Chinese Language Acquisition Emergent Year 7 Writing Assessment Guide

Assessment Overview and Administrative Details

  • Institution: Canberra Grammar School (ECCLESIAE PATRIAL)

  • Subject: Chinese Language Acquisition

  • MYP Level: Emergent (Year 7)

  • Assessment Task: Writing

  • Assessment Type: In Class Assessment

  • Time Allowed: 45 minutes

  • Weighting: All criteria are weighted equally

  • MYP Criterion: Criterion D: Writing

Scheduled Assessment Dates and Class Periods

  • Term 3, Week 9 (16th September)

    • Period 4: Classes 07CHI_07 and 07CHI_09

  • Term 3, Week 9 (17th September)

    • Period 2: Classes 07CHI_01, 07CHI_03, and 07CHI_05

Curriculum Framework Outcomes

  • Australian Curriculum Outcome Codes:

    • AC9LC10EC01

    • AC9LC10EC06

    • AC9LC10EU01

    • AC9LC10EU02

Statement of Inquiry and Contextual Framework

  • Statement of Inquiry: Successful communication requires a clear and accurate exchange and understanding of messages.

  • Link to Statement of Inquiry: This assessment provides an opportunity to demonstrate writing a clear and accurate message. The exchange is structured as a personal letter and requires understanding the importance of the provided message.

Task Specifications and Scenario Requirements

  • Goal: Demonstrate knowledge and skills in writing Hanzi (Chinese characters) to introduce oneself and family members.

  • Role: An Australian student learning Chinese.

  • Audience: A Chinese student from a school in China.

  • Situation: Writing a personal letter in Chinese to introduce oneself and one's family to the student in China.

  • Product: A 50–60 character Chinese letter introducing yourself, your family, your nationality, and your spoken languages, based on provided stimulus pictures.

Preparation Guidelines and Institutional Policies

  • Study and Revision Strategy:

    • Review learned content from Term 3 using class notes, OneNote material, and Education Perfect.

    • Utilize the rubric for self-assessment and peer-feedback activities.

    • Review sample writing pieces provided by Chinese language teachers.

    • Proactively ask teachers for help and clarification regarding the task.

  • Academic Integrity Policy:

    • In cases of suspected malpractice (including the misuse of Artificial Intelligence), students may receive a mark of zero or be required to redo the task or specific sections of it.

  • Assessment Adjustments:

    • Students with approved assessment adjustments receive accommodations per their Individual Learning Plan (ILP).

  • Absence Procedure:

    • Students absent on the scheduled assessment day must submit an illness/misadventure form.

MYP Criterion D: Writing Rubric

Criterion D evaluates a student's ability to use vocabulary and grammar accurately, organize information effectively, and communicate with audience awareness.

Level 7–8 Standards

  • General MYP Level Descriptors:

    • Uses a wide range of vocabulary.

    • Uses a wide range of grammatical structures generally accurately.

    • Organizes information effectively and coherently in an appropriate format using a wide range of simple and some complex cohesive devices.

    • Communicates all or almost all required information with a clear sense of audience and purpose to suit the context.

  • Task-Specific Clarifications:

    • Uses a wide range of words related to self-introduction, family, nationalities, and languages accurately and appropriately (e.g., 兄弟姐妹, 会说一点儿汉语和英语).

    • Uses different sentence structures that are generally well-structured (e.g., 喜欢, 会, 有, 没有).

    • Organizes the description for each picture effectively and coherently, always written in complete sentences with explicit subjects and verbs, and formatted appropriately as a letter using simple and complex cohesive devices.

    • Communicates all or almost all required information about the prompt, including detailed family members and their information, maintaining a clear sense of audience and purpose.

Level 5–6 Standards

  • General MYP Level Descriptors:

    • Uses a range of vocabulary.

    • Uses a range of grammatical structures with a few errors that do not hinder communication.

    • Organizes information in an appropriate format using simple and some complex cohesive devices.

    • Communicates most relevant information with a sense of audience and purpose to suit the context.

  • Task-Specific Clarifications:

    • Uses a range of words related to self-introduction, family, nationalities, and languages (e.g., 我家有四口人, 我有一个***), though with some repetition.

    • Uses different sentence structures with a few errors that do not hinder communication, such as measure word errors.

    • Writes the description for each picture in a complete sentence with a subject and verb, following an appropriate paragraph format with simple and some complex cohesive devices.

    • Communicates most relevant information regarding nationalities, languages, and detailed family member information with audience awareness.

Level 3–4 Standards

  • General MYP Level Descriptors:

    • Uses a basic range of vocabulary.

    • Uses a basic range of grammatical structures with some errors that sometimes hinder communication.

    • Organizes information in a recognizable format using a range of basic cohesive devices.

    • Communicates some relevant information with some sense of audience and purpose to suit the context.

  • Task-Specific Clarifications:

    • Uses a basic range of words related to self-introduction, family, nationalities, and languages (e.g., 1,04, +), with constant repetition of certain words.

    • Uses some different sentence structures, but with errors that sometimes hinder communication.

    • Occasionally writes picture descriptions in complete sentences with subject and verb, maintaining a recognizable paragraph format using basic cohesive devices.

    • Communicates some relevant information with some sense of audience and purpose.

Level 1–2 Standards

  • General MYP Level Descriptors:

    • Uses a limited range of vocabulary.

    • Uses a limited range of grammatical structures with many errors that often hinder communication.

    • Presents some information in a partially recognizable format using some basic cohesive devices.

    • Communicates limited relevant information with some sense of audience and purpose to suit the context.

  • Task-Specific Clarifications:

    • Uses a limited range of words across topics (self-introduction, family, nationalities, languages) with constant repetition of expressions.

    • Uses grammatical structures that are insufficient to convey information.

    • Does not write picture descriptions in complete sentences with subject and verb, relying on a partially recognizable paragraph format with basic cohesive devices.

    • Communicates limited relevant information with minimal audience awareness.

Level 0 Standard

  • Descriptor: The student work does not reach any standard described by the level descriptors above.

Sample Writing Analysis and Breakdown

The following section details the exemplar letter format, section by section, including character text and structural components.

Structural Layout and Text

  • Salutation / Greetings:

    • Text: 亲爱的马丽:

    • Translation / Meaning: Dear Mali:

  • Self-Introduction:

    • Text: 你好吗? 我叫小龙。我姓李。我十三岁。

    • Sentence Breakdown:

    • 你好吗? (How are you?)

    • 我叫小龙。 (My name is Xiaolong.)

    • 我姓李。 (My surname is Li.)

    • 我十三岁。 (I am 13 years old.)

  • Nationality and Languages:

    • Text: 我是澳大利人。我会说汉语和英语。

    • Sentence Breakdown:

    • 我是澳大利人。 (I am Australian.)

    • 我会说汉语和英语。 (I can speak Chinese and English.)

  • Family Details and Interactive Inquiries:

    • Text: 我家有四口人:爸爸、妈妈、姐姐和我。我爸爸四十二岁,我妈妈三十九岁。我姐姐十五岁。我爱我的家人。你呢?你有兄弟姐妹吗?你会说什么语言?

    • Sentence Breakdown:

    • 我家有四口人:爸爸、妈妈、姐姐和我。 (There are four people in my family: dad, mom, older sister, and me.)

    • 我爸爸四十二岁,我妈妈三十九岁。 (My dad is 42 years old, my mom is 39 years old.)

    • 我姐姐十五岁。 (My older sister is 15 years old.)

    • 我爱我的家人。 (I love my family.)

    • 你呢? (How about you?)

    • 你有兄弟姐妹吗? (Do you have siblings?)

    • 你会说什么语言? (What languages can you speak?)

  • Sign Off and Date:

    • Text:     祝好!     李小龙     二○二六年九月十八日

    • Component Breakdown:

    • 祝好! (Best wishes!)

    • 李小龙 (Li Xiaolong)

    • 二○二六年九月十八日 (18th September 2026)