[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-171970-105":53,"doc-detail-171970-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","english-studies-2014-chief-assessors-report","English Studies - 2014 Chief Assessor’s Report","","2014 English Studies Chief Assessor’s report reviews student performance in school and external assessments against learning requirements, assessment design criteria, and performance standards. It outlines how moderation evidence reflects students’ success in critical reading, comparative analysis, argumentative writing, and text production across shared and individual study tasks. The report highlights effective task design, open-ended versus plot-only approaches, and the value of foregrounding stylistic features and criteria language. It also notes trends in response formats, including blogs, multimodal work, oral presentations, and revised drafts after feedback.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/english-studies-2014-chief-assessors-report/171970/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/english-studies-2014-chief-assessors-report/171970.png","ImageObject",442,249,{"name":88,"@type":89},"Paura","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-29","2026-09-01",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",7,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the purpose of the Chief Assessors’ reports in English Studies?","Question",{"text":109,"@type":110},"They summarize how students perform in school and external assessments against learning requirements, assessment design criteria, and performance standards, and they provide guidance on assessment types and the quality of student performance.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What characterizes the more successful Shared Studies responses?",{"text":114,"@type":110},"Successful responses focus on clear analysis and articulated arguments tied to specific performance standards, with explicit task design foregrounding analysis criteria rather than plot or theme only.",{"name":116,"@type":107,"acceptedAnswer":117},"How should students approach the Individual Study critical essay?",{"text":118,"@type":110},"Students should select two texts that can be studied together, make comparisons that show similarities and differences, and direct their critical essay under teacher supervision.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},171970,1788288342,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":25,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":126,"read_time":47},13056712833777,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","English Studies\n2014 Chief Assessor’s Report\nEnglish Studies\n2014 Chief Assessor’s Report\nOverview\nChief Assessors’ reports give an overview of how students performed in their school and external assessments in relation to the learning requirements, assessment design criteria, and performance standards set out in the relevant subject outline. They provide information and advice regarding the assessment types, the application of the performance standards in school and external assessments, the quality of student performance, and any relevant statistical information.\nThe range of tasks presented at moderation — both those analytical and those creative in nature — and the quality of answers presented in the exam indicate that students choosing English Studies are thriving in response to the opportunities the subject provides to develop their skills and understanding. Teachers are increasingly aware of the possibilities that the subject outline affords and are developing a range of diverse tasks in the shared text and text production folios, and students continue to explore an exciting variety of texts in the individual study. Underpinning the study and creation of texts in the course is an awareness of the function of stylistic features and the ways in which authors use these to position and influence the reader. Questions in the examination require such an awareness, task design in the shared studies leads to greater success when such aspects are foregrounded in the criteria, and text production is most successful when students apply their understanding of the conventions of the text type with which they are working. Continuing strong enrolments in the subject indicate that students are drawn to this subject that requires the exploration of a range of texts, insightful analysis, argumentative writing, communication in a variety of modes, and creativity.\nSchool Assessment\nAssessment Type 1: Shared Studies\nIn this assessment type, students produce four to six responses showing their insights into at least one critical reading study, one study of paired texts, one study of two single texts, and one study of poetry.\nIt is clear from the central moderation process that schools are tailoring curriculum to meet the specific needs and interests of students. This assessment type showed diversity in how students can insightfully analyse literature and film.\nAn interesting observation at moderation is that fewer schools are using traditional essay responses for the majority of tasks in this assessment type. Nonetheless, the central focus on analysis, and a clear, articulated argument or focus, were the key features of the more successful responses. Effective task design was critical in allowing students to achieve their potential. Providing open-ended tasks, or ones that only focused upon plot or theme, were not as successful as those that addressed specific performance standards. For example, in some assessments it would be advisable to create tasks that require students to analyse a range of ways in which authors use language techniques to influence the reader’s response. Such explicit task design can help students to frame their analysis and address specific performance standards of analysis. Teachers should bear in mind their respective cohort when addressing specific performance standards in respective tasks. It is not necessary to assess all performance standards in each task, and it may be useful to highlight particular specific features in various tasks that allow students a greater opportunity to achieve their potential over the range of tasks.\nIn addition to essay responses, schools chose other forms of responses: paragraph responses, annotated scenes from texts, blogs focusing upon author craft, multimodal responses, and oral presentations featured among the submitted work. Of course, it is useful — and sometimes advisable — to start work as a timed response, but allowing students to revise their work after receiving teacher fee","cbCaienZlS71JXNK","https://ap.wps.com/l/cbCaienZlS71JXNK","docx",61677,"English","# Overview\n# School Assessment\n## Assessment Type 1: Shared Studies\n## Assessment Type 2: Individual Study","[{\"question\":\"What is the purpose of the Chief Assessors’ reports in English Studies?\",\"answer\":\"They summarize how students perform in school and external assessments against learning requirements, assessment design criteria, and performance standards, and they provide guidance on assessment types and the quality of student performance.\"},{\"question\":\"What characterizes the more successful Shared Studies responses?\",\"answer\":\"Successful responses focus on clear analysis and articulated arguments tied to specific performance standards, with explicit task design foregrounding analysis criteria rather than plot or theme only.\"},{\"question\":\"How should students approach the Individual Study critical essay?\",\"answer\":\"Students should select two texts that can be studied together, make comparisons that show similarities and differences, and direct their critical essay under teacher supervision.\"}]","English Studies - 2014 Chief Assessor’s Report | DOCX"]