VCE Latin Assessment Handbook - Victorian Curriculum and ...

VCE Latin
Assessment Handbook 2005-2020 Contents Introduction 2 Latin Assessment Advice 3
Unit 3 3
School-assessed Coursework 3
Unit 4 8
Examination 11 Assessment Support Materials and Further Resources 14
Introduction 14
Unit 3 16
Unit 4 20
Publications 22 Introduction The online version of the VCE Latin Assessment Handbook 2005-2015 contains
assessment information for both school-based assessment and the
examinations in Latin and advice for teachers on how to construct
assessment tasks. Advice on matters related to the administration of VCE
assessment is published annually in the VCE and VCAL Administrative
Handbook and monthly in the VCAA Bulletin. Teachers must refer to these
publications for current advice. Please note that the online Assessment Handbook differs in appearance to
the printed version. Updates to the online Assessment Handbook are
published in the VCAA Bulletin VCE, VCAL and VET. Be advised that there may be minor errors in the contents list above due to
software version differences. Latin Assessment Advice Unit 3 School-assessed Coursework Teachers will provide to the Victorian Curriculum and Assessment Authority
(VCAA) a score for each outcome in a unit, which represents an assessment
of the student's achievement. The score must be based on the teacher's
assessment of the level of performance of each student on the outcomes for
the unit specified in the study design. Teachers must select assessment
tasks from the designated list for each outcome published in the study
design. Assessment tasks should be a part of the regular teaching and learning
program and should not add unduly to student workload. Assessment tasks
should be completed under supervision in class and within a limited
timeframe. The overall assessment program for the unit should include a
variety of assessment task formats, include provision for authentication of
student work and take into account the overall workload for students. School-assessed Coursework for the outcomes in Unit 3 will contribute 25
per cent to the student's Study Score for Latin. Outcome 1 Demonstrate knowledge of accidence and syntax. This outcome will contribute 10 marks of the 50 marks allocated to School-
assessed Coursework for Unit 3. It will be assessed by one task, which will
contribute a total of 10 marks. Task Description Identification of accidence and syntax of words from a seen passage of
approximately 200 words. Designing the assessment task Teachers should develop an assessment task that allows the student to: . identify the use of case in specified sentences and phrases . identify vocabulary in conjugated and declined forms . identify and explain grammatical structures used in Latin sentences . have the opportunity to demonstrate the highest level of performance. Resources and scheduling Schools may determine the conditions for the task including access to
resources and notes. Students should be advised of the timeline and
conditions under which the task is to be conducted. The task may be completed within 40-50 minutes. Questions set for this task should focus on identification and explanation
of accidence and syntax in a passage of about 200 words. As a guide,
approximately 15 questions should be set. The passage selected should be drawn from the approximately 300 lines of
text studied in Unit 3. The author of the text must be different from the author of the seen text
prescribed for the end-of-year examination. Access to dictionaries is not recommended. Performance descriptors The following descriptors provide a guide to the standards expected when
setting and marking assessment tasks. They describe the knowledge and
skills typically demonstrated by students who have achieved scores within
each range on the assessment task.
|Outcome 1 |
|Demonstrate knowledge of accidence and syntax. |
|MARK RANGE |DESCRIPTOR: typical performance in each |
| |range |
|9-10 marks |Demonstrated, detailed knowledge of |
| |varied grammatical structures and |
| |capacity to explain their use in Latin |
| |sentences. Comprehensive identification |
| |of case in specified sentences and |
| |phrases. Effective recognition of |
| |vocabulary in conjugated and declined |
| |forms. Ability to identify and label |
| |accidence accurately. Clear ability to |
| |accurately analyse the relationship |
| |between accidence and syntax. |
|7-8 marks |Broad recognition of grammatical |
| |structures and capacity to explain some |
| |aspects of their use in Latin sentences.|
| |Effective identification of case in some|
| |sentences and phrases. Usually |
| |recognises vocabulary in conjugated and |
| |declined forms. Identifies and labels |
| |the accidence of most structures |
| |accurately. Ability to analyse the |
| |relationship between accidence and |
| |syntax effectively, although some |
| |inaccuracies may occur. |
|5-6 marks |Satisfactory recognition of grammatical |
| |structures and capacity to explain |
| |aspects of their use in Latin sentences.|
| |Some identification of case in some |
| |sentences and phrases. Sometimes |
| |recognises vocabulary in conjugated and |
| |declined forms. Capacity to identify and|
| |label the accidence of some structures, |
| |although accuracy is limited. Some |
| |ability to analyse the relationship |
| |between accidence and syntax although |
| |inaccuracies occur. |
|3-4 marks |Limited recognition of grammatical |
| |structures and limited capacity to |
| |explain aspects of their use in Latin |
| |sentences. Limited identification of |
| |case in some sentences and phrases. |
| |Limited recognition of vocabulary in |
| |conjugated and declined forms. Some |
| |ability to identify and label the |
| |accidence of structures, but with many |
| |inaccuracies and mislabelling. Limited |
| |ability to analyse the relationship |
| |between accidence and syntax. |
|1-2 marks |Little or no recognition of grammatical |
| |structures and very limited capacity to |
| |explain aspects of their use in Latin |
| |sentences. Very little capacity to |
| |identify case in sentences and phrases. |
| |Little or no recognition of vocabulary |
| |in conjugated and declined forms. Very |
| |limited ability to identify the |
| |accidence of structures. No accurate |
| |analysis of the relationship between |
| |accidence and syntax. |
Outcome 2
Demonstrate understanding of content, context, purpose and style in a seen
passage. This outcome will contribute 20 marks out of 50 marks allocated to School-
assessed Coursework for Unit 3. It will be assessed by one task, which will
contribute a total of 20 marks. Task Description Response to questions on content, context, purpose and style. Designing the assessment task
Teachers should develop an assessment task that allows the student to:
. identify the content of a passage
. relate the background of a passage to the content
. identify and explain the author's purpose
. identify features of the author's style of writing
. have the opportunity to demonstrate the highest level of performance. Resources and scheduling
Schools may determine the conditions for the task including access to
resources and notes. Students should be advised of the timeline and
conditions under which the task is to be conducted.
The task should be completed within 80-100 minutes.
The task should be based on about 50 lines drawn from the approximately 300
lines of text selected for study in Unit 3. The author of the text must be
different from the author of the seen text prescribed for the end-of year
examination.
Approximately 10-15 questions should be set which require the student to
demonstrate understanding of content, context, the author's purpose and
style. Questions should be designed to ensure all four aspects are
assessed. For questions focusing on content, teachers may choose to include
a single question requiring a summary of the passage, or a series of
questions. Access to dictionaries is not recommended. Performance descriptors
The following descriptors provide a guide to the standards expected when
setting and marking assessment tasks. They describe the knowledge and
skills typically demonstrated by students who have achieved scores within
each range on the assessment task.
|Outcome 2 |
|Demonstrate understanding of content, context, purpose and|
|style in a seen passage. |
|MARK RANGE |DESCRIPTOR: typical performance in each |
| |range |
|17-20 marks |Complete understanding of the content of the|
| |passage. Capacity to comprehensively explain|
|