Teacher guidance
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Assessment Activity is an example of what students could do if they choose to submit a combination of spoken and written Gagana Sāmoa evidence for assessment against this Achievement Standard.
This assessment should take place after a significant portion of the year’s teaching and learning programme has been delivered. Students should have had the opportunity to practise writing and speaking and to receive formative feedback on many occasions before being evaluated against this Achievement Standard. Students should use a different context from their practice tasks for this assessment.
Students should also have been given the opportunity to learn about and experience the various elements and roles within the cultural context. Consideration should be given to the role of the cultural context and the concept of establishing respect through language and cultural context.
Students may craft their language production during class or at home. The suggested assessment duration is 4-6 hours, but this may be adapted to suit.
Students may refer to class notes, study materials, and dictionaries in the development of their language production. They are not permitted to use any digital language tools other than dictionaries. They must not plagiarise pre-existing language samples.
Teachers are reminded that submissions should consist of one piece of work. The submission will be in a combination of spoken and written Gagana Sāmoa. The spoken and written language content must be complementary to each other. Students should not only be reading out what is also submitted as written evidence. Students may draft written scripts to prepare for the spoken component, but these will not be assessed.
Teachers may not provide any feedback, edit, or make corrections to student work during the assessment, or before the work is handed in. Teachers may not provide any scaffolding, instruction or teaching, or other forms of guidance during the assessment event.
Teachers must be satisfied that the work submitted as evidence for this Achievement Standard is the student’s own. Students will be assessed exclusively on the language quality of their work — this includes the readability of any handwritten language components. They will not be assessed on the technical or artistic merits of their presentation format.
This Assessment Activity is an example of what students could do if they choose to submit a combination of spoken and written Gagana Sāmoa evidence for assessment against this Achievement Standard.
This assessment should take place after a significant portion of the year’s teaching and learning programme has been delivered. Students should have had the opportunity to practise writing and speaking and to receive formative feedback on many occasions before being evaluated against this Achievement Standard. Students should use a different context from their practice tasks for this assessment.
Students should also have been given the opportunity to learn about and experience the various elements and roles within the cultural context. Consideration should be given to the role of the cultural context and the concept of establishing respect through language and cultural context.
Students may craft their language production during class or at home. The suggested assessment duration is 4-6 hours, but this may be adapted to suit.
Students may refer to class notes, study materials, and dictionaries in the development of their language production. They are not permitted to use any digital language tools other than dictionaries. They must not plagiarise pre-existing language samples.
Teachers are reminded that submissions should consist of one piece of work. The submission will be in a combination of spoken and written Gagana Sāmoa. The spoken and written language content must be complementary to each other. Students should not only be reading out what is also submitted as written evidence. Students may draft written scripts to prepare for the spoken component, but these will not be assessed.
Teachers may not provide any feedback, edit, or make corrections to student work during the assessment, or before the work is handed in. Teachers may not provide any scaffolding, instruction or teaching, or other forms of guidance during the assessment event.
Teachers must be satisfied that the work submitted as evidence for this Achievement Standard is the student’s own. Students will be assessed exclusively on the language quality of their work — this includes the readability of any handwritten language components. They will not be assessed on the technical or artistic merits of their presentation format.
Assessment schedule
[ File Resource ]
- Title: GS 1.2b Assessment Schedule
- Description: Gagana Sāmoa 1.2b Assessment Schedule
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/GS%201.2b%20Assessment%20Schedule.docx?VersionId=4YDiPyeY7lOsXgukJzwYGVvdZXNgKWpa
- File Extension: docx
- File Size: 58KB
- GS 1.2b Assessment Schedule.docx
- Description: Gagana Sāmoa 1.2b Assessment Schedule
