Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

P4 SBC Standardisation

3,131 views

Published on

SBC standardisation

Published in: Education
  • Be the first to comment

P4 SBC Standardisation

  1. 1. Stimulus-Based Conversation Prepared by Miss Pearl Ang
  2. 2. Format •Stimulus •Prompts
  3. 3. Mark Scheme • Mark Range: 1 – 10 mark • 3 Criteria for assessment 1. Personal Response • Content 2. Clarity of Expression • Sentence Structure • Grammar & Vocabulary 3. Engagement in Conversation
  4. 4. Example 1 Let’s listen to Jackson
  5. 5. Examiner’s Comments (Jackson) • Able to answer all questions but was unclear at times • “Had not go to the animal wonderland show of the animal show” • “…how they are doing in on when in the animal show…” • “… I have nothing else ask thing…” • Answers in incomplete sentences • Begins sentence with “Because…” • Incorrect structures • “Haven’t go”, “had went” • Unclear pronunciation • “cave”, “aquarium”, “whales”, “(did)neh not” • Uses topic-specific vocabulary Mark Band: 5 – 6
  6. 6. Example 2 Let’s listen to Jeremy
  7. 7. Examiner’s Comments (Jeremy) • Student is able to respond to most prompts given • One word “yes” , “not” • Ends off with “don’t know” twice • Requires much encouragement and prompting but is able to respond to the questions some times • Response to the second prompt is not clear • “you can’t di sure it flee” • Gave some personal responses • “can look the animal dancing” • “animal is very nice to look” • “snake because snake is very long” • Long and awkward pause Mark Band: 3 – 4
  8. 8. Example 3 Let’s listen to Yi Shen
  9. 9. Examiner’s Comments (Yi Shen) • Generally clear expression with correct pronunciation • Able to give personal responses • “animals… cute and adorable” • “I like the animals’ fur because it is very soft” • “I like to have a dog… Bishan Park… bring dog to jog…” • “dog show… nice and interesting” • Incorrect sentence structures at times • “have went” • “Animals is” • “Every time I went…” • Able to answer all the prompts with some development Mark Band: 7 - 8
  10. 10. Example 4 Let’s listen to Shawaree
  11. 11. Examiner’s Comments (Shawaree) • Student gave personal responses that are developed without further prompting • “I prefer going to animal shows cause I have stress… reduce my stress” • “Nowadays, people have a lot of work to do… links to family bonding” • Able to express herself clearly with confidence • Her concluding statement • “I encourage….” • Uses topic specific vocabulary and grammatically correct structures Mark Band: 9 - 10
  12. 12. Changing roles of Examiners • No longer a test of description but a test of ability to converse • Not a test about how much they know but how proficient they are in speaking English • Students are only able to do well if examiners ask questions that lead them into conversation
  13. 13. Guidelines for examiners • Must say the initial prompt • Avoid monologues (by the students) • Give additional prompts to lead the students into conversational topic • Give the students time to think through their responses • Do not penalize if students require more questions to move the conversation along
  14. 14. Guidelines for Students 1. Have eye contact with the examiner(s). • Do not look at the stimulus • Smile and show interest 2. Listen carefully to the questions asked. 3. Respond relevantly and appropriately. 4. Speak in complete sentences. 5. Do not use slang/ singlish. 6. Do not stop at “Yes” or “No” in your answers. 7. Elaborate with personal views/ real-life examples.

×