ASSESSMENT GUIDE REVISED VCE 2000
LITERATURE
These guidelines taken from the Board of Studies Website; download the ACROBAT file with English, ESL and Literature at: http://www.bos.vic.edu.au/vce/AssGiPDF/asesguid.htm
School-assessed coursework comprises a number of assessment tasks. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe.
Unit 3
OUTCOME 1
On completion of this unit the student should be able to discuss how meaning is enacted or re-created when a text is performed or adapted for performance.
Nature of task
A written reflection on a dramatised version of a scene or scenes from a text.
or
A written comparison of a print text with the text’s adaptation into film.
or
A written reflection of the performance of either a substantial individual poem or group of poems.
or
A written evaluation of a play in performance.
Scope of task
The task should be in the range of 600–800 words and completed over a period of 80–100 minutes.
The task should be completed mainly in class and under teacher supervision. Students may use a dictionary, their own notes and the chosen text/s to assist in the completion of this task.
The task may be either handwritten or word processed.
This task contributes 40 marks out of the 100 marks allocated for Unit 3.
Assessment criteria
The extent to which the response demonstrates:
Criterion 1 (10 marks)
Understanding of the central literary elements of the original text/s’ construction and its relationship to the form of the performance.
Understanding of the ways in which the original text was constructed.
Understanding of the implications of performing the text in a particular way.
Criterion 2 (10 marks)
Understanding of how the performance interprets context, character setting, theme and other dramatic features to shape meaning.
Analysis of the ways in which meaning has been created by the performance.
Presentation of an interpretive response.
Criterion 3 (10 marks)
Appropriate selection and use of textual reference to support the interpretation.
Selection of appropriate evidence.
Considered use of the evidence to support an interpretation.
Criterion 4 (10 marks)
Appropriate language, fluent expression and a coherent development of ideas.
Appropriate, expressive and fluent language.
Coherent ordering and development of ideas.
OUTCOME 2
On completion of this unit the student should be able to analyse and interpret the views and values of a text in terms of the ideas, conventions and beliefs that the text appears to explore, endorse,challenge or leave unquestioned.
Nature of task
A sustained interpretive essay on the ways in which views and values are represented and commented upon in a text.
or
A comparative essay on the ways in which views and values are represented and commented upon in two or more texts.
or
A comparative essay on how different contemporary readers or readers at different times might construct the views and values of a text.
Scope of task
The task should be completed in 800–1000 words over a period of 120–150 minutes.The task should be completed mainly in class and under teacher supervision. Students may use a dictionary, their own notes and the chosen text/s to assist in the completion of this task.
The task may be either handwritten or word processed.
This task contributes 40 marks out of the 100 marks allocated for Unit 3.
Assessment criteria
The extent to which the response demonstrates:
Criterion 1 (10 marks)
Analysis of the ways in which context and/or genre may influence the expression of the views and values or the reader’s interpretation of the text/s.
Identification of context or genre as the basis of the analysis.
Analysis of ways in which context and/or genre influence expression or interpretation of views and values.
Criterion 2 (10 marks)
Ability to discuss complex ideas and attitudes through a close analysis of the ways in which views and values are suggested in the text/s.
Close analysis of one or more of the views and valuessuggested by what the text/s endorse, challenge and ignore.
An argued reading of the views and values of the text/s.
Criterion 3 (10 marks)
Appropriate selection and use of textual detail to support the chosen interpretation of the text/s.
Selection of appropriate evidence.
Considered use of the evidence to support an interpretation.
Criterion 4 (10 marks)
Expressive and appropriate language, fluency and coherent development of ideas.
Appropriate, expressive and fluent language.
Coherent ordering and development of ideas.
OUTCOME 3
On completion of this unit the student should be able to review and evaluate a text for an audience unfamiliar with it.
Nature of task
A written review of a text of the student’s own choosing.
Scope of task
The task should be in the range of 600–800 words and completed over a period of 80–100 minutes. The task should be completed mainly in class and under teacher supervision. Students may use a dictionary, their own notes and the chosen text to assist in the completion of this task. The task may be either handwritten or word processed. This task contributes 20 marks out of the 100 marks allocated for
Unit 3.
Assessment criteria
The extent to which the response demonstrates:
Criterion 1 (8 marks)
Ability to describe and appraise the text through a selective overview of the key literary features, offering substantiated point of view of the text for a Particula audience.
Identification and analysis of key literary features of the text.
Expression of a substantiated point of view of the text’s likely worth or appeal for a particular readership.
Criterion 2 (8 marks)
Ability to evaluate the relationship the selected text has to its context and to explain the ways in which it conforms or challenges its genre or tradition.
Knowledge of the context in which the text was created.
Analysis of the similarities and differences between theselected text and others of its genre or tradition.
Criterion 3 (4 marks)
Use of effective stylistic features appropriate to literary reviews and commentaries and the vocabulary appropriate to criticism and appraisal.
Use of appropriate vocabulary.
Use of a style appropriate to a literary review or commentary.
Unit 4
OUTCOME 1
On completion of this unit the student should be able to respond imaginatively to a text and comment on the connections between the text and the response.
Nature of task
An original piece of writing, written in a manner consistent with the style and context of the text, accompanied by a brief reflective commentary.
or
A re-creation or reworking of an aspect of the text, such as adding to the text, recasting a part of the text in another setting or form, rewriting an episode in the text from another point of view, accompanied by a brief reflective commentary.
Scope of task
The brief reflective commentary should indicate how the task relates to the set text, and discuss how the conventions and strategies of the original text are being used in the response.The word length of the creative response will vary according to the form. For poetry the task should not exceed 600 words with a reflective commentary of a further 200–300 words. Forprose or script writing the task should be in the range of 800– 1200 words with a reflective commentary of a further 200–300 words. The task should be completed over a period of 240–300 minutes. The task should be completed mainly in class and under teacher supervision. Students may use a dictionary, their notes and the prescribed text/s to assist in the completion of this task. The task may be either handwritten or word processed.
This task contributes 40 marks out of the 100 marks allocated for Unit 4.
Assessment criteria
The extent to which the response demonstrates:
Criterion 1 (10 marks)
A close reading of the text demonstrating understanding of the conventions and strategies used in the text.
Identification of the conventions and strategies used by the writer.
Understanding of the purposes and effects of the writer’s use of conventions and strategies.
Criterion 2 (10 marks)
Understanding of the use of setting, characterisation,themes and voice to create an appropriate and credible relationship between the text and the response.
Understanding of imaginative techniques used to create and recreate a literary work.
Stylistically appropriate choices of literary devices andtechniques to establish a credible connection between the text and the response.
Criterion 3 (10 marks)
Complexity of ideas and concepts explored in both the creative response and the commentary.
Understanding and insight into the central ideas and concerns of the text.
Exploration of complex ideas and concepts.
Criterion 4 (10 marks)
Coherence and fluency and choice of appropriate language to indicate awareness of the literal and figurative language of the original text.
Appropriate, expressive and fluent language.
Coherent ordering and development of the response.
OUTCOME 2
On completion of this unit, the student should be able to evaluate critically the assumptions and assertions made about a literary text and draw comparisons with their own response and interpretation.
Nature of task
A written analysis of an oral or written review or commentary.
or
A discussion paper presenting the merits of various readings.
Scope of task
This task should be in the range of 600–800 words and completed over a period of 80–100 minutes. The task should be completed mainly in class and under teacher supervision. Students may use a dictionary, their own notes, the prescribed text/s and the review to assist in the completion of this task. The task may be either handwritten or word processed. This task contributes 40 marks out of the 100 marks allocated for Unit 4.
Assessment criteria
The extent to which the response demonstrates:
Criterion 1 (10 marks)
Understanding of the strategies and/or theoretical perspectives which have formed the viewpoint expressed in the review or commentary.
Understanding of the various criteria readers use to interpret and evaluate a text.
Identification and discussion of the strategies and/or theoretical perspectives of the reviewer.
Criterion 2 (10 marks)
Critical identification and analysis of the literary devices and assumptions the reviewer has used to interpret or evaluate the text.
Identification and analysis of literary devices.
Understanding of the assumptions and values implicit in an interpretation of a text.
Criterion 3 (10 marks)
Ability to argue a developed reading of the text substantiating this reading with appropriate evidence from the text and/or the review.
Selection of appropriate evidence.
Considered use of the evidence to support a developed reading of the text.
Criterion 4 (10 marks)
Coherence and fluency and choice of appropriate language to indicate awareness of the literal and figurative language of the original text.
Appropriate, expressive and fluent language.
Coherent ordering and development of the response.
OUTCOME 3
On completion of this unit the student should be able to analyse aspects of a text, relating those aspects to an interpretation of the text as a whole.
Nature of task
The selection and discussion of the role and significance of particular sections of a text in interpreting the text as a whole.
or
A written analysis of how certain literary features contribute to an interpretation of a text.
or
An analysis of the linkages, parallels and contrasts between different passages from a text.
Scope of task
This task may be used to provide students with practise for the examination questions. If teachers choose to exercise this option, they are advised that student responses should be based on texts from the Part B list This task should be in the range of 600–800 words and completed over a period of 80–100 minutes. The task should be completed mainly in class and under teacher supervision. Students may use a dictionary and either the chosen text or passages of this text to assist in the completion of this task. The task may be handwritten or word processed. This task contributes 20 marks out of the 100 marks allocated for Unit 4.
Assessment criteria
The extent to which the response demonstrates:
Criterion 1 (8 marks)
An interpretation of the text which displays an understanding of literary techniques and features and of the way the interrelationship of these aspects contributes to the interpretation.
Understanding of literary techniques and features.
Analysis of the significance of key scenes and passages and the ways in which they contribute to an interpretation of the text as a whole.
Criterion 2 (8 marks)
A complex and close reading of the text through the appropriate selection, use and exploration of textual detail to support the interpretation.
Selection of appropriate evidence.
Considered use of the evidence to support a developed reading of the text.
Criterion 3 (4 marks)
A control of language through natural expressiveness and fluency and coherence of ideas.
Appropriate, expressive and fluent language.
Coherent ordering and development of ideas.
All information here from the Board of Studies website