MARKING PAPER 2.pptx

SPM Writing Examiner Training
Training for examiners of the Writing
component of SPM English

SPM Writing Master Trainer
training: course aims
• To prepare Master Trainers / JUDs / KPs to cascade
training to Writing Examiners
• To offer tips and advice to Master Trainers / JUDs
/KPs for their own training of Writing examiners and
discuss issues which can occur during both training
sessions and live examining
• To familiarise Master Trainers / JUDs / KPs with the
content of the test materials and the level of the
exam
• To standardise the application of assessment scales
and scoring for Writing

Introduction from Cambridge
Assessment English consultant
Kirsten Alldred

Outline of the Training – Writing
Course modules Focus
1. General overview of SPM
Writing rater training
(Trainer’s perspective)
• The role of the trainer
• Practicalities on the day of training
• Materials required for training
• Preparing for the training
• Challenges likely to be encountered
2. SPM Writing test detailed
overview – key points to
focus on
• Format of the test
• Testing aim
• CEFR level and level of test
3. SPM Writing test
assessment
• Focus on the band descriptors &
analytical scales

Outline of the Training – Writing
Course modules Focus
4. SPM Writing test
assessment – rating of
performances
• Setting the standard
• Applying the standard
• Marks Collection procedure
5. SPM Writing test - round
up
• Marks Collection procedure
(online)
• Summary of main aspects of
training for cascading to Writing
examiners
At the end of of Day 2, there will be a Round-up session to discuss any
final points arising from the training content

Module 1
General overview of SPM Writing rater
training (Trainer’s perspective)

General overview of SPM Writing rater training
from the trainer’s perspective
This module will take you through the following
aspects:
• The role of the trainer
• What the training will cover
• Practicalities on the day of training
• Materials required for training
• Preparing for the training
• Challenges likely to be encountered

The role of the trainer
• To standardise Writing examiners in test
procedures
• To standardise Writing examiners in test
assessment
• To run a 1-day training programme
See the Guidelines for Examiner Training for
more details.

What Writing Examiner training
covers
• Introductions and outline of programme
• Writing test format
• Writing assessment – setting the standard
• Writing assessment – applying the standard

Practicalities
Before the training day, check:
• Facilities at your venue are suitable
• Attendance list of Writing examiners
• All materials are ready – see following slide
• Agenda is prepared/adapted as necessary

Materials required for training
• Guidelines for Examiner Training
• PowerPoint slides
• Scripts and commentaries
• Materials for pre-training familiarisation
• Handouts for activities during session
• Sample Writing test materials
• Instructions to Examiners containing assessment
scales

Pre-Training Checklist
Before delivery of your training, it may be useful to
consider the following questions:
• Are you fully familiar with all the samples covered in training (scripts)?
• Have you read all the supporting commentaries and highlighted /
annotated any areas which are likely to require explanation and/or further
justification?
• Have you adapted the presentation materials provided to suit your
agenda/timetable?
• Have you selected any additional handouts or other resources you would
like to use during the session?
• Have you sent an agenda for the training session to trainees?

Challenges arising during training
sessions
Spend a few minutes now to make a note of any
worries you have at this stage or issues you
think may occur during your training session.
E.g. keeping to time, using the mark
scheme effectively
Add any concerns you have to the chat box, and
at the end of the day we can discuss in the Q
and A session.

Module 2
1. Key points to focus on during
Writing Examiner training
2. SPM Writing test detailed overview

Key points to focus on during
Writing Examiner training?
Based on what we’ve looked at so far, consider for a
moment what you think are the key aspects (please
write them down) you will need to focus on in the
training session before introducing the examiners to
the Writing test and its assessment.

Key points to focus on during
Writing Examiner training
Here’s what we suggest:
• A general overview of SPM Writing test (and how it
has changed)
• A focus on the format of the test, timing and testing
aims
• A focus on the level of the Writing test with
reference to the Common European Framework of
Reference for Languages (CEFR)

SPM Writing Test Overview
Provide examiners with essential background information to the test, i.e.
• The Writing test is taken by all Form 5 students and constitutes 25% of
their overall candidate grade (the other papers, i.e. Reading and Use of
English, Listening and Speaking also being worth 25% each).
• Three sections, all aimed at the A2/B2 CEFR range, with an increase in
level as the candidate progresses through the test.
• Word limits in place for each test part.
• The duration of the test is 1 hour and 30 minutes.
• 60 marks are available in the test (across three tasks, all using a five-
band scale).
• Instructions for the tasks are given on the question paper. Candidates
write their answers on the question paper.

FORMAT INSTRUMEN PEPERIKSAAN SPM MULAI TAHUN 2021
MATA PELAJARAN BAHASA INGGERIS
YANG DIJAJARKAN KEPADA CEFR (1119)
Bil Perkara Kertas 1 (1119/1) Kertas 2 (1119/2) Kertas 3 (1119/3) Kertas 4 (1119/4)
1 Jenis Instrumen
Ujian Pemahaman (Reading and Useof
English)
Ujian Penulisan (Writing) Ujian Bertutur (Speaking) Ujian Mendengar (Listening)
 Objektif Aneka  Subjektif Respons Terhad
 Subjektif Respons Terbuka
 Subjektif Respons Terhad
 Subjektif Respons Terbuka
 Objektif Aneka
Pilihan (OAP) Pilihan (OAP)
2 Jenis Item Objektif Pelbagai Bentuk (OPB)
 Subjektif Respons
Objektif Pelbagai Bentuk (OPB)
Terhad
Bahagian 1: 8 soalan Bahagian 1: 1 soalan Bahagian 1: Bahagian 1: 7 soalan
(8 markah) (20 markah) 4 soalan untuk setiap (7 markah)
Bahagian 2: 10 soalan Bahagian 2: 1 soalan calon Bahagian 2: 8 soalan
(10 markah) (20 markah) Bahagian 2: (8 markah)
3 Bilangan Soalan Bahagian 3: 8 soalan
(8 markah)
Bahagian 4: 6 soalan
(Jawab 1 soalan)(20 markah)
1 soalan untuk setiap
calon
Bahagian 3:
(5 markah)
(6 markah) 3 soalan untuk kedua- (10 markah)
Bahagian 5: 8 soalan dua calon.
(8 markah)
4 Jumlah Markah
40 markah 60 markah 24 markah 30 markah
5 Wajaran 25% 25% 25% 25%
6 Konstruk
Kemahiran membaca:
 Memahami
 Mengaplikasi
 Menganalisis
 Menilai
Kemahiran menulis:
 Mengaplikasi
 Menganalisis
 Menilai
 Mencipta
Kemahiran bertutur dan mendengar:
 Memahami
 Mengaplikasi
 Menganalisis
 Menilai
Kemahiran mendengar:
 Memahami
 Mengaplikasi
 Pengetahuan sistem bahasa
 Nilai
7 Tempoh Ujian 1 jam 30 minit 1 jam 30 minit 13 minit 40 minit
8 Cakupan Konteks Mencakupi semua standard kandungan dan standard pembelajaran yang terdapat dalam Dokumen Standard Kurikulum dan Pentaksiran
9 Aras Kesukaran Mengikut aras penguasaan CEFR: B1 – B2
10 Kaedah Penskoran
 Dikotomus  Analitik
 Holistik
 Analitik
 Holistik
 Dikotomus

Overview of Writing Test tasks
Part 1 (Compulsory task)
Candidates have to write an email to a friend in about 80 words
Part 2 (Compulsory task)
Candidates have to write an essay in about 150 words
Part 3 (Candidates have a choice of task)
This part has three questions or tasks to choose from. The tasks
types may include an article, a review, a report or a story and
candidates have to choose one. They have to write about 250 words.
Parts 1 and 2 are compulsory and there is no choice of question. In part
3, candidates have a choice and there are three different tasks to choose
from.

SPM Writing Test Format (Part 1)
Part Task
Type
Number
of Items
Task Format Relevance to curriculum (examples)
1 Informal
message
1 item
(20
marks)
Write an
email to a
friend in
about 80
words
4.1.2: Make and respond to simple requests
and suggestions
4.1.2: Explain simple processes
4.1.3: Narrate factual and imagined events
and experiences
4.1.4: Express and respond to opinions and
common feelings such as happiness, sadness,
surprise, and interest
4.2.1: Punctuate written work with moderate
accuracy
4.2.2: Spell written work with moderate
accuracy
4.2.4: Begin to use formal and informal
registers appropriate to the target audience in
familiar situations

Part 1 – Example task
(page 14 Instructions for Writing Examiners)
You received an email from your new friend, Amy who has just moved to your
hometown.
Hi, The school holiday is finally here! Let’s go for a picnic with our friends.
Where shall we go and what can we do there? What should we bring?
I’ll be waiting for your reply.
Bye!
Now write an email to your friend in about 80 words. Write your answer
below.

Part Task Type Numbe
r of
Items
Task
Format
Relevance to curriculum (examples)
2 Formal
text
1 (20
marks)
Guided
writing
(essay) in
about 125-
150 words
4.1.2: Explain advantages and disadvantages of (i)
ideas (ii) plans or (iii) arrangements
4.1.3: Explain the main points for and against an
idea or argument
4.1.4: Express and respond to real or imagined
opinions and feelings
4.1.5: Organise, sequence and develop ideas within
a text of several paragraphs on familiar topics and
some unfamiliar topics
4.2.1: Punctuate written work on a range of text
types with reasonable accuracy
4.2.2: Spell written work on a range of text types
with reasonable accuracy
4.2.4: Use formal and informal registers appropriate
to the target audience in most familiar and some
unfamiliar situations

You must answer this question. Write your answer in 125 – 150 words in an
appropriate style.
Question 2
Your class has been discussing how they spend their money and your teacher
has asked you to write an essay about what you would spend your money on.
In your essay, you should write about:
• what you would like to buy
• reasons for your choice
• where do you usually buy these things
Write your essay using all the notes and giving reasons for your point of view.

Part Task Type Number of
Items
Task Format Relevance to curriculum (examples)
3 Extended
writing
1 (20 marks) An extended
text (200-
250 words).
There are 3
tasks and
candidates
choose one.
Tasks may
include, an
article, a
review, a
report or a
story.
4.1.2: Explain advantages and
disadvantages of (i) ideas (ii) plans or (iii)
arrangements
4.1.3: Explain the main points for and
against an idea or argument
4.1.4: Express and respond to real or
imagined opinions and feelings
4.1.5: Organise, sequence and develop
ideas within a text of several paragraphs
on familiar topics and some unfamiliar
topics
4.2.1: Punctuate written work on a range
of text types with reasonable accuracy
4.2.2: Spell written work on a range of text
types with reasonable accuracy
4.2.4: Use formal and informal registers
appropriate to the target audience in most
familiar and some unfamiliar situations

Article
You see this notice on the board outside the school library
Articles wanted!
My School Canteen
• What other types of food would you like to be served?
• What special facilities should your canteen have?
• How can you improve your canteen?
Write us an article answering these questions.
The best article will be displayed on the school magazine.
Write your article.

Review
You recently saw this notice in a magazine.
Reviews required!
Have you watched any interesting movies lately? Send us your movie review.
Say what you enjoyed about the movie.
Would you recommend the movie to your friends? Why?
The best reviews will be published in our newsletter.
Write your review.

Story
Your teacher has asked you to write a story for a school magazine. The story
must have the title:
A Dream Comes True
Your story should include:
• a description of the dream
• how the dream is achieved
Write your story.

The level of the SPM Writing Test
• The Writing test primarily targets CEFR B1-B2 with the highest
results reported at C1.
• Part 1 is at the lower end of performance and is marked at the
A2/B1 level. Part 2 is slightly higher and is marked at the B1-B2
level and part 3 is marked at the B2/C1 level.
• The assessment scales used to rate candidates’ performance
are derived from the guidance provided by the CEFR and there
is a separate scale for each part of the test
• The exam is criterion referenced (i.e. to the CEFR)
• In line with the positive ‘can do’ ethos of the CEFR, the
descriptors aim to describe communicative ability rather than
inability

Writing and the CEFR
Compare the descriptor for B1 with the descriptor for B2
B1 Overall Written Production
Can write straightforward
connected texts on a range of
familiar subjects within their
field of interest, by linking a
series of shorter discrete
elements into a linear
sequence. The texts are
understandable but
occasional unclear expressions
and/or inconsistencies may
cause a break-up in reading.
Can write clear, detailed
official and semi-official texts
on a variety of subjects related
to their field of interest,
synthesising and evaluating
information and arguments
from a number of sources. Can
make a distinction between
formal and informal language
with occasional less
appropriate expressions.

Writing and the CEFR
familiar subjects within their
field of interest, by linking a
series of shorter discrete
elements into a linear
sequence. The texts are
understandable but
occasional unclear
expressions
Can write clear, detailed
official and semi-official texts
on a variety of subjects
related to their field of
interest, synthesising and
evaluating information and
arguments from a number of
sources. Can make a
distinction between formal
and informal language with
occasional less appropriate
expressions.

SPM Writing and the CEFR
familiar subjects within their field of
interest, by linking a series of
shorter discrete elements into a
linear sequence. The texts are
understandable but
occasional unclear expressions
SPM Part 2 Band 3
Organisation
• Uses simple connectors and a
limited number of cohesive
devices appropriately.
Language
• Uses basic vocabulary
appropriately.
• Uses simple grammatical
forms with a good degree of
control.
• While errors are noticeable,
meaning can still be
determined.

Module 3
SPM Writing test assessment
Focus on the band descriptors
& analytical scales

Assessment Scales
• The SPM test uses three assessment scales, one for each part
of the writing test.
• They all assess three writing skills, Communicative
Achievement, Organisation and Language, and the overall task
fulfilment in Content.
• There is some overlap within the scales, i.e. the highest marks
in part 1 (5555) are equivalent to the middle marks in part 2
(5333), indicating a solid B1 level.
• The Content mark reflects how well the task has been
achieved and is the same across the levels.

Assessment Scales
• The following slides show extracts from the
assessment scales of writing performance at
level 3 for part 1, part 2 and part 3 of the
writing test.
• Look at each one carefully and note the
differences between them
• Make comments in the chat box if you are
unsure of anything and would like to discuss it
in the Q&A session at the end of the day.

Scal
e
Content
Communicative
Achievement
Organization Language
3
Part 1 Assessment Scale - Extract of score 3
Minor irrelevances and/or
omissions may be present.
Target reader is on the
whole informed.
Produces a text that
communicates simple
ideas in simple ways.
Text is connected
using basic, high
frequency
connectors.
Uses basic vocabulary reasonably.
Uses simple grammatical forms with some
degree of control.
Errors may impede meaning at times.
3
whole informed.
Produces a text that
communicates
straightforward ideas
using the conventions
of the communicative
task reasonably
appropriately.
Uses simple
connectors and a
limited number of
cohesive devices
appropriately.
Uses basic vocabulary appropriately.
Uses simple grammatical forms with a
good degree of control.
While errors are noticeable, meaning can
still be determined.
3
whole informed.
Uses the conventions
of the communicative
task to hold the
reader’s attention and
communicate
straightforward ideas
appropriately.
Text is generally
well-organised d
coherent, using a
variety of cohesive
devices.
Uses a range of everyday vocabulary with
occasional inappropriate use of less
common lexis.
Uses a range of simple and some complex
grammatical forms with a good degree of
control.
Errors do not impede communication.

Quick Quiz
• Look at handout W1 on the next 3 slides.
Answer the questions, making a note of
anything you don’t understand
(Handout – Writing page 1)
• If you have any questions, type them in the
chat box and we can discuss at the end of the
day in the Q&A session.

Assessment Scales
Content
Organisation
Communicative
Achievement
Language

Which scale for what?
• always go back to the descriptor
• may be covered under more than one sub-
scale
• 'but isn’t this unfair?'

Understanding the Descriptors
SPM Part 1
Scale Organisation
5
Uses simple connectors and a limited number of cohesive devices
appropriately.
3 Text is connected using basic, high frequency connectors.
1
Production unlikely to be connected, though punctuation and simple
connectors (i.e. and) may be used on occasion.
0 Performance below Band 1

Score Points 2 and 4
Part 1 - Band 5
Uses basic vocabulary appropriately.
Uses simple grammatical forms with a good degree of control.
While errors are noticeable, meaning can still be determined.
Part 1 - Band 4
Performance shares features of Bands 3 and 5
Part 1 - Band 3
Uses basic vocabulary reasonably.
Uses simple grammatical forms with some degree of control.

Descriptors: A Few Notes
(check assessment scales on page 19-24)
• 'fully informed'
• ‘relevant content’
• ‘omissions’

Descriptors: A Few Notes
(check assessment scales on page 19-24)
• ‘simple connectors and a limited number of
cohesive devices’
• ‘basic vocabulary used appropriately'
• ‘simple grammatical forms'

Writing Scales Familiarisation
Handout W2
‘Writing Scales activity’
Look at the following activity and
complete the exercises.

WRITING SCALES ACTIVITIES (Handouts – Writing)
EXERCISE 1
Some of the descriptors have been removed from the SPM Writing Part 1 mark
scheme.
Look at the table below and decide which marking criterion the letters A – F refer
to. Then, decide which descriptor is higher or lower for the different marking
criteria.
A
Produces isolated short units about simple and concrete matters, not always
communicating successfully.
B Irrelevances and/or misinterpretation of task may be present.
C Target reader is not informed.
D All content is relevant to the task. Target reader is fully informed.
E Produces a text that communicates simple ideas in simple ways
F
Uses basic vocabulary reasonably. Uses simple grammatical forms with some
degree of control.

WRITING SCALES ACTIVITIES Exercise 1 Answers
A
Produces isolated short units about simple and concrete matters, not always
communicating successfully. Communicative Achievement (score 1)
B Irrelevances and/or misinterpretation of task may be present. Content (score 1)
C Target reader is not informed. Content (score 0)
D
All content is relevant to the task. Target reader is fully informed. Content (score
5)
E
Produces a text that communicates simple ideas in simple ways. Communicative
Achievement (score 3)
F
Uses basic vocabulary reasonably. Uses simple grammatical forms with some
degree of control.
Errors may impede meaning at times. Language (score 3)

WRITING SCALES ACTIVITIES
EXERCISE 2
Some of the descriptors have been removed from the SPM Writing Part 1
assessment scale. Look at Table 2 and decide which band each descriptor relates to
in Part 1 of SPM Writing.
Descriptions of performance from Part 1 scales Part 1 Score?
All content is relevant to the task. Target reader is
fully informed.
0 1 2 3 4 5
Performance shares features of Bands 3 and 5 0 1 2 3 4 5
Errors may impede meaning at times. 0 1 2 3 4 5
Content is totally irrelevant. Target reader is not
informed.
0 1 2 3 4 5
Produces a text that communicates
straightforward ideas using the conventions of the
communicative task reasonably appropriately.
0 1 2 3 4 5

Text is connected using basic, high frequency
connectors.
0 1 2 3 4 5
Irrelevances and/or misinterpretation of task may
be present.
0 1 2 3 4 5
... a limited number of cohesive devices. 0 1 2 3 4 5
Produces a text that communicates simple ideas
in simple ways.
0 1 2 3 4 5
Uses basic vocabulary appropriately 0 1 2 3 4 5
Uses simple grammatical forms with some degree
of control.
0 1 2 3 4 5
Produces few simple grammatical forms with only
limited control
0 1 2 3 4 5

WRITING SCALES ACTIVITIES Exercise 2 Answers
Descriptions of performance from Part 1 scales Part 1 Score?
All content is relevant to the task. Target reader is fully informed. 0 1 2 3 4 5
Errors may impede meaning at times. 0 1 2 3 4 5
Content is totally irrelevant. Target reader is not informed. 0 1 2 3 4 5
Produces a text that communicates straightforward ideas using the
conventions of the communicative task reasonably appropriately.
0 1 2 3 4 5
Text is connected using basic, high frequency connectors. 0 1 2 3 4 5
Irrelevances and/or misinterpretation of task may be present. 0 1 2 3 4 5
... a limited number of cohesive devices. 0 1 2 3 4 5
Produces a text that communicates simple ideas in simple ways. 0 1 2 3 4 5
Uses basic vocabulary appropriately 0 1 2 3 4 5
Uses simple grammatical forms with some degree of control. 0 1 2 3 4 5
Produces few simple grammatical forms with only limited control 0 1 2 3 4 5

Module 4
SPM Writing test assessment
Rating of Performances

Setting the standard
Scripts 1-12
• Once you have finished going through this Module 4
PowerPoint presentation, you will be able to see some
scripts. After looking at these slides, please click on the
Setting the Standard section from the Welcome page on
Totara and follow the instructions there.
• You can use the chat box function to make a note of
anything you would like explaining, or that you would
like to discuss at the Q&A session at the end of the day.

Task - Part 1
You received an email from your new friend, Amy who has just
moved to your hometown.
Hi, The school holiday is finally here! Let’s go for a picnic with
our friends. Where shall we go and what can we do there? What
should we bring?
I’ll be waiting for your reply.
Bye!
Now write an email to your friend in about 80 words. Write
your answer below.

SUB-SCALE MARK COMMENTARY
CONTENT 5
All content is relevant to the task and the target reader is fully informed about the planned
picnic.
COMMUNICATIVE
ACHIEVEMENT
5
The candidate produces a text that communicates straightforward ideas using the conventions
of the communicative task, such as a consistent friendly tone and an informal register,
appropriately.
· I am so glad that you have brought this up…
· … I know just the place for our picnic.
· It will be at Central Park...
ORGANISATION 5
The candidate uses cohesive devices appropriately.
· We could also play ball there as the park is huge.
· I can handle them, though you could bring some snacks...
· Alright, do update me if something comes up.
LANGUAGE 5
Uses basic vocabulary which is relevant to the topic appropriately.
· holiday, picnic, supplies, planned, snacks
Uses simple grammatical forms with a good degree of control.
· I am totally excited and I know just the place for our picnic.
· It will be more fun with them around.

CONTENT 5
All content is relevant to the task. The target reader is fully informed about where the picnic will
take place, what they can do there and what to bring.
COMMUNICATIVE
ACHIEVEMENT
4
The text communicates simple ideas connected to arranging the picnic in a simple way. Some of
the conventions of an email are used reasonably appropriately, such as an informal tone and
register.
· I think there can be a perfect place for us because there have a beautiful nature.
· …fresh environment.
ORGANISATION 3
The text is linked using basic, high frequency connectors. And a limited number of cohesive
devices, such as simple referencing pronouns, are used appropriately.
· …because
· …and
· Sungai Gabai waterfall. I think there
· Sungai Gabai waterfall also suitable for our picnic because
· excited for that
LANGUAGE 3
Basic vocabulary connected to picnics and activities is used reasonably through the text.
· beautiful nature, fresh environment, suitable, barbeque, snack
Simple grammatical forms, such as simple present forms and modal verbs, are used reasonably
appropriately.
· I think there can be a perfect place
· We can do a barbeque
There are a number of errors with verb tenses and agreement. However, meaning can still be
determined in most cases.
· I’ve been received your email

CONTENT 3
All content is relevant to the task. The target reader is on the whole informed. There is
information about what to bring and what to do during the picnic. However, there is an omission
as no details are given about where to go for the picnic.
COMMUNICATIVE
ACHIEVEMENT
4
The candidate has communicated simple ideas in simple ways using some of the conventions of
an email in a reasonably appropriate way, such as suitable opening and closing salutations and a
friendly tone.
· I very excited with…
· We can do lot of things…
· … i hope we can have a best picnic later.
ORGANISATION 3
The candidate uses basic, high frequency connectors within the sentences to link ideas in the
email.
· … our clothes and some of interesting thing for we play…
· We can do lot of things in there like…
LANGUAGE 3
The candidate uses basic vocabulary which is relevant to the task in a reasonably appropriate
way.
· excited, barbeque, interesting
Simple grammatical forms are used with some degree of control, such as providing examples
within clauses.
· … I received an email from you about plan to have picnic…
· We can do lot of things in there like…
Errors with verb tenses and participle phrases are noticeable and meaning is impeded at times.
· We should tell to our parents for her decide we can go or not.

Task - Part 2
Your class has been discussing how they spend their money
and your teacher has asked you to write an essay about
what you would spend your money on.
In your essay, you should write about:
• what you would like to buy
• reasons for your choice
• where do you usually buy these things
Write your essay using all the notes and giving reasons for
your point of view.

CONTENT 5
All content is relevant to the task and the target reader is fully informed about what the candidate
would like to buy, the reasons for the choice and where to purchase it.
COMMUNICATIVE
ACHIEVEMENT
5
The candidate uses the conventions of the communicative task, such as making general
statements about the topic of money, and contrasting these with their personal ideas and
describing what they do themselves. Straightforward ideas are communicated and the target
reader’s attention is held.
· Nothing is free in this world.
· The reason why I want to buy a guitar is because…
· It would be amazing if I get…
ORGANISATION 5
The essay is well organised and well paragraphed with each paragraph focusing on a separate
idea. There is a variety of cohesive devices used to link the ideas across sentences and paragraphs.
· Therefore, when we have money…
· For example, …
· Moreover, I want to learn...
· In that way, I don’t have…
LANGUAGE 5
The candidate uses a range of everyday vocabulary with appropriate use of some less common
lexis.
· spending, instrument, purchase, reasons
Simple and some more complex grammatical forms, such as conditional clauses, are used with a
good degree of control.
· We all need money in order to buy something that we like.
· We need to use it wisely.
· As for me, if I have money, I would...
· I can do that by watching tutorials…
Errors do not impede communication.
· An accoustic guitar has been in my wishlist since…

CONTENT 3
The content is relevant to the task. However, the target reader is only on the whole informed due
to some irrelevance about what money can be used for and a lack of clarity about which specific
shoes the writer would like to buy and why.
· I would like to buy a pair of shoes because outside there have any logo or any brand that
make me so interested about that.
COMMUNICATIVE
ACHIEVEMENT
3
The candidate is able to communicate straightforward ideas using the conventions of an essay,
such as a consistent tone and fairly neutral register, reasonably appropriately.
· Money can make you survife
ORGANISATION 2
The candidate uses basic, high frequency connectors within sentences to link their ideas. There
are also a limited number of cohesive devices, such as simple referencing, which are used
appropriately.
 Because we can buy anything with this money.
· because
· about that
· this thing
LANGUAGE 2
Basic vocabulary is used appropriately, despite some spelling errors in certain words.
 usualy
 survife
Simple grammatical forms, such as simple modal verbs and present tenses, are used with some
degree of control.
· you must to save your money
· we can buy anything
· I would like to buy
· has a unique design
Errors are noticeable but generally do not impede meaning.
 I would like to buy a pair of shoes because outside there have any logo or any brand that

SUB-SCALE
MARK COMMENTARY
CONTENT 5
All content is relevant to the task. The reader is fully informed as there is information about what
the writer would buy, why and where from.
COMMUNICATIVE
ACHIEVEMENT
3
The text communicates straightforward ideas about the topic, using some of the conventions of
an essay, such as an introduction and personal opinions, in a reasonably appropriate way.
· First thing we must have a target
· I hope you all can use my ideas of spend money
ORGANISATION 2
The text is connected and there is an attempt to introduce the ideas using some cohesive devices,
but this is not always successful. There is some use of simple connectors, but the sentences are
often not linked in a coherent way.
· After that, we have to focus to your aim. Like me I want to buy a pair of shoes
· Other than that reasons
LANGUAGE 3
Basic vocabulary related to the topic is used appropriately.
· spend, buy, focus, happy, place, smart, handsome
Simple grammatical forms, such as present tense, are used with a good degree of control.
· After that, we have to focus toyour aim
· I want to buy a pair of shoes.
· I can buy my favourite shoes at sport planet
There are some noticeable errors, but meaning can still be determined.

CONTENT 5
All content is relevant to the task and the target reader is fully informed about how and where the
candidate spends money.
COMMUNICATIVE
ACHIEVEMENT
5
The conventions of an essay, such as describing personal experience and expressing facts and
opinions about a topic, are used to hold the target reader’s attention and to communicate
straightforward ideas appropriately.
· The best part is you lose the money but you get the treat.
· You can spend it on different kind of food.
· It gives us that “butterfly on your stomach” effect…
ORGANISATION 5
The text is generally well organised and coherent. There is a variety of cohesive devices to link the
ideas throughout the text.
· As a teenager…
· What I would I like to spend…
· Other than that…
· Plus, the best part…
LANGUAGE 3
The candidate uses basic vocabulary, which is connected to the topic, appropriately.
· clothes, transportation, money, concert tickets
There is a range of simple grammatical forms used with a good degree of control. However, there
are also some noticeable errors but meaning can still be determined.
· a normal teenager usually spend their money
· it give
· food is the only thing that make
· the money is on our hand
· I buy online in this one website
· recycled through out of time

Task - Part 3
Your teacher has asked you to write a story for a school
magazine. The story must have the title:
A Dream Comes True
Your story should include:
• a description of the dream
• how the dream is achieved
Write your story

CONTENT 2
Although the candidate has written about dreams, there is some misinterpretation of the task.
Instead of giving information about the dream and how it has been achieved, the candidate talks
about dreams in general. The target reader is minimally informed.
COMMUNICATIVE
ACHIEVEMENT
1
Produces a text that communicates straightforward ideas about dreams. Although there is no
narrative or narrative tenses, there is some attempt at describing feelings and there is a personal
viewpoint expressed, so some conventions of a story are used reasonably appropriately.
· Suddenly when you dream
· Sometimes I dream and hoping
· I always dreaming when I sleep
ORGANISATION 1
The text uses simple connectors within the paragraphs to link some ideas within the sentences.
There are a limited number of cohesive devices which are sometimes used appropriately.
· because when we dream
· and then sometimes I dream
· and I hoping
LANGUAGE 0
There is some basic vocabulary related to the topic of dreams which is used in a reasonable way.
· reality, hoping, sleep, wake up, happy
There are some simple grammatical forms used with some degree of control.
· when we hope something in dreaming
· will become true
There are a number of errors which sometimes impede meaning.
· I always think my dreaming for one day. Its not problems for dreaming

Task - Part 3
You recently saw this notice in a magazine.
Reviews required!
Have you watched any interesting movies lately? Send us
your movie review.
Say what you enjoyed about the movie.
Would you recommend the movie to your friends? Why?
The best reviews will be published in our newsletter.
Write your review.

CONTENT 5 All content is relevant to the task and the target reader is fully informed.
COMMUNICATIVE
ACHIEVEMENT
1
The candidate communicates straightforward ideas using some of the conventions of a review,
such as personal opinions and descriptive language, in a reasonably appropriate way. However,
the frequent language errors affect how well the ideas are communicated.
· Lately, I’ve been watched a movie at cinema.
· I’m so excited…
· I like to this movie because of one little kid with a lion…
· I’m very enjoyed it…
ORGANISATION 2
Text is generally well organised. The paragraphs focus on separate ideas and there is some use of
cohesive devices and simple connectors to link the ideas through the text. However, these are not
always used accurately.
· Unfortunately, the kid was…
· After that, the movie show us about…
· So, very lot’s of people shocked for that
LANGUAGE 2
Everyday vocabulary related to films and cinema is used appropriately.
· cinema, title, fantasy, action, enjoyed
Simple grammatical forms are used with a good degree of control, but when more complex
structures are attempted, errors occur.
· …I’m very enjoyed it at all.
· The movie was great edited at all.
· Whenever the young kid, must have a lion follow it.
· So, very lots of people shocked for that.
· Their also like a family and take care for each other.

Task - Part 3
You see this notice on the board outside the school library
Articles wanted!
My School Canteen
• What other types of food would you like to be served?
• What special facilities should your canteen have?
• How can you improve your canteen?
Write us an article answering these questions.

Script 2: part 3 page 1 (article)

CONTENT 5 All content is relevant to the task. The target reader is fully informed on how the candidate’s
school canteen can be improved.
COMMUNICATIVE
ACHIEVEMENT 4
The conventions of an article, such as an informative tone and a neutral register, are used
appropriately to communicate straightforward ideas. The target reader’s attention is held and the
communicative purposes of the task, to provide personal opinions about how the school canteen
can be improved, are fulfilled.
· Special facilities that my canteen should have is vending machine.
· These are my suggestions to improve my school canteen…
· By doing that, the canteen will be clean…
· Healthy food can keep our mind focused in class. Moreover, I would like my school canteen…
ORGANISATION 4
The essay is well organised and coherent with each paragraph introducing new ideas.
There is a variety of cohesive devices at the beginning of sentences, but very few linkers are used
between clauses to link ideas within sentences.
· Because of that,
· Moreover,
· Last but not least,
LANGUAGE 4
The candidate uses a range of vocabulary including less common lexis related to food and school
appropriately.
· servers, recess, facilities, healthy, hungry, improve
There is a range of simple and complex grammatical forms used with good control.
· Every school has their own canteen.
· Because of that, some of us didn’t have time to eat because the line was too long.
Occasional errors are present but do not impede communication.
· It would be easy for us to get some snacks at the vending machine…

Script 3: part 3 page 1 (movie review)

CONTENT 5
All content is relevant to the task and the target reader is fully informed about the movie and
why the writer would recommend it to others.
COMMUNICATIVE
ACHIEVEMENT
3
The conventions of a review, such as language of description and recommendation, are used to
communicate straightforward ideas and to hold the target reader’s attention. However, some plot
elements are described in specific detail rather than analysed and evaluated.
· The first thing why I enjoyed the movie is the movie concept…
· Second, the story line. Why the story line…
· Talk about themes, the colors that they use…
ORGANISATION 4
The essay is well organised with each paragraph focusing on a new aspect of the film which the
writer enjoyed. The text is connected through the use of cohesive devices such as sequential
discourse markers and more simple linking words.
· The first thing…
· Second…
· Third…
LANGUAGE 3
There is a range of everyday vocabulary related to the specific film described.
· zoo, films, wave, ocean
Simple and some more complex grammatical forms, including past and present tense, are used
with a good degree of control.
· They use an Indian boy instead of other different coloured boys to represent the Indian
theme...
· This scene really caught my attention…
There are a few errors with 3rd person endings, but these do not impede communication.
· Life of Pi teach me that…
· Life of Pi, is a story about an Indian boy, who live in India…

CONTENT 5 All content is relevant to the task. Target reader is fully informed on how the candidate’s school
canteen can be improved.
COMMUNICATIVE
ACHIEVEMENT 5
The candidate uses the conventions of an article effectively and the target reader’s attention is
held with ease. There is an introduction to the topic which describes the role of a canteen in
general terms, and the candidate’s own views and opinions are given. There is language of
description and explanation and all communicative purposes are fulfilled.
· The school canteen is an important part of the school
· The school canteen should serve a well-balanced meal for the students
ORGANISATION 5
The candidate’s response is well organised and coherent. There is a clear structure to the text and
the paragraphs are well planned and focus on separate ideas. There is a variety of cohesive
devices, such as sequential discourse markers as well as appropriate conjunctions within
sentences, to join clauses.
· The school canteen is visited every school day, so it is important...
· Firstly, I would like to start with the food
· Junk food is not healthy and shouldn’t be eaten for five consecutive days
· Lastly, the canteen can...
LANGUAGE 5
The candidate uses a range of vocabulary, including some less common lexis related to food and
health, appropriately.
· upgrade, benefit, importance, providing, containers
There is range of simple and complex grammatical forms used with control and flexibility.
· For example, form 5 students can eat at their own sections.
· This way, the canteen will be less chaotic and more organised
· By doing this, we can reduce the usage...
Occasional errors with plural agreement are present but they do not impede communication.
· Every students should never vandalise the school canteen

Applying the standard
Scripts 13 – 24
• Once you have finished going through this Module 4
PowerPoint presentation, you will be able to mark
some scripts. After looking at these slides, and
completing Setting the Standard, please then click on
the Applying the Standard section from the Welcome
page on Totara and follow the instructions there.
• You can use the chat box function to make a note of
anything you would like explaining, or that you would
like to discuss at the Q&A session at the end of the day

Script 12: part 3 pg 1 (movie review)

Script 12: part 3 pg 2 (movie review)

SPM Writing test – summary of main aspects of
training for cascading to examiners
• examiners understand the format of the writing test
• examiners are familiar with the level of the writing
test
• examiners are aware of the different task types
• examiners are confident in how to use the different
assessment scales
• examiners are accurate in applying the assessment
scales to candidate scripts

Round up
Please make any notes or questions
that you have in the chat box and we
will respond to them in the Q & A
session after the training.

MARKING PAPER 2.pptx

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