Spanish - annotated exemplar Level 3 AS91572

Write a variety of text types in Spanish to explore and justify varied ideas and perspectives (3.5)

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This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.

Low Excellence

Commentary
Student work extract

Student 1 (PDF, 113KB)

For Excellence, the student needs to write a variety of text types, in clear effective Spanish, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is controlled and integrated, and capable selection and successful use of a range of language and language features.

Communication will not be hindered by inconsistencies.

There is successful use of language to support ideas and perspectives through explanations and evidence, e.g. ‘Nos alegra que vengas aquí para quedarte con nosotros. Te prometemos que no te arrepentas de eligir este país magnífico. Para los estudiantes internacionales en Nueva Zelanda es muy gratificante de encajar con la cultura y manera de vivir aquí’ (1). To do this, the student uses a range of language at the expected level.

The language is controlled and integrated, e.g. ‘Recomiendo que los estudiantes, no solo de español, sino de historia y estudias ociales también, la vean, porque enseñaría mucho de la manera de vivir de otras partes del mundo durante una era pasada’ (2).

For a more secure Excellence, there will be additional consistency with successful selection of language.

High Merit

Commentary
Student work extract

Student 2 (PDF, 111KB)

For Merit, the student needs to write a variety of text types, in clear convincing Spanish, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is credible and connected, and the use of a range of language and language features.

Communication will not be significantly hindered by inconsistencies.

The student has explored and justified varied ideas and perspectives, e.g. ‘Deseo que pudiese ver esta película otra vez porque es muy interesante y si la viera otra vez, podría notar las pates que me perdí, Pienso que esta película es una película inspiracional porque mostra la penurias con que son tropezados pero también mostra su éxito y cómo han cambiado Sudamérica y el mundo para bien’ (2).

To reach Excellence, there needs to be additional evidence of control over the language development, especially in the longer sentences – where the end idea is no less important than the beginning one, e.g. ‘Mientras estás en Auckland, deberías ir a todas las playas proque son muy bonitas pero si está possible, insist en que vayas a la isla del Sur’(1).

Further, to reach Excellence there will be additional evidence of successful use of a range of language.

Low Merit

Commentary
Student work extract

Student 3 (PDF, 121KB)

For Merit, the student needs to write a variety of text types, in clear convincing Spanish, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is credible and connected, and use of a range of language and language features.

Communication will not be significantly hindered by inconsistencies.

The student presents personal perspectives of life in New Zealand, explores and evaluates the themes of the film, and gives evidence to support thoughts about the importance of learning a language. There is a range of language, e.g ‘Cuando estas aquí, estoy seguro que tenerás un tiempo inolvidable’ (1), ‘Algunos críticos dicen que la película muestra una vista parcial a favour de Che. Sin embargo, yo no estoy de acuerdo’ (2) and ‘Al pensar acerca de los que vinieron, me dí cuenta de que la encuesta afortunamdamente ha dado un major conocimiento con repect al aprendizaje de lenguas’ (3).

For a more secure Merit, there would be more consistent evidence that the student is able to credibly connect the language beyond simple sentences.

Further, for a more secure Merit there would be additional evidence of a range of language which develops the ideas and perspectives mentioned.

High Achieved

Commentary
Student work extract

Student 4 (PDF, 138KB)

For Achieved, the student needs to write a variety of text types, in clear Spanish, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

The student has given a perspective. The life in New Zealand piece gives a supported personal opinion about the importance of the Marae for the Maori people, giving his/her opinion about the film and about the success of some of the activities during International Languages Week.

There is evidence of some language at the expected level, e.g ‘Si tuviera que dar un rango para Diarios de Motocicletas, daría esta película cinco de cinco estrellas porque la película tiene muchas detalles y temas’ (3), ‘Al organizar la actividad para la semana internacional de las lenguas, decidí escribir sobre nuestra experiencia’ (4), and ‘Si hubiera no llovido, habría sido major porque el día de la actividad llovió y la localización del radio y la encuesta fue al aire libre’ (5).

To reach Merit, inconsistencies will not significantly hinder communication, e.g. ‘Pavlova esté creó en el año 1926, cuando una bailarina de Rusia se llama Anna Pavlova tuve su viaje todo el mundo’ (1) and ‘La pareja tuvieron nada y fueron muy pobre porque el gobierno tomaron la tierra que la pareja vinieron en’ (2).

Low Achieved

Commentary
Student work extract

Student 5 (PDF, 118KB)

For Achieved, the student needs to write a variety of text types, in clear Spanish, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

There is some language to give explanations and support ideas, e.g. ‘La película que fue dirigida por el brasiliano Walter Salles. Es una película que tiene mucha passion y emoción’ (2) and ‘Si tuviera calificar la película de 5 estrellas que le daría 4. En mi opinion esta es una película que podría tener un impacto a los espectadores’ (3).

For a more secure Achieved, the language inconsistencies will be less intrusive, e.g. ‘(Pounamu) es native de Nueva Zelanda y no hay algun trozo de pounamu en el mundo’ (1).

Further, there will be additional evidence of mastery of language at this level to justify varied ideas and perspectives.

High Not Achieved

Commentary
Student work extract

Student 6 (PDF, 230KB)

For Achieved, the student needs to write a variety of text types, in clear Spanish, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

Over the three pieces there is some language correctly used which reflect the standard required for New Zealand curriculum level 8, e.g. ‘Quiero que vayas a Nueva Zelanda’ (1) and ‘Los diarios de motocicletas es una pelicula dirigida por…’ (6).

To reach Achieved, there needs to be additional evidence of language at the expected level to explore and justify varied ideas and perspectives.

Language such as ‘…de usar los terminos en tu conversations con la personas local, se puede ayudar tu de encajar’ (2), ‘Muchas personas en Nueva Zelanda llevan jandals y son muy popular’ (5) and ’Los eventos se hizo para todos los estudiantes de todos los años para que participaron la semana y informar sobre otras culturas’ (10) does not sufficiently demonstrate mastery of language at New Zealand Curriculum level 8.

To reach Achieved, the language inconsistencies would have less impact on communication, e.g. ‘Los hombres en major porque del estilo de los actors tiene mucha charisma, diferencias y es muy interesante’ (7) and ‘cuando la miseria de la real Alberto es muy emocianente sobre el muerto en el pasado de Fuser’ (9).

Further, there are a number of inconsistencies where command of the language used would be expected at this level, especially as much of it reflects lower curriculum levels, e.g.’¡Y ty haz un tiempo bueno!’ (3) ‘El major tema de la película es…’ (8) and ‘Un otro icono’ (4).

 
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