Moderator's Newsletter - French

August 2008

This newsletter is the first in a new series alerting the sector to issues relating to assessment and external moderation.

What counts for variety and errors?

Level three standards require use of curriculum level eight examples of complex language. If a student writes

'Il faut que je vais en ville'

This sentence will not count as "an error which hinders communication" as the message is still clear. A student who writes this could still go on to achieve Excellence.

The sentence cannot count as an example of "complex language" as the correct phrase here uses the subjunctive 'il faut que j'aille en ville'. Some teachers are highlighting the 'il faut que' on their mark schedule to show that a complex structure has been used. Yet 'il faut que', by itself, does not communicate anything in the way the standard intends. In this example, no complex language has been used. The student who made this error would need to use other complex language in a context where errors do not hinder communication.

It is expected that students might make errors, but these only affect a grade when they hinder communication. Evidence that shows a student has used a variety of language must be error-free.

Communicating curriculum achievement objectives

Tasks must allow students to communicate the relevant achievement objectives as specified in the explanatory notes of the standards. These must be exemplified in the language samples and the student evidence. Some of the moderation, especially at level one, is not showing this consistency throughout the task, language examples and the student evidence; level one expects curriculum level six achievement objectives.

TKI internal assessment resources

The level 1 French TKI tasks have all been updated and can be found at "What's 'Just Up ' on TKI?" You will be notified by newsletter when the level 2 and 3 tasks have been updated.

Further clarifications

All teachers of languages, especially those new to NCEA, may benefit from reading Moderation for Languages. It provides a detailed checklist for teachers who want to ensure that all required documentation is included in their moderation submissions. Regional languages advisors have a copy of this.

The 2007 National Moderator's Report gives details about issues that arose in last year's moderation, and makes suggestions for what is expected this year.

I am in regular contact with the regional languages advisors so please do not hesitate to take problems/issues/concerns to your cluster meetings.

Bonne continuation

Last updated: 12 August 2008