French (2008) Sample assessment instrument and student responses Supervised assessment — Listening

French (2008)
Sample assessment instrument and student responses
Supervised assessment — Listening
September 2010
Purposes of assessment1
The purposes of assessment are to:

promote, assist and improve student learning

inform programs of teaching and learning

provide information for those people — students, parents, teachers — who need to know about the progress
and achievements of individual students to help them achieve to the best of their abilities

provide information for the issuing of certificates of achievement

provide information to those people who need to know how well groups of students are achieving (school
authorities, the State Minister for Education and Training and the Arts, the Federal Minister for Education).
It is common practice to label assessment as being formative, diagnostic or summative, according to the major
purpose of the assessment.
The major purpose of formative assessment is to help students attain higher levels of performance. The major
purpose of diagnostic assessment is to determine the nature of students’ learning, and then provide the
appropriate feedback or intervention. The major purpose of summative assessment is to indicate the achievement
status or standards achieved by students at a particular point in their schooling. It is geared towards reporting and
certification.
Syllabus requirements
Teachers should ensure that assessment instruments are consistent with the requirements, techniques and
conditions of the French syllabus and the implementation year 2009.
Assessment instruments2
High-quality assessment instruments3:
have construct validity (the instruments actually assess what they were designed to assess)

have face validity (they appear to assess what you believe they are intended to assess)

give students clear and definite instructions

are written in language suited to the reading capabilities of the students for whom the instruments are
intended

are clearly presented through appropriate choice of layout, cues, visual design, format and choice of words

are used under clear, definite and specified conditions that are appropriate for all the students whose
achievements are being assessed

have clear criteria for making judgments about achievements (these criteria are shared with students before
they are assessed)

are used under conditions that allow optimal participation for all

are inclusive of students’ diverse backgrounds

allow students to demonstrate the breadth and depth of their achievements

only involve the reproduction of gender, socioeconomic, ethnic or other cultural factors if careful consideration
has determined that such reproduction is necessary.
1
QSA 2008, P–12 Assessment Policy, p. 2.
2
Assessment instruments are the actual tools used by schools and the QSA to gather information about student achievement, for
example, recorded observation of a game of volleyball, write-up of a field trip to the local water catchment and storage area, a test of
number facts, the Senior External Examination in Chinese, the 2006 QCS Test, the 2008 Year 4 English comparable assessment task.
3
2

QSA 2008, P–12 Assessment Policy, pp. 2–3.
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French (2008) Sample assessment instrument and student responses Supervised assessment — Listening
French (2008)
Sample assessment instrument and student responses
Supervised assessment — Listening
Compiled by the Queensland Studies Authority
September 2010
The QSA acknowledges the contribution of the French State Panel in the preparation of this
document.
About this assessment instrument
The purpose of this document is to inform assessment practices of teachers in schools. For this
reason, the assessment instrument is not presented in a way that would allow its immediate
application in a school context. In particular, the assessment technique is presented in isolation
from other information relevant to the implementation of the assessment. For further information
about those aspects of the assessment not explained in this document, please refer to the
assessment section of the syllabus.
This sample provides opportunities for students to:

demonstrate knowledge and understanding of French language features when used in a
spoken text

reason about and respond:

to a spoken text in French

in writing to items written in English

in short written English responses.
Opportunities are not provided for students to demonstrate:

the purpose of the text

the writer’s intention

decision making

cultural meanings integrated into, or evident in, responses.
Across the summative assessment program, opportunities must be provided to demonstrate all
syllabus standards descriptors.
This sample assessment instrument is intended to be a guide to help teachers plan and develop
assessment instruments for individual school settings.
Queensland Studies Authority September 2010
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Assessment instrument
The student work presented in this sample is in response to assessment items that are subsets or
parts of an assessment instrument.
Listen to a woman describe her time spent working overseas and answer the questions in
English, providing all relevant detail:
J'ai commencé ma vie en expatriation en Espagne, à Barcelone pour la construction de la «Villa
Olympica». Je ne parlais pas I'espagnol, donc ma première mission était de I'apprendre. Puis j'ai
travaillé dans un hôtel, à faire Ie nettoyage des chambres après construction. Un travail très
difficile, très physique mais très bien payé!!! A la fin il y a eu une grande fête d'inauguration ou
Arnold Schwarzenegger était I'invité principal!!! Fin 1992, mon mari et moi sommes partis à la
conquête de l'Amérique du Sud. En commençant par Ie sud du Chili, la Bolivie, Ie Pérou puis
l'Argentine. Nous avions un budget très serré mais étions très motivés! Nous y avons passé un
an et avons travaillé comme professeurs d'anglais mais aussi des boulots moins intéressants
comme faire la vaisselle dans des restos. Mais une chose est sûre c'est que c'était une
expérience inoubliable et très enrichissante. Les Sud-Américains étaient très généreux et les
paysages extraordinaires! Je vous conseille fortement d'y aller!
De là, nous sommes allés en Russie, Moscou et Stupino (une petite ville au sud de Moscou qui
n'apparaissait pas sur les cartes, puisque ancienne base militaire). Le froid, la tombée du
communisme et une Russie très dure! Là, j'ai enseigné I'anglais et Ie français puis j'ai travaillé
pour une société de construction comme assistante et aussi pour enseigner I'anglais et les
logiciels aux employés russes. La Russie s'est montrée être un pays assez difficile, Ie froid et la
pauvreté, I'alcool et cette découverte de nouvelles libertés avaient créé une ville très
particulière. Je n'ai pas beaucoup aimé mon temps passé là-bas à I'époque mais aujourd'hui je
me dis que j'étais chanceuse d'y être allée. Après nous sommes partis sur la Corée du Sud,
Séoul. ... On s'était dit «super, Ie soleil, fini les –40 en hivers!!» mais non iI faisait tellement
froid! A Séoul, j'ai d'abord passé du temps à essayer de comprendre la langue puis à me faire
comprendre! Les Caucasiens, n'étaient pas très nombreux à I'époque et alors moi étant grande
et blonde attirait beaucoup de curiosité! Les gens me touchaient la peau ou les cheveux dans
les transports ou bien les enfants me montraient du doigt en criant à leurs parents «regarde,
regarde!!» J'avais Ie sentiment de porter un gros nez rouge au milieu du visage!
J'ai un peu travaillé dans Ie Iycée international en remplacement puis j'ai donné des cours
particuliers d'anglais dans des familles; aux enfants et aux adultes. J'ai trouvé la culture
coréenne très différente de la nôtre, la ville très polluée: J'ai aussi trouvé les gens tristes et
fatigués. La nourriture était aussi très différente, très épicée avec beaucoup de piment! Je n'ai
jamais réussi à apprendre Ie coréen au-delà des mondanités.
18 mois plus tard nous sommes partis pour la Malaisie, Kuala Lumpur ... Le voilà Ie soleil qu'on
attendait! Mais on ne nous avait pas dit qu'il y faisait aussi une humidité proche de 100% toute
I'année!! Enfin on ne peut pas tout avoir! A Kuala Lumpur la vie était facile. Le pays était bon
marché, tout était écrit en malais et en anglais et les trois quarts de la population parlent
anglais. J’ai travaillé à I'école française de Kuala Lumpur pour y enseigner I'anglais puis en
donnant des cours particuliers! Nous y avons passé deux ans jusqu’à la naissance de notre fils.
En 1997, nous sommes partis sur Madrid, deux ans pour perfectionner mon espagnol. Et là il y
avait tout (ou presque); le soleil sans I'humidité, de la bonne nourriture et la France à côté!
Puis finalement un retour, tant attendu en France .... Mais après 6 ans là-bas j'avais la bougeotte
et alors .... Bonjour l'Australie.
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French (2008) Sample assessment instrument and student responses Supervised assessment — Listening
Question 1: List what were the positive and negative aspects of the speaker’s experiences in
Spain and South America respectively. You may use dot points.
Question 2: In retrospect, how does she feel about her time in Russia? Is this surprising?
Question 3: Why was Stupino not on the map?
Question 4: What was her biggest challenge in South Korea and to what extent did she
succeed?
Question 5: What unusual experience did she have on the public transport in Seoul?
Question 6: Was her second stint in Spain a positive move for her? Explain your answer with
reference to other countries.
Question 7: What does she say about her return to France?
Question 8: What might be the meaning of j’avais la bougeotte?
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Instrument-specific criteria and standards
Schools draw instrument-specific criteria and standards from the syllabus dimensions and exit
standards. Schools will make judgments about the match of qualities of student responses with the
standards descriptors that are specific to the particular assessment instrument. While all syllabus
exit descriptors might not be assessed in a single assessment instrument, across the course of
study, opportunities to demonstrate all the syllabus dimensions and standards descriptors must be
provided.
The assessment instrument presented in this document provides opportunities for the
demonstration of:

knowledge and understanding of information and ideas when presented in a spoken French
text

reasoning about information and ideas presented in a spoken French text.
This document provides information about how the qualities of student work match the relevant
instrument-specific criteria and standards at standards A and C. The standard A and C descriptors
are presented below. The complete set of instrument-specific criteria and standards is on page 10.
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Standard A
Standard C
Knowing and
understanding
 A comprehensive range of information is
presented, including gist, main points and
relevant details;
 The meaning of familiar and complex
language is accurately and clearly
demonstrated;
 The speaker’s attitude and intention are
clearly evident; subtleties are recognised
 Essential information is presented, including
some main points and details which may not
always be relevant;
 The meaning of familiar language is
demonstrated accurately;
 The speaker’s general intention is
recognised when obvious within a familiar
context
reasoning and
responding
 Detailed analysis and thorough evaluation
are evident;
 Plausible interpretations of unfamiliar
language are drawn from context;
 Well constructed conclusions are made.
 Basic analysis and evaluation are evident;
 Conclusions are made but often lack
justification.
French (2008) Sample assessment instrument and student responses Supervised assessment — Listening
Sample student responses: Standard A
Standard descriptors
Student response A
Question 1: List what were the positive and negative aspects of
the speaker’s experiences in Spain and South America
respectively. You may use dot points.
Spain:
Meaning of complex
language is demonstrated
Speaker’s attitude
evident
A comprehensive
range of information is
presented, including
gist,

Didn’t speak language — wanted to learn

Very difficult and physical job as a cleaner — however good
pay
South America:

Very tight budget

They were motivated about their trip

People were generous

Very enriching experience

Her job as an English teacher

Extraordinary landscapes

Less interesting job as a dishwasher

Recommends to go
Question 2: In retrospect, how does she feel about her time in
Russia? Is this surprising?
and relevant details
At the time she thought it was quite difficult, with the prevalence of
alcohol, poverty and the cold. However, she now feels that she was
lucky to be in Russia at the time of the fall of the communist party
and the new idea of freedom. It was a very unusual town.
Detailed analysis
Question 3: Why was Stupino not on the map?
It is not officially a town as it was a former military base.
Meaning of complex
language is clearly
demonstrated
Question 4: What was her biggest challenge in South Korea and
to what extent did she succeed?
The language barrier was an issue. She never got beyond the
basics.
Question 5: What unusual experience did she have on the
public transport in Seoul?
As she was one of the few Caucasians who live in Korea with white
skin and blonde hair, she looked unusual. People were curious about
her and commonly touched her hair and skin. Children would remark
to their parents “look”.
Queensland Studies Authority September 2010Error! Reference source not found.
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7
Standard A
Well constructed
conclusions
Question 6: Was her second stint in Spain a more positive move
for her? Explain your answer with reference to other Countries.
It was a positive move, where she was able to improve her Spanish,
whereas in Korea she had difficulties with language. Also the
weather was good compared to the all year round 100% (almost)
humidity in Kuala Lumpur.
Question 7: What does she say about her return to France?
Subtlies are
It was long awaited, she spent 6 years there.
recognised
Question 8: What might be the meaning of j’avais la bougeotte?I
had the desire to move elsewhere. (she was getting tired of France)
she also remarks “Hello Australia”.
Plausible interpretations
of unfamiliar language
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French (2008) Sample assessment instrument and student responses Supervised assessment — Listening
Standard C
Standard descriptors
Meaning of familiar language
is demonstrated accurately
Student response C
Question 1: List what were the positive and negative aspects of
the speaker’s experiences in Spain and South America
respectively. You may use dot points.
Spain: She, worked in Pamplona, formal Spanish hard to
understand, worked in a hotel and some construction, work was very
physical but very well paid.
South America: Visited Chile, Peru, Argentina, very motivating. Jobs
were interesting
Essential information is
presented, some main points
and details

Many extraordinary views, worked at a restaurant for a while,
unforgettable experience, would go again

Worked as an English teacher

People were generous
Question 2: In retrospect, how does she feel about her time in
Russia? Is this surprising?
She found it sad and tiring. Heavy military based. Nobody spoke
English or French. She spent some time assisting construction. Little
public freedom, much poverty, lack of schools. Definitely a place to
go.
Question 3: Why was Stupino not on the map?
After the fall of the USSR it was not included as it was only in the
USSR.
Question 4: What was her biggest challenge in South Korea and
to what extend did she succeed?
To try and find some work, which she found at an international
school, teaching Spanish and English.
Question 5: What unusual experience did she have on the
public transport in Seoul?
They were big and yellow. Very open. People would point at them on
the bus and yell look, look, look.
Conclusions made but lacking
justification
Basic analysis and evauation
evident
Question 6: Was her second stint in Spain a positive move for
her? Explain your answer with reference to other countries?
She could speak Spanish fluently; The climate was much warmer
than Korea.
Question 7: What does she say about her return to France?
She was happy to go home to her family and the climate.
Question 8: What might be the meaning of j’avais la bougeotte?
(No response provided)
Queensland Studies Authority September 2010
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Instrument-specific criteria and standards
Knowing and
Understanding
Reasoning
and
responding
10
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Standard A
Standard B
Standard C
Standard D
Standard E
 a comprehensive range of
information is presented,
including gist, main points
and relevant details
 the meaning of familiar
and complex language is
accurately and clearly
demonstrated
 the speaker’s attitude and
intention are clearly evident
 subtleties are recognised
 a range of information is
presented, including gist,
main points and obvious
details
 the meaning of familiar
language is accurately
demonstrated but complex
language may be
misinterpreted
 the speaker’s attitude and
intention are recognised
 subtleties may be
overlooked
 essential information is
presented, including some
main points and details which
may not always be relevant
 the meaning of familiar
language is accurately
demonstrated
 the speaker’s general
intention is recognised when
obvious within a familiar
context
 information is presented,
including the meaning of
some familiar language
 a very broad outline or
some specific details of the
writer’s general intention is
demonstrated
 fragmented information is
presented
 an isolated understanding
of words and phrases is
demonstrated
 detailed analysis and
thorough evaluation are
evident
 plausible interpretations
of unfamiliar language are
drawn from context
 well-constructed
conclusions and wellsubstantiated decisions are
made
 cultural meanings are
integrated into responses
where appropriate
 detailed analysis and
evaluation are evident
 interpretations of
unfamiliar language are
made from context
 conclusions and decisions
are made, although at times
justification may be
incomplete
 cultural meanings are
evident in responses but may
not be fully developed
 basic analysis and
evaluation are evident
 conclusions and decisions
are made but often lack
justification
 obvious cultural meanings
are identified
 little evidence of basic
analysis or evaluation is
present
 conclusions and decisions
may be made but lack
justification
 obvious cultural meaning
may be identified
 no evidence of analysis or
evaluation is presented
 responses are minimal
French (2008) Sample assessment instrument and student responses Supervised assessment — Listening