Claire Stafford French Assignment 18869561

Language course/year group: Topic:

French – Year 12 Continuers The World of Work

Mark/weighting: Date (due):

Weighting: 10% Term 2 Week 9
Total Marks: ____20

Description of Learners
The purpose of this assignment is to assess the students’ ability to listen and understand a job application and
then their ability to write a correct response to the requirements of the job application. This assignment allows
for the needs and abilities of all students to demonstrate the understanding of the task. The classroom has two
students with ESL backgrounds and 4 students with a spectrum of behavioural difficulties. There is one student
with ASL. The class is mixed ability with a range from Gifted and Talented, to low ability.

Context
Students have been learning for the past five weeks on the “world of work”. They have been focusing on the
language and vocabulary surrounding work and the activities involved, e.g, focusing on adjectives that describe a
work ethic (travailleur, parasseux, ponctuel, eé nergique, digne de confiance and organiseé ). In addition, they have
been learning about occupations, men and women in the workplace, unemployment and the necessary skills
needed to be hired for jobs. Lastly, they focused on the resume text type and how to create one.

Students have developed their grammar and vocabulary and learnt the cultural norms and expectations of the
workplace in France. Students have watched videos surrounding correct work place attire and the formal and
informal greetings and communication needed in the workplace. In addition, students have completed listening
tasks surrounding resumes and the general requirements needed to be hired into the workplace. Lastly, students
have completed group work in role plays and interview processes where they completed simulations of being on
interviews and the correct way to act, dress and speak when looking for jobs.

Prior to this topic students have learnt about personal identity, relationships, school life and aspirations, leisure
and interests, daily life, arts and entertainment and travel and tourism, all to get them prepared for this current
topic: world of work.

Outcomes to be assessed
 1.2 conveys information appropriate to context, purpose and audience

 3.3 identifies the tone, purpose, context and audience

 3.4 draws conclusions from or justifies an opinion

Task outline
You are a teenager in Paris and are told by your parents you have to get a job for pocket money. They heard a
good job advertisement on the radio and have recorded it for you, so you can obtain all the necessary
information and apply.

You will listen to the job advertisement in class. At home, you will create a video resume for the employer to
watch (template on Google Classrooms for organising information.)

You must create a 3-minute video application including:

 Basic information about you, including schooling past
 Your skills and attributes
 A statement of why you think you are the right person for the job

Submission details:
 Due Term 2 Week 9
 Must submit the video as a .jpeg file on a USB, which is to be submitted into the Languages box in the
office
 USB will be given back with marking guidelines and mark
Claire Stafford French Assignment 18869561

Assessment Rubric
In this assessment task, students will be assessed on how well they:
 respond to the stimulus with relevant information and ideas
 structure and sequence of information and ideas
 demonstrate control of a range of language structures and vocabulary in French
 Speak with fluency, correct pronunciation and appropriate intonation

Marking guidelines
Marks Criteria
16-20  Provides detailed, relevant and accurate information of what is required by the
employer
 Student communicates confidently and fluently with correct intonation and
pronunciation
 Responds with a high level of grammatical accuracy, and breadth and
sophistication of vocabulary and sentence structure
 Video uses correct formatting
13-16  Provides substantial, relative and accurate reasoning of what is required by the
employer
 Student communicates effectively with some degree of fluently and
authenticity
 Responds with a range of vocabulary and structures, but with some minor
inaccuracies
 Video uses correct formatting
9-12  Provides sufficient relevant and accurate reasoning of what is required by the
employer
 Student maintains satisfactory communication with some degree of fluency bt
with repetition and inaccuracies in grammar and vocabulary
 Responds with relevant information and opinions
 Video uses correct formatting
5-8  Provides some relevant, accurate reasoning of what is required by the
employer
 Student maintains a basic level of communication using simple structures and
vocabulary with forewent pauses and errors
 Present some relevant information, opinions or ideas
 Video uses correct formatting
1-4  Provides little if any relevant information of what is required by the employer
 Responds with a limited range of ideas and information relating to the topic
using single words and set formula.
 Video uses incorrect formatting

Feedback
The main focus of the feedback will be on the students' ability to answer the application with correct information
and context. Finally, students will be marked on their speaking ability of fluency, pronunciation and intonation.

Feedback will be given through the use of notes on the marking criteria focusing on how students can improve in
the future as well as a summary sheet which includes the most common mistakes that students made in their
assignment. In addition, the assignment will be discussed in class with ways students could improve their
assessment to receive high marks in the future.
Claire Stafford French Assignment 18869561

Requirement for the job
(in this column write down each
requirement needed to be hired
for the job)
What skill/quality do you have
that is similar?
(In this column what skill or
quality do you have that is
similar to the requirement of the
job advertisement)
French phrases to use for
speaking task.
(What French
phrases/grammar/vocabulary
will you need to discuss this
skill/ability)

Transcript for listening Task of assessment

Claire Stafford French Assignment 18869561

French

Bonjour tout le monde ! Est-ce que vous une personne travailleuse, deé voueé ? Est-ce que vous

finissant eé cole et avez besoin de travail ? Puis eé coute, ce travail est pour vous. Je suis cherchant

pour une personne qui est dix-sept aà dix-huit ans travailler aà mon de vente aà emporter du

magasin. La position est temporaire, seulement trois ou quatre travail en eé quipes par semaine.

Afin de devenir reé ussi, il fait eê tre patient, calme, confiant et bien avec les maths. Il n’y a pas de

souci, expeé rience ne requis pas ! S’il vous plait dites-moi pourquoi je devrais t’engager. Si

inteé resseé , si vous plait email moi sur jamie.cobb @gmail.com. Au revoir

English

Hello everybody! Are you hard working, dedicated person? Are you finishing high school and

need a job? Then listen up, this job is for you! I am looking for a 17-18 year old to work at my

takeaway shop. The position will be a casual position, three to four shifts a week. You must be

patient, calm, confident and good at math’s. Don’t worry, experience is not required! Please tell

me why I should hire you! If interested, please email me at Jamie.cobb@gmail.com. Au revoir

Claire Stafford French Assignment 18869561

Part B: Assessment Question

Beneficial assessment, feedback and assessment design are essential for an effective pedagogy.

Assessment is an essential component of the teaching and learning cycle. Assessment for,

assessment as and assessment of learning are approaches that enable teachers to gather evidence

and make judgments about student achievement. In addition, assessment enables students and

teachers alike to formally and informally judge their abilities and cements their understanding of

concepts and content. The ability of teachers to have constructive assessment design, and the

ability to know their students and how they learn enables students to have more confidence in

themselves and their abilities. Understanding by Design (UbD) is crucial for teachers to help focus

on assessing for understanding and learning transfer. Through the use of standardized testing,

technology and the influence of standards and outcomes, teachers have the ability to assess

students on a plethora of content and ability. It is through effective assessment design and

feedback that teachers will see their students grow. Teachers must still follow the NSW Education

Standards Authority (NESA) which promotes a standards-referenced approach to assessing and

reporting student achievement (NSW Educational Standards, 2018)

Assessment in education involves judging learner’s abilities, fitness, sustainability and potential

against criteria, standards or norms (Gobby & Walker, 2017). Decisions about what to assess and

how to assess reflect the knowledge, beliefs and priorities of educators and policymakers. The

importance of assessment in the French curriculum is substantial, as students are being

continually informally assessed on their ability to speak, listen, read and write. Without effective

assessment and beneficial feedback, students would not be able to progress as easily as if they

had a teacher who created assessment, both informally and formally, that aids the students in

their learning skills and abilities. The purpose of assessment is to understand, support and

enhance a students’ learning and this is only possible if there is effective design of assessment in

place that enables students to demonstrate their abilities. Educators and education systems

assess students’ learning to diagnose what learners know and do not know or can and cannot do,

to inform curriculum planning, to facilitate learning and to provide feedback on the effectiveness

of teaching and learning strategies (Gobby & Walker, 2017).

There are four main types of assessment used in education. These are diagnostic (assessment
Claire Stafford French Assignment 18869561

before learning), summative (assessment of learning), formative (assessment for learning) and

self-assessment (assessment as learning) (Harlen, 2007). Diagnostic assessment is essential for

effective teaching in language classes, as student will have many different abilities with learning a

language and the teacher needs to know these to teach effectively. This can be easily gauged with

a pre-test, but will benefit the student exponentially, as they will be given the correct help and

work needed to benefit their learning and improve their language abilities. Furthermore, the

ability of a teacher to know how much help each student needs will help the lesson flow easier

and will help the teacher in assessment design as they will know the spectrum of abilities in the

classroom. In addition, the use of formative assessment in the classroom can help the teacher

monitor the students’ abilities and give productive feedback to aid the student in improving their

skills and abilities (NSW Educational Standards, 2017).

Traditionally, assessment of learning is achieved through the use of an examination or a written

test. This method is said to have limited validity in informing the teacher as to how the students

learnt – assessing how much information a student can remember and regurgitate (Flores, Simao,

Barros & Pereira, 2015). This form of assessment only allows for minimal feedback, centred

around the students’ essay paragraphing, punctuation and text structure. Cradock and Mathias

(2009) believe that the use of multimodal assessment methods is a good application of

assessment as it allows students to respond to different learning preferences and abilities. Wen

and Tsai, (2006) argue that it is imperative that educational systems become more creative with

regards to diverse and innovative assessment practices that gauge the ability of students in order

to enhance learning and academic achievement. This can only be achieved if the educators are

designing their assessment by following the outcomes in their syllabus and assessment

guidelines from the NESA, in addition to knowing how their students learn and creating

assessment incorporating all these aspects.

The UbD method enables teachers to ‘backward map’, focusing first on the outcomes that need to

be achieved and the content that has to be leant and then formulating assessment around this

understanding (Wiggins & McTighne, 2016). This type of mapping and breakdown of topics can

be integral for students’ understanding of grammar, language structure and vocabulary, as

students can be confident that they have learnt all aspects of a language. Furthermore, in aiding
Claire Stafford French Assignment 18869561

with assessment design, teachers can create more in-depth and creative assessments, as they can

be confident that the content has been covered extensively.

Assessments need to accommodate and support student diversity, including students with special

education needs, gifted and talented students and students learning English as an additional

language or dialect (EAL/D), (NSW Educational Standards, 2018). Teachers thus need to create

assessments that do not just assess one thing but allow for assessment of numerous outcomes

and skills so that students have many opportunities to develop and demonstrate their abilities.

The influx of the use of technology in classrooms and on the creation/delivery of assessments has

greatly changed how teachers design assessments. Now, assessments are a lot more accessible

and teachers are able to deliver the assessment in a multimodal method if necessary.

Furthermore, students have ready access to a lot more information that previously, so the

required work and quality of the assessments are continually changing. It is because of this that

teachers need to continually consult NESA to ensure that their assessments are not only helping

the students but that the teachers are assessing the correct information (NSW Education

Standards, 2018). Assessment design should not only help the students with their learning but

also help teachers make better educational decisions in the future concerning how they deliver

content and how they measure the students’ knowledge of this content (Popham, 1999). Teachers

need to have all the information about a student; how they learn, what they have learnt, what

needs to be assessed and past assessment marks to be able to create an assessment that will

benefit students learning and teacher awareness of ability and content absorption.

As seen with the assessment created above, the task incorporates the assessment of two micro-

skills allowing students the ability to be assessed on multiple outcomes. This is also a necessity as

through the new assessment and reporting document, year 12 students are only allowed four

school-based tasks (NSW Education Standards, 2018). By having at least two micro skills in the

assessment, students are given more opportunity throughout the year to develop and show their

skills. This is important as it allows students with different strengths to be assessed on multiple

occasions and through various tasks. Students would have been continually developing their

understanding and knowledge of the workplace and the required skills and characteristics

necessary to be successful as well as practicing their speaking and listening abilities. The
Claire Stafford French Assignment 18869561

assessment task was designed to challenge students and encourage them to not only be creative

with assessment but demonstrate their knowledge of the content. Furthermore, the task was

designed to incorporate knowledge from previous topics, allowing students will lower abilities to

draw on past content and integrate this into their assessment.

Feedback is an integral element to aid student learning and student self-regulation. It allows for

student involvement and collaboration and for a greater contact between students and faculty. At

a glance, feedback should indicate clearly how to improve a students’ learning and to encourage

students to reflect and improve in the future (Flores et al, 2015). Feedback should always be

informative and tell students how they can improve and should be engaged with and acted upon

(Gibbs & Simpson, 2004). An extension of this is getting students to self-assess and give

themselves feedback so that they have enhanced their own learning and can improve in the

future. By situating the student at the centre of their learning these forms of feedback encourage

students to be actively involved and engaged in the assessment process, shifting power of

learning and the judgment of progress from the teacher to the student (Flachikov, 2003).

Feedback is essential, as it allows students to rectify their misunderstandings, improve their skills

and adjust their approach to assessment (Deeley, 2018). Feedback should be discussed in class,

where students are allowed to ask questions and discuss their assessment with the teacher and

peers to allow for complete understanding and growth. Using technology to deliver feedback is an

effective strategy as it can speed up the feedback process, clarify feedback communication and

create a sense of an individualized and nurturing relationship between staff and student (Deeley,

2018).

Assessment is an integral learning tool for students. It allows for tracking of their learning and

assessing understanding of content learnt. It is of significant importance when mapping out

students’ progress and formulating new learning topics. Assessment is a way for teachers to

gauge the ability of students and to further assist with student learning. Feedback and

assessment design are paramount for developing student learning. Integrated, they ensure that

students understand their task and what they have to improve on in the future. Assessment tasks

need to be creative but also to meet the needs and standards of policy makers and schools. With

the integration of outcomes and creative content, teachers can effectively measure the ability of
Claire Stafford French Assignment 18869561

students and as result students are able to see their own progression throughout their classes.
Claire Stafford French Assignment 18869561

Reference List

Changes to Stage 6 Assessment from 2018. (2018). Retrieved from

http://syllabus.nesa.nsw.edu.au/assets/global/files/guide-to-changes-to-stage-6-

assessment-from-2018.pdf

Craddock, D. & Mathias. H., 2009. Assessment options in higher education. Assessment &

Evaluation in Higher Education 34, no. 2: 127–40.

Deeley, S. (2018) Using technology to facilitate effective assessment for learning and feedback in

higher education, Assessment & Evaluation in Higher Education, 43:3, 439-448, DOI:

10.1080/02602938.2017.1356906

Falchikov, N. (2003). Involving students in assessment. Psychology Learning and Teacher, 3(2),

102-108

Flores. M, Simaã o. A, Barros. A & Pereira. D (2015) Perceptions of effectiveness, fairness and

feedback of assessment methods: a study in higher education, Studies in Higher

Education, 40:9, 1523-1534, DOI: 10.1080/03075079.2014.881348

French Continuers | NSW Education Standards. (2017). Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-

areas/stage-6-languages/continuers/french-continuers-syllabus

Gobby, B. & Walker, R. (2017). Powers of Curriculum: Sociological Perspectives on Education,

Australia: Oxford University Press.

Harlen, W. (2007). Assessment of learning. London: SAGE Publications

Claire Stafford French Assignment 18869561

Popham, W. (1999). Classroom Assessment: What Teachers Need To Know (2nd ed.). Boston:

Allan & Bacon.

Wen, M.L, & C.C. Tsai. 2006. University students’ perceptions of and attitudes toward (online)

peer assessment. Higher Education51: 27–44

Wiggins, G., & McTighe, J. (2008). Understanding by design. Alexandria, Va.: Association for

Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units.

Alexandria, Va.: ASCD.