the purpose and audience. Communication is achieved overall despite
inconsistencies.
The student evaluates and gives explanations or evidence to support or challenge own ideas and
perspectives and those of others e.g describing New Zealand culture, giving her opinion about the
film, talking about International Languages week.
Communication is achieved overall despite inconsistencies in language.
To sit more securely at the Achieved level:
There needs to be more evidence of language and language features which are appropriate to this
level across the 3 pieces. E.g quiero que vengas…, si tuviera…
The student also needs to ensure that inconsistencies are minimised and needs to move from
descriptive language in to language of evaluation.
High Not Achieved
Commentary
Student response
Student 6 (PDF, 188KB)
This standard requires that the student will evaluate and give explanations or evidence to support
their own ideas and perspectives as well as support or challenge those of others. The content will be
informed, organised and fit for the purpose and audience. Communication will be achieved overall
despite inconsistencies.
The student evaluates and gives explanations or evidence to support or challenge own ideas and
perspectives and those of others e.g describing Kiwiana, talking about the film he watched and
describing his experiences with International Languages Week.
Over the three pieces there are few examples of language appropriate to this level correctly used
e.g quiero que vayas.
This sample is not yet at Achieved level because:
The student has not shown sufficient evidence of control of language appropriate to this level.
Inconsistencies, at times, mean that communication is not achieved e.g de usar los terminos en tu
conversationes con personas local, se puede ayudar tu de encajar.
To reach Achieved level:
The student needs to ensure that communication is achieved despite inconsistencies. 4
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