Assessment and reporting in Swedish Continuers

Schools are required to submit to NESA a grade for each student based on their achievement at the end of the course.

Teachers use professional, on-balance judgement to allocate grades based on the Common Grade Scale for Preliminary courses.

Teachers consider all available assessment information, including formal and informal assessment, to determine the grade that best matches each student’s achievement at the end of the course.

See ACE (Assessment, Certification and Examination rules and requirements) for further information.

Assessment program requirements

The course components and component weightings for Year 11 are mandatory.

Schools have authority to determine the number, type and weighting of assessment tasks, subject to a limit of one take-home task worth no more than 15%. See ACE 2.1 for more information. 

Assessment program guidance 

When developing assessment programs, schools should:  

• use a variety of assessment tasks across the year to give students opportunities to demonstrate their knowledge, skills and understanding in different ways  
• give individual assessment tasks a weighting between 10% and 40%. 

See Assessment in Stage 6 for more information about developing school-based assessment programs.

NESA requires schools to submit a school-based assessment mark for each Year 12 candidate in a course. Formal school-based assessment tasks should reflect the syllabus outcomes and content. The mark submitted by the school provides a summation of each student’s achievement measured at several points throughout the course.

A school’s program of school-based assessment includes both mandatory and non-mandatory elements.

See ACE (Assessment, Certification and Examination rules and requirements) for further information.

Assessment program requirements

The course components and component weightings for Year 12 are mandatory.

Schools have authority to determine the number, type and weighting of assessment tasks, subject to a limit of one take-home task worth no more than 15%. See ACE 2.1 for more information. 

Assessment program guidance 

When developing assessment programs, schools should:  

• use a variety of assessment tasks across the year to give students opportunities to demonstrate their knowledge, skills and understanding in different ways  
• give individual assessment tasks a weighting between 10% and 40%. 

See Assessment in Stage 6 for more information about developing school-based assessment programs.

The total length of the 2 listening texts in Questions 1 and 2 will be 3–3½ minutes.

Question 1: Listening (7 marks)

There may be multiple items. Items will be phrased in English for a response in English.

Students will hear one text in Swedish (Text 1). The text will relate to one of the prescribed topics and will be a different text type from the listening texts in Questions 2 and 3.

Question 2: Listening and responding (8 marks)

There may be multiple items. Items will be phrased in Swedish and English for a response in Swedish.

Students will hear one text in Swedish (Text 2). The text will relate to one of the prescribed topics and will be a different text type from the listening texts in Questions 1 and 3.

Question 3: Reading and listening (15 marks)

There may be multiple items. Items will be phrased in English for a response in English.

Students will be required to read one text (approximately 300 words) in Swedish (Text 3A) and listen to one text (approximately 1 ½ minutes) in Swedish (Text 3B). A visual text may also be provided with Text 3A.

The texts will relate to one of the prescribed topics and will be related in subject matter and/or context. Each text will be a different text type. The text types will be different to those used in Questions 1, 2 and 4.

There will be a pause for students to read Text 3A and Question 3 before the listening text is played.

Items in Question 3 will relate to the reading text, the listening text and both texts. Items may require students to extract, summarise, interpret, evaluate or synthesise information, compare aspects of the texts, or a combination of these. Items may also require students to comment on the target audience, the purpose of a text and/or the way in which language is used in a text to achieve a specific purpose.

Question 4: Reading and responding (15 marks)

The question will be phrased in Swedish and English, for a response in Swedish.

Students will be required to read one text (approximately 150 words) in Swedish (Text 4) and respond to information and ideas provided in the text. A visual text may also be provided with Text 4.

Students will produce a text (approximately 150 words) in Swedish in their response, in which they present ideas, opinions and/or arguments based on evidence in the text/s. Question 4 will specify a context, purpose, audience, text type and style of writing for the student response. The text type that students will be required to produce will be drawn from those listed for productive use in the Swedish syllabus. The text type and style of writing will be different to that of the stimulus text and texts presented in Questions 3, 5 and 6.

Question 5/6: Writing (20 marks)

Students choose either Question 5 or Question 6.

Question 5 and Question 6 will be phrased in Swedish and English for a response in Swedish.

The student will be required to write a response of approximately 250 words in Swedish.

Students will be required to write an original text that presents ideas, information, opinions and/or arguments. There will be a choice of 2 questions:

• Question 5 or Question 6.

Students must attempt one of these questions.

A visual text may be included as a stimulus for one or both of Question 5 and Question 6.

Each question will be related to one of the prescribed topics. Each question will specify a different context, purpose, audience, text type and style of writing. The text type that students will be required to produce will be drawn from those listed for productive use in the Swedish syllabus.

The text type and style of writing required in Question 5 and Question 6 will differ from those required in the Questions 3 and 4.

The total length of one reading of the 3 listening texts will be 4½–5 minutes.

The total length of the 2 reading texts will be approximately 450 words.

There will be one or 2 visual texts in this exam. The visual text/s may appear in any of Questions 3, 4, 5 or 6.

Each listening text will be read twice. There will be a pause between the first and second readings of the text. There will be an announcement at the start of the first reading and a sound to alert students before the start of the second reading. After the second reading, students will be given time to complete their responses. Students may make notes in the note-taking space of the question-and-answer booklet at any time during the 2 readings. These notes will not be assessed.