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The document provides an overview of the training for examiners of the SPM English Writing component, outlining the aims to prepare master trainers and familiarize them with the test materials and assessment scales. It details the modules that will be covered including test format, assessment criteria, and practicing rating performances using the standards. The training aims to standardize examiners in administering and assessing the Writing test which is benchmarked to CEFR levels B1 to B2.

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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 Bahagian 3: 3 soalan (Jawab 1 soalan)(20 markah) 1 soalan untuk setiap calon Bahagian 3: Bahagian 3: 5 soalan (5 markah) Bahagian 4: 10 soalan (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.
SPM Writing Test Format (Part 2) 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
Part 2 – Example task (page 16 Instructions for Writing Examiners) 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.
SPM Writing Test Format (Part 3) 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
Part 3 – Example task (page 17 Instructions for Writing Examiners) 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.
Part 3 – Example task (page 18 Instructions for Writing Examiners) 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.
Part 3 – Example task 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. B2 Overall Written Production 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 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. B2 Overall Written Production 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 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. 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 Part 2 Assessment Scale - Extract of score 3 Target reader is on the whole informed. Minor irrelevances and/or omissions may be present. 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 Part 3 Assessment Scale - Extract of score 3 Target reader is on the whole informed. Minor irrelevances and/or omissions may be present. 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
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. Errors may impede meaning at times.
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. Errors may impede meaning at times.
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 Performance shares features of Bands 1 and 3 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 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 Performance shares features of Bands 1 and 3 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.
Script 1 : part 1
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.
Script 9 : part 1
SUB-SCALE MARK COMMENTARY 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
Script 8 : part 1
SUB-SCALE MARK COMMENTARY 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.
Script 2: part 2 page 1
Script 2: part 2 page 2
SUB-SCALE MARK COMMENTARY 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…
Script 6: part 2
SUB-SCALE MARK COMMENTARY 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
Script 14: part 2
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.
Script 3: part 2
SUB-SCALE MARK COMMENTARY 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
Script 5: part 3 (story)
SUB-SCALE MARK COMMENTARY 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.
Script 9: part 3 (review)
SUB-SCALE MARK COMMENTARY 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)
Script 2: part 3 page 2 (article)
SUB-SCALE MARK COMMENTARY 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…
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.
Script 3: part 3 page 1 (movie review)
Script 3: part 3 page 2 (movie review)
Script 3: part 3 page 3 (movie review)
SUB-SCALE MARK COMMENTARY 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…
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 15: part 3 page 1 (article)
Script 15: part 3 page 2 (article)
SUB-SCALE MARK COMMENTARY 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 2 : part 1
Script 4 : part 1
Script 13 : part 1
Script 11 : part 1
Script 5: part 2
Script 13: part 2
Script 10: part 2 page 1
Script 10: part 2 page 2
Script 7: part 3 (story)
Script 1: part 3 page 1 (movie review)
Script 1: part 3 page 2 (movie review)
Script 11: part 3 (article)
Script 12: part 3 pg 1 (movie review)
Script 12: part 3 pg 2 (movie review)
Script 6: part 3 (article)
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.
Thank you!

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MARKING PAPER 2.pptx

  • 1.
    SPM Writing ExaminerTraining Training for examiners of the Writing component of SPM English
  • 2.
    SPM Writing MasterTrainer 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
  • 3.
    Introduction from Cambridge AssessmentEnglish consultant Kirsten Alldred
  • 4.
    Outline of theTraining – 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
  • 5.
    Outline of theTraining – 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
  • 6.
    Module 1 General overviewof SPM Writing rater training (Trainer’s perspective)
  • 7.
    General overview ofSPM 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
  • 8.
    The role ofthe 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.
  • 9.
    What Writing Examinertraining covers • Introductions and outline of programme • Writing test format • Writing assessment – setting the standard • Writing assessment – applying the standard
  • 10.
    Practicalities Before the trainingday, 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
  • 11.
    Materials required fortraining • 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
  • 12.
    Pre-Training Checklist Before deliveryof 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?
  • 13.
    Challenges arising duringtraining 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.
  • 14.
    Module 2 1. Keypoints to focus on during Writing Examiner training 2. SPM Writing test detailed overview
  • 15.
    Key points tofocus 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.
  • 16.
    Key points tofocus 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)
  • 17.
    SPM Writing TestOverview 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.
  • 18.
    FORMAT INSTRUMEN PEPERIKSAANSPM 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 Bahagian 3: 3 soalan (Jawab 1 soalan)(20 markah) 1 soalan untuk setiap calon Bahagian 3: Bahagian 3: 5 soalan (5 markah) Bahagian 4: 10 soalan (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
  • 19.
    Overview of WritingTest 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.
  • 20.
    SPM Writing TestFormat (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
  • 21.
    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.
  • 22.
    SPM Writing TestFormat (Part 2) 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
  • 23.
    Part 2 –Example task (page 16 Instructions for Writing Examiners) 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.
  • 24.
    SPM Writing TestFormat (Part 3) 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
  • 25.
    Part 3 –Example task (page 17 Instructions for Writing Examiners) 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.
  • 26.
    Part 3 –Example task (page 18 Instructions for Writing Examiners) 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.
  • 27.
    Part 3 –Example task 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.
  • 28.
    The level ofthe 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
  • 29.
    Writing and theCEFR 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. B2 Overall Written Production 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.
  • 30.
    Writing and theCEFR 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. B2 Overall Written Production 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.
  • 31.
    SPM Writing andthe CEFR 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. 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.
  • 32.
    Module 3 SPM Writingtest assessment Focus on the band descriptors & analytical scales
  • 33.
    Assessment Scales • TheSPM 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.
  • 34.
    Assessment Scales • Thefollowing 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.
  • 35.
    Scal e Content Communicative Achievement Organization Language 3 Part 1Assessment 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 Part 2 Assessment Scale - Extract of score 3 Target reader is on the whole informed. Minor irrelevances and/or omissions may be present. 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 Part 3 Assessment Scale - Extract of score 3 Target reader is on the whole informed. Minor irrelevances and/or omissions may be present. 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.
  • 36.
    Quick Quiz • Lookat 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.
  • 40.
  • 41.
  • 42.
    Which scale forwhat? • always go back to the descriptor • may be covered under more than one sub- scale • 'but isn’t this unfair?'
  • 43.
    Understanding the Descriptors SPMPart 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
  • 44.
    Score Points 2and 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. Errors may impede meaning at times.
  • 45.
    Descriptors: A FewNotes (check assessment scales on page 19-24) • 'fully informed' • ‘relevant content’ • ‘omissions’
  • 46.
    Descriptors: A FewNotes (check assessment scales on page 19-24) • ‘simple connectors and a limited number of cohesive devices’ • ‘basic vocabulary used appropriately' • ‘simple grammatical forms'
  • 47.
    Writing Scales Familiarisation HandoutW2 ‘Writing Scales activity’ Look at the following activity and complete the exercises.
  • 48.
    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. Errors may impede meaning at times.
  • 49.
    WRITING SCALES ACTIVITIESExercise 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)
  • 50.
    WRITING SCALES ACTIVITIES EXERCISE2 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 Performance shares features of Bands 1 and 3 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
  • 51.
    Text is connectedusing 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
  • 52.
    WRITING SCALES ACTIVITIESExercise 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 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 Performance shares features of Bands 1 and 3 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
  • 53.
    Module 4 SPM Writingtest assessment Rating of Performances
  • 54.
    Setting the standard Scripts1-12 • 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.
  • 55.
    Task - Part1 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.
  • 56.
    Script 1 :part 1
  • 57.
    SUB-SCALE MARK COMMENTARY CONTENT5 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.
  • 58.
    Script 9 :part 1
  • 59.
    SUB-SCALE MARK COMMENTARY CONTENT5 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
  • 60.
    Script 8 :part 1
  • 61.
    SUB-SCALE MARK COMMENTARY CONTENT3 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.
  • 62.
    Task - Part2 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.
  • 63.
  • 64.
  • 65.
    SUB-SCALE MARK COMMENTARY CONTENT5 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…
  • 66.
  • 67.
    SUB-SCALE MARK COMMENTARY CONTENT3 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
  • 68.
  • 69.
    SUB-SCALE MARK COMMENTARY CONTENT 5 Allcontent 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.
  • 70.
  • 71.
    SUB-SCALE MARK COMMENTARY CONTENT5 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
  • 72.
    Task - Part3 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
  • 73.
    Script 5: part3 (story)
  • 74.
    SUB-SCALE MARK COMMENTARY CONTENT2 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
  • 75.
    Task - Part3 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.
  • 76.
    Script 9: part3 (review)
  • 77.
    SUB-SCALE MARK COMMENTARY CONTENT5 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.
  • 78.
    Task - Part3 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.
  • 79.
    Script 2: part3 page 1 (article)
  • 80.
    Script 2: part3 page 2 (article)
  • 81.
    SUB-SCALE MARK COMMENTARY CONTENT5 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…
  • 82.
    Task - Part3 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.
  • 83.
    Script 3: part3 page 1 (movie review)
  • 84.
    Script 3: part3 page 2 (movie review)
  • 85.
    Script 3: part3 page 3 (movie review)
  • 86.
    SUB-SCALE MARK COMMENTARY CONTENT5 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…
  • 87.
    Task - Part3 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.
  • 88.
    Script 15: part3 page 1 (article)
  • 89.
    Script 15: part3 page 2 (article)
  • 90.
    SUB-SCALE MARK COMMENTARY CONTENT5 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
  • 91.
    Applying the standard Scripts13 – 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
  • 92.
    Script 2 :part 1
  • 93.
    Script 4 :part 1
  • 94.
  • 95.
  • 96.
  • 97.
  • 98.
  • 99.
  • 100.
    Script 7: part3 (story)
  • 101.
    Script 1: part3 page 1 (movie review)
  • 102.
    Script 1: part3 page 2 (movie review)
  • 103.
    Script 11: part3 (article)
  • 104.
    Script 12: part3 pg 1 (movie review)
  • 105.
    Script 12: part3 pg 2 (movie review)
  • 106.
    Script 6: part3 (article)
  • 107.
    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
  • 108.
    Round up Please makeany notes or questions that you have in the chat box and we will respond to them in the Q & A session after the training.
  • 109.