Measúnú i gcomhair teistiúcháin Tá cineálacha éagsúla measúnaithe sa tsraith shinsearach agus úsáidtear é ar chúiseanna difriúla. Baintear úsáid as measúnú chun an tslí chuí a aimsiú don fhoghlaimeoir trí churaclam idirdhealaithe, chun sainréimsí deacrachta nó láidreachta foghlaimeora áirithe a shainaithint agus chun gnóthachtáil teanga a thástáil agus a dheimhniú. Tacaíonn an measúnú leis an bhfoghlaim agus feabhsaíonn sé í trí chabhrú leis an bhfoghlaimeoir agus leis an múinteoir na chéad chéimeanna eile sa phróisis teagaisc agus foghlama teanga a shainaithint. Chomh maith le straitéisí éagsúla teagaisc, tacóidh straitéisí éagsúla measúnuithe leis an bhfoghlaim teanga agus soláthróidh siad faisnéis atá inúsáidte mar aiseolas, sa chaoi is gur féidir gníomhaíochtaí teagaisc agus foghlama a chur in oiriúint do riachtanais an fhoghlaimeora aonair. De thoradh tascanna teanga atá cuí agus mealltach a leagan síos, ceisteanna ardoird a chur agus aiseolas a thabhairt a chuireann neamhspleáchas an fhoghlaimeora chun cinn, tacóidh an measúnú leis an bhfoghlaim teanga chomh maith le coimriú a thabhairt ar an ngnóthachtáil. Tá an measúnú do theastasú i Liotuáinis na hArdteistiméireachta bunaithe ar aidhmeanna, ar chuspóirí agus ar thorthaí foghlama na sonraíochta seo. I mbliain áirithe ar bith, is éard a bheidh sna torthaí foghlama atá le measúnú ná sampla de na torthaí ón dá shnáithe. Tá príomhscileanna na sraithe sinsearaí fite fuaite sna torthaí foghlama agus déanfar iad a mheasúnú i gcomhthéacs na dtorthaí foghlama. Díreofar sa mheasúnú ar an gcumas chun teanga a úsáid go héifeachtach le cruinneas agus líofacht chuí i leith aois agus chéim na foghlama*, ar thuiscint na Liotuáinise mar chóras teangeolaíoch, ar í a úsáid chun críocha cumarsáideacha, ar an gcumas chun a fheasacht a fhorbairt mar úsáideoir teanga agus a thuiscint ar idirspleáchas na teanga agus an chultúir. Léireoidh ábhair spreagtha léitheoireachta agus ó bhéal/labhartha réimse éagsúil athraitheacha caighdeánacha Liotuáinise. Ní ghearrfar pionós ar iarrthóirí as freagairt, ó bhéal nó i scríbhinn, le ceann d’éagsúlachtaí caighdeánacha na Liotuáinise, fiú má bhíonn sé difriúil leis an idirghabhálaí/ábhar spreagtha. Comhpháirteanna measúnaithe Déanfar measúnú ar Liotuáinis na hArdteistiméireachta trí thrí chomhpháirt mheasúnaithe: béaltriail scrúdú cluastuisceana scrúdú scríofa. Déanfaidh Coimisiún na Scrúduithe Stáit (CSS) gach comhpháirt a riar agus a mheas. Léireofar i ngach comhpháirt den mheasúnú an cur chuige comhtháite a leagtar amach sa tsonraíocht seo. Tá dhá leibhéal scrúdaithe ann, Gnáthleibhéal agus Ardleibhéal, lena mbaineann leithdháileadh idirdhealaithe marcanna, mar a leagtar amach thíos. Tá an leithdháileadh marcanna difriúil a chuirtear i bhfeidhm sa Ghnáthleibhéal agus Ardleibhéal bunaithe ar an tuiscint, d’fhormhór na bhfoghlaimeoirí teanga, gur tapúla a fhorbraítear scileanna glacacha ná mar a fhorbraítear scileanna táirgeachta i rith phróiseas na foghlama teanga. Dá bhrí sin, leithdháiltear comhréir níos mó marcanna do thascanna glacacha ag an nGnáthleibhéal agus do thascanna táirgeachta agus idirghníomhaithe ag an Ardleibhéal. Comhpháirt mheasúnaithe Gnáthleibhéal Ardleibhéal Béaltriail 25% 30% Scrúdú cluastuisceana 30% 25% Scrúdú scríofa 30% Léitheoireacht / 15% Scríbhneoireacht 25% Léitheoireacht / 20% Scríbhneoireacht Oral examination The oral examination will assess language proficiency. It will focus, in part, on discussion about the Language Portfolio. The oral examination will specifically assess learners’ ability to: use the target language with accuracy, fluency and complexity consistent with the requirements of the specification, while engaging in spoken reception, interaction, production and mediation demonstrate an awareness of the target language communities and cultures discuss a sample of texts from their Language Portfolio which reflect the plurilingual and pluricultural dimensions of their language learning journey. GENERAL ASSESSMENT CRITERIA: ORAL COMPONENT Note for all levels: Learners may respond using another standard variety of the target languages which is different to that of the interlocutor. High level of achievement Moderate level of achievement Low level of achievement is characterised by high levels of accuracy, fluency, coherence and a wide range of vocabulary appropriate to the level. is characterised by moderate levels of accuracy, fluency, coherence and an adequate range of vocabulary. is characterised by limited accuracy, fluency, and coherence. Learners can understand, present, offer their views and interact with confidence in unscripted conversations and a wide range of familiar situations and topics. The learners’ range of vocabulary and structures allows them to communicate clearly enough to be understood and with a degree of confidence in unscripted conversations and familiar situations and topics. They can present, offer their views and interact using direct or simple phrases. The learners’ range of vocabulary and structures allows them to communicate with limited confidence and effectiveness in unscripted conversations and about very familiar situations and topics, using very simple phrases. Inaccuracies and/or hesitations do not cause significant misunderstandings, and learners demonstrate an ability to self-correct where appropriate. Inaccuracies may occasionally cause misunderstanding and they may request repetition, a slower speed of communication and clarifications. Inaccuracies sometimes cause misunderstandings and their communication is unclear at times. They may frequently request repetition, clarification and reformulation and require a slower speed of communication. Learners can demonstrate high levels of awareness and understanding of cultures associated with the target language, appropriate to their stage of learning. Learners can demonstrate adequate levels of awareness and understanding of cultures associated with the target language, appropriate to their stage of learning. Learners can demonstrate very little awareness or understanding of cultures associated with the target language, appropriate to their stage of learning. Aural and written examination The aural and written examination papers will consist of two components and be presented at Higher and Ordinary level. The first component (aural examination) will assess listening reception and mediation. The second component (written examination) will assess written reception, written production and mediation. GENERAL ASSESSMENT CRITERIA: AURAL COMPONENT High level of achievement Moderate level of achievement Low level of achievement; is characterised by the learners’ ability to understand shorter and extended speech on relatively familiar topics and in a variety of contexts through standard variations of the target language. is characterised by the learners’ ability to understand shorter and extended speech on familiar topics and in a variety of contexts through standard variations of the target language, which they encounter in their sphere of experience. is characterised by the learners’ more limited ability to understand shorter and extended speech on very familiar topics through standard variations of the target language. Learners can demonstrate very good awareness of cultural conventions associated with the target language. Learners can demonstrate a good awareness of cultural conventions associated with the target language. Learners can demonstrate a limited awareness of cultural conventions associated with the target language. GENERAL ASSESSMENT CRITERIA: WRITTEN COMPONENT High level of achievement Moderate level of achievement Low level of achievement is characterised by the learners’ ability to communicate effectively and accurately in the target language, demonstrating a good range of vocabulary and structures and characterised by a high level of coherence. is characterised by the learners’ ability to communicate quite effectively and with an adequate degree of accuracy in the target language, demonstrating a sufficient range of vocabulary and structures and characterised by an adequate level of coherence. is characterised by a limited ability to communicate accurately and with a basic degree of accuracy in the target language, demonstrating a limited range of vocabulary and structures which allows them to produce simple written texts, characterised by short sentences and basic argumentation. Register is appropriate to the task and reveals a very good understanding of the purpose and potential audience for the communication and, where appropriate, aspects of the target language country/ countries or culture. Register is generally appropriate to the task and reveals an adequate understanding of the purpose and potential audience for the communication and, where appropriate, aspects of the target language country/ countries or culture. Register is sometimes appropriate to the task and reveals a limited understanding of the purpose and potential audience for the communication and, where appropriate, aspects of the target language country/ countries or culture. Learners can understand a range of questions about texts. Learners can understand and answer questions on a range of texts, particularly if expressed in relatively high-frequency language. Learners can understand and demonstrate basic understanding and ability to answer questions about the main points of texts in a number of variations of the target language, particularly if expressed in high-frequency language and close to their sphere of experience, although they may give short answers. Learners demonstrate good ability to capture the cultural conventions associated with the target language, although they may express themselves in another standard variation of the language. Learners demonstrate adequate ability to capture the cultural conventions associated with the target language, although they may express themselves in another standard variation of the language. Learners demonstrate limited ability to capture the cultural conventions associated with the target language, although they may express themselves in another standard variation of the language.
