English 2010
Sample assessment instrument and student responses
Supervised written: Analytical exposition
in response to a literary text
This sample is intended to inform the design of assessment instruments in the senior phase of
learning. It highlights the qualities of student work and the match to the syllabus standards.
Dimensions assessed
· Understanding and responding to contexts
· Understanding and controlling textual features
· Creating and evaluating meaning
Assessment instrument
The response presented in this sample is in response to an assessment task
Task
Analyse the representations of power in Macbeth. Evaluate the choices Shakespeare makes to
influence his audience to accept particular attitudes and values about power. You will need to use
both direct (quotations) and indirect evidence from the play to support your opinions.
Genre: Analytical exposition
Role: Student essay writer
Audience: Teenage readers of a collection of literary essays
Purpose: To analyse
Length: 600–800 words
14847
Conditions of completion: conducted under supervised conditions in response to an unseen question
Instrument-specific standards matrix
Understanding and
responding to contexts
Student responses have been matched to instrument-specific criteria and standards; those which
best describe the student work in this sample are shown below. For more information about the
syllabus dimensions and standards descriptors, see www.qcaa.qld.edu.au/11703assessment.html.
Standard A
Standard C
The student work has the following
characteristics:
The student work has the following
characteristics:
· exploitation of genre patterns and
· use of genre patterns and conventions of an
conventions of an analytical exposition to
achieve specific purposes
· discerning selection, organisation and
· selection, sequencing and organisation of
synthesis of relevant and substantive subject
matter to support opinions
· manipulation and control of roles of the
Understanding and controlling textual
features
relevant subject matter to support opinions
· establishment and maintenance of roles of the
essay writer, and relationship with readers.
Creating and evaluating meaning
analytical exposition to achieve purposes
essay writer, and relationship with readers.
The student work has the following
characteristics:
The student work has the following
characteristics:
· a discerning combination of a range of
· use of a range of mostly grammatically
grammatically accurate language structures
for specific effects, including clauses and
sentences
accurate language structures to achieve
purposes, including clauses and sentences
· discerning use of mode-appropriate cohesive
· use of mode-appropriate cohesive devices to
devices to develop and emphasise ideas and
connect parts of the analytical exposition,
including paragraphing
· discerning use of a wide range of apt
link ideas and connect parts of the analytical
exposition, including paragraphing
· use of suitable vocabulary for purposes
vocabulary for specific purposes
· discerning use of mode-appropriate features
to achieve specific effects:
- conventional spelling and punctuation.
· suitable use of mode-appropriate features to
achieve purposes:
- conventional spelling and punctuation.
The student work has the following
characteristics:
The student work has the following
characteristics:
· discerning analysis of the ways ideas,
· analysis of the ways ideas, attitudes and
attitudes and values underpin
Shakespearean texts and influence
audiences
values underpin Shakespearean texts and
influence audiences
· subtle and complex evaluation of
· evaluation of perspectives and
perspectives and representations of
concepts, identities, times and places in
Shakespearean texts
· discerning evaluation of aesthetic features
and their effects in Shakespearean texts.
representations of concepts, identities, times
and places in Shakespearean texts
· identification and explanation of aesthetic
features and their effects in Shakespearean
texts.
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 2 of 11
Student response — Standard A
The annotations show the match to the instrument-specific standards.
Comments
genre patterns and
conventions of an
analytical exposition
to achieve specific
purposes
discerning
selection,
organisation and
synthesis of
relevant and
substantive subject
matter to support
opinions
discerning analysis
of the ways ideas,
attitudes and values
underpin
Shakespearean
texts and influence
audiences
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 3 of 11
Comments
discerning
analysis of the
ways ideas,
attitudes and
values underpin
Shakespearean
texts and
influence
audiences
a discerning
combination of a
range of
grammatically
accurate
language
structures for
specific effects,
including
clauses and
sentences
discerning use
of a wide range
of apt
vocabulary for
specific
purposes
discerning use
of a wide range
of apt
vocabulary for
specific
purposes
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 4 of 11
Comments
subtle and
complex
evaluation of
perspectives
and
representations
of concepts,
identities, times
and places in
Shakespearean
texts
discerning
selection,
organisation and
synthesis of
relevant and
substantive
subject matter to
support opinions
subtle and
complex
evaluation of
perspectives
and
representations
of concepts,
identities, times
and places in
Shakespearean
texts
discerning
selection,
organisation and
synthesis of
relevant and
substantive
subject matter to
support opinions
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 5 of 11
Comments
discerning use
of a wide
range of apt
vocabulary for
specific
purposes
discerning
evaluation of
aesthetic
features and
their effects in
Shakespearean texts
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 6 of 11
Comments
discerning use
of modeappropriate
cohesive
devices to
develop and
emphasise
ideas and
connect parts of
the analytical
exposition,
including
paragraphing
a discerning
combination of a
range of
grammatically
accurate
language
structures for
specific effects,
including
clauses and
sentences
discerning
selection,
organisation and
synthesis of
relevant and
substantive
subject matter to
support opinion
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 7 of 11
Comments
discerning use
of modeappropriate
cohesive
devices to
develop and
emphasise
ideas and
connect parts of
the analytical
exposition,
including
paragraphing
discerning
analysis of the
ways ideas,
attitudes and
values underpin
Shakespearean
texts and
influence
audiences
manipulation
and control of
roles of the
essay writer,
and relationship
with reader
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 8 of 11
Student response — Standard C
The annotations show the match to the instrument-specific standards.
Comments
use of genre
patterns and
conventions of
an analytical
exposition to
achieve
purposes
use of a range
of mostly
grammatically
accurate
language
structures to
achieve
purposes,
including
clauses and
sentences
use of modeappropriate
cohesive
devices to link
ideas and
connect parts
of the
analytical
exposition,
including
paragraphing
selection,
sequencing
and
organisation of
relevant
subject matter
to support
opinions
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 9 of 11
Comments
analysis of the
ways ideas,
attitudes and
values underpin
Shakespearean
texts and
influence
audiences
use of suitable
vocabulary for
purposes;
suitable use of
modeappropriate
features to
achieve
purposes
evaluation of
perspectives
and
representations
of concepts,
identities, times
and places in
Shakespearean
texts
selection,
sequencing and
organisation of
relevant subject
matter to
support opinions
use of suitable
vocabulary for
purposes
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 10 of 11
Comments
selection and
sequencing and
organisation of
relevant subject
matter to
support opinions
analysis of the
ways ideas,
attitudes and
values underpin
Shakespearean
texts and
influence
audiences
identification
and explanation
of aesthetic
features and
their effects in
Shakespearean
texts
Acknowledgments
The QCAA acknowledges the contribution of All Saints Anglican School in the preparation of this
document.
English 2010
Sample assessment instrument and student responses
Queensland Curriculum & Assessment Authority
October 2014
Page 11 of 11