Skip Ribbon Commands
Skip to main content
Sign In Skip to Content

Advice for teachers -
Indonesian Second Language

Unit 3 - Sample approaches to developing an assessment task

Outcome 2

Interpret information from texts and write responses in Indonesian.

Details of the task

Responses to specific questions or instructions using information extracted from written, spoken and viewed texts on the selected subtopic.

Step 1: Define the parameters of an outcome and its related assessment task options

The VCE Indonesian Second Language Study Design provides details of the key knowledge and skills related to Unit 3 Outcome 2 and the area of study. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. It should be noted that each key aspect of knowledge and skill does not need to be individually identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills.

Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. It is recommended that assessment tasks be completed in class under supervision 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. It is expected that students will respond in Indonesian to all assessment tasks in Units 3 and 4.

Schools may determine the conditions for this task. Students should be advised of the timeline and conditions under which the task is to be completed.

The study design identifies the task that must be used to assess this outcome. Teachers should be familiar with the essential requirements of each task.

This task may be completed under teacher supervision in 80 minutes of class time. Students may hear the listening text more than once with a pause between readings. Students may use dictionaries.

Step 2: Determine teaching and learning activities

Teachers need to unpack the performance descriptors because they provide a clear indication of qualities and characteristics that they are looking for in a student response.

When deciding on the theme, topic and sub-topic for the teaching and learning associated with this outcome, reference must be made to the VCE Indonesian Second Language Study Design.The subtopic must allow for the development of an appropriate sequence of teaching, learning and assessment of the outcome. Teachers should plan a sequence of teaching and learning activities that will enable students to develop knowledge and skills. The teaching and learning activities should be designed to develop, maintain and extend student proficiency in all of the macro skills – listening, speaking, reading, writing and viewing.

Students will synthesise information from the written, spoken and visual texts. They will connect and compare ideas and identify different points of view in the texts. Suitable texts could include extracts, articles, blogs, webpages, postcards, stories, podcasts, songs, plays, news items, films, photographs and maps.

The skills and knowledge required for the successful demonstration of this outcome must relate to the specific subtopic chosen. For example, vocabulary and structures should build on previous learning, and reflect and extend those needed by students to participate in activities related to the subtopic.

Activities designed to elicit the students’ understanding and use of the skills and knowledge required for this outcome should be included; for example, learning activities that progressively develop their ability to identify the overall meaning and specific detail from the selected texts. As the response required for this assessment task is in Indonesian, students will also need to extend their skills in conveying relevant information in Indonesian.

Students may be given revision exercises and activities in preparation for the assessment task.

Step 3: Design the assessment task

Students respond to specific questions or instructions using information extracted from written, spoken and viewed texts on the selected sub-topic. Students complete the task individually and under teacher supervision in class time

One approach to constructing the assessment task: Unit 3 Outcome 2

In the following example, the theme is 'The Indonesian-speaking communities', the topic is 'Cultural heritage' and  the subtopic is 'Modern and traditional arts and entertainment', These are  drawn from  page 11 of the VCE Indonesian Second Language Study Design.

For this example, students listen to a short spoken interview with a popular singer, read a short passage about this popular singer and view a poster advertising his/her concert. Students extract information from the texts and then respond to specific questions in Indonesian. Students hear the recording of the interview twice, with a pause between each listening, to allow for note taking. Student responses are required in Indonesian, and they have 80 minutes in which to respond to all of the questions.

In order to prepare for this task, teachers need to provide the short conversation, short written text and poster that will be used for the task. The teacher develops the task and students should not have seen it previously.

Allocation of marks: This task is worth 15 marks towards the total of 50 marks allocated to School-assessed Coursework for Unit 3.

The teacher must decide the most appropriate time to set this task and inform the students of this date/time. This decision is the result of several considerations including:

  • the estimated time it will take to teach the key knowledge and skills for the outcome
  • the likely length of time required for students to complete the task
  • when tasks are being conducted in other subjects and the workload implications for students.

Where there are multiple classes in Indonesian, a common School-assessed Coursework schedule is advisable.

Duration of task: This sample task is designed to be completed in class under teacher supervision in an 80-minute lesson.

Materials: Students may use a monolingual and/or bilingual dictionary in the completion of this task. Their responses will be written on the assessment task sheet and submitted at the end of the session.

Student responses

In order to successfully demonstrate the skills and knowledge required for this outcome, the set task should allow students to demonstrate knowledge of the ideas and concepts related to the selected subtopic. The task should allow students to interpret information from the texts using Indonesian, and identify main points as well as specific detail. The task should also require students to connect and compare ideas and identify different points of view. Students need to be able to link ideas and information from the texts in a logical way. The task may be a series of questions, some of which require paragraph responses.

The task should be unambiguous and all instructions should be clear.

Marking the task

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before starting the task.