Japanese Online Marker Training

The Online Marker Training provides information on marker roles and responsibilities, features of assessment, differences between current internal assessments and external assessments in this trial. Subject-specific tasks are a key aspect of the online training and must be completed. It should take about 20 minutes and give you an understanding of what being a marker involves.

Course materials

Introduction

  Note: If you have problems with viewing this video using the Chrome browser, please try another browser.

Key dates

Face-to-face marker training

6 June (9am-4pm)

Marking

6-10 June

If required, the marking operation may be extended.

Additional materials

Information Statement for Schools

https://www.qcaa.qld.edu.au/memos/16/072-16.pdf

Supplementary materials 

Sent out with Online Marker Training email.


Background learning and example 1

Background learning

For this training, we will be using the Supplementary materials from the 2017 External Assessment Trial for Japanese, which contain a sample instrument. You will be asked to identify evidence to make judgments about a specific feature of responses. 

There are three sections in the sample instrument.

  • Section 1 — Listening
  • Section 2 — Reading
  • Section 3 — Writing

We will now focus on comprehension in Section 2. 

Question

The question below relates to Texts 4, 5 and 6, which can be found on page 18 in the sample instrument.


Which of the written texts offer the most encouragement for Akiko in terms of her plans? Compare by giving examples from the texts.


Students must make a decision about who offers Akiko the most encouragement and use relevant details from the text to support this decision.

Text 4

Text 5

Text 6

Conclusion from texts 

Akiko's homeroom teacher, Ms Kajimoto offers the most encouragement.


Relevant details from texts

Ms Kajimoto mentioned:

  • educational benefits
  • being in Australia will be more beneficial than learning from a book
  • opportunities to learn new skills, such as cooking, marine studies etc. 

Example

Consider this response. Scroll down for a judgment about this response.

Correct answer

Annotated response and explanation

The response has:

  • drawn a conclusion that is valid
  • used all texts to respond
  • used relevant detail in their response.

Question 1

  • draws a conclusion justified by 3 relevant details.
  • draws a conclusion justified by 2 relevant details.
  • draws a conclusion justified by 1 relevant detail.
  • does not meet requirements above.

The question below relates to Texts 4, 5 and 6, which can be found on page 18 in the sample instrument.

 

Which of the written texts offer the most encouragement for Akiko in terms of her plans? Compare by giving examples from the texts.

 

Conclusion from texts 

Akiko's homeroom teacher, Ms Kajimoto offers the most encouragement.

 

Relevant details from texts

Ms Kajimoto mentioned:

  • educational benefits
  • being in Australia will be more beneficial than learning from a book
  • opportunities to learn new skills, such as cooking, marine studies etc.

 

Response

Consider the response above.

Click on the most appropriate option to complete the stem below.

The response:

Question 1 answer

Annotated response and explanation

In this response, a decision about who offers the most encouragement has been stated. Information from Text 5 has been used to support the decision. 

Question 2

  • draws a conclusion justified by 3 relevant details.
  • draws a conclusion justified by 2 relevant details.
  • draws a conclusion justified by 1 relevant detail.
  • does not meet requirements above.

The question below relates to Texts 4, 5 and 6, which can be found on page 18 in the sample instrument.

 

Which of the written texts offer the most encouragement for Akiko in terms of her plans? Compare by giving examples from the texts.

 

Conclusion from texts 

Akiko's homeroom teacher, Ms Kajimoto offers the most encouragement.

 

Relevant details from texts

Ms Kajimoto mentioned:

  • educational benefits
  • being in Australia will be more beneficial than learning from a book
  • opportunities to learn new skills, such as cooking, marine studies etc.

 

Response

Consider the response above.

Click on the most appropriate option to complete the stem below.

The response:

Question 2 answer

Annotated response and explanation

The student has identified the who offered the most encouragement for Akiko and justified this alternative using both Texts 4 and 6. However, the student failed to mention that being in the country will help her learn more English than just learning from a book.

Background learning and example 2

Background learning

For this training, we will be using the Supplementary materials from the 2017 External Assessment Trial for Japanese, which contain a sample instrument. You will be asked to identify evidence to make judgments about a specific feature of responses. 

There are three sections in the sample instrument.

  • Section 1 — Listening
  • Section 2 — Reading
  • Section 3 — Writing

We will now focus on Conveying meaning in Section 3. 

Task

The task below is taken from page 19 in the sample instrument.


Instructions: 

  • Respond to the task in approximately 400 kanamajiri — this length is a guide only. 
  • Allow approximately 55 minutes to complete this section. 
  • Respond in Japanese. 


Context: 

Your friend Yusuke is about to come to Australia on a school trip and has some questions for you to help him with his planning. 


Task: 

Respond to Yusuke’s email. 


Purpose: 

To respond to Yusuke’s enquiries by addressing the questions below: 

  • 八月の天気はどう? (How is the weather in August?)
  • 毎日お金はどのぐらいいるか? (About how much money will I need everyday?)
  • どんなけいけんが出来ると思う?(What experiences do you think I can have?)


Audience: 

Your friend Yusuke 


Text type: 

Personal email

Example

Consider this response. Scroll down for a judgment about this response.


ゆすけ、

元気?ぼくは元気よ。今秋だが、だんだんさむくなっている。ひろしまは?花見に行った?いつか見に行きたい。

八月、オーストラリアに来る?どこに来る?バーズビルにに来ることが出来る?来たら、いいね。バーズビルをしょうかいしたい。

八月の天気はさむいけど、ゆきがふらない。よるは8どぐらいだ。あついふくをもった方がいいと思う。セーターを二まいもって下さい。ジーンズも!

ホームステイでとまる?ホームステイをしたら、お金があまりいらないと思う。ホームステイでごはんを食べることが出来る。ランチは10ドルぐらいだ。それと、おみやげを買いたいね。それはお金がかかる。300ドルはいいだろう。

オーストラリアで毎日英語を話せる。オーストラリアですばらしいけいけんが出来る。

高校に行く?オーストラリアの高校は楽しい。高校で友だちと会ったり、スポーツをしたり、勉強をしたり出来る。ケアンズのうみに行った方がいい。きれいよ。でも、八月はさむすぎるかもしれない。

じゃ、これで。元気でね。

ヘイダン

Correct answer

Annotated response and explanation

Decisions about grading the quality of the responses would be made using the Knowing and using language features aspects of the marking guide and by judging the extent to which the writer’s ideas and purpose are conveyed.

Question 3

  • answers all 3 questions.
  • answers 2 questions.
  • answers 1 question.
  • does not respond to the questions.

The task below is taken from page 19 in the sample instrument.

 

Instructions: 

• Respond to the task in approximately 400 kanamajiri — this length is a guide only. 

• Allow approximately 55 minutes to complete this section. 

• Respond in Japanese. 

 

Context: 

Your friend Yusuke is about to come to Australia on a school trip and has some questions for you to help him with his planning. 

 

Task: 

Respond to Yusuke’s email. 

 

Purpose: 

To respond to Yusuke’s enquiries by addressing the questions below: 

• 八月の天気はどう? (How is the weather in August?)

• 毎日お金はどのぐらいいるか? (About how much money will I need everyday?)

• どんなけいけんが出来ると思う?(What experiences do you think I can have?)

 

Audience: 

Your friend Yusuke 

 

Text type: 

Personal email

 

Response

ゆすけくん、

お元気ですか?私は元気です。アルバイトはつまらないです。毎週の土曜日と日曜日にアルバイトをする。行きたくないです。

八月のてんきはいいと思います。あさはさむいです。15どぐらいです。

オーストラリアはやすいです。ランチは15ドルかかります。ホストファミリーと住みますか。いいですね。ホストファミリーが好きです。ホストシスターと学校に行けます。バスだいはいりません。

 オーストラリアの学校は楽しいです。ほうかごにいろいろなスポーツができます。楽しいです。私は日本語がすきです。日本語先生はしんせつです。8月にキャンプをする。テニスが好きです。テニスが好きですか?テニスができます。

 ゆすけ、私の家に来て下さい。 さようなら。

 シェルビーより

 

Consider the response above.

Click on the most appropriate option to complete the stem below.

The response:

Question 3 answer

Annotated response and explanation

In this response, all three questions have been answered.

Question 4

  • answers all 3 questions.
  • answers 2 questions.
  • answers 1 question.
  • does not respond to the questions.

The task below is taken from page 19 in sample instrument.

 

Instructions: 

• Respond to the task in approximately 400 kanamajiri — this length is a guide only. 

• Allow approximately 55 minutes to complete this section. 

• Respond in Japanese. 

 

Context: 

Your friend Yusuke is about to come to Australia on a school trip and has some questions for you to help him with his planning. 

 

Task: 

Respond to Yusuke’s email. 

 

Purpose: 

To respond to Yusuke’s enquiries by addressing the questions below: 

• 八月の天気はどう? (How is the weather in August?)

• 毎日お金はどのぐらいいるか? (About how much money will I need everyday?)

• どんなけいけんが出来ると思う?(What experiences do you think I can have?)

 

Audience: 

Your friend Yusuke 

 

Text type: 

Personal email

 

Response

ゆすけさんへ、

こんにちは。元気?私は元気よ。5月だから、ブリズベンはちょっとすずしくなった。日本はどう?もうあつい?

ゆすけさん、オーストラリアに来るだろう?ブリズベンに来て下さい。オーストラリアの中でブリズベンは 一番おもしろいと思う。私の家でとまってもいい。私の家とホテルとくらべて私の家の方はいいね。ホテルでとまって、さびしいだ。いやだね。

母はおいしいりょうりを作ってあげるよ!家にとまったら、しんぱいしなくてもいい。

ブリズベンが大好きです。先週おばあさんと、フェリーでブリズベン川のクルーズをしたり、びじゅつかんかはくぶつかんとサウースバンックに行ったり、ストリーブリッジにのぼったり、オーストラリア・ズーでコアラを見に行ったりした。ラミントンが好きからたべた。

では、今日はこれで。ぜひ、 来てください。

じゃ、お元気で。

5月 31日

エマより

 

Consider the response above.

Click on the most appropriate option to complete the stem below.

The response:

Question 4 answer

Annotated response and explanation

ゆすけさんへ、

こんにちは。元気?私は元気よ。5月だから、ブリズベンはちょっとすずしくなった。日本はどう?もうあつい?

ゆすけさん、オーストラリアに来るだろう?ブリズベンに来て下さい。オーストラリアの中でブリズベンは 一番おもしろいと思う。私の家でとまってもいい。私の家とホテルとくらべて私の家の方はいいね。ホテルでとまって、さびしいだ。いやだね。

母はおいしいりょうりを作ってあげるよ!家にとまったら、しんぱいしなくてもいい。

ブリズベンが大好きです。先週おばあさんと、フェリーでブリズベン川のクルーズをしたり、びじゅつかんかはくぶつかんとサウースバンックに行ったり、ストリーブリッジにのぼったり、オーストラリア・ズーでコアラを見に行ったりした。ラミントンが好きからたべた。

では、今日はこれで。ぜひ、 来てください。

じゃ、お元気で。

5月 31日

エマより

In this response, the student has not answered any of the questions.

Thank you

Thank you for completing the Online Marker Training.

Feedback

Before you go ...

Would you mind helping us learn by letting us know what you think of this course and how it might be improved?