This document outlines assessment criteria for Paper 2 (written assignment) for both SL and HL students. It is divided into three criteria:
1. Language - Evaluates effective and accurate use of language, range of vocabulary, and sentence structure.
2. Message - Assesses how clearly and coherently ideas are developed and organized and how appropriate supporting details are.
3. Format - Judges how well the required text type is produced and how appropriate conventions of the text type are.
Scores range from 0 to 10 for each criterion. Descriptors provide guidance for assessing performance within each score range. Comments sections are included for examiner notes. Failure to meet the minimum word count results in a 1-mark
This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.
This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
mm bagali..... research teaching management hr hrm hrd hr research internatio...dr m m bagali, phd in hr
mm bagali..... research teaching management hr hrm hrd hr research international ......... communicate ..... communication.... personality development .... attitude.....communication
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
mm bagali..... research teaching management hr hrm hrd hr research internatio...dr m m bagali, phd in hr
mm bagali..... research teaching management hr hrm hrd hr research international ......... communicate ..... communication.... personality development .... attitude.....communication
Writing Rubric for W7000Task Description (Module 2 Assignment .docxericbrooks84875
Writing Rubric for W7000
Task Description (Module 2 Assignment 2):
Critique the article by Langer provided in the DocSharing area. Review the assignment instructions, both supplemental documents provided in the DocSharing area, and the rubric included below to understand the expectations clearly before beginning the assignment. Revise and proofread carefully prior to submission. Submit as per assignment instructions.
Criteria Explanation:
Writing Criteria
Organization = How ideas have been structured so that the reader can understand them
Writing Style = How clear and focused is the paper
Grammar and Mechanics = How well has the paper been presented
Comprehension and Analysis Criteria
Comprehension of subject matter = How well is knowledge demonstrated and to what depth
Analysis = How well has the writer considered the material and discussed it
APA Style
How well does the student submission reflect knowledge of APA Style conventions
Unsatisfactory
(1)
Emerging
(2)
Proficient
(3)
Exemplary
(4)
Student Level
Writing Criteria
Organization
Writing is unclear and vague with little to no coherence. Writing has limited or missing transitions. Writing frequently tangents and/or repeats ideas unnecessarily.
Writing lacks coherence between paragraphs and ideas. Writing has inconsistent or inappropriate transitions.
Writing is clear and coherent. Transitions are appropriate and consistently used between paragraphs and help move from one idea to the next.
Writing is clear, coherent, and, fluid. Writing also is recursive in that it links ideas back to previously mentioned ideas. Writing also contains appropriate, consistent transitions between paragraphs and ideas help reader see the relationship between ideas.
1 2 3 4
x2
____/8pts
Paragraph development is flawed: no clear topic sentences. Paragraphs frequently have multiple topics. The writing has a limited or missing introduction and/or conclusion or summary of argument.
Paragraph development is ineffective or inappropriate for the assignment: topic sentences are present but not well connected to the rest of the writing. The introduction paragraph is incomplete or underdeveloped. Conclusion argument does not go beyond a brief repetition of points.
Paragraph development is appropriate for the topic and assignment: topic sentences introduce or summarize the content of the paragraph. The introduction paragraph is appropriate and complete for the topic and assignment. Concluding argument appropriately synthesizes key points.
Paragraphs are well developed and appropriate: there are strong topic sentences, clear ideas that naturally lead reader through the writing. The written piece is structured in a logical fashion that supports the presentation of complex content, including in the introduction and conclusion.
Comments:
Writing Style
Writing style is unfocused, wordy, inconsistent, and does not support the purpose of the writing.
Writing style is incons.
Majan University College, Faculty of English Language Studies.docxwkyra78
Majan University College, Faculty of English Language Studies
Submission Deadline
Marks and Feedback
Before 6pm on:
31/05/2020
15 working days after deadline (All Levels)
09/06/2020
Module title & code
English for General Reading and Writing (EGRW) OMG 14-0
Assignment number and title
Assessment -2, End of Semester
Assessment type
AssignmentWeighting of assessment
50%
Module learning outcomes
1.To understand the basic and supporting information and structural aspects of different types of written texts on the basis of their linguistic elements, structure and purpose.
2. Demonstrate the ability to use linguistic elements such as appropriate words, phrases and linkers to construct different types of short written texts using the basic information, supporting information, situation and purpose.
What am I required to do in this assignment?
JSR Answer all the tasks as per the instruction given
Section 1: Creative writing
a. Use the following points as a tool to plan and draft a story. (10 marks)
1. Title of the story -
2. Characters in the story -.
3. Setting -
4. Beginning of the story -
5. Important dialogues -
6. Problems/complication in the story -
7.
Solution
to the problems in the story -
8. Unexpected incident/ event -
9. Ending of the story -
10. Moral of the story –
b. Narrate the story in 250 words using the drafted points. (20 marks)
To complete this task organize the drafted points to narrate an interesting story in 4 paragraphs. These 4 paragraphs should include an introduction, 2 body paragraphs and a conclusion paragraph.
Section 2: Personal essay writing (20 marks)
Describe your personal experience of travelling to a place in Oman or outside the country in 250 words.
Write this personal essay in 4 paragraphs with an introduction, 2 paragraphs of body and a conclusion. You may include points like describing the place, your personal experience and some suggestions through your experience.
Deliverables
Submission
The final version of the assessment must be submitted online via MOVE.
At the time of submission, you need to make sure that the assignment is your own.
Is there a word limit (Number of Words ± 10%)?
Section 1: Creative writing -250 words (+/- 10%)
Section 2: Personal essay writing – 250 words (+/- 10%)
What do I need to do to pass? (Threshold Expectations)
In order to pass, you need to:
· Demonstrate the bility to use appropriate words, phrases and linkers to develop a free flow of thought in the written work.
· Show the skills of narrating a story and writing a personal experience on your own.
How do I produce high quality work that merits a higher grade?
You need to do the following to produce high quality work that merits a higher grade:
· Follow the structure of the writing skills taught in the class for both the questions.
· Language should be accurate and free from grammatical errors.
· Organise the information and write clearly in appropriate writing sty.
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docxchristinemaritza
ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
Rubrics for Educational Assessment.pptxshaziazamir1
Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.
Similar to Criterios evaluacion Assessment criteria sl_hl (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Paper 2- SL Assessment Criteria
Marks:
/ 25
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
• How effectively and
accurately does the student
use language?
Criterion B- Message
•
How clearly can the student
develop and organize relevant
ideas?
1-2
3-4
5-6
7-8
9-10
The work does not reach a
standard described by the
descriptors below.
Command of the language is
generally inadequate.
A very limited range of
vocabulary is used, with many
basic errors.
Simple sentence structures are
rarely clear.
The work does not reach a standard
described by the descriptors below.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary is
used, with many basic errors.
Simple sentence structures are
sometimes clear.
The message has barely been
communicated.
The ideas are sometimes irrelevant
and/or repetitive.
The development of ideas is confusing;
supporting details are limited and/or
not appropriate.
Command of the language is
generally adequate, despite
many inaccuracies.
A fairly limited range of
vocabulary is used, with many
errors.
Simple sentence structures are
usually clear.
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Simple sentence structures are
clear.
Command of the language is
good and effective.
A wide range of vocabulary is
used accurately, with few
significant errors.
Some complex sentence
structures are clear and effective.
The message has been partially
communicated.
The ideas are relevant to some extent.
The development of ideas is evident at
times; supporting details are
sometimes appropriate.
/10
0
/10
The message has not been
communicated.
The ideas are irrelevant and/or
repetitive.
The development of ideas is unclear;
supporting details are very limited
and/or not appropriate.
Criterion C – Format
•
•
How correctly does the student produce
the required text type?
To what extent are the conventions of
text types appropriate?
0
The work does not reach a standard
described by the descriptors below.
1
The text type is not recognizable.
Conventions appropriate to the text
type are not used.
2
3
4
5
The text type is hardly recognizable
or is not appropriate.
Conventions appropriate to the text
type are very limited.
The text type is sometimes
recognizable and appropriate.
Conventions appropriate to the text
type are limited.
The text type is generally
recognizable and appropriate.
Conventions appropriate to the text
type are evident.
The text type is clearly recognizable
and appropriate.
Conventions appropriate to the text
type are effective and evident.
The message has been
communicated fairly well.
The ideas are mostly relevant.
The development of ideas is coherent;
supporting details are mostly
appropriate.
The message has been
communicated well.
The ideas are relevant.
The development of ideas is coherent
and effective; supporting details are
appropriate.
/5
Comments:
________________________________________________________________________
________________________________________________________________________
2. Paper 2- HL Assessment Criteria
Section A:
Marks:
/ 25
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
• How effectively and
accurately does the student
use language?
0
1-2
3-4
5-6
7-8
9-10
Criterion B- Message
•
How clearly can the student
develop and organize relevant
ideas?
The work does not reach a
standard described by the
descriptors below.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary is
used, with many basic errors.
Simple sentence structures are
sometimes clear.
The work does not reach a standard
described by the descriptors below.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary is
used, with many basic errors.
Simple sentence structures are
sometimes clear.
The message has been partially
communicated.
The ideas are relevant to some extent.
The development of ideas is evident at
times; supporting details are
sometimes appropriate.
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Simple sentence structures are
clear.
The message has been
communicated fairly well.
The ideas are mostly relevant.
The development of ideas is coherent;
supporting details are mostly
appropriate.
Command of the language is
good and effective.
A wide range of vocabulary is
used accurately, with few
significant errors.
Some complex sentence
structures are clear and effective.
Command of the language is
very effective.
A wide range of vocabulary is
used accurately and effectively,
with very few errors.
Complex sentence structures are
clear and effective
Criterion C – Format
•
•
How correctly does the student produce
the required text type?
To what extent are the conventions of
text types appropriate?
The message has been
communicated well.
The ideas are relevant.
The development of ideas is coherent
and effective; supporting details are
appropriate.
/10
The message has not been
communicated.
The ideas are irrelevant and/or
repetitive.
The development of ideas is confusing;
supporting details are limited and/or
not appropriate.
0
1
2
3
4
5
The work does not reach a standard
described by the descriptors below.
The text type is not recognizable.
Conventions appropriate to the text
type are not used.
The text type is hardly recognizable
or is not appropriate.
Conventions appropriate to the text
type are very limited.
The text type is sometimes
recognizable and appropriate.
Conventions appropriate to the text
type are limited.
The text type is generally
recognizable and appropriate.
Conventions appropriate to the text
type are evident.
The text type is clearly recognizable
and appropriate.
Conventions appropriate to the text
type are effective and evident.
The message has been
communicated very well.
The ideas are relevant and effective.
The development of ideas is coherent
and thorough; supporting details are
highly appropriate.
/10
/5
Comments:
________________________________________________________________________
________________________________________________________________________
3. Section B:
Marks:
/ 20
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
•
How effectively and accurately does the student
use language?
Criterion B- Argument
•
•
•
How skillfully does the student develop ideas?
How clear and convincing is the argument?
To what extent does the student react to the stimulus?
The work does not reach a standard described by the
descriptors below.
Command of the language is limited and
generally ineffective.
A limited range of vocabulary is used, with many
basic errors.
Simple sentence structures are sometimes clear.
The work does not reach a standard described by the
descriptors below.
The development of ideas is very poor, and the argument
is unclear and unconvincing.
The structure of the argument is vague and confusing.
The ideas are irrelevant.
3-4
Command of the language is generally adequate,
despite many inaccuracies.
A fairly limited range of vocabulary is used, with
many errors.
Simple sentence structures are usually clear.
The development of ideas is poor, and the argument is
rarely clear and convincing.
The structure of the argument is sometimes apparent.
The ideas are sometimes relevant.
5-6
Command of the language is effective, despite
some inaccuracies.
A range of vocabulary is used accurately, with some
errors.
Simple sentence structures are clear.
The development of ideas is sometimes good, and the
argument has some clarity and is sometimes convincing.
The structure of the argument is evident.
The ideas are generally relevant.
Command of the language is effective.
A wide range of vocabulary is used accurately, with
few significant errors.
Some complex sentence structures are clear and
effective
Command of the language is very effective.
A wide range of vocabulary is used accurately and
effectively, with very few errors.
Complex sentence structures are clear and effective.
The development of ideas is good and methodical; the
argument is clear and fairly convincing.
The structure of the argument is coherent and organized.
The ideas are well expressed and relevant.
0
1-2
7-8
9-10
/10
The development of ideas is very good and methodical;
the argument is convincing.
The structure of the argument is consistently coherent and
organized.
The ideas are very well expressed, relevant and engaging
/10
Comments:
________________________________________________________________________
________________________________________________________________________
4. Individual Oral- SL Assessment Criteria
Marks:
/ 20
Criterion A- Productive skills
0
1-2
3-4
5-6
7-8
9-10
Criterion B- Interactive & receptive skills
How successfully does the student use the language
in speech?
• How fluent and clear is the student’s speech?
• How accurate and varied is the language used?
• How much does the student’s intonation aid
communication?
To what extent does the student understand and demonstrate
an ability to interact in a conversation?
• How well can the student express simple and complex
ideas?
• How well can the student maintain a conversation?
The work does not reach a standard
described by the descriptors below.
Command of spoken language is very
limited.
The production of language is very hesitant
and hardly comprehensible.
Language is often incorrect and/or very
limited.
Intonation interferes seriously with
communication.
Command of spoken language is limited.
The production of language is hesitant and
not always comprehensible.
Language is often incorrect and/or limited.
Intonation sometimes interferes with
communication.
Command of spoken language is fairly
good.
The production of language is
comprehensible and fluent at times.
Language is sometimes correct, with some
idiomatic expressions.
Intonation does not interfere with
communication.
Command of spoken language is good.
The production of language is mostly fluent.
Language is generally correct, varied and
articulate.
Intonation contributes to communication.
The work does not reach a standard described by the
descriptors below.
Simple ideas are understood with great difficulty
and interaction is very limited.
Simple ideas and opinions are presented
incoherently.
The conversation is disjointed.
Command of spoken language is very
good.
The production of language is fluent.
Language is correct, varied and articulate;
errors do not interfere with message.
Intonation enhances communication.
/10
Simple ideas are understood with difficulty and
interaction is limited.
Simple ideas and opinions are presented with
difficulty, sometimes incoherently.
The conversation does not flow coherently.
Simple ideas are understood fairly well and
interaction is acceptable.
Simple ideas and opinions are generally presented
clearly.
The conversation flows coherently at times but with
some lapses.
Simple ideas are understood well and interaction
is good.
Simple ideas and opinions are presented clearly and
coherently; there is some difficulty with complex
ideas.
The conversation generally flows coherently.
Complex ideas are understood well and
interaction is good.
Both simple and complex ideas and opinions are
generally presented clearly, coherently and
effectively.
The conversation flows coherently.
/10
Comments:
________________________________________________________________________
________________________________________________________________________
5. Individual Oral- HL Assessment Criteria
Marks:
/ 20
Criterion A- Productive skills
Criterion B- Interactive & receptive skills
How successfully does the student use the language
in speech?
• How fluent and clear is the student’s speech?
• How accurate and varied is the language used?
• How much does the student’s intonation aid
communication?
To what extent does the student understand and demonstrate
an ability to interact in a conversation?
• How well can the student express simple and complex
ideas?
• How well can the student maintain a conversation?
The work does not reach a standard
described by the descriptors below.
Command of spoken language is
limited.
The production of language is hesitant and
not always comprehensible.
Language is often incorrect and/or limited.
Intonation interferes with communication.
The work does not reach a standard described by
the descriptors below.
Simple ideas are understood with difficulty
and interaction is limited.
Simple ideas and opinions are presented with
difficulty, sometimes incoherently.
The conversation does not flow coherently.
Command of spoken language is fairly
good.
The production of language is
comprehensible and fluent at times.
Language is sometimes correct, with some
idiomatic expressions.
Intonation does not interfere seriously with
communication.
Simple ideas are understood fairly well and
interaction is acceptable.
Simple ideas and opinions are generally
presented clearly.
The conversation flows coherently at times but
with some lapses.
5-6
Command of spoken language is good.
The production of language is mostly
fluent.
Language is generally correct, varied and
idiomatic.
Intonation contributes to communication.
Simple ideas are understood well and
interaction is good.
Simple ideas and opinions are presented clearly
and coherently; there is some difficulty with
complex ideas.
The conversation generally flows coherently.
7-8
Command of spoken language is very
good.
The production of language is fluent, with
a touch of authenticity.
Language is accurate.
Intonation enhances communication.
Complex ideas are understood well and
interaction is very good.
Both simple and complex ideas and opinions are
generally presented clearly, coherently
and effectively.
The conversation flows coherently.
9-10
Command of spoken language is
excellent.
The production of language is fluent and
generally authentic.
Language is varied and idiomatic.
Intonation enhances communication.
Complex ideas are understood very well and
interaction is excellent.
Complex ideas and opinions are presented
clearly, coherently and effectively.
The conversation flows coherently in a natural
manner.
0
1-2
3-4
/10
/10
Comments:
________________________________________________________________________
________________________________________________________________________
6. Interactive Oral- SL Assessment Criteria
Marks:
/ 20
Criterion A- Productive skills
Criterion B- Interactive & receptive skills
How successfully does the student use the
language in speech?
• How fluent and clear is the student’s
speech?
• How accurate and varied is the language?
• How much does the student’s intonation aid
communication?
0
1
2
3
4
5
To what extent does the student understand and
demonstrate an ability to interact in a conversation?
• How well can the student express simple and
complex ideas?
• How well can the student maintain a conversation?
The work does not reach a standard
described by the descriptors below.
Command of spoken language is very
limited.
The production of language is very hesitant
and hardly comprehensible.
Language is often incorrect and/or very
limited.
Intonation interferes seriously with
communication.
Command of spoken language is limited.
The production of language is hesitant and
not always comprehensible.
Language is often incorrect and/or limited.
Intonation sometimes interferes with
communication.
Command of spoken language is fairly
good.
The production of language is
comprehensible and fluent at times.
Language is sometimes correct, with some
idiomatic expressions.
Intonation does not interfere seriously with
communication.
Command of spoken language is good.
The production of language is mostly fluent.
Language is generally correct, varied and
articulate.
Intonation contributes to communication.
The work does not reach a standard described by the
descriptors below.
Simple ideas are understood with great difficulty
and interaction is very limited.
Simple ideas and opinions are presented
incoherently.
The conversation is disjointed.
Command of spoken language is very
good.
The production of language is fluent.
Language is correct, varied and articulate;
errors do not interfere with message.
Intonation enhances communication.
/5
Simple ideas are understood with difficulty and
interaction is limited.
Simple ideas and opinions are presented with
difficulty, sometimes incoherently.
The conversation does not flow coherently.
Simple ideas are understood fairly well and
interaction is adequate.
Simple ideas and opinions are generally presented
clearly.
The conversation flows coherently at times but with
some lapses.
Simple ideas are understood well and interaction
is good.
Simple ideas and opinions are presented clearly and
coherently; there is some difficulty with complex
ideas.
The conversation generally flows coherently.
Complex ideas are understood well and
interaction is very good.
Both simple and complex ideas and opinions are
generally presented clearly, coherently and
effectively.
The conversation flows coherently.
/5
Comments:
________________________________________________________________________
________________________________________________________________________
7. Interactive Oral- HL Assessment Criteria
Marks:
/ 20
Criterion A- Productive skills
Criterion B- Interactive & receptive skills
How successfully does the student use the
language in speech?
• How fluent and clear is the student’s
speech?
• How accurate and varied is the language?
• How much does the student’s intonation aid
communication?
1
2
3
4
5
The work does not reach a standard
described by the descriptors below.
Command of spoken language is
limited.
The production of language is hesitant and
not always comprehensible.
Language is often incorrect and/or limited.
Intonation interferes with communication.
Command of spoken language is fairly
good.
The production of language is
comprehensible and fluent at times.
Language is sometimes correct, with some
idiomatic expressions.
Intonation does not interfere seriously with
communication.
Command of spoken language is good.
The production of language is mostly
fluent.
Language is generally correct, varied and
idiomatic.
Intonation contributes to communication.
Command of spoken language is very
good.
The production of language is fluent, with
a touch of authenticity.
Language is accurate.
Intonation enhances communication.
Command of spoken language is
excellent.
The production of language is fluent and
generally authentic.
Language is varied and idiomatic.
Intonation enhances communication.
The work does not reach a standard described by
the descriptors below.
Simple ideas are understood with difficulty
and interaction is limited.
Simple ideas and opinions are presented with
difficulty, sometimes incoherently.
The conversation does not flow coherently.
/5
0
To what extent does the student understand and
demonstrate an ability to interact in a conversation?
• How well can the student express ideas and
opinions?
• How well can the student maintain a conversation?
/5
Simple ideas are understood fairly well and
interaction is adequate.
Simple ideas and opinions are generally
presented clearly.
The conversation flows coherently at times but
with some lapses.
Simple ideas are understood well and
interaction is good.
Simple ideas and opinions are presented clearly
and coherently; there is some difficulty with
complex ideas.
The conversation generally flows coherently.
Complex ideas are understood well and
interaction is very good.
Both simple and complex ideas and opinions are
generally presented clearly, coherently and
effectively.
The conversation flows coherently.
Complex ideas are understood very well and
interaction is excellent.
Complex ideas and opinions are presented
clearly, coherently and effectively.
The conversation flows coherently in a natural
manner.
Comments:
________________________________________________________________________
________________________________________________________________________
8. Written Assignment- SL Assessment Criteria
Marks:
/ 25
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
How effectively and accurately
does the student use
language?
0
1-2
3-4
5-6
7-8
Criterion B- Content
• How well has the student
used the sources to
achieve the aim(s) stated in
the rationale?
• How skillfully are the
sources used for the task?
• How well organized is the
information gathered from
the sources?
The work does not reach a
standard described by the
descriptors below.
Command of the language is
generally inadequate.
A very limited range of
vocabulary is used, with many
basic errors.
Sentence structures are rarely
clear.
The work does not reach a
standard described by the
descriptors below.
The student makes little use
of the sources and has not
fulfilled the aim(s) stated in
the rationale.
Use of the sources is
superficial or poorly
developed.
There is no evidence of
organization.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary
is used, with many basic
errors.
Sentence structures are
sometimes clear.
The student makes some use
of the sources and partially
fulfills the aim(s) stated in
the rationale.
Use of the sources is basic,
though at least relevant.
There is an attempt at
organization.
Command of the language is
generally adequate, despite
many inaccuracies.
A fairly limited range of
vocabulary is used, with many
errors.
Sentence structures are
usually clear.
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Sentence structures are clear.
The student makes use of
the sources and generally
fulfills the aim(s) stated in
the rationale.
Use of the sources is
adequate.
There is some organization.
9-10
/8
Criterion C- Format
• How correctly does the
student produce the
required text type?
• To what extent are the
conventions of text types
appropriate?
0
1
2
3
4
The work does not reach a
standard described by the
descriptors below.
The text type is not
recognizable.
Conventions appropriate to
the text type are not used.
The text type is hardly
recognizable or is not
appropriate.
Conventions appropriate to
the text type are limited.
The text type is
sometimes recognizable
and appropriate.
Conventions appropriate to
the text type are evident.
The text type is clearly
recognizable and
appropriate.
Conventions appropriate to
the text type are effective
and evident.
Criterion D- Rationale
• How clear and convincing is
the rationale?
0
1
2
3
The work does not reach a
standard described by the
descriptors below.
The rationale is not clear.
The rationale is clear to
some extent.
The rationale is clear and
directly linked to the
sources.
The student makes good use
of the sources and mostly
fulfills the aim(s) stated in
the rationale.
Use of the sources is good.
The work is mostly organized.
The student makes effective
use of the sources and
fulfills the aim(s) stated in
the rationale.
Use of the sources is effective.
The work is organized.
/10
/4
/3
Comments:
________________________________________________________________________
________________________________________________________________________
9. Written Assignment- HL Assessment Criteria
Marks:
/ 25
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
How effectively and accurately
does the student use
language?
0
1-2
3-4
Criterion B- Content
• To what extent does the
student show appreciation
of the literary work?
• How skillfully is the task
planned?
The work does not reach a
standard described by the
descriptors below.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary
is used, with many basic
errors.
Simple sentence structures are
sometimes clear.
The work does not reach a
standard described by the
descriptors below.
The student does not make
use of the literary work.
Connection with the text is
superficial or little developed.
There is no evidence of
organization.
Command of the language is
generally adequate, despite
many inaccuracies.
A fairly limited range of
vocabulary is used, with many
errors.
Simple sentence structures are
usually clear.
The student makes little use
of the literary work.
Connection with the text is
basic.
There is little evidence of
organization.
Criterion C- Format
• How correctly does the
student produce the
required text type?
• To what extent are the
conventions of text types
appropriate?
0
1
2
3
4
5-6
7-8
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Simple sentence structures are
clear.
Command of the language is
effective.
A wide range of vocabulary is
used accurately, with few
significant errors.
Some complex sentence
structures are clear and
effective.
The work does not reach a
standard described by the
descriptors below.
The text type is
sometimes recognizable
and appropriate.
Conventions appropriate to
the text type are limited.
The text type is generally
recognizable and
appropriate.
Some conventions
appropriate to the text
type are evident.
The text type is
recognizable and
appropriate.
Conventions appropriate to
the text type are effective.
The text type is
recognizable,
appropriate and
convincing.
Conventions appropriate to
the text type are effective
and varied.
Criterion D- Rationale
• How clear and convincing is
the rationale?
0
The work does not reach a
standard described by the
descriptors below.
The rationale is not clear.
1
2
3
The rationale is clear to
some extent.
The rationale is clear,
pertinent and directly
linked to the literary work.
The student makes some use
of the literary work.
Connection with the text is
adequate and is used fairly
well.
There is some evidence of
organization.
The student makes use of
the literary work.
Connection with the text is
good.
There is evidence of
organization.
The student makes good use
of the literary work.
Connection with the text is
effective.
There is clear evidence of
organization.
9-10
/8
/10
/4
/3
Comments:
________________________________________________________________________
________________________________________________________________________