Level3 new exam_model

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Level 3 exam – a new model
(survival kit)

A new exam model is used from 01SEP15!
(Decision of Dyrektor Departamentu Nauki i Szkolnictwa Wojskowego
dated 01APR15)

skill time tasks/
questions
points points for
level 3 / 2 +
Reading 65 min 2 / 20 20 14 / 12
Listening 40 min 3 / 20 20 14 / 12
Writing 90 min 2 (1 A&B, 2) 30 21 / 18
Speaking (+15) 25 min 2 (1 A&B, 2
A&B)
20 14 / 12
Exam specification
BEFORE:
NOW:
skill time tasks/
questions
points points for
level 3 / 2 +
Reading 65 min 2 / 20 20 14 / 12
Listening 40 min 3 / 20 20 14 / 12
Writing 80 min 2 20 14 / 12
Speaking (+15) 25 min 2 (1 A&B, 2
A&B)
20 14 / 12

Task 1.
official letter / e-mail (120 words minimum)
OR
memmorandum (120 words minimum)
Task 2. Report
No pictograms used any longer. Minumum number of words set for 200. No maximum
limit! Importance of military related topics descending. More focus on current social-
political matters.
Both forms must be written in an appropriate format (letter, memorandum, report).
The texts should be clear, coherent and cohesive with main points logically presented.
Linking devices should be used correctly. The language has to be consistently formal.
Accuracy and appropriacy are expected. All points given in the instructions should be
covered. The texts have to be paragraphed and written in full sentences.
WRITING

Writing - scoring criteria
Language Resources
and Accuracy
Style Organisation Task fulfilment
NOW:
what was assessed BEFORE:
Language Resources
and Accuracy
Form Organisation/
content
Effect on the target
reader

Points Language Resources and Accuracy
9-10
A wide range of vocabulary, used with high precision. Grammar used successfully,
with very rare slips.
8
A relatively wide range of vocabulary, used precisely most of the time. Very few
errors in grammar. Errors do not impede comprehension.
7
An acceptable range of vocabulary, used with occasional imprecision. Occasional
errors in grammar. Errors rarely, if at all, impede comprehension.
6
An acceptable range of vocabulary, used with noticeable imprecision. Frequent
errors in grammar. Errors may occasionally impede comprehension.
4-5
Narrow range of vocabulary, used with frequent imprecision. Numerous errors in
grammar. Errors may fairly frequently impede comprehension.
1-3
Insufficient range of vocabulary to handle the topic. Numerous errors in grammar.
Errors often impede comprehension.

Points Form
9-10
All points fully covered and developed. Formal style
consistently used.
7-8
All points covered. Length of the text adequate (the
minimum fulfilled). Formal style generally used.
6
One point not covered. Length of the text inadequate
(10% shorter than the minimum). Formal style
inconsistently used; informalities occur.
1-5
Two points covered but not developed. Length of the
text inadequate (but above 50% of the minimum).
Informal style used with attempts at formal style.

Points Organization / content
9-10
Text coherent and logical. Arguments (only in task 2!) well chosen and
developed. Linking devices used correctly.
8
Text coherent and logical. Arguments (only in task 2!) well chosen but not
all of them fully developed/supported. Linking devices generally used
correctly.
7
Text mostly coherent and logical. All arguments (only in task 2!) related to
the topic but not always logical/or lacking supporting details. Linking
devices generally used correctly.
6
Text coherent with breakdowns in logic. Poor choice of arguments (only in
task 2!) but attempts to give supporting details visible. Occasional errors in
the usage of linking devices.
4-5
Text not very coherent with visible breakdowns in logic. Poor arguments
(only in task 2!) lacking supporting details / or not developed. Clumsy
usage of linking devices.
1-3
Text incoherent and illogical. Arguments (only in task 2!) poorly chosen,
underdeveloped and lacking supporting details. Incorrect usage of linking
devices.

Points Effect on the target reader
9-10 Message fully understandable. Text reads easily.
7-8
Message mostly understandable. Occasionally,
understanding requires some effort on the part of the
reader.
6
Message is occasionally unclear and requires some
interpreting from the reader. Most of the text reads
quite easily, though sporadically understanding
requires some effort on the part of the reader.
4-5
Message unclear. Reader must guess the author's
intentions. Parts of the text read with difficulty.
1-3 Message unclear. Text reads with difficulty.

Conlusions
A new model :
1) Favours a good organization and a proper form of your writing
2) Precision is still required, but it affects mainly the fourth criterion
(effects on the reader)
3) Poor linking words/phrases affects more your score.
4) Proper/logical arguments matter only in task two (report).
5) No maximum number of words gives more opportunities to express
yourself and to make more errors!
6) Relatively more time for writing two pieces (in comparison with 90
mins for three forms).

Level3 new exam_model

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