Chinese - annotated exemplars level 1 AS90870

Interact using spoken Chinese to communicate personal information, ideas and opinions in different situations (1.3)

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Low Excellence

Commentary
Student response

Interaction 1 - watch the video (opens in a new window)

Interaction 2 - watch the video (opens in a new window)

Interaction 3 - watch the video (opens in a new window)

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For Excellence, the student needs to interact using effective spoken Chinese to communicate personal information, ideas and opinions in different situations.

Thisinvolves successful use of a range of language that is consistently fit for the context and skilful selection from a repertoire of language features and strategies to support the interaction.

Communication is not hindered by inconsistencies.

The student being exemplified speaks second in Interaction 1, and first in Interactions 2 and 3.

Effective Chinese is shown through clear communication of his information, ideas and opinions, e.g. 得听力很, 但是写作容易, 因为 我会写 很多汉字. 放学以后,我不经常说中文,我的家人不会说中文.

The student has shown the ability to maintain interactions most of the time. He plays an active role and seeks relevant information, especially in the language study and shopping conversations.

The student also shows evidence of being able to talk about future events, for example inviting his friend to his birthday party. 

To sit more securely at Excellence level, there could be more consistent evidence of skilful selection from a repertoire of language features. For example, in the language learning conversation, he ended the conversation when he was unsure about what to say. He could have asked for clarification.

High Merit

Commentary
Student response

Interaction 1 - watch the video (opens in a new window)

Interaction 2 - watch the video (opens in a new window)

Interaction 3 - watch the video (opens in a new window)

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For Merit, the student needs to interact using convincing spoken Chinese to communicate personal information, ideas and opinions in different situations.

This involves use of a range of language that is fit for the context, and generally successful selection from a repertoire of language features and strategies to support the interaction.

Communication is not significantly hindered by inconsistencies.

The student being exemplified speaks second in Interactions 1 and 2, and first in Interaction 3.

Convincing Chinese is demonstrated by the use of a range of language. Personal opinions are expressed clearly, e.g. 我也喜欢上海, 因为上海是中国最新的城市,觉得中文最难, 因为中文有声and英语没有声调. Information is conveyed and sought across all these interactions.

To reach Excellence, the student would need to show evidence of skilful selection from a repertoire of language strategies to support the interactions. He attempted some language strategies - a more skilful selection and more successful use would have made the language effective.

Low Merit

Commentary
Student response

Interaction 1 - watch the video (opens in a new window)

Interaction 2 - watch the video (opens in a new window)

Interaction 3 - watch the video (opens in a new window)

Download all interactions (ZIP, 12MB) for offline study

For Merit, the student needs to interact using convincing spoken Chinese to communicate personal information, ideas and opinions in different situations.

This involves use of a range of language that is fit for the context, and generally successful selection from a repertoire of language features and strategies to support the interaction.

Communication is not significantly hindered by inconsistencies.

The student being exemplified speaks second in Interaction 1, first in Interaction 2 and second in Interaction 3.

Convincing Chinese is shown through the use of a range of language to express his personal information and ideas, e.g. 觉得听我的老师说中文很容易, 我去过中国and 比如北京和西安.

He responds well to questions asked and seeks information to keep the interaction going.  His use of language is generally successful.

For a more secure Merit, he needs to reduce the number of inconsistencies to ensure that communication is not impaired. There are instances where more care with his pronunciation and use of language structures would have improved the flow and understanding of information.

High Achieved

Commentary
Student response

Interaction 1 - watch the video (opens in a new window)

Interaction 2 - watch the video (opens in a new window)

Interaction 3 - watch the video (opens in a new window)

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For Achieved, the student needs to interact using spoken Chinese to communicate personal information, ideas and opinions in different situations.

Communication is achieved overall despite inconsistencies.

The student being exemplified speaks first in Interaction 1, and second in Interactions 2 and 3.

This student uses language to relate personal information. Most of the time he is able to maintain interactions by understanding what is said to him and responding appropriately, especially in the shopping interaction.  

The student talks with reasonable pronunciation. He is able to seek information by asking relevant questions.

To reach Merit level the student would need to meet the criteria for selecting a range of language. A range of language is attempted, e.g. 我请你我的晚会,我在McDonald 见面,我可以乒乓球 and我也想太阳镜买的,howeverto count for ‘range’ the language needs to be used with some success.

Further, to reach Merit, inconsistencies will not significantly hinder communication, for example by avoiding the use of English words. There are also a couple of long pauses which have affected the flow of information and hindered communication.

Low Achieved

Commentary
Student response

Interaction 1 - watch the video (opens in a new window)

Interaction 2 - watch the video (opens in a new window)

Interaction 3 - watch the video (opens in a new window)

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For Achieved, the student needs to interact using spoken Chinese to communicate personal information, ideas and opinions in different situations.

Communication is achieved overall despite inconsistencies.

The student being exemplified speaks second in Interaction 1, first in Interaction 2, and second in Interaction 3.

The student has shown the ability to share personal information and opinions, e.g. 觉得中文很有用 and 听力.

In the language learning interaction, the student is able to seek information by asking a range of questions, e.g. 你为什么学中文?, 你觉得中文难不难? and 你觉得什么最容易.

For a more secure Achieved, this student would need to show consistent evidence of communicating personal information and opinions, and play a more active role in keeping the conversation going. 

There is evidence in the language learning conversation with regard to seeking information and providing information, however this level could be consistent across the three pieces.

Further, improved pronunciation would result in clearer communication.

High Not Achieved

Commentary
Student response

Interaction 1 - watch the video (opens in a new window)

Interaction 2 - watch the video (opens in a new window)

Interaction 3 - watch the video (opens in a new window)

Download all interactions (ZIP, 3.8MB) for offline study

For Achieved, the student needs to interact using spoken Chinese to communicate personal information, ideas and opinions in different situations.

Communication is achieved overall despite inconsistencies.

The student being exemplified speaks first in Interaction 1, and second in Interactions 2 and 3.

The student produces three different interactions. He is able to share some of his ideas and opinions, e.g. 觉得写中文字容易.

He seems to understand what is asked and is able to provide responses to the questions asked.

To reach Achieved there needs to be additional evidence of the interactive features listed in Explanatory Note 2 of the standard, for example participating and contributing by seeking information. His responses to most of the questions are short and in the form of words and phrases rather than sentences. Also, there needs to be sufficient evidence that the student has mastered the language required at this level.

Further, for Achieved there would also need to be evidence that the student is able to communicate about past and/or future events.

 
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