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Version 1: Updated 20 January 2010 Version 2: Updated November 2010 VCE Literature Assessment Handbook 2006– 2014 Contents ASSESSMENT HANDBOOK 2006–2014 VCE Literature Introduction The online version of the VCE Literature Assessment Handbook 2006-2014 contains assessment information for both school-based assessment and the examinations in Literature and advice for teachers on how to construct assessment tasks. Advice on matters related to the administration of VCE assessment is published an
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  VCE LiteratureAssessment Handbook 2006–2014 Contents Version 1: Updated 20 January 2010Version 2: Updated November 2010  ASSESSMENT HANDBOOK 2006–2014VCE Literature Introduction The online version of the VCE Literature Assessment Handbook 2006-2014 containsassessment information for both school-based assessment and the examinations in Literatureand advice for teachers on how to construct assessment tasks. Advice on matters related to theadministration 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, VCALand VET  .Be advised that there may be minor errors in the contents list above due to software versiondifferences. 2© VCAA 2009Updated November 2010  VCE LiteratureASSESSMENT HANDBOOK 2006–2014 Literature Assessment Advice Unit 3School-assessed Coursework  Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) a scorefor each outcome in a unit, which represents an assessment of the student’s achievement. Thescore must be based on the teacher’s assessment of the level of performance of each studenton the outcomes for the unit specified in the study design. Teachers must select assessmenttasks 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 shouldnot add unduly to student workload. Assessment tasks should be completed mainly in classand within a limited timeframe. The overall assessment program for the unit should include avariety of assessment task formats, include provision for authentication of student work andtake into account the overall workload for students.School-assessed Coursework for the outcomes in Unit 3 will contribute 25 per cent to thestudent’s Study Score for Literature. Outcome 1 Analyse how meaning changes when the form of a text changes. This outcome will contribute 40 marks out of 100 marks allocated to School-assessed Coursework for Unit 3. It will be assessed by at least one task, which will contribute a total of 40 marks. Task/s  Description This task requires an analysis of how the form of a text influences meaning and may be presented in written, oral or multimedia form.  Designing the assessment task  Teachers should develop an assessment task that allows the student to: ã identify the way forms of texts are significant in the making of meaning ã identify and discuss the conventions used in particular forms of texts ã analyse the ways in which the srcinal and transformed texts are constructed ã identify the similarities and differences between the srcinal and the adapted or transformed text © VCAA 20093Updated November 2010  ASSESSMENT HANDBOOK 2006–2014VCE Literature ã comment on and explore the significance of changes made in the adaptation or transformation and their effects on the ways meaning is created ã 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 beconducted.  Performance descriptors The following descriptors provide a guide to the standards expected when setting and markingassessment tasks. They describe the knowledge and skills typically demonstrated by studentswho have achieved scores within each range on the assessment task/s. Outcome 1 Analyse how meaning changes when the form of a text changes. MARK RANGEDESCRIPTOR: typical performance in eachrange 33–40 marksThorough and complex understanding of the ways in whichthe form of a text is significant in the making of meaning.Comprehensive knowledge of the conventions in the formsof both the srcinal and transformed texts. Excellent useof terminology appropriate to the relevant forms of text.Sophisticated analysis of the ways in which meaning isaltered when the text is transformed. Considered selectionand highly-effective use of textual evidence to support aninterpretation. Highly-expressive and coherent developmentof ideas.25–32 marksThorough understanding of the ways in which the form of atext is significant in the making of meaning. Detailedknowledge of the conventions in the forms of both thesrcinal and transformed texts. Very good use of terminologyappropriate to the relevant forms of text. Insightful analysisof the ways in which meaning is altered when the text istransformed. Careful selection and effective use of textualevidence to support an interpretation. Expressive and coherentdevelopment of ideas.17–24 marksSome understanding of the ways in which the form of a text issignificant in the making of meaning. Sound knowledge of theconventions in the forms of the srcinal and transformed texts.Appropriate use of terminology in relation to the selected textforms. Some analysis of the ways in which meaning is alteredwhen the text is transformed. Relevant selection and use of textual evidence to support an interpretation. Clear andcoherent development of ideas.9–16 marksSome awareness of the ways in which the form of a text issignificant in the making of meaning. Some knowledge of theconventions in the forms of the srcinal and/or transformedtexts. Some use of relevant terminology in relation to theselected text forms. Limited discussion of the ways in whichmeaning is altered when the text is transformed. Some 4© VCAA 2009Updated November 2010
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