Assessment Report

Level 3 Samoan 2019

Standards 91563  91566

Part A: Commentary

Overall, most students attempting these standards showed a good understanding of the texts and what the questions asked of them; the texts were generally within the realm of their understanding. Many candidates were able to articulate their points clearly and concisely, supported by examples. Candidates who did not have the vocabulary to express their ideas and opinions effectively were disadvantaged.

Part B: Report on standards

91563:  Demonstrate understanding of a variety of extended spoken Samoan texts

Candidates who were awarded Achievement commonly:

  • showed a basic understanding of the passages
  • gave adequate examples
  • offered little extension of the ideas and concepts required in the answer; stated the obvious
  • used language and vocabulary which could have been clearer and more specific.

Candidates whose work was assessed as Not Achieved commonly:

  • showed minimal or no understanding of the ideas in the passages
  • made very little attempt to develop a point in their responses.
  • did not give meaningful responses
  • did not give examples.

Candidates who were awarded Achievement with Merit commonly:

  • showed a good level of understanding of the passages
  • expanded on ideas and concepts in their responses
  • showed understanding of concepts, but did not fully explain them
  • gave examples to illustrate their points, although these were not always used consistently throughout.

Candidates who were awarded Achievement with Excellence commonly:

  • discussed ideas that were in the passages, supporting their discussion with examples
  • went beyond the text, often including their own experiences
  • gave responses that were in-depth, yet concise.

Standard specific comments:

Many candidates were able to demonstrate their understanding through the depth in which they explained, discussed, and illustrated their points. It was clear that some candidates did not have the vocabulary to articulate concisely the point they wanted to make. It was also clear that some candidates did not take notes as they listened to the passages. It is paramount to note down key points in the listening passages, and express ideas clearly.


 

91566:  Demonstrate understanding of a variety of extended written and/or visual Samoan texts

Candidates who were awarded Achievement commonly:

  • stated the obvious already given in the texts
  • showed superficial understanding of the concepts
  • offered little extension of ideas and concepts
  • used limited vocabulary
  • gave few examples.

Candidates whose work was assessed as Not Achieved commonly:

  • showed minimal or no understanding of the ideas in the texts
  • made very little or no attempt to develop a point in their responses
  • did not give meaningful responses
  • did not give examples.

Candidates who were awarded Achievement with Merit commonly:

  • demonstrated a good level of understanding of the texts, and used this understanding to expand on ideas and concepts in responses
  • showed understanding of concepts, but did not fully explain them
  • gave examples to illustrate their points, although these were not used consistently throughout.

Candidates who were awarded Achievement with Excellence commonly:

  • discussed ideas that were in the texts, supporting their discussion with examples
  • went beyond the text, often including their own experiences
  • gave responses that were in-depth, yet concise.

 

Standard specific comments:

 

The variety of responses clearly showed the extent to which candidates could or could not articulate their arguments. As in the listening component, it was clear that some did not have the vocabulary to express their ideas and opinions effectively. Points were made without examples to support them. Ideas were expressed without extending comments. It was the basics of expressing a point, giving examples, and going beyond the text to state views that often distinguished excellence candidates from the rest.

 

 

Samoan subject page

 

Previous years' reports
2018 (PDF, 100KB) 2017 (PDF, 40KB) 2016 (PDF, 208KB)

 
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