Advanced Hindi t course

Moderation

Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership

maintain the quality of school-based assessment and the credibility, validity and acceptability of Board certificates.

Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions.

The Moderation Model

Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures, for T courses.

Moderation by Structured, Consensus-based Peer Review

Review is a subcategory of moderation, comprising the review of standards and the validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments.

Preparation for Structured, Consensus-based Peer Review

Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of student work completed in Semester 1. Assessment and other documentation required by the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester 2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from Semester 1 is presented for review at Moderation Day 2 in August.

In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a set of student portfolios) is prepared for each A, M and T course/units offered by the school, and is sent in to the Office of the Board of Senior Secondary Studies.

The College Course Presentation

The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Office of the Board through memoranda to colleges

a set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the student review portfolios.

Specific requirements for subject areas and types of evidence to be presented for each Moderation Day will be outlined by the Board Secretariat through memoranda and Information Papers.

Visual evidence for judgements made about practical performances

(also refer to BSSS Website Guidelines)

It is a requirement that schools’ judgements of standards to practical performances (A/T/M) be supported by visual evidence (still photos or video).

Photographic evidence does not have to illustrate the work of the individual students whose folios are included in the verification submission. The photographic evidence only needs to represent the school’s judgement of an A, B or C standard of practical performance for that unit in the semester and needs to come from within that scaling group.

The photographic evidence submitted must be drawn from practical skills performed as part of the assessment process.

Teachers should consult the BSSS guidelines at http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing photographic evidence.

It is desirable that students have the opportunity to interact with native speakers of the LOTE. These were accurate at the time of publication.

Resources

Literary Resources

Bazam- A Forum for New Urdu Poetry, http://members.tripod.com/%7EHoda/bazm.html

Atal Behari Vajpayee, The Poet, http://bjp.org/leader/poems.htm

Malayia, The Immortal Hindi Poets, Colorado State University

http://www.cs.colostate.edu/%7Emalaiya/hindipoets.html

A page of linked resources to poets and writes throughout Indian History- a wealth of resources. The writer included on the page are listed below:

Novels

Kunzru, Hari – Transmission

Roy, Arundati - The God of Small Things

Saraog, Alkai- Shesh Kadambari

Sobti ,Krishna – Samaya Saragama

Verma , Nirmal – Rata ka Riportara

General Resources

Access Asia, http://www.curriculum.edu.au/accessasia/

Bell, J., Teaching Multi-level Classes in ESL, Dominie Press, 1991

Blair, Robert W., Innovative Approaches to Language Teaching, Newbury House, Cambridge, 1982.

Bollywood Music.com http://www.bollywoodmusic.com/

Campbell, A., Bridging Cultures, Canberra, University of Canberra, 1995.

Colorado State University, Marriage songs, http://www.cs.colostate.edu/%7Emalaiya/marriage.html

Ellis, R., Understanding Second Language Acquisition, Oxford University Press, Oxford, 1985

Harry S. Anchan, Anchan World: Music Database and Kerala Tribute Site http://harry.cckerala.com/

General Links - http://www.india-newsbehindnews.com/leisure.html

Hindu Puja & Bhajan Home Page, http://www.geocities.com/Athens/Acropolis/8891/

Hindi MIDI, http://www.geocities.com/Hollywood/Location/6584/

Khazana, Ethnic Treasures, 2005, http://www.khazana.com/et/music/instrum1.asp?mscssid=S2LDENQH03KE9J6R937P8FVQGKL9561B

Little India: One Nation Under Little India, http://www.littleindia.com/india/May97/gagan.htm

Ladousse, G., Role Play, Oxford University Press, 1987

Lightbrown, P., & Spada, N., How Languages are Learned, (Second Edition) Oxford Handbook for Language Teachers Oxford University Press, 1999

Maley, A., & Duff, A., Drama Techniques in Language Learning, Cambridge Handbooks for Language Teachers Series

Navin Kabra and Anurag Shankar, Archive of Hindi Movie songs, http://pages.cs.wisc.edu/~navin/india/songs/index.html

Navin Kabra and Anurag Shankar, The Itrans Songbook (ISB):An Indian Poetry/Song Lyrics Archive, http://chandra.astro.indiana.edu/isongs/

Navin Kabra and Anurag Shankar, The Searchable Hindi Index, http://chandra.astro.indiana.edu/isongs/dbase.html

Outlook India, http://www.outlookindia.com/

Samarth Bharat, http://www.samarthbharat.com/

Vandana Shiva, http://www.zmag.org/bios/homepage.cfm?authorID=90

DVDs, CDs and Videos

A wide range of Hindi “Bollywood” films and music are available.

Physical Resources

The following are desirable physical resources for the development and implementation of courses within this subject area:

A variety of text types

Video recorder/camera

CD/DVD player

Computer/Internet

Data Projector/Screen

IWB