Spanish - annotated exemplars level 1 AS90912

Write a variety of text types in Spanish on areas of most immediate relevance (1.5)

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Low Excellence

Commentary
Student response

Student 1 (PDF, 26KB)

For Excellence, the student needs to write a variety of text types in effective Spanish, on areas of most immediate relevance. This involves development of the information, ideas and opinions which is controlled and integrated. The writer capably selects and successfully uses a range of language and language features that are fit for purpose and audience. Communication is not hindered by inconsistencies.

There is capable selection and successful use of language and language features, e.g ‘hago mis deberes y hablo con mi hermana’ (1), ‘tengo que ayudar’ (2), ‘no me importa poner la mesa’ (3).

There is evidence of controlled and integrated development, e.g. ‘mi familia y yo fuimo’s,’ mi hermanstra tuvo un bebe’ (4), ‘no podría ir a la playa’ and ‘mi madre y yo fuimos a la ciudad y compré unas gafas’ (5).

There is evidence of communicating beyond the immediate context e.g ‘tomé el sol y nadé’ (6), ‘fui con mi hermanita a un mercado, compré nada pero mi hermana compró un pastel’ (7), opinions are expressed, e.g ‘¡fue divertido!’ (8), ’ lo que pienso’ (9)and ‘quiero ir’ (10).

For a more secure Excellence, there would be less repetition of language and more consistent evidence of development through controlled integration of the ideas and opinions.

Further, inconsistencies will have less impact on the message, e.g. ‘la comida tienen es muy sana’  (11), ‘porque de las frijoles’ (12), ‘la gente fuieron’ (13), ‘ella vive en España pero se alojo’ (ó) (14), ‘sabroísimo’ (15), ‘tuvo un burrito y pienso’ (16).

High Merit

Commentary
Student response

Student 2 (PDF, 23KB)

For Merit, the student needs to write a variety of text types in convincing Spanish, on areas of most immediate relevance. This involves development of the information, ideas and opinions which is generally credible and connected. The writer selects and uses a range of language and language features that are fit for purpose and audience. Communication is not significantly hindered by inconsistencies.

Convincing Spanish is shown through credible and connected development of information, ideas, opinions and fits within communicating beyond the immediate context, e.g. ‘mi familia y yo fuimos’ (1), ‘primero andamos al fin de la playa, fue bueno porque hizo sol’, (2) ‘me encanta la salsa porque estuvo muy rica’ (3), ‘generalmente me despierto a las siete’ (4), ’tengo una siesta en la silla en el balcón’ (5).

There is some capable selection and use of a range of language, particularly in the Holidays and Food writing, e.g. ‘fuimos al pueblo donde comimos la cena en el café’ (6), ‘fuimos a la playa y mi padre y yo nadamos pero mi madre se relajó’ (7) and ‘iré de nuevo’ (8).

To reach Excellence, there would need to be additional evidence of successful use of a range of language, consistent across all evidence.

Further, inconsistencies will not interfere with communication, e.g. the use of ‘ser/estar’ (9) (10) (11), the use of reflexives verbs,(12) (13), gender and agreements.

Low Merit

Commentary
Student response

Student 3 (PDF, 21KB)

For Merit, the student needs to write a variety of text types in convincing Spanish, on areas of most immediate relevance. This involves development of the information, ideas and opinions which is generally credible and connected. The writer selects and uses a range of language and language features that are fit for purpose and audience. Communication is not significantly hindered by inconsistencies.

This exemplar shows evidence of  some development of ideas/opinions/information which is credible and connected, e.g. ‘La semana pasada fui al museo con mi clase, hablamos con gente interesante, ¡qué bien!, En la tienda de recuerdos, compré un regalo para mi amigo, Juan’ (1).

There is some success in providing a range of language, e.g. ‘vivía en...pero ahora vivo’ (5), ‘hay mucho que hacer’ (6).

For a more secure Merit, the inconsistencies will not significantly hinder communication, e.g. ‘comienzo en California y terminaban en Nueva York’ (2), ‘se puede ir natación’ (3), ‘es nombre es’ (4).

Further, additional evidence of development would result in a more solid Merit performance, e.g. an ability to develop and express opinions and avoidance of repetition.

High Achieved

Commentary
Student response

Student 4 (PDF, 23KB)

For Achieved, the student needs to write a variety of text types in Spanish, on areas of most immediate relevance. This involves using language related to basic personal information and past, present and/or future experiences in order to express personal information, ideas and opinions. Communication is achieved overall despite inconsistencies.

There is evidence that the student is able to communicate beyond the immediate context, e.g. ‘jugaba al futból cada día con mis amigos, nadábamos cada semana’ (1), ‘fuimos en Wellington’ (2), ‘ayer fui a un restaurante y para la entrada comí sopa’ (3), ‘mis padres comieron asado con patatas’ (4).

Personal information and opinions are expressed and at times developed, e.g ‘nos gusta futból y voy a la playa’ (5), ‘tengo que lavar los platos y poner la mesa’ (6), ‘yo estaba feliz, proque iba mirar Wellington Club de fútbol’ (7), ‘yo recomiendo la sopa porque es sabrosos’ (8)and ‘me gustaría volver’ (9).

To reach Merit, inconsistencies will not significantly hinder communication, e.g. ‘relajo y comer a las tres’ (10), ‘me gusta relajo y ceno’ (11), ‘yo estudio y jugar’ (12), ‘me gustaría visitamos’ (13), ‘yo recomiendo te visite’ (14).

Further, careful proofreading and editing of the work would result in selecting and using a range of language and language features appropriately.

Low Achieved

Commentary
Student response

Student 5 (PDF, 24KB)

For Achieved, the student needs to write a variety of text types in Spanish, on areas of most immediate relevance. This involves using language related to basic personal information and past, present and/or future experiences in order to express personal information, ideas and opinions. Communication is achieved overall despite inconsistencies.

The student is able to relate basic personal information, ideas and opinions, e.g. ‘no me da miedo’ (1), ‘prefero nadar en la piscina’ (2), ‘yo quiero ver, pienso que las vacas es repugnante’ (3), ‘el restaurante es mi favorito porque la comida es rica  y no cobra mucho dinero’ (4).

There is some evidence of the student being able to communicate beyond the immediate context, e.g. ‘en el vacaciones mi familia y yo viajamos el Waihi visitar mis abuelos’ (5), ‘en el carro Dylan quiso jugar veo, veo’ (6), ‘finalmente fui a la casa de mis abuelos’ (7), ‘por la mañana fui al campo’ (8), ‘mi madre y yo nos sentamos y tomé un taco’ (9).

For a more secure Achieved, inconsistencies will impact less on communication. e.g ‘mi padre y su familia vivimos’ (10), ‘mi madre le gusta sale al gimansio, es encants for rosas’ (11), ‘las tiendas no bueno y se puede comprar necesitas’ (12), ‘hacé frio y lloviando’ (13).

Additional evidence of mastery of language at this level would result in a more secure Achieved performance.

High Not Achieved

Commentary
Student response

Student 6 (PDF, 21KB)

For Achieved, the student needs to write a variety of text types in Spanish, on areas of most immediate relevance. This involves using language related to basic personal information and past, present and/or future experiences in order to express personal information, ideas and opinions. Communication is achieved overall despite inconsistencies.

The student has attempted to provide evidence that they are able to communicate beyond the immediate context, e.g. ‘Por el amante de animales hay el zoo de Auckland. Tienen mucho animales. Me ecanta porque es muy divertido y fui al zoo mucho’ (1), ‘me gusta porque es interesante’ (2), ‘me gusta mi uniforme porque puedo llevar lo que quiero’ (3).

To reach Achieved, there would need to befurther evidence that the student has mastered the language required to communicate about past and/or future events.

Further, inconsistencies will not hinder communication, e.g ‘Hay tres clases por día y quince minutos por clases. Tú elegir cinco subditos cada aňo. Cada día es a differente clase’ (4) and ‘me levantarse a las siete’ (5).

 
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