English - annotated exemplars level 1 AS90856

Show understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence (1.11)

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TKI English Assessment Resources

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Low Excellence

Commentary
Student response

Student 1 (PDF, 36KB)

For Excellence, the student needs to show perceptive understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence.

 This involves:

  • explaining, by providing different details and explanations, the use and effect of at least four text aspects
  • explaining how aspects work together to create meaning
  • explaining how aspects communicate ideas about the text in relation to the writer’s purpose as well as wider contexts, such as human experience, society and the wider world.

The student shows sufficient perceptive understanding of a visual text (Kathryn Hardwicke’s Twilight). The use and effect of four aspects is explained: gesture, facial expressions, sound effects and camera shots. 

The student shows perceptive understanding of aspects working together. For example, gesture and facial expressions (2) (4) are also reinforced by the lack of dialogue (6), and the specifically selected series of camera shots (7).

The student explains how ideas relate to both society as a whole (1) and to the wider context of the film (5) (8).  For example, the detailed facial expressions (3) are explained both in terms of the director’s immediate intent, ‘reinforce the disgust’ (4) and the wider purpose, ‘Later … foreshadows’ (5).

To meet this standard with Excellence more securely, the student could:

  • explain the 'mystery of the Cullens' (5) in terms of the writer's purpose
  • develop 'the intense staring’ (3) and ‘setting up the plot for the rest of the movie' (8) in terms of the wider perspective of the film's intent.

High Merit

Commentary
Student response

Student 2 (PDF, 35KB)

For Merit, the student needs to show convincing understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence.

This involves:

  • explaining, by providing different details and explanations, the use and effect of at least four text aspects
  • explaining how aspects work together to create meaning.

The student shows convincing, almost perceptive, understanding of a visual text (Kathryn Hardwicke’s Twilight). The use and effect of four aspects is explained:  set composition, make up, gesture and dialogue.

The student provides convincing and different explanations about how the aspects work together. For example, set composition makes Edward appear ‘other worldly’ (1) and ‘angelic’ (2), although the effect of the makeup ‘has a different effect’ (3); gesture ‘hints at his mystical origins’ (4), which works with dialogue, as it continues to ‘make us wonder’ (5).

To meet this standard with Excellence, the student needs to further develop the explanations of the director’s purpose. For example:

  • further explanation of the effect of the contrast between the 'light hearted' and the 'tense' (6) atmospheres created by the use of dialogue and silence in terms of normal human experience
  • further development of the effect created by the set composition, the 'other worldly' (1) effect, and what that communicates about society's beliefs, fears and expectations.
 

Low Merit

Commentary
Student response

Student 3 (PDF, 36KB)

For Merit, the student needs to show convincing understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence.

This involves:

  • explaining, by providing different details and explanations, the use and effect of at least four text aspects
  • explaining how aspects work together to create meaning.

The student shows sufficient convincing understanding of a visual text (Kathryn Hardwicke’s Twilight). The use and effect of four aspects across two texts is explained: gesture and movement, dialogue, facial expression and camera movements.

The student provides sufficient explanation of how aspects work together: gesture (1) is shown to work with sound to ‘add to the mystery’ (2), and the explanation of Edward’s facial expressions as he stares at Bella (3) works with the camera movement to ‘add to the mystery of why he is staring at her that way’ (4).

To meet this standard with Merit more securely, the student could:

  • provide more convincing explanations of, for example, how the mid (5) and long shots (6) work together to create a change in the atmosphere and the effect this has on the audience
  • provide more convincing explanations for the effect of sound (2) and camera movements (4)
  • provide clearly different effects for some aspects. For example, ‘adds to the mystery’ (2) (4).

High Achieved

Commentary
Student response

Student 4 (PDF, 35KB)

For Achieved, the student needs to show understanding of visual and/or oral text(s), through close viewing and/or listening, using supporting evidence.

This involves explaining, by providing different details and explanations, the use and effect of at least four text aspects.

The student shows understanding of a visual text (Kathryn Hardwicke’s Twilight).  The use and effect of four aspects is explained: sound effects, gesture and movement, camera shots and make up.

The student explains the tension created by the lack of dialogue between the two characters (1), the self-control shown by Edward’s clenched fists (3), the distancing of Edward from Bella shown by the use of camera shots (4) and the mysteriousness created by Edward’s make-up (5).

To meet this standard with Merit the student needs to show convincing understanding, which involves explaining how aspects work together to create meaning.

The student needs to give more convincing explanations of the effects created by the text aspects. For example, 'mysterious' (4) and 'uncomfortable' (2).

Low Achieved

Commentary
Student response

Student 5 (PDF, 35KB)

For Achieved, the student needs to show understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence.

This involves explaining, by providing different details and explanations, the use and effect of at least four text aspects.

The student shows sufficient understanding of a visual text (Kathryn Hardwicke’s Twilight).  The use and effect of four aspects is explained: make up, sound effects, gesture and set composition.

Gesture is explained as being used to show Edward’s ‘discomfort’ (3) and makeup as used to ‘portray the mysteriousness’ (1). Some understanding and explanation is provided for the effects of sound effects (2) and set composition (4).

To meet this standard more securely, the student couldprovide clearer explanations for the four text aspects. For example, differentiate between ‘further mystery’ (1) and ‘some mystery’ (4) and between ‘awkwardness’ (3) and ‘not very comfortable’ (2).

High Not Achieved

Commentary
Student response

Student 6 (PDF, 33KB)

For Achieved, the student needs to show understanding of visual and/or oral text(s), through close viewing and/or listening, using supporting evidence.

This involves explaining, by providing different details and explanations, the use and effect of at least four text aspects.

The student discusses four text aspects in Kathryn Hardwicke’s Twilight: facial expressions, make-up, gesture and sound effects.

The student shows some understanding of the meanings and effects created for the viewer in the explanation for the use of sound effects, where the awkwardness between Edward and Bella is explained (4).

To meet this standard the student needs to develop the following explanations:

  • ‘to show us what he feels’ (1)
  • ‘makes us wonder’ (2)
  • ‘just how much he can't stand to be around her’ (3).
 
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