SACE Stage 2 Korean (background speakers) key terms

Work marked by the student's own school during the year and counted towards the final grade, rather than being set and marked by an outside authority.

The document a school publishes setting out which tasks count for assessment, their weighting, and the conditions under which students complete them.

A written brief for one assessment task that states the purpose, the required product, the conditions, and the criteria the student's work will be judged against.

Descriptions of the quality of student work at each achievement level, used to decide how well a task has been completed rather than simply whether it was done.

A scoring grid that names the criteria for a task and describes what work looks like at each level of quality, so that judgements are consistent and transparent.

The process of checking that teachers' marks are comparable across classes and schools, usually by reviewing samples of student work against the published standards.

Assessment carried out mainly to give feedback and guide further learning, with the results not normally counting towards the final subject grade.

Assessment that occurs at the end of a unit or course and produces a result that counts towards the student's reported achievement in the subject.

Information given to a student about the strengths and weaknesses of their work, ideally specific enough to show what to do next.

The expectation that a student's submitted work is their own, with sources acknowledged and no unauthorised help, translation tools, or text taken from others.

Presenting another person's words, ideas, or structure as one's own without proper acknowledgement, whether the source is a book, a website, or an AI tool.

The practice of recording where information came from, using a consistent format, so that a reader can locate the original source.

A sustained piece of school-assessed work in which the student investigates a chosen topic, often combining research, a written report, and an oral or multimodal presentation.

An assessed spoken exchange in which the student sustains a conversation or discussion in Korean, responding to questions and developing ideas spontaneously.

The assessed creation of written or multimodal texts in Korean for a specified audience, purpose, and context, such as a report, article, or reflection.

The level of formality and politeness chosen in language according to the relationship between speakers and the situation, such as formal polite versus casual speech.

Assessment set and marked outside the school, typically an examination or a major investigation, whose results are added to school-assessed results.

A timed, supervised assessment completed under standard conditions, marked anonymously against agreed criteria or an answer key.

A spoken assessment in which the candidate discusses a topic or responds to prompts in Korean, judged on fluency, accuracy, range, and appropriateness.

A paper-based or digital assessment requiring the candidate to read, interpret, and produce written Korean texts within a fixed time limit.

A short passage, advertisement, notice, or transcript supplied in an examination as the starting point for comprehension questions or a response task.

The central point that a text is making, which a reader must identify before details can be correctly interpreted or summarised.

Working out meaning that is implied rather than stated directly, by connecting clues in the text with background knowledge.

Two fast reading strategies: skimming means reading quickly for the general sense, while scanning means searching for a specific word, number, or detail.

Planning how to divide the available minutes across reading, planning, drafting, and checking, so that every required part of a paper is attempted.

The number of marks attached to each question or criterion, which signals how much detail or how many points a complete answer should contain.

The ability to speak or write with reasonable speed and smoothness, maintaining the message without excessive hesitation or repeated restarts.

Correctness in grammar, vocabulary choice, spelling, and pronunciation, judged against the expectations for the level of the course.

The variety of sentence structures and verb forms a candidate can use appropriately, from simple statements to complex and embedded clauses.

The breadth and precision of the vocabulary a candidate draws on, including topic-specific terms and appropriate collocations rather than repeated basic words.

The way sentences and paragraphs are linked so a text reads as a connected whole, achieved through connectors, pronouns, and repetition of key terms.

The overall logical organisation of a text, so that ideas follow a clear order and the reader can see how each part relates to the purpose.

A recognisable category of text with its own conventions, such as a letter, diary entry, news report, speech, or review, each with expected structure and tone.

A grammatical or lexical form used to show respect to the person addressed or referred to, including polite verb endings and special vocabulary for elders.

The set of verb endings chosen to mark politeness and the relationship between participants, such as formal polite, informal polite, and plain or intimate styles.

A word such as 그리고, 그러나, or 그래서 that joins clauses or sentences and signals how the ideas on either side relate to each other.

Restating the meaning of a passage in different words, showing understanding without copying the original wording or sentence structure.