Phase 3

 Assessment criteria: Phase 3

Phase 3 criterion A: Oral communication

Achievement
Level
Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:

  • has difficulty understanding information in familiar and some unfamiliar situations
  • makes a limited attempt to respond appropriately to spoken texts in familiar and some unfamiliar situations
  • makes a limited attempt to interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations
  • makes a limited attempt to communicate information containing relevant ideas and some details in familiar and some unfamiliar situations
  • uses limited vocabulary and grammatical structures, with frequent errors
  • uses pronunciation and intonation that are inaccurate and consistently interfere with comprehensibility
  • makes a limited attempt to use language to suit the context.
3–4 The student:

  • shows understanding of some information in familiar and some unfamiliar situations
  • responds to some spoken texts in familiar and some unfamiliar situations; some responses are inappropriate
  • occasionally interacts in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations
  • communicates some information containing relevant ideas and some details in familiar and some unfamiliar situations
  • uses a range of vocabulary and grammatical structures, with some inappropriate word choice and errors
  • makes mistakes in pronunciation and intonation that sometimes interfere with comprehensibility
  • uses some language to suit the context.
5–6 The student:

  • shows understanding of most information in familiar and some unfamiliar situations
  • responds appropriately to most spoken texts in a range of familiar and some unfamiliar situations
  • usually interacts in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations
  • communicates ample information containing relevant ideas and some details in familiar and some unfamiliar situations
  • makes good use of a range of vocabulary and grammatical structures, generally accurately
  • makes occasional mistakes in pronunciation and intonation but these rarely interfere with comprehensibility
  • usually uses language to suit the context.
7–8 The student:

  • shows understanding of information in familiar and some unfamiliar situations
  • responds appropriately to spoken texts in a range of familiar and some unfamiliar situations
  • interacts in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations
  • communicates substantial information containing relevant ideas and some details in familiar and some unfamiliar situations
  • makes excellent use of a range of vocabulary and grammatical structures, generally accurately
  • makes occasional mistakes in pronunciation and intonation but thesedo not interfere with comprehensibility
  • uses language to suit the context.

Note: In the strand referring to the use of comprehensible pronunciation and intonation, for tonal languages ”intonation” is replaced by “correct tone”.

 

Phase 3 Criterion B: Visual Interpretation

Achievement
Level
Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:

  • has difficulty understanding information, main ideas and supporting details in visual texts dealing with familiar and some unfamiliar situations
  • makes a limited attempt to understand some conventions in visual texts dealing with a limited range of familiar and some unfamiliar situations
  • makes a limited attempt to engage with the visual text by identifying ideas, opinions and attitudes in the text; makes minimal connections with own experiences, attitudes and points of view
  • shows limited understanding of the content of the visual, spoken and written text as a whole.
3–4 The student:

  • shows understanding of some information, main ideas and supporting details in visual texts dealing with familiar and some unfamiliar situations
  • understands some conventions in visual texts dealing with a limited range of familiar and some unfamiliar situations
  • occasionally engages with the visual text by identifying ideas, opinions and attitudes in the text and makes some connections with own experiences, attitudes and points of view
  • shows some understanding of the content of the visual, spoken and written text as a whole.
5–6 The student:

  • shows understanding of most information, main ideas and supporting details, and draws conclusions in visual texts dealing with familiar and some unfamiliar situations
  • understands most conventions in visual texts dealing with a limited range of familiar and some unfamiliar situations
  • usually engages with the visual text by identifying ideas, opinions and attitudes in the text and makes ample connections with own experiences, attitudes and points of view
  • shows considerable understanding of the content of the visual, spoken and written text as a whole.
7–8 The student:

  • shows understanding of information, main ideas and supporting details, and draws conclusions in visual texts dealing with familiar and some unfamiliar situations
  • understands conventions in visual texts dealing with a limited range of familiar and some unfamiliar situations
  • engages with the visual text by identifying ideas, opinions and attitudes in the text and makes substantial connections with own experiences, attitudes and points of view
  • shows thorough understanding of the content of the visual, spoken and written text as a whole.

 

Phase 3 criterion C: Reading comprehension

Achievement
Level
Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:

  • has difficulty understanding information, main ideas and supporting details in a limited range of texts with familiar and some unfamiliar language
  • has difficulty understanding aspects of format and style, and author’s purpose for writing
  • makes a limited attempt to engage with the text by identifying ideas, opinions and attitudes in the text; makes minimal connections with own experiences, attitudes and points of view
  • shows limited understanding of the content of the text as a whole.
3–4 The student:

  • shows understanding of some information, main ideas and supporting details in a limited range of texts with familiar and some unfamiliar language
  • understands some aspects of format and style, and author’s purpose for writing
  • occasionally engages with the text by identifying ideas, opinions and attitudes in the text and making some connections with own experiences, attitudes and points of view
  • shows some understanding of the content of the text as a whole.
5–6 The student:

  • shows understanding of most information, main ideas and supporting details, and draws conclusions in a limited range of texts with familiar and some unfamiliar language
  • understands most aspects of format and style, and author’s purpose for writing
  • usually engages with the text by identifying ideas, opinions and attitudes in the text and making ample connections with own experiences, attitudes and points of view
  • shows considerable understanding of the content of the text as a whole.
7–8 The student:

  • shows understanding of information, main ideas and supporting details, and draws conclusions in a limited range of texts with familiar and some unfamiliar language
  • understands aspects of format and style, and author’s purpose for writing
  • engages with the text by identifying ideas, opinions and attitudes in the text and making substantial connections with own experiences, attitudes and points of view
  • shows thorough understanding of the content of the text as a whole.

Note: In the strand referring to understanding and responding to written texts, the use of a transliteration/Romanization guide, such as the Chinese “Pinyin” system, is supported in this phase.

 

Phase 3 Criterion D: Writing

Achievement
Level
Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:

  • makes a limited attempt to express ideas and opinions in familiar and some unfamiliar situations. Communication is incoherent; ideas are generally irrelevant and repetitive; opinions are unsupported
  • has difficulty organizing information and ideas logically; uses a limited range of basic cohesive devices; there is little or no structure, making the ideas difficult to follow
  • has difficulty using vocabulary, grammatical structures and conventions; frequent errors interfere with communication
  • writes with little sense of audience or purpose.
3–4 The student:

  • expresses some ideas and opinions in familiar and some unfamiliar situations. Communication is sometimes incoherent; ideas are sometimes irrelevant or repetitive; opinions are often unsupported
  • organizes some information and ideas logically; uses a range of basic cohesive devices; there is a reasonable attempt at structure
  • uses a range of vocabulary, grammatical structures and conventions; some errors and inappropriate word choice interfere with communication
  • writes with some evidence of a sense of audience and purpose.
5–6 The student:

  • expresses clearly a range of ideas and opinions in familiar and some unfamiliar situations. More complex ideas are sometimes not clear but are generally relevant; opinions are sometimes justified
  • usually organizes information and ideas logically and uses a range of basic cohesive devices; there is an appropriate structure
  • makes good use of a range of vocabulary, grammatical structures and conventions, generally accurately; errors do not interfere with communication
  • writes with a sense of audience and purpose.
7–8 The student:

  • effectively expresses a wide range of ideas in familiar and some unfamiliar situations; ideas are relevant and opinions are supported by examples and illustrations
  • organizes information and ideas and uses a range of basic cohesive devices; there is a logical structure, and cohesive devices add clarity and coherence to the message
  • makes excellent use of a range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not interfere with communication
  • clearly writes with a sense of audience and purpose.

 

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