色诱直播

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 commentary [PDF, 165 KB]

- NCEA.education

For Achieved, the student needs to interact in spoken Lea Faka-Tonga 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.

This student has interacted about the help that he can contribute to organising the Tongan group鈥檚 fiefia night and about what his family does during the holidays. The student asks questions in formulaic type language e.g. 鈥淜o e h膩 e me驶a fai mo ho famili? Ko e h膩 e me鈥檃 鈥榦ku ke fai mo ho kaume鈥檃? 鈥楨 fiha e hu he matapa? Kamata he fiha? Tuku he fiha? Ko hai 鈥榚 lotu?鈥� Short formulaic responses include: 鈥溾�榓lu ki he lotu, 鈥榓lu sio faiva, 鈥榓lu ki kolo, 鈥榓lu kaukau tahi鈥�, etc. In some instances the student does move beyond the formulaic.

There is evidence of reference to present and future events and experiences through the use of the future tense, e.g. 鈥溾�楨 fiha e hu he matapa?鈥�

For Merit, there would be additional evidence of interactive strategies to support the conversation and to enable more detailed responses.

There would also be additional evidence of a range of language to build on aspects of the information, ideas, and opinions shared. For example, the student could provide details about what type of shopping they want to do in town. For Merit, communication will not be significantly affected by any inconsistences, for example the tense errors did significantly hinder communication of the message and it was unclear when the event was taking place.

Achieved video

For Merit, the student needs to interact capably in spoken Lea Faka-Tonga to share and respond to information, ideas, and opinions.

This involves using interactive strategies to support the conversation and a range of language. There will be evidence of building on aspects of the information, ideas, and opinions exchanged. Communication will not be significantly hindered by inconsistencies.

The assessed student is on the left in both videos.

This student interacted capably to share information, ideas, and opinions about his chores at home after school and about the Tongan language week.

He uses a range of language at the expected level and shares information about past and present experiences in both his interactions, e.g. 鈥淣a驶谩 ku kamata fai e ngaue鈥� na驶a mau lele atu鈥︹��

In both interactions, the student uses a range of language appropriate for the level. He built on the information given by adding details, giving opinions, and justifying his ideas.

There is some evidence of interactive strategies, for example his use of questions to maintain the interaction and its continuity, e.g 鈥淔膿f膿 koe?, Ko ho ta驶u fiha ne 鈥榦atu ai e ngaue koia鈥�? Pea h膩?鈥�

For both recordings, the student shows language that is consistent with the level, and there are no inconsistencies that significantly hinder communication across the two interactions.

For Excellence, additional evidence of interactional strategies that enhance the conversation would be necessary, rather than just questions. For example, he could encourage his partner to be more active and forthcoming with additional details, by engaging and extending on specific details in his partners responses.

Merit video 1

Merit video 2

For Excellence, the student needs to interact skilfully in spoken Lea Faka-Tonga 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 video 1 and on the right in video 2.

The student has interacted skilfully to share extensive information about her family, using her family tree as a prompt, for example she talked about how happy she was when she completed her family tree on time, so that they can use it as the basis for their conversation. 鈥�...fiefia 鈥榓u驶aupito he 鈥榦si 鈥榚ku homueka 鈥榓kau fakaf膩mili...ke ta talanoa ki he驶eta 鈥榓kau fakaf膩mili鈥�

There was a range of language successfully used and the interactive strategies enhanced the conversation. For example, questions which helped to maintain the conversation, e.g. 鈥減ea ko e h膩 e fo驶i laine ia ko膩?鈥� and the use of fillers, e.g. 鈥淎u膿, faka驶ofa!鈥� When she looked at her partner鈥檚 family tree diagram, she commented on their family members and how their grandmother is still alive in comparison to herself as an only child 鈥溾�︹�榦ku ou sio au 鈥榦ku ke hala mo e tuonga驶ane pe tokoua?鈥�

There is evidence of communicating about present, past, and future events and experiences through the correct use of past, future, and present tenses. For example, she shared detailed information about something that her family is known for.

Both recordings demonstrate a consistent level of language, and there are no inconsistencies that hinder communication across the two interactions. The interactions are natural, with pauses, indicating that they are not rehearsed and scripted.

Excellence video 1

Excellence video 2