This includes response to links between text and self, and text and world. This involves demonstrating significant understandings and expressing viewpoints that are reasoned, clear and relevant. There is an insightful understanding and viewpoint about the author's purpose, supported with evidence (2) and a clear and relevant link between the viewpoints about Andrew's behaviour and the author's purpose, supported with evidence (3).įor a more secure Excellence, the student could develop the understanding about the tensions between individual fulfilment and social responsibility.įor Merit, the student needs to form developed, convincing personal responses to independently read texts, supported by evidence. The student forms a developed personal response, supported by specific details from Solo, by giving a reasoned and clear viewpoint about a person's behaviour, supported with evidence (1). This student has independently selected and read the biography Solo by Vicki McAuley as one of the six texts required (Explanatory Note 4). This includes responding to links between text and self, and text and world. This involves demonstrating understandings and expressing viewpoints that are insightful and/or original. Low Excellence Commentaryįor Excellence, the student needs to form developed, perceptive personal responses to independently read texts, supported by evidence. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard. The student work shown does not always represent a complete sample of what is required. This annotated exemplar is intended for teacher use only.
READING RESPONSE TEMPLATE NCEAC CODE
READING RESPONSE TEMPLATE NCEAC REGISTRATION
Te Hono o Te Kahurangi quality assurance.Mātauranga Māori qualifications and assessment standards.Field Māori programme development support.
Field Māori Assessment Support Materials.Developing qualifications at Levels 1-6 on the NZQF.
0 kommentar(er)
