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This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 171 KB]

- NCEA.education

For Achieved, the student needs to interact in spoken Japanese to share and respond to information, ideas, and opinions.

This involves using relevant language in unrehearsed and unscripted conversation, and referring to events or experiences in the present as well as the past or future. Communication will be achieved overall despite inconsistencies.

The assessed student is on the left in both videos.

The student speaks clearly and uses relevant language in interactions about their leisure time activities and favourite places. They refer to present events and experiences, and also the future by discussing when they would like to revisit their favourite places, e.g. 鈥溿倧銇熴仐銇�銇傘仐銇熴亱銇堛倞銇熴亜銇с仚鈥�. Communication is achieved overall.

For Merit, there would be additional evidence of interactive strategies to support the conversation and build on the information that was exchanged. For example, in the second interaction, the student could have asked for further information when his partner said his favourite place was Germany. Towards the end of the second interaction, the student attempted to help his partner when he struggled to understand questions asked, however the interaction ended without clarity.

Achieved video 1

Achieved video 2

For Excellence, the student needs to interact skilfully in spoken Japanese to share and respond to information, ideas, and opinions.

This involves successfully using interactive strategies that enhance the conversation and a range of language. Communication will not be hindered by inconsistencies.

The assessed student is on the left in both videos.

The student has confidently and skilfully engaged with their partner using a range of interactive strategies to enhance the conversation. For example, he asks a range of relevant questions and builds on the information exchanged. When the partner says something wrong, the student repeats the words to seek clarification, reacts adequately to the partner to show understanding, and offers words for the partner to self-correct.

They have used a range of language successfully that is appropriate for the level, e.g. 鈥滐綖銇熴倞锝炪仧銈娿�佲�� reason 鈥溿亱銈夈�侊綖銇欍亷銇俱仚鈥� and more complex language such as 鈥滐綖銇ㄣ亰銈傘亜銇俱仚鈥� and 鈥溿仚銈嬨亾銇ㄣ亴銇欍亶銇с仚鈥�. The student refers to present events and experiences, and also the future by discussing with their partner when they would like to revisit their favourite places, e.g. 鈥溿仢銇撱伕銇嬨亪銈娿仧銇勩仹銇欍亱鈥�.

Both recordings demonstrate a consistent language level, and there are no inconsistencies that hinder communication across the two interactions.

Excellence video 1

Excellence video 2