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Federation of Maltese Language Schools

ASSESSMENT AT STAGE 2

 

Assessment is subject to the requirements, policies, and procedures of the Board.

One of the purposes of assessment is to measure the extent to which students have achieved the learning outcomes of a program based on this curriculum statement. The assessment tasks used to determine the SSABSA Subject Achievement Score are summative. Formative tasks are important in the learning process, but do not contribute to final grades.

Assessment in Stage 2 Maltese consists of the following components, weighted as shown:

 

Assessment Component

1: Course Work (35%) Assessment Component

2: In-depth Study (15%) Assessment Component

3: Oral Examination (12.5%) Assessment Component

4: Written Examination (37.5%).

 

Assessment Component 1: Course Work

This component is designed to assess primarily Learning Outcomes 1, 2, and 3. It is weighted at 35%.

Teachers are required to set five summative tasks for course work using the three task types: oral, written, and text analysis.

The weighting of the five summative tasks is not prescribed, to allow for flexibility of emphasis within individual school programs.

Assessment tasks may assess one or more learning outcomes. Teachers should ensure a balance of macro skills, and of knowledge, skills, and topics across the assessment tasks.

 

Criteria for Judging Performance

Students' performance in an oral task in Maltese will be judged by the extent to which they demonstrate:

the effective use of communication strategies (comprehension, skills in maintaining a conversation and discussion, responding to cues, relating to interlocutor);

relevance and depth of treatment (information, opinions, comment);

clarity of expression (pronunciation, intonation, stress);

accuracy and appropriateness of expression (vocabulary, sentence structures, and grammar);

a range of language (tense, mood, connective devices, vocabulary, and expression);

the use of language conventions (polite form of address, register, and tone).

Students' performance in a written task in Maltese will be judged by the extent to which they demonstrate:

 

relevance to the task (addressing cues or issues; relating appropriate detail, ideas, information, or

opinions) and depth of treatment (depth and variety of content, maturity of thought);

accuracy and appropriateness of expression (vocabulary, sentence structures, and grammar);

a range of language (tense, mood, connective devices, vocabulary, and expression);

coherence in structure and sequence of response (format) and adherence to the features of the text type

(using correct text type features).

Students' performance in analysing a text or texts that are in Maltese will be judged by the extent to which they demonstrate:

understanding of general and specific details of texts (by selecting information);

appropriate selection and use of information (by synthesising information);

the ability to convey information accurately (by summarising the main points);

skills in adapting text types (by adapting textual content to create new text);

skills in commenting on features of language (by explaining the use of language).

 

Assessment Component 2: In-depth Study

This component is designed to assess primarily Learning Outcome 4. It is weighted at 15%. Teachers are required to set three summative tasks for the in-depth study:

An oral presentation in Maltese (3 to 5 minutes)

A written response to the topic in Maltese (600 words)

A written response in English (600 words).

The three tasks should differ in context, audience, and purpose, and be supported by evidence of research, text analysis, and preparation.

The in-depth study enables students to extend their understanding of an aspect or aspects of a topic associated with `The Maltese-speaking Communities' or `The Changing World' themes.

The subject of the in-depth study will be the focus of the discussion section of the external oral examination. Details of the discussion are under `Assessment Component 3: Oral Examination'.

Teachers may either choose the subject of the in-depth study, and the associated texts or support materials that the class will study, or allow each student to choose his or her own subject, and give advice and assistance in selecting and analysing appropriate texts. Some subjects may enable students to make comparisons between their learning and their personal experience. Whether the subject is chosen by the teacher or by the students, the assessment tasks must be set and assessed by the teacher.

The texts that form the basis of the in-depth study will depend upon the availability of appropriate resources. These could include, for example, guest speakers, newspaper articles, websites, documentaries, films, short stories, songs, and oral histories, either in their original form or adapted for language learning. Texts used may also be subtitled, or produced in English, if appropriate. It is expected that at least three different texts relating to the subject of the in-depth study will be selected for analysis, so that students are able to explore their subject in sufficient depth. At least two of the texts should be in Maltese.

It is suggested that students collate evidence of their preparation for the in-depth study. Such evidence may include:

  • a list of words, phrases or expressions;
  • a written plan or cue cards for the oral presentation (in Maltese or English);
  • a draft of the response in Maltese;
  • a draft of the response in English;
  • personal notes, paragraphs, or short summaries relating to the text in the student's own words;
  • charts, maps, diagrams, pictures as appropriate;
  • a bibliography or references.

 

Nationally Assessed Languages Continuers Level Stage I and Stage 2 Curriculum Statements, Stage I accredited from 2001 and Stage 2 accredited from 2002, published 2005, reissued for 2008

 

Student Research

When conducting research, in both the school and the wider community, students must be aware that

their actions have the potential to affect other people positively or negatively. SSABSA's policy on students as researchers sets out SSABSA's commitment to supporting students in ethical research.

Students who are conducting research should follow SSABSA's Guidelines on Conducting Ethical Research for the SACE. See the SSABSA website (www.ssabsa.sa.edu.au).

 

 

Criteria for Judging Performance

Students' performance in the in-depth study will be judged by the extent to which they demonstrate:

relevance of response (purpose of the task, knowledge and understanding of the texts);

depth of response (variety of detail, degree of analysis);

evidence of preparation (connection between notes, drafts, and reference materials);

evidence of reflection (degree of personal perspective and independence in response);

skills in commenting on features of language (explaining the use of language);

skills in commenting on features of culture (making comparisons);

accuracy and appropriateness of expression (vocabulary, sentence structures, grammar).

 

Assessment Component 3: Oral Examination

The oral examination is designed to assess primarily students' knowledge and skill in using spoken

Maltese. It relates to Learning Outcomes 1 and 4. It is weighted at 12.5%.

The oral examination will take approximately 15 minutes and will have two sections.

 

Section 1: Conversation

The examination will begin with a conversation between the student and the examiner(s). It will consist

of a general conversation about the student's personal world (e.g. life, family and friends, interests, and aspirations).

 

Section 2: Discussion

After the conversation, the student will indicate to the examiner(s) the subject of the in-depth study

chosen for the discussion. In the discussion, the student will be expected to explore with the examiner(s) the subject of the in-depth study, and refer to the texts studied. The student may also wish to refer to

personal experiences related to the subject of the in-depth study.

The student may support the conversation and discussion with objects such as photographs, pictures,

and maps. Notes and cue cards are not permitted.

 

Criteria for Judging Performance

When judging performance in the oral examination, the examiner(s) will take into account the extent to

which students demonstrate:

the capacity to maintain a conversation and discussion (comprehension, communication strategies);

relevance and depth of treatment of information, opinions, comment;

clarity of expression (pronunciation, intonation, stress);

accuracy of vocabulary and sentence structures;

range and appropriateness of vocabulary and sentence structures.

 

Assessment Component 4: Written Examination

The written examination is weighted at 37.5%.

Students are allowed to use monolingual and/or bilingual printed dictionaries in the written examination.

 

The written examination will take 2 hours and 50 minutes. It will have three sections, weighted as shown:

Section 1: Listening and Responding 15% Part A 10%

Part B 5%

Section 2: Reading and Responding 15% Part A 10%����� . Part B 5%

Section 3: Writing in Maltese 7.5%.

 

 

Section 1: Listening and Responding

 

Section 1 of the written examination is designed to assess primarily students' knowledge and skill in analysing information from spoken texts. It relates to Learning Outcome 3.

Section 1 of the written examination will have two parts, Part A and Part B. Students will be expected to demonstrate understanding of general and specific information from spoken texts and to respond, in English in Part A and in Maltese in Part B, to questions on this information The questions may require students to identify information related to:

  • the context, purpose, and audience of the text;
  • aspects of the language of the text (e.g. tone, register, knowledge of language structures).

The texts in both parts will be related to one or more of the prescribed themes.

Students will hear five to seven texts in Maltese covering a number of text types. The total listening time, for one reading of the texts without pauses, will be approximately 7 to 8 minutes.

 

Some texts will be short; that is, one reading of each text will be approximately 35 to 45 seconds. Some texts will be longer; that is, one reading of each text will be approximately 90 to 120 seconds. Each text will be heard twice. There will be a pause between the first and second readings in which students may make notes. Students will be given sufficient time after the second reading to complete answers.

Students will be expected to respond to a range of question types, such as completing a table, chart, list, or form, or responding to a message, open-ended questions, or multiple-choice items. Part A

There will be two to four short texts followed by one longer text.

Questions on the texts will be written in English for answers in English. Criteria, for Judging Performance

When judging performance in this part, the examiner(s) will take into account the extent to which students demonstrate the capacity to:

understand general and specific aspects of texts by identifying and analysing information, and convey the information accurately and appropriately.

Part B

There will be one short text followed by one longer text.

Questions on the texts will be written in English and Maltese for answers in Maltese

 

 

Criteria for Judging Performance

When judging performance in this part, the examiner(s) will take into account the extent to which students demonstrate the capacity to:

understand general and specific aspects of texts by identifying and analysing information;

convey the information accurately and appropriately.

 

Students will be expected to write a response of 200 to 250 words in Maltese. Questions will be written in English and Maltese for a response in Maltese.

Criteria, for Judging Performance

When judging performance in this section, the examiner(s) will take into account the extent to which

students demonstrate:

relevance and depth of treatment of ideas, information, or opinions; '

accuracy and range of vocabulary and sentence structures;

the capacity to structure and sequence response and use conventions of text types.

 

 

Summary of Examination Specifications Oral Examination (time allocation - 15 minutes)

Learning Outcomes I and 4 Weighting - 12.5%

Section 1: Conversation -approximately 7 minutes (5%) Section 2: Discussion -approximately 8 minutes (7.5%)

 

 

Written Examination (time allocation-3 hours, including 10 minutes' reading time)

 

Section 1: Listening and Responding

Learning Outcome 3 Weighting - Part A 10% Part B 5%

 

Part A

Three to five texts in Maltese with answers in English

Part B

Two texts in Maltese with answers in Maltese

 

Section 2: Reading and Responding

Learning Outcomes 1 and 3 Weighting -Part A 10% Part B 5%

 

Part A

Two texts in Maltese with answers in English

Part B

One text in Maltese with response in Maltese

 

Section 3: Writing in Maltese

Learning Outcome 2 Weighting - 7.5%

Original text to be written in Maltese