Summary:
8.1 Introduction
8.2 Short-term Objectives
8.3 Assessment Criteria
8.4 Grade Descriptions
8.1 Introduction
The syllabus outlines the parameters of summative assessment. Ongoing assessment of pupil performance is a constant feature of good teaching which facilitates improved pupil performance and provides a basis upon which teaching and learning programmes can be planned. Learners should also be encouraged to assess their own progress. The skilled and judicious use of a variety of assessment techniques can have a positive effect on classroom practice and allow for the early identiflcation of high and low achievers and under-achievers. There is a continuum of assessment, ranging from classroom observation, questioning and dialogue, homework, to structured tests developed at school level and national certiflcate examinations. More formal testing in the sense ofsummative judgement at the end ofa speciflc period oftime (e.g. a school term) or of a specific unit ofstudy (e.g. one or more General Activity/Themes of the syllabus) may take the form oforal, or written tests or assignments developed by the teacher.
8.2 Short-term Objectives
To provide for continuity of learning it may be helpful for teachers to identify short-term objectives in relation to the syllabus. Such an approach could be based on the selection of one or more General Activity/Themes across the three components of the syllabus with some of the Performance Targets providing the projected learning outcomes.
8.3 Assessment Criteria
As outlined in the syllabus assessment criteria will take account oft
(i) ability to transfer meaning and
(ii) degrees of accuracy and appropriateness of language including the range of vocabulary and structures used.
8.3.1 Oral Production
The following criteria will be used to assess oral competence in the public examinations:
- range of vocabulary
- range of expression
- awareness and use of grammar
- independence from examiner support
- appropriateness
- fluency
- pronunciation
8.3.2 Written Production - Higher Level
The following criteria will be used in the assessment ofwritten production at the Higher Level in the public examinations:
- range and appropriateness of vocabulary
- range and accuracy in use of structures
- development and/or manipulation ofstimulus
- organisation ofcontent.
8.3.3 Written Production - Ordinary Level
The following criteria will be used to assess written production at the Ordinary Level in the public examinations:
- intelligibility of message
- development and/or manipulation of stimulus
- awareness and use of grammar
- fange ofvocabulary.
8.4 Grade Descriptions
The following are descriptions ofcandidate performance in the public examinations relating to the award o f various grades:
8.4.1
A
Very good knowledge of idiom. Comprehensive use of language. Displays ability to select apptopriate vocabulary.
Variation of sentence construction; ability to use a range of structures, with few major errors. MI ideas are weil and clearly linked throughout, showing an ability to handle a topic under discussion and showing an ability to convey and understand subtleties of language nuance. Only occasional and minor errors of pronunciation - good intonation.
B
Good knowledge of idiom. Use of varied and appropriate vocabulary. Vocabulary for the most part appropriarely and correcdy used.
Ability to vary sentence construction. Ability to use tenses correctly most of the time. A few basic errors and weakness in one or two specific areas, but generally accurate in handling linguistic structures.
Logical organisation of ideas, with appropriate reaction to nuances of language. Reasonable intonation, despite occasional mispronunciation. Sound general vocabulary.
C
Some variation in choice of vocabulary. Ability to compensate for lexical deficiencies. Some success in varying sentence constructions.
Quality of accuracv i, inconsistent. Basic grammar generally mastered, but weakness in more difficult areas.
Reasonable attempt at linking ideas. Reacts appropriately to questions. Ability to sustain communication.
Quality of pronunciation intonation and rhythm inconsistent.
D
Frequent repetition of common words and phrases. Able to use simple constructions. Considerable degree of L1 interference in sentence patterns and phrasing. Frequent serious errors. A number of elements of basic grammar not mastered.
Some organisation of ideas, but general weakness in linking these ideas. Responds to questions without appropriate variation or expansion. Frequent serious mispronunciation.
Very limited vocabulary. Incorrect use of vocabulary. Only able to produce the simplesr of sentence patterns. Little evidence ofgrammatical awareness. Most verb endings incorrect. Gen&rs and cases frequently wrong/inconsistent. Points presented in isolation. Much irrelevancy. No attempt to relate ideas. Only just comprehensible. Mistakes in pronunciation seriously impede intelligibility.
A
Candidates understand gist and identify main points and detail in a variety of types of authentic language. Highly developed ability to deduce meaning from context. They recognise opinions, attitudes and emotions and are able to draw conclusions, display awareness of stylistic variation.
B
Candidates understand and identify main points and detail, in a variety of types of authentic language. They recognise opinions, attitudes and emotions, but many have difficulty in interpreting and drawing conclusions.
C
Candidates identify main points and extract details from a variety of types of authentic language. They can understand references to past, present and future events and can use context to deduce meaning. Opinions, emotions and attitudes are mainly understood as expressed by actions.
D
Candidates identify some key points and extract some information from a variety of authentic language. Recognition of tenses is not always correct. They are unaware of all but the most overtly expressed opinions, emotions and attitudes.
E
Candidates identify some key points and extract some information from authentic language, but the broad content remains inaccessible to them. They are unable to deduce meaning from context.
ORAL/WRITTEN PRODUCTION -- ORDINARY LEVEL
A
Message intelligible despite the presence of errors. Responds to questions with some variation/expansion. Ability to use simple constructions. Mastery of some elements of basic grammar. Good knowledge of common words and phrases.
B
Message intelligible despite frequent error. Responds to questions without significant variation or expansion. Ability to use very basic constructions. Inconsistent application of basic grammar rules. Limited knowledge of common words and phrases.
C
Message barely intelligible/task incomplete. Nee& examiner support in responding to questions. Difficulty with even basic constructions. Little awareness of grammar. Very limited knowledge of eren common words and phrases.
D
Error frequency seriously impedes intelligibility/task only partially attempted. Limited response to questions despite examiner's support. Most elements of basic grammar not mastered - despite the presence of occasional correct phrases. Very little vocabulary.
E
Message unintelligible. Task barely attempted. Inability to use examiner support in formulating answers. Hardly any knowledge of basic grammar rules. Vocabulary largely consists of mother tongue cognates.
A
Candidates understand gist and identifi7 main points in a limited range of types of authentic language. They recognise overtly stated opinions, attitudes and emotions.
B
Candidates identify some key points and extract some information from a limited range of types of authentic language. Opinions, attitudes, emotions are understood as expressed by actions/ intonations.
C
The broad content of the text is accessible to candidates though some points elude them. Candidates understand some isolated details but fall to grasp the gist of the text. Recognition of. opinions, attitudes and emotions causes difficulty.
D
Many key points even ofsurface meaning elude candidates. Opinions, attitudes ofemotions remain inaccessible to rhein. Candidates rely largely on question content to guide them through the text.
E
The broad content of the text is inaccessible to candidates. Some isolated details may be grasped. Candidates rely entirely on question content to guide them through the text.