Language ab initio TSM v2 - drsacct.com · Language ab initio: internal assessment—teacher...

Teacher support material

Diploma Programme

Language ab initioInternal assessment

First examinations 2004

International Baccalaureate Organization

Buenos Aires Cardiff Geneva New York Singapore

Diploma Programme

Language ab initioInternal assessment

Teacher support material

First examinations 2004

Published November 2005

International Baccalaureate OrganizationPeterson House, Malthouse Avenue, Cardiff Gate

Cardiff, Wales GB CF23 8GLUnited Kingdom

Phone: + 44 29 2054 7777Fax: + 44 29 2054 7778Web site: www.ibo.org

© International Baccalaureate Organization 2005

The International Baccalaureate Organization (IBO) was established in 1968 and is a non-profit, international educational foundation registered in Switzerland.

The IBO is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IBO will be pleased to rectify any errors or omissions at the earliest opportunity.

IBO merchandise and publications in its official and working languages can be purchased through the online catalogue at www.ibo.org, found by selecting Publications from the shortcuts menu. General ordering queries should be directed to the sales and marketing department in Cardiff.

Phone: +44 29 2054 7746Fax: +44 29 2054 7779E-mail: [email protected]

Diploma Programme

Language ab initio: internal assessment—teacher support material


Contents

Introduction 1

The purpose of this document 1

Description of content 1

Target audience 2

Section A: The oral component and the language ab initio course 3

Aims and objectives of the oral component 3

Nature and focus of the oral component 3

Internal assessment of the oral component 5

How to calculate the fi nal assessment score for the internal assessment 6

Section B: The individual oral and the interactive oral activities 8

The individual oral 8

Format of the individual oral 9

Conduct of the individual oral 10

Interactive oral activities 14

Section C: Visual stimuli 17

How to choose a visual stimulus 18

How to use the visual stimulus to prepare the presentation 18

Examples of good choices of visual stimuli 20

Section D: The assessment criteria and their application 26

The assessment criteria and descriptors 26

Using the assessment criteria 26

General comments about the internal assessment criteria 27

Specifi c comments about the criteria and how to use them 27

The language ab initio internal assessment criteria 29

Annex 1: Form 2/IA 33

Annex 2: Form 2/RF 37

Annex 3: Checklist for the language ab initio individual oral 41


Introduction

The purpose of this documentThis document provides further clarification on issues that pertain to the oral component for the language ab initio course and its assessment.

The document should be read in conjunction with the Language Ab Initio guide (February 2002), and section F (assessment) and section 2 (group 2: second language) of the Vade Mecum (the procedures manual for Diploma Programme coordinators and teachers).

The document aims to:

• clarify the practical implications and procedures relevant to the language ab initio oral component

• give teachers guidance on the conduct of the individual oral

• give teachers guidance on the interactive oral activities

• make external assessment procedures transparent so that the nature of a good individual oral is more clearly understood

• give teachers guidance on the choice of visual stimuli to use.

Description of contentThe document consists of four sections.

• Section A focuses on the aims, objectives and nature of the oral component in the context of the language ab initio course. Guidance as to how to calculate the final assessment score for the internal assessment is also given.

• Section B focuses on the formal requirements of the internal assessment tasks, as well as the role of the teacher in the preparation of these tasks. Information and guidelines concerning, for example, the follow-up questions for the discussion about the stimulus, as well as suggestions for the interactive oral activities are provided.

• Section C includes essential information and guidelines concerning the visual stimuli. There are also sample visual stimuli and moderator comments on their suitability, as well as suggestions for follow-up questions.

• Section D includes the assessment criteria as published in the Language Ab Initio guide (February 2002) as well as guidance on how these criteria should be used to assess the internal assessment activities (the individual oral and the interactive oral activities).

The annexes include the two forms that pertain to internal assessment for the language ab initio course: form 2/IA, which is to be sent to the external moderator, and form 2/RF, which is a written record of a minimum of three interactive oral activities plus the compulsory individual oral. Form 2/RF is for school use only.

© International Baccalaureate Organization 2005 1

Introduction

Target audienceAlthough this document is aimed primarily at teachers, it includes information that is of direct relevance to students. Teachers are encouraged to share this information with their students.

2 © International Baccalaureate Organization 2005


Aims and objectives of the oral componentThe inclusion of an oral element in both the study and assessment of language ab initio is consistent with the overall aims and objectives of the language ab initio course. The course is for a complete beginner with no, or almost no, experience of the language. An ab initio subject must be taught. It is not for independent study and may not be anticipated. The oral component reflects the aims to:

• enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes

• provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language

• develop students’ awareness of the relationship between the languages and cultures with which they are familiar.

(Language Ab Initio guide, page 7)

To achieve these aims, the assessment model for the language ab initio oral component provides appropriate opportunities for students to demonstrate the following key objectives of the course (adapted from the Language Ab Initio guide, page 9):

• communicate clearly and effectively information and basic ideas, in a variety of everyday situations

• understand and use accurately the essential spoken forms of the language in a limited range of situations

• understand and use a limited range of vocabulary in common usage

• show an awareness of some elements of the culture(s) related to the language studied.

The overall objective of this course is for students to achieve communicative competence in a variety of everyday situations.

Nature and focus of the oral componentThe core syllabus of the language ab initio course is divided into seven different topics that can be studied in any order. The syllabus aims to explore different aspects of each topic through a range of “texts” or continuous pieces of spoken or written language. Examples of speaking and listening situations are listed in the Language Ab Initio guide, pages 18–24, according to the topics in which they occur.

The teaching of vocabulary and grammatical structures that students are expected to demonstrate should form an integral part of teaching materials and classroom activities. For each of the ab initio languages on offer, there is a language-specific syllabus that follows the topics of the core syllabus and includes both the prescribed grammar and lexicon necessary for the course.

The language ab initio course places emphasis on both accuracy and fluency. A balance between the two is required in order to communicate effectively in everyday social interaction. Accuracy, that is, grammar and correct pronunciation, is important. However, at ab initio level, the emphasis is on fluency, or the ability to communicate effectively. Lapses in accuracy are permissible as long as the message is conveyed.

Section A: The oral component and the language ab initio course


Speaking skillsStudents at ab initio level should be taught to:

• convey straightforward, factual information and respond appropriately in spontaneous discussion

• use some colloquial language competently in social exchanges

• convey information and express attitudes reasonably clearly within a brief structured presentation, and respond in spontaneous discussion on the topic

• respond with some sensitivity to social conventions.

Listening skillsStudents at ab initio level should be taught to:

• understand straightforward conversational exchanges

• understand some colloquial language in social exchanges

• understand the overall idea or argument from a short speech or presentation on a prescribed topic

• participate in a conversation appropriate to context and culture.

Here are a few examples of activities that involve both listening and speaking skills.

• Class discussion of a spoken text, for example, a recorded interview

• Telephone conversation

• Transactions at the bank or post office

Recommendations• Teachers should aim to provide authentic materials that have been produced to satisfy the needs and

expectations of everyday users of the target language; these may be spoken or written, printed or electronic. They can be adapted to suit the students’ linguistic competence.

• In the case of languages that are spoken in more than one country, students should be exposed to the significant varieties of the language wherever possible.

• Students should develop ways of coping with unfamiliar language and situations and be encouraged to develop their autonomy.

• Different languages will have different needs and requirements. Teachers should decide what is most appropriate to their specific circumstances and to individual student needs.



Internal assessment of the oral component

The oral component of the language ab initio course consists of two compulsory activities.

1. The individual oral: this activity is recorded on cassette. It is internally assessed by the teacher and externally moderated by the IBO.

2. An interactive oral activity: this activity is not recorded or externally moderated. It is internally assessed by the teacher. (Further details concerning the interactive activities can be found in the Language Ab Initio guide, pages 31–35.)

The final internal assessment mark submitted to IBCA (International Baccalaureate Curriculum and Assessment Centre, Cardiff) must be the average (arithmetic mean) of the marks for the two internal assessment activities, that is, the mark for the compulsory individual oral and the mark of one out of a minimum of three interactive oral activities.

Note: only one mark for the interactive oral activity is to be submitted, usually the best one.

The moderation of the internal assessment is based on the recording of one activity: the individual oral. The individual oral is internally assessed, and sample recordings from each school are sent to an examiner for external moderation. The interactive oral activity is not sent for external moderation. However, the teacher uses the same internal assessment criteria to assess both the individual oral and the interactive oral activities.

Internal assessment activities take place at times convenient to the teacher and consistent with IBO deadlines.

Students’ oral work is internally assessed according to three assessment criteria: language, communication skills and interaction. A copy of the three criteria can be found on pages 44–46 of the Language Ab Initio guide and in section D of this document. Further details on how to use the criteria are also in section D of the document.

Teachers are requested to keep a written record of the marks of the individual oral and the three assessed interactive oral activities for each student using form 2/RF. This form is for school records only but must be kept by the school to allow for the possibility of an enquiry upon results. It is not to be sent to either IBCA or the moderator. A copy of form 2/RF can be found in annex 2 and in the Vade Mecum.

From the May 2006 examination session, at least one of the three interactive oral activities recorded on form 2/RF must be a response to a listening stimulus such as a film, a speech, a radio broadcast, an interview, a recorded extract or a song. At ab initio level, this could be a group oral response in the target language to a spoken stimulus provided by members of the same group (see example 1, page 14). This task, however, does not have to be the selected interactive activity. To ensure an overall, balanced assessment of the student’s oral proficiency in a variety of contexts, the three recorded interactive oral activities must each cover a different core syllabus topic. Further details concerning the interactive oral activities can be found in section B of this document.

Schools are required to include a completed form 2/IA for each of the sample recordings sent for external moderation. This form contains the marks for, and essential information on, the individual oral and the interactive oral activity. Schools must also include copies of the visual stimuli used by the students in the sample.



How to calculate the final assessment score for the internal assessmentThe internal assessment of students’ oral work by the teacher comprises thirty per cent (30%) of the total mark for language ab initio. This internal assessment score consists of two marks: the mark for the compulsory individual oral and the mark for one of the three mandatory interactive oral activities (normally the best one).

The final internal assessment score submitted to IBCA via IBIS is the average (arithmetic mean) of the marks awarded for these two internal assessment activities: the compulsory individual oral and the selected interactive oral activity.

The teacher adds up the total marks for the two activities and then divides by 2 to obtain a final mark (between 0 and 30).

The teacher submits via IBIS the final mark for each student. The teacher must use whole numbers, not decimals, fractions or estimates. Any half marks should be rounded up to the next integer.

Example:

Selected interactive oral activity (30 max) 19

Compulsory individual oral (30 max) + 23

Addition of two marks (60 max) = 42 ÷ 2

Average (30 max)

Final assessment mark= 21



Example A: Student X

Criterion A Criterion B Criterion C

Individual oral 7 6 8

Interactive oral activity 8 9 8

Step 1: Add up the total marks for each of the two internal assessment activities (30 max for each activity).Compulsory individual oral (30 max): 7 + 6 + 8 = 21Selected interactive oral activity (30 max): 8 + 9 + 8 = 25

Step 2: Add up the total marks of the two activities to obtain a mark out of 60 (60 max for the two activities).21 + 25 = 46

Step 3: Divide this mark out of 60 by 2 to obtain a final mark (between 0 and 30).46 ÷ 2 = 23

Step 4: Submit the final mark of 23 to IBCA.

Example B: Student Y

Criterion A Criterion B Criterion C

Individual oral 7 7 8

Interactive oral activity 8 9 10

Step 1: Add up the total marks for each of the two internal assessment activities (30 max for each activity).Compulsory individual oral (30 max): 7 + 7 + 8 = 22Selected interactive oral activity (30 max): 8 + 9 + 10 = 27

Step 2: Add up the total marks of the two activities to obtain a mark out of 60 (60 max for the two activities).22 + 27 = 49

Step 3: Divide this mark out of 60 by 2 to obtain a final mark (between 0 and 30).49 ÷ 2 = 24.5 (round up 0.5 to the next integer, in this case, 25)

Step 4: Submit the final mark of 25 to IBCA.




Section B: The individual oral and the interactive oral activities

The individual oral

The individual oral is:

• approximately 10 minutes in length plus 10 minutes’ preparation

• worth 15% of the final assessment mark

• to be scheduled during the final year of the course

• to take place in or out of the classroom; if other students are present in the room, there must be no interruptions, which could affect the student’s performance

• a discussion/one-to-one conversation between the teacher and the student that consists of two parts. The first part is based on a visual stimulus, to be prepared by the student immediately before the test. The second part consists of a general conversation on further ab initio topic areas as listed in the Language Ab Initio guide, pages 15–17.

Students must be given adequate notice of when their individual oral is to take place.

Cassette recordings of the individual oral will be required for external moderation.

Detailed procedural instructions for conducting the individual oral are provided each year in the Vade Mecum. Teachers must obtain a copy of the relevant sections from their Diploma Programme coordinator (section F and section 2).

Section F of the Vade Mecum gives general advice on audio recordings.

Section 2 of the Vade Mecum gives guidelines regarding:

• the number of visual stimuli in relation to the number of students

• the quality of the recordings

• practical arrangements

• the role of the teacher during the individual oral

• the selection of sample cassette recordings.

Moderation of the individual oral is by inspection of a sample of students’ work. Although only five, eight or ten samples are required to be sent to a moderator for the purpose of moderation, it is necessary to record all students as additional samples may be asked for at a later date.



Each school is required to send by post a sample of the students’ recorded work, as indicated on IBIS, to an external moderator appointed by IBCA. All sample cassette recordings sent to the external moderator must be clearly labelled and rewound to the beginning of the recording. A fully completed form 2/IA for each student must be included with the recordings as well as copies of the visual stimuli used by the students in the sample. A copy of form 2/IA can be found in the Vade Mecum and in annex 1 of this document. Any further information about the award of individual marks that may be of assistance to the external moderator should also be included on form 2/IA.

Only one chance to record the individual oral is allowed in language ab initio. The date fixed for the oral may be renegotiated to accommodate adverse circumstances such as ill health or bereavement. However, once it is recorded, students are not allowed to redo it under any circumstances.

It is acceptable to prepare students for the individual oral through regular in-class practice sessions. However, such practice sessions should not be conducted as “dress rehearsals”, in which students are provided with the same visual stimuli as in the actual individual oral. Teachers and students should use material related to other parts of the syllabus for such practice sessions.

General note: From the May 2005 session, moderators are asked to send to IBCA (International Baccalaureate Curriculum and Assessment Centre, Cardiff) for arbitration orals in which the student appears to have learned by rote or to be reading all or a large part of the oral.

Internal moderation procedures for each schoolBefore samples of students’ work are sent to moderators, each school should standardize the assessment of the ab initio individual oral across different teachers and teaching groups to ensure that all students at the school have been judged against the same standards.

Format of the individual oral(The students should be allowed 10 minutes’ preparation time after selecting the visual stimulus and prior to the recording of the individual oral.)

The individual oral consists of two parts. Both parts are approximately five minutes long.

• Part one: a presentation based on a visual stimulus linked to one of the topics in the core syllabus, with follow-up questions on the visual stimulus and issues arising from it.

• Part two: a general conversation between the teacher and the student. The general conversation should cover further language ab initio topics from the core syllabus.

The timings given for each part of the individual oral are approximate since they will depend on the flow of the conversation. However, it is imperative that part two (the general conversation) takes place.



Conduct of the individual oral

General advice

The individual oral should be a spontaneous conversation and must not be rehearsed.

Students must not be allowed to see the visual stimuli and/or prepare their presentation before the day of the individual oral.

The overall recording should not exceed 10 minutes. The teacher must ensure that both parts of the oral as described above take place and that each part is given equal weight.

The time must be evenly divided between the presentation and discussion on the visual stimulus and the general conversation. It is not in the students’ interests to curtail or prolong either part of the oral.

Preparation roomA quiet room with adequate supervision must be provided so that the student can prepare his or her presentation properly. The student must not be in a position to hear other students being tested or be allowed to communicate with anyone. Only paper provided by the school should be used in the preparation room.

Preparation time The 10-minute preparation time takes place immediately prior to the recorded individual oral. At the beginning of the preparation period, the teacher should show the student two previously unseen visual stimuli. The student chooses one stimulus from this choice of two and prepares a presentation on that stimulus. Dictionaries or other resources are not permitted.

The preparation time (10 minutes)

The purpose of the preparation time is to enable the student to prepare a short presentation on one stimulus from a choice of two offered by the teacher.

During the preparation time the student can:

• prepare a description of the scene/situation pic tured in the visual st imulus (for example: describe the people and the scene; imagine who they are and what they are wearing; invent a story)

• prepare any personal interpretations/comments on the stimulus that they wish to add (for example: depending on the picture, they might make a comparison with their own family/country)

• make brief working notes (approximately 10 headings) to take into the interview room.

The brief working notes are to allow the student to have access to a prompt or reminder in the form of a short heading. This heading is intended to be a single word or a short phrase, not full sentences or connected text. It is expected that the notes will contain no more than 10 headings.

These notes should be used for reference only and should not be read aloud or recited as a prepared speech.



The examination roomThe examination room should be organized so that the teacher can conduct the test and the student can give the presentation. A cassette recorder, microphone (if not an integral part of the cassette recorder), a copy of the instructions for the conduct of the examination and a clock or stopwatch should be provided. Students will need space but will still need to be heard on cassette.

The equipment should be checked to ensure it is working properly. The microphone should be on a padded surface between the teacher and the student, pointing at the student (not sideways), and as far away from the recording machine as possible.

The teacher conducting the oral should record the introduction (student details, etc) on the cassette, make sure the student is settled, check the cassette recorder is still on “record” and then begin the oral. One oral only must be recorded on each side of the cassette. The cassette recorder must not be stopped or paused during the recording of the oral except in an emergency.

Part one: (approximately 5 minutes)General advice concerning the visual stimuliThe teacher should take care to provide stimuli that cover a range of ab initio topics (leisure, school, food, etc) and genres (picture, photograph, cartoon, etc). Detailed advice and suggestions concerning the visual stimuli are contained in section C of this document.

The presentation on the visual stimulusThe student should begin the individual oral by giving his or her 2- to 3-minute presentation based on the visual stimulus.

The presentation on the visual stimulus (2–3 minutes)

The purpose of the presentation is to allow the student to speak independently about a topic using material that he or she has prepared immediately before the test. There should be no discussion at this stage.

Do not interrupt or attempt to correct a student during the delivery of his or her presentation. Only intervene if a student panics or needs positive encouragement. Should a student be in obvious difficulties, the teacher may, of course, intervene briefly to allow the presentation to continue.

The follow-up questions on the visual stimulusThe teacher should wait until the presentation is complete before starting to discuss the visual stimulus; otherwise this part of the oral becomes more akin to the general conversation that follows it.

Follow-up questions on the visual stimulus (2–3 minutes)

The questions asked by the teacher should:

• be prepared in advance and be appropriate to the student’s level of ability

• encourage the student to describe and comment further on elements of the visual stimulus

• give the student further opportunities to offer personal opinions on the visual stimulus.

The teacher should ask clear and precise questions that are adapted to the level of the student. They should be open questions rather than those that elicit a “yes” or “no” answer.

There is no “right” interpretation of the picture. The aim of the individual oral is to assess the student’s ability to express himself or herself clearly and coherently.



Part two: (approximately 5 minutes)The general conversationPart two of the individual oral is used to assess a student’s ability to communicate and interact in an independent manner. This part of the oral is a general conversation between the teacher and the student and should be as authentic as possible under examination conditions. A teacher’s own performance can affect the way in which a student is able to cope with this part of the individual oral.

The transition between the description of the visual stimulus and a more personalized discussion should be smooth but noticeable enough to alert the student (and the external moderator) to the fact that the second part of the oral is about to begin. A simple statement such as “Let’s move on now to the general questions/something else” is sufficient. The transition could be quite seamless if the teacher has prepared questions in advance. For example, a description of a visual stimulus on the topic of shopping could include asking the student for information and opinions about a recent shopping excursion, which could lead to a question about the student’s own hobbies and interests, “Let’s move on to something else. What do you like to do in your spare time and why?” A shift in focus from the stimulus to more general conversation has been made quite naturally and the student is aware that the second part of the oral exam has begun.

The conversation must develop as naturally as possible with the teacher presenting opportunities for the student to develop it. This balance is not always easy to achieve. During the conversation, the teacher should ask questions and direct the conversation so as to encourage each student to demonstrate as wide a range of conversational and linguistic skills as possible within his or her capabilities. It is not in students’ interests to restrict them to a simpler level than that at which they are capable of performing, nor to ask questions that are too difficult for them. Teachers must remember that under criterion B, communication skills, there is reference to the students’ responses to questions. It is therefore incumbent on the teacher to ensure that some questions are asked. Weaker students might well struggle to provide any response but they must as least be given the opportunity.

The focus of the questions during the general conversation should not remain on the topic of the visual stimulus used in part one. These questions must cover at least two other ab initio topics within the allotted time. All students must be given the opportunity to demonstrate whether they possess the range of vocabulary and structures to be able to deal with more than one topic area. This element of the oral is very dependent on the skill of the teacher who needs to be well prepared with a range of questions suited to the ability level of the student. The students must not know the questions in advance.

Teachers can encourage interaction by engaging students in a discussion of a more general or personal nature. This could include topics such as personal interests (for example, hobbies) or ones of a more general nature (for example, environment, education, future studies). Detailed answers to only one or two questions in part two are entirely acceptable so long as lengthy answers do not sound rehearsed but are a genuine, spontaneous answer to the teacher’s question. A student cannot be rewarded for simply regurgitating the exact words used by the teacher. Strong students need to be allowed to give full descriptions and accounts. They should express and justify ideas and points of view, and produce longer sequences of speech using a variety of vocabulary, structures and time references. Closed questions such as “Is your house big or small?” or questions that require a name as an answer are to be avoided.

If the student is unable to answer a question in the discussion or general conversation, the teacher should rephrase the question more simply or try a related, though different, question. Teachers should refrain, however, from correcting grammatical errors.



The general conversation (5 minutes)

Students must not know these questions in advance. It is meant to be as authentic a conversation as possible hence the element of spontaneity must be kept.

Questions asked by the teacher should:

• cover other ab initio topics to give the student opportunities to show good knowledge and understanding of the core syllabus

• provide each student with the opportunity to demonstrate his or her language skills

• vary in order and content from student to student. There should not be a set series of questions that the student expects to answer.

Careful preparation of the teacher’s role is essential.

• Familiarize yourself with the assessment criteria. Take the time to read them through carefully before the orals begin.

• Have ready some questions appropriate to the topics and to the students’ interests and level of ability. Be clear about what each conversation topic covers. Think about how topics relate to individual students. Your questions should give each student adequate opportunities to demonstrate the full range of his or her speaking and listening abilities.

• In criterion A (language), students can only achieve a mark in the top band if they demonstrate that they can use tenses other than the present so make sure that your questions allow for this. Students should also have opportunities to express personal opinions.

• As far as is possible, try to be natural in the way you engage the student in conversation. Avoid dominating the conversation, as this will make assessment and moderation difficult. The student should do the majority of the talking.

• Although you may refer to work done over the two years of the ab initio course, this section is not intended to be a test of factual information or of specific work covered in the classroom.

• Ask a variety of open questions, such as “why? ” and “how?”. If a student fails to communicate, you can resort to more basic “yes” and “no” type questions in order to elicit some information/encourage some response. However, a student who requires this pattern of questioning throughout the individual oral will not score highly in the language and interaction criteria (criteria A and C).

Important

It is advisable to listen to the last few seconds of each student’s test, as this will reduce the risk of producing inaudible recordings. Teachers must check that all administrative tasks have been completed, for example, that the cassette boxes have been labelled properly, the cassettes have been rewound to the beginning and the correct forms have been completed.



Interactive oral activitiesDuring their course, students will be expected to take part in different types of oral activities as a way of practising new language structures and vocabulary. During the final year of the course, some of these activities should be used to assess the students’ oral and listening skills. Note: in a class that consists of only one student, these activities should be done either with students from a different class or with the teacher. This activity is not recorded and there is no required length. It may be prepared or spontaneous. Most teachers do both types in the course of the year.

During these activities, teachers should ensure that a balance of speaking and listening is taking place so that both skills can be assessed. Listening skills can be assessed in several ways, which may include the understanding of recorded materials (such as songs) or spoken contributions made by individuals (such as teachers, other students or outside speakers).

Teachers should use form 2/RF to record at least three assessed interactive oral activities and the mark for the individual oral for each student. Cassette recordings are not required.

This form and instructions on its use are provided in the Vade Mecum. A copy of the form can also be found in annex 2. Remember, this form is for school records only and is not to be sent to either IBCA or the moderator.

The mark of one of these interactive oral activities (normally the best one) will be used for the final internal assessment score.

The record for each student should include:

• the types of activities

• areas of the course of study assessed

• the achievement levels (for each criterion) for each assessed activity

• brief comments on the student’s performance.

Interactive oral activities may take the form of whole-class activities, group work or pair work.

Whole-class activity examplesThere are a number of well-explained examples of classroom activities that can be used for assessment purposes in the Language Ab Initio guide, pages 32–35. These activities include: pictorial stimuli, class debate, role plays, sequencing exercises, to name a few. They are by no means mandatory or exclusive. A few more examples of interactive oral activities that can be used for assessment purposes are provided here.

1. Group activity for four students at a timeScenario: Four towns are competing to hold the Olympic Games (or similar).

Preparation: Prior to the oral (at home if required) each student is given written information in the target language about one of the four towns and has to prepare a two-minute presentation on what his or her town has to offer (headings only may be taken into the classroom, as in the individual oral).

Day of group oral: Each student gives a two-minute presentation of his or her town to the rest of the group. The remaining group members listen and take notes. When all four presentations have been made, the students enter a group discussion in which they are asked to try to arrive at a consensus as to which town is the most suitable. No extra marks are given for choosing one town as opposed to another. Marks are awarded for the ability to put forward sensible ideas, argue a point, and so on, as per the assessment criteria. Stronger students should be encouraged to bring in weaker ones with phrases like: “One of the problems with my town is that there are not many hotels for visitors,” “What is the accommodation like in your town?” There are no penalties if a conclusion is not reached at the end of the time allowed. The quality of the discussion is what they will be graded on.



2. Group-work activity for up to four students: Where would you prefer to live and why? Students A, B, C and D are each given a different, and preferably contrasting, place to describe (the examples of English towns and villages below should be substituted by places more local and familiar to the students). Each student should prepare a brief two-minute presentation of the town, district or village he or she has chosen or been allocated based on the following headings: description, local services, educational and recreational activities, main advantage(s), main disadvantage(s).

First example: Manchester (large industrial town in the UK)

Description:

• Big industrial city, quite ugly in places, some attractive residential areas

Local services:

• Lots of shops, good transport system (train, bus, tram)

Educational and recreational activities:

• Lots of good schools, four universities, lots of night life (cinemas, theatres, clubs, concerts, restaurants, bars), sport (football)

Main advantage(s):

• Very cosmopolitan, varied cultural life

Main disadvantage(s):

• Horrendous traffic problems, noise, pollution, rain

Second example: Chipping Campden (large village in the UK)

Description:

• Large village in the Cotswolds, an area of outstanding natural beauty with ancient stone houses, a farming community

Local services:

• Local shops, craft shops for tourists, plenty of hotels and guest houses, very little public transport

Educational and recreational activities:

• Good secondary school, music society, amateur dramatics, restaurants, walks in the country

Main advantage(s):

• Clean air, slow pace of life, quiet roads (apart from tourist vehicles), beautiful surroundings

Main disadvantage(s):

• Isolation, few employment or recreational opportunities for young people

Each student should give a two-minute presentation of his or her town/district/village to the other three students; the latter should take notes during the presentation. After all four students have finished their presentations, the group should debate the topic: “Where would you prefer to live and why?” for a further five or six minutes. The aim is for students to offer logical arguments, express opinions and reach a consensus as to which place would best suit the members of the group as a whole.



3. Pair-work activity: Who’s who? Each student is given a blank sheet of paper with lines numbered 1–10, together with a sheet of instructions in the target language (see below). He or she must write the required information on the blank sheet of paper and then reply to the partner’s questions. (Note: The required information on each sheet should be varied at regular intervals as appropriate.)

Student A: Write your name at the top of the blank sheet of paper. Then, alongside the numbers 1–10, write down the following information.

1. The number of people in your immediate family

2. The most beautiful place you have ever visited

3. What you would like to do when you leave school/university

4. The subject you dislike most at school

5. Three things that you like doing

6. The name of the person (alive or dead) you most admire

7. The name of the country you would most like to visit

8. Three important qualities in a boyfriend/girlfriend

9. The place where you were born

10. The year you went abroad for the first time

When you have finished, exchange sheets of paper with student B. Look at what he or she has written and ask, in no particular order, as many questions as you can about each item on the list. For example: “What does this date mean?”, “Who is this person?”, “Why is this place important to you?”. Try to make your partner speak as much as possible about the items on the list. (Of course, you will also have to reply, in turn, to his or her questions and speak about what you have written).

Student B: Write your name at the top of the blank sheet of paper. Then, alongside the numbers 1–10, write down the following information.

1. The year you began to study Spanish/French/German

2. The person you would like to be if you could change your identity

3. The name of your first boyfriend/girlfriend

4. Your favourite subject

5. Three things you don’t like doing

6. The name of your favourite aunt or uncle

7. The number of brothers or sisters that you have

8. The year you had a serious illness/went to hospital/broke a limb

9. The country you would like to live in

10. Your favourite leisure activity

When you have finished, exchange sheets of paper with student A. Look at what he or she has written and ask, in no particular order, as many questions as you can about each item on the list. For example: “What does this date mean?”, “Who is this person?”, “Why is this place important to you?”. Try to make your partner speak as much as possible about the items on the list. (Of course, you will also have to reply, in turn, to his or her questions and speak about what you have written.)



Section C: Visual stimuli

The visual stimuli should:

• be selected by the teacher

• be updated each year

• be relevant to 18 year olds

• be appropriate for the level of the student, for example, an environmental cartoon would suit a very strong student

• allow the student to offer a personal interpretation of that scene or situation

• enable the teacher to lead the student into a wider conversation

• be relevant to the topics prescribed in the core syllabus (see Language Ab Initio guide, pages 15–17)

• be culturally related to the language ab initio studied—a Japanese scene for a German ab initio oral, for example, would not be appropriate

• allow the student to describe a scene or situation objectively. There should be something “happening” in the scene, for example, a family enjoying an evening together, a group of young people at the beach. It is better to have a few people than just one person.

The visual stimuli should not:

• be known to the student before the day of his or her oral

• contain very little detail and little or no activity, such as a photo of a single face or the school logo

• be too abstract or need interpretation, such as a sad face at the window

• be culturally offensive or portray well-known political figures in a negative way.

The instructions regarding the ratio of students and visual stimuli are listed below (these instructions can also be found in the Vade Mecum, section 2).

Number of students Number of different visual stimuli

1 2

2 3

3 4

4 5

5–10 6

11–15 7

16–20 8

21–25 9

26–30 10



How to choose a visual stimulus• The pictures should portray a scene that is appropriate to the culture of the target ab initio language.

• The scene should be related to the topics of the ab initio course that are common to all ab initio languages.

• The two visual stimuli may be of different types (photograph, cartoon, line drawing, picture from a magazine).

• The visual quality/clarity of the stimuli must be good; poor photocopies should be avoided.

• Stimuli may be in black and white or in colour. While colour adds a certain “liveliness” to the picture, students may invent colours in a black and white scene.

• The ideal visual stimulus is unambiguous. The scene depicted should be as self-explanatory as possible. However, if the student interprets a picture differently from the teacher, the student should not be penalized. In, for example, a picture of a group of children in front of a large building, the identification of this building as a school or as a historic monument is equally valid.

• There should be no text to accompany the picture. In a street scene, shop signs and street signs are appropriate.

• Individual words in a language other than the ab initio language should be removed or replaced by words in the target language (for example, supermarket signs, dates on a calendar).

• The ideal stimulus contains enough visual detail for the student to show knowledge of the topic. A picture should normally set a scene (for example, countryside, beach, classroom) and should depict several people in the process of carrying out daily activities.

• Some teachers have used effectively reproductions of paintings that depict a scene and show people engaged in various activities. To do this successfully, students must practise using reproductions and be familiar with the words for artist, picture, and so on.

• If the student is offered a cartoon or series of pictures as a visual stimulus, it is important that this technique has been previously practised in class. The student should be encouraged to tell a story using simple linking words (“first”, “next”, “finally”) rather than describing each picture as a separate unit (“in the first picture…”, “in the second picture…”). This produces a long and sometimes incoherent presentation in which the narrative events are lost behind countless enumerations of elements in each picture frame.

• Examples of unsuitable stimuli are cartoons of political leaders, photographs of national monuments, a painting of the sinking of the Titanic, a garbage dump with people living in abject poverty, a single face. Photos of the student’s school or school logo are also unsuitable because the student will be encouraged to deliver a set piece about his or her school rather than describe a picture he or she is seeing for the first time.

How to use the visual stimulus to prepare the presentation• While there is no regulation governing what makes a good presentation, a logical development may

begin with a sentence that sets the scene, followed by a description of the elements that make up the scene. An enumeration of objects, while proving knowledge of vocabulary, is not very communicative. It is preferable to relate the objects to each other (for example, “in the foreground”) and/or to give a brief description of these elements. In the next part of the presentation, the student may imagine a story based on the scene and in the conclusion express an opinion or judgment based on a comparison with his or her own experience or home life.



• The role of the teacher after the presentation is to bring out any important aspects of the scene that the student may have neglected to mention. The teacher gradually broadens the questions to reach a natural transition to the second part of the oral. Topics other than those depicted in the visual stimulus should be discussed in this final part of the oral, in order for the student to demonstrate good knowledge of the syllabus.

• Questions should be adapted to the level of the student: challenging the stronger students and reassuring the average students.



Examples of good choices of visual stimuli

Visual stimulus 1Topic: The individual (Sample from a Spanish ab initio oral)This is a good choice of visual stimulus for the following reasons.

• The visual itself is clear and unambiguous. No interpretation of ideas or events on behalf of the student is required.

• The original is in colour. This gives the visual a further dimension and offers extra possibilities for discussion.

• The vocabulary is related to two of the ab initio topics—the individual and leisure (see Language Ab Initio guide, pages 15–17)—topics that should be familiar to the student. The student’s presentation could include a selection of the following: personal identification (age, nationality, address), family and family relationships, appearance (physical description, clothes, colours), character, daily routine, time, type of accommodation, life at home, household tasks, the media, leisure activities and hobbies.

• The visual involves a number of people engaged in a range of activities. This affords the opportunity, both in the student’s presentation and the follow-up questions, for the use of tenses other than the present. If required, the student could personalize the information in the picture by linking himself or herself to one of the young people in the bedrooms and delivering the presentation in the first person.

Further suggestions• This picture, while providing excellent possibilities for commentary and discussion, has no specific

cultural focus. A similar visual, set in an easily recognizable Hispanic context, would be even more appropriate.

• A coloured photo or series of photos of real people engaged in a range of activities, and taken, for example, from an up-to-date Hispanic magazine, would also be ideal, though it is not always easy to find such pictures.

Suggestions for follow-up questions on the visual stimulus This visual offers lots of possibilities for the follow-up questions in part 1.

If one assumes that the student has described the visual in sufficient detail in his or her presentation, the following types of follow-up question could be asked.

• What differences are there between this boy’s/girl’s bedroom and yours (or this house and yours)?

• Are your hobbies different from those of the boy/girl? How are they different?

• What time do you normally get up in the morning/did you get up this morning?

• Describe your routine when you go/went to the bathroom. What do/did you do first? And after that? What time do/did you leave home for school?

• Why is there a washing machine in the bathroom? Do you wash your own clothes? Why/why not?

• Why do you think the boy in the kitchen has opened the fridge?

• In the sitting room, why do you think the mother looks cross? Does your father often watch sport on the television? What sports does he prefer?



Visual stimulus 2Topics: Leisure and travel/food and drink (Sample from a French ab initio oral)This is a good stimulus with a wealth of detail. It is clearly linked to the topics of food, nutrition, and diet, as well as to leisure (winter ski holidays with friends). The student has the possibility of imagining the circumstances of this meal between friends and of imagining what is being cooked. The stronger students may well comment on the fact that the boys are cooking and make a comparison with their home life.

The teacher has a range of topics to pursue: the student’s own sport activities, where he or she goes on holiday, whether he or she cooks, what he or she likes to cook, who cooks in their home, and so on.

Visual stimulus 3Topics: The individual/leisure and travel (Sample from a French ab initio oral)This is also a picture with a wealth of detail: a family departing on their summer holidays, presumably to the seaside. The descriptive possibilities are numerous: ages of the children, what the family members are wearing, and their feelings. The picture lends itself to a description of the elements in relation one to the other (in front of the house, behind the car) as well as to an easily imagined story about the holiday, the season and the village the family lives in.

The topic allows for an easy transition to a discussion on the student’s (ideal) holiday, which country he or she would like to visit, his or her leisure interests, his or her own family and lifestyle (house in a village as compared to an apartment in a city).

Visual stimulus 4Topics: The individual/leisure and travel (Sample from a French ab initio oral)This is a more difficult stimulus than the others and, therefore, one that should be offered as a choice to a strong student. It is a stimulus that may lead to different interpretations.

The student will imagine the name, age and profession of the girl (student, secretary, bank clerk). The essence of the cartoon appears to be that she is a calm, hard-working young girl by day. Thanks to an extensive programme of dressing, putting on make-up and hair styling she turns into a pop star/singer at night. There is ample scope for imagination (times, places, etc). In order for this story to be told effectively, the student will have to use time references (first, next, finally, etc).

The link to the teacher’s questions is perhaps less obvious with this stimulus. Do you sing in a choir or in a band? What are your leisure pursuits? What do you do after school or at the weekend? These threads of conversation will produce a conversation that gradually moves into other areas of the syllabus.



Visual stimulus 1



Visual stimulus 2

EE



Visual stimulus 3



Visual stimulus 4



This section includes all the information related to internal assessment as published on pages 44–46 of the Language Ab Initio guide (February 2002).

The assessment criteria and descriptorsThe method of assessment used by the International Baccalaureate Organization is criterion-referenced, not norm-referenced. It judges students by their performance in relation to identified assessment criteria and not in relation to the rest of the students.

The internal assessment (oral component) is assessed according to assessment criteria that are the same for all ab initio languages. These criteria relate to the language ab initio objectives.

The oral component is internally assessed and externally moderated according to the following assessment criteria.

• Criterion A: Language

• Criterion B: Communication skills

• Criterion C: Interaction

These assessment criteria appear on the following pages. They are preceded by the major features of the criteria, which are presented in the form of questions.

For each assessment criterion, six descriptors are defined describing achievement levels 0–10. The lowest level of achievement is represented by 0; the highest by 10.

For each assessment criterion, the aim is to find the descriptor that conveys most adequately the achievement level attained by the student’s work. When a band contains two achievement levels (for instance, 7–8) a judgment should be made as to whether the work should be placed at the top or at the bottom of that band.

Using the assessment criteriaWhen assessing a student’s work, teachers should read the descriptors for each criterion starting with level 0, until they reach a descriptor that describes a level of achievement that the work being assessed has not attained. The work is therefore best described by one of the levels of the preceding descriptor. Having identified the markband descriptor, teachers should choose one of the two levels within the markband.

If, however, a piece of work seems to fall between two descriptors and only partially fulfills the requirements of the higher descriptor, then teachers should reread both of the descriptors in question and choose the one that more appropriately describes the student’s work.

Only whole numbers should be recorded. Partial marks, fractions and decimals are not acceptable.

Teachers should not consider the descriptors as marks or percentages. Although the descriptor levels are ultimately added together to obtain a score out of 30, teachers should not assume that there are other arithmetic relationships (for example, a level 4 performance is not necessarily twice as good as a level 2 performance).

Section D: The assessment criteria and their application



Similarly, teachers should not think in terms of a pass/fail boundary or make comparisons with the Diploma Programme 1–7 grade scale, but should concentrate on identifying the appropriate descriptor for each assessment criterion.

The descriptors should be available to students at all times.

General comments about the internal assessment criteriaThe internal assessment criteria are all related to the objectives established for the language ab initio course (see pages 8–9 of the Language Ab Initio guide) and the specific list of vocabulary and structures outlined in the relevant language-specific syllabus.

Teachers should read pages 36–37 of the Language Ab Initio guide, which deal with the assessment criteria in general and how to use them.

Marks in the 9–10 band do not necessarily imply a faultless performance, but should be achievable by a foreign language learner who has not studied the language prior to beginning the language ab initio course. Teachers should not hesitate to use the extremes (level 0 and level 10) if they are appropriate descriptions of the work being assessed. A student who attains a high level of achievement for one criterion will not necessarily reach high levels of achievement for the other criteria. Conversely, a student who attains a low level of achievement for one criterion will not necessarily attain low levels of achievement for other criteria.

Specific comments about the criteria and how to use them

Criterion A: Language• The key factor here is the extent to which the student can use the language effectively and accurately

within the context of the ab initio objectives and the limitations of the language-specific syllabus.

• The initial sentence sums up the student’s overall performance, whereas the three secondary statements attempt to clarify the performance in terms of pronunciation, vocabulary and grammatical structures.

• The term “limited range of vocabulary” refers to the range defined in the ab initio language-specific syllabus.

• The term “slightly complex grammatical structures” refers to such elements as the use of tenses other than the present, pronouns, negatives, comparatives and superlatives, adverbs and conjunctions (to introduce more complex sentences).

Criterion B: Communication skills• The key factor here is the extent to which the student can communicate his or her ideas effectively

through his or her use of the language.

• The initial sentence sums up the student’s overall ability to communicate ideas, whereas the three secondary statements attempt to clarify how relevant the ideas are in relation to both the visual stimulus (part 1) and the general conversation (part 2), and the extent to which the student can sustain a logical argument throughout.

• The reference to “awareness of cultural elements” should be ignored for assessment purposes.



Criterion C: Interaction• The key factor here is the extent to which the student interacts with the teacher in order to keep the

flow of the conversation going.

• The initial sentence sums up the student’s overall ability to keep the flow of the conversation going, whereas the three secondary statements attempt to clarify the extent to which the student understands the teacher’s questions without need for repetition, the extent to which he or she is able to respond without help or prompting, and his or her ability to select and use appropriate language/register to fulfill the task.



The language ab initio internal assessment criteriaThese criteria apply to both the individual oral and the interactive oral activities.

Criterion A: LanguageTo what extent does the candidate demonstrate an ability to use the language effectively and accurately?

• Does the candidate’s pronunciation and intonation contribute to the effectiveness of the language?• Does the candidate’s handling of vocabulary contribute to the fluency of the conversation?• Does the candidate’s command of grammar enhance the understanding of the message?

Achievement level

0 Level 1 is not achieved.

1–2 The candidate’s speech is difficult to understand throughout the oral.

• Pronunciation and intonation mistakes make understanding difficult throughout the individual oral.

• The candidate is often unable to find the words to elaborate a clear message.

• There are errors in basic grammatical structures.

3–4 The candidate’s speech is sometimes difficult to understand.

• There are frequent pronunciation and intonation mistakes, some of which make understanding difficult.

• The candidate is able to use basic vocabulary although some errors lead to misunderstandings.

• There are some errors in basic grammatical structures, and these are repeated throughout the oral.

5–6 The candidate’s speech is generally clear.

• Pronunciation and intonation are generally clear, although there are mistakes.

• The candidate uses the appropriate basic vocabulary well.

• The candidate uses basic grammatical structures well. There are some successful attempts at slightly complex structures.

7–8 The candidate’s speech is clear and usually flows with certain ease.

• Pronunciation and intonation generally facilitate communication.

• The candidate’s ability to use a limited range of vocabulary is good.

• The candidate uses both basic, and slightly complex grammatical structures, although there are some errors in the more complex structures.

9–10 The candidate’s speech is clear and flows well throughout the oral.

• Pronunciation and intonation facilitate communication.

• The candidate’s ability to use a limited range of vocabulary is very good.

• The candidate uses both basic and slightly complex grammatical structures.



Criterion B: Communication skillsTo what extent does the candidate demonstrate an ability to use the language to communicate his or her ideas effectively?

• Is the information given by the candidate relevant to the visual stimulus? • Are the candidate’s responses appropriate during the conversation?• Does the candidate present his or her ideas as part of a logical argument or sequence?

Achievement level


1–2 The candidate does not succeed in communicating his or her ideas.

• The majority of information presented by the candidate is not relevant to the visual stimulus.

• The candidate’s responses are usually not relevant to the questions.

• There is no evidence of a logical argument. The candidate moves swiftly from one idea to the next without an explanation or obvious link.

3–4 The candidate manages to communicate some basic ideas, although with difficulty.

• Some of the information presented by the candidate is not relevant to the visual stimulus.

• Some of the candidate’s responses are relevant to the questions.

• There is some evidence of a logical argument, although this is often lost.

5–6 The candidate manages to communicate basic and some slightly complex ideas, although these prove difficult.

• The information presented by the candidate is generally relevant to the visual stimulus.

• The candidate’s responses are generally relevant to the questions, although sometimes brief.

• There is evidence of a logical argument. Although there are some gaps in information, these do not affect communication greatly.

7–8 The candidate communicates both basic and slightly complex ideas fairly well.

• The information presented by the candidate is relevant to the visual stimulus.

• The majority of the candidate’s responses are relevant to the questions and there is some awareness of cultural elements.

• There is a clear logical argument in the candidate’s responses.

9–10 The candidate communicates both basic and slightly complex ideas well.

• The information presented by the candidate is relevant and thorough.

• The candidate’s responses are relevant to the questions and there is some awareness of cultural elements.

• There is a clear logical argument in the candidate’s responses and it shows some insight on the part of the candidate.



Criterion C: InteractionTo what extent does the candidate demonstrate an ability to interact and keep the flow of the conversation?

• Does the candidate show that he or she understands the conversation?• Is the candidate able to interact independently, with little or no prompting from the teacher?• Does the candidate use the appropriate language and show an awareness of register?

Achievement level


1–2 The candidate is unable to keep the flow of the conversation throughout the oral.

• The candidate has difficulty understanding most of the teacher’s questions or comments at a slow pace, and needs frequent repetition.

• The candidate needs constant prompting from the teacher.

• The candidate often uses inappropriate expressions and shows no awareness of register.

3–4 The candidate manages to keep the flow of the conversation at times.

• The candidate has difficulty in understanding some of the basic questions or comments, and needs some repetition of basic questions.

• The candidate needs frequent prompting.

• The candidate uses inappropriate expressions at times and shows little awareness of register.

5–6 The candidate is able to keep the flow of the conversation, although he or she needs some repetition.

• The candidate understands basic questions and comments well. There are certain difficulties with slightly complex questions and comments and some repetition of these at a slow pace is required.

• The candidate needs some prompting with slightly complex answers.

• The candidate occasionally uses inappropriate expressions but shows some awareness of register.

7–8 The candidate keeps the flow of the conversation most of the time.

• The candidate understands both basic and slightly complex comments without repetition, although occasionally he or she misunderstands a word or expression.

• The candidate needs little prompting.

• The candidate uses mostly appropriate expressions and shows an awareness of register.

9–10 The candidate keeps the flow of the conversation with ease and at a fairly normal pace of speech.

• The candidate understands both basic and slightly complex comments well.

• The candidate does not need prompting and provides some personal input.

• The candidate uses appropriate expressions and shows a good awareness of register.



Annex 1: Form 2/IA

International Baccalaureate Form 2/IA

Moderation of internal assessment: group 2

SUBMIT TO: MODERATOR ARRIVAL DATE: 20 APR (20 OCT) SESSION: ...................

SCHOOL NUMBER:

SCHOOL NAME: ....................................................................................................................................

��Type or write legibly in black ink and retain a copy of this form. ��Complete one copy of this form for each candidate. ��Ensure that the appropriate individual(s) sign and date the form when entering the final achievement levels

and total, which will be entered on the marksheet. ��Select samples as directed by IBIS. ��Attach to the cassette for each candidate in the sample the corresponding copy of this form, the relevant

text/extract and guiding questions, or support material or visual stimulus as appropriate. This form is to be sent to the moderator appointed by IBCA.

��Retain the remaining forms until after the publication of results. Do not send forms to IBCA unless instructed to do so.

SUBJECT: A2/B/ab initio* LEVEL:*Circle as appropriate.

CANDIDATE NAME: _______________________________________________________________

CANDIDATE SESSION NUMBER:

The following are to be completed by the teacher:

I confirm that, to the best of my knowledge, the material submitted is the authentic work of the candidate.

Teacher’s name: .......................................................... Date: .........................................

Teacher’s signature: ...................................................

0 0

0 0

� Language A2: A copy of the text or extract and the guiding questions is attached. Yes No

� Language B: A copy of the support material is attached. Not compulsory. Yes No

� Language ab initio: A copy of the visual stimulus is attached. Yes No

� Comments/marks have been provided on reverse. Yes No

�


Annex 1: Form 2/IA

International Baccalaureate Form 2/IA (reverse)

SCHOOL NAME: ..............................................................................................…………………

SUBJECT: A2/B/ab initio* LEVEL: _____________________ *Circle as appropriate

CANDIDATE NAME:


Teacher’s comments Individual oral

A B C 0–10 0–10 0–10 Total

Teacher’s name…………………………………….

Signature…………………………….……………..

Date………………………………….……………..

Teacher’s comments Interactive oral activity

Activity:

Rationale for marks awarded:

A B C 0–10 0–10 0–10 Total

Description of activity……………………………..

……………………………………………………..

Teacher’s name…………………………………….

Signature……………………………………….…..

Date…………………………………………………

Final assessment

INDIVIDUAL ORAL + INTERACTIVE ORAL ACTIVITY ÷ 2

Total mark to be submitted to IBCA

0 0


Annex 1: Form 2/IA

International Baccalaureate Form 2/IA

Moderation of internal assessment: group 2

SUBMIT TO: MODERATOR ARRIVAL DATE: 20 APR (20 OCT) SESSION: MAY 2006

SCHOOL NUMBER:

SCHOOL NAME: ..CARDIFF..AMERICAN...SCHOOL.........................................................................

��Type or write legibly in black ink and retain a copy of this form. ��Complete one copy of this form for each candidate. ��Ensure that the appropriate individual(s) sign and date the form when entering the final achievement levels

and total, which will be entered on the marksheet. ��Select samples as directed by IBIS. ��Attach to the cassette for each candidate in the sample the corresponding copy of this form, the relevant

text/extract and guiding questions, or support material or visual stimulus as appropriate. This form is to be sent to the moderator appointed by IBCA.

��Retain the remaining forms until after the publication of results. Do not send forms to IBCA unless instructed to do so.

SUBJECT: SPANISH A2/B/ab initio* LEVEL: STANDARD *Circle as appropriate.

CANDIDATE NAME: DAVID BECK_____________________________________________


The following are to be completed by the teacher:

I confirm that, to the best of my knowledge, the material submitted is the authentic work of the candidate.

Teacher’s name: A. N. OTHER............................. Date: ..28.02.06...................

Teacher’s signature: ... A. N. Other.......................….

0 0 0 0 0 1

0 0 0 0 0 1 1 5 2

� Language A2: A copy of the text or extract and the guiding questions is attached. Yes No

� Language B: A copy of the support material is attached. Not compulsory. Yes No

� Language ab initio: A copy of the visual stimulus is attached. Yes � No

� Comments/marks have been provided on reverse. Yes � No

�SAM

PLE

................................................................

m when entering the final achievemfinal achievem

the corresponding copy of this forcorresponding copy of this fol or visual stimulus as appropriate. timulus as appropriate.

on of on of results. Do not send formsresults. Do not send forms to Ito

MP A2/B A2/B o* LEVEL

K

M___________________________________________

BER:BE

mpleted by the teacherpleted by the teacher::

firm that, to the best of my krm that, to the best of m

A. N. . N.

0 0 0 0 0 1 10 0 0 0 0 1 1

MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMcopy of the text or extracr extract and thet and

A copy of the support material iA copy of the support material i

ge ab initio: A copy of the visua: A copy of the visua

mments/marks have been providmments/marks have been prov

EM

PB/B/ab initioab initio

MPB/


Annex 1: Form 2/IA

International Baccalaureate Form 2/IA (reverse)

SCHOOL NAME: ... CARDIFF..AMERICAN...SCHOOL......................................…………………

SUBJECT: SPANISH A2/B/ab initio* LEVEL: STANDARD_________*Circle as appropriate

CANDIDATE NAME:


Teacher’s comments Individual oral

VERY FEW DIFFICULTIES USING SIMPLE STRUCTURES. PROBLEMS WITH MORE COMPLEX ONES. MAJORITY OF RESPONSES RELEVANT AND DETAILED. DOES NOT NEED PROMPTING. GIVES SOME PERSONAL INPUT.

A B C 0–10 0–10 0–10 Total

7 6 9 22

Teacher’s name…A.N. OTHER .…………….

Signature… A. N. Otheer ……….…………….

Date…28.02.06……………….……………..

Teacher’s comments Interactive oral activity

Activity:

GROUP SURVEY WITH QUESTIONNAIRE

Rationale for marks awarded:

GOOD PRONUNCIATION. VERY GOOD USE OF LIMITED RANGE OF VOCABULARY. MAJORITY OF RESPONSES RELEVANT. CONVERSATION FLOWS.

A B C 0–10 0–10 0–10 Total

9 8 9 26

Description of activity… GROUP SURVEY ON

SPECIAL OCCASIONS ……………………….

Teacher’s name…A.N. OTHER .……….…….

Signature… A. N. Other …………………

Date…28.02.06………………………………

Final assessment

INDIVIDUAL ORAL + INTERACTIVE ORAL ACTIVITY ÷ 2

Total mark to be submitted to IBCA

0 0 0 0 0 1 1 5 2

24

SAMPLE

TANDATAND

EIndividual oralral

LE A B C A B C 0–10 0–10 0–10 T0 0–10 0–10 T

7 6 9 7 6 9

PLPLPLPLLLPPLPLPLPLPLPLPLLLLTeacher’s name…Teacher’s name A.N. OT

Signature…nature… AA

MP..AAA..AAA..AAA..PNNP.N.N.N.POPt

Date…Date…28.02.0602.06

LEM

Pntsnts InI

MMMMTH QUESTIONNAIRENAIRE

marks awarded:ed:

PRONUNCIATION. VERY GOOPRONUNCIATION. VERY GOIMITED RANGE OF VOCABULMITED RANGE OF VOCABUL

AJORITY OF RESPONSES RELORITY OF RESPONSES RELNVERSATION FLOWS.ERSATION FLOWS.

MMMM

S



Annex 2: Form 2/RF

International Baccalaureate Form 2/RF

Internal assessment record form: all group 2 languages

SESSION: ..................……………

SCHOOL NUMBER:

SCHOOL NAME: .............……....................................……..

��Complete one copy of this form for each candidate. ��Do not send this form to IBCA or to the moderator unless instructed to do so. Retain the forms until after

the publication of results. ��Ensure that the appropriate individual(s) sign and date the form when entering the final achievement levels

and total, which will be entered on the marksheet.

SUBJECT: A2 / B / ab initio * LEVEL: HL / SL*

*Circle as appropriate


CANDIDATE NAME:

Date: …....................................………..………

Teacher’s name: ................................................. Signature: ....................................………….

0 0

0 0

�


Annex 2: Form 2/RF

Inte

rnat

iona

l Bac

cala

urea

te

Form

2/R

F (r

ever

se)

SCH

OO

L N

AM

E: ..

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

....

SUB

JEC

T:

LEV

EL:

____

____

____

____

__

CA

ND

IDA

TE N

AM

E:

C

AN

DID

ATE

SES

SIO

N N

UM

BER

:

DA

TE

IN

TE

RA

CT

IVE

OR

AL

AC

TIV

ITIE

S B

ASE

D O

NT

EXT

/ T

OPI

C /

THE

ME

A

DD

ITIO

NA

L C

OM

ME

NT

S &

TE

AC

HE

R'S

N

AM

EA

SSE

SSM

EN

T

1

Mon

th/Y

ear

Teac

her:

AB

C

2

Mon

th/Y

ear

Teac

her:

AB

C

3

Mon

th/Y

ear

Teac

her:

AB

C

Mon

th/Y

ear

SELE

CTE

D IN

TER

AC

TIV

E O

RA

L A

CTI

VIT

Y(f

rom

one

of t

he a

bove

)

Teac

her:

AB

C

TO

TA

L

IA SCORE * *M

onth

/Yea

r

IND

IVID

UA

L O

RA

L

Teac

her:

AB

C

TO

TA

L

=Fi

nal

Ass

essm

ent

Com

men

ts:

TO

TA

L IN

TE

RA

CT

IVE

O

RA

L +

TO

TA

L IN

DIV

IDU

AL

O

RA

L�

2 =

TO

TA

L

00


Annex 2: Form 2/RF

International Baccalaureate Form 2/RF

Internal assessment record form: all group 2 languages

SESSION: ......MAY 2006……

SCHOOL NUMBER:

SCHOOL NAME: ..CARDIFF..AMERICAN..SCHOOL...........……..

��Complete one copy of this form for each candidate.

��Do not send this form to IBCA or to the moderator unless instructed to do so. Retain the forms until after the publication of results.

��Ensure that the appropriate individual(s) sign and date the form when entering the final achievement levels and total, which will be entered on the marksheet.

SUBJECT: Spanish ab initio A2 / B / ab initio * LEVEL: HL / SL*

*Circle as appropriate


CANDIDATE NAME: David Beck

Date: …28.02.06………………………….…...

Teacher’s name: ..A. N. OTHER................ Signature: .. A. N. Other.........…………….

0 0 0 0 0 1

0 0 0 0 0 1 1 5 2

�SAM

PLE

……..……..

tructed to do so. Retain the forms untain the forms u

the form when enhe form whe tering the final achfinal ach

P A2 / B / A2 / B /

BER:BER:

David Beckck

M

28.02.0602.06……

0 00 0 0 0 10 0 0 1

MP

MP

MP

MP

MP

MP

MP

MP

MP

MPPPPPP

MP

MP

MP

MP

MP

MP

MP

MP

MP

MPPPPP

EPLab initioab *PL/


Annex 2: Form 2/RFIn

tern

atio

nal B

acca

laur

eate

Fo

rm 2

/RF

(rev

erse

)

SCH

OO

L N

AM

E: ..

CARD

IFF.

.AM

ERIC

AN

..SCH

OO

L....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

SUB

JEC

T:SP

AN

ISH

AB I

NIT

IO

LEV

EL:

Stan

dard

CA

ND

IDA

TE N

AM

E: D

avid

Bec

k

CA

ND

IDA

TE S

ESSI

ON

NU

MB

ER:

DA

TE

IN

TE

RA

CT

IVE

OR

AL

AC

TIV

ITIE

S B

ASE

D O

NT

EXT

/ T

OPI

C /

THE

ME

A

DD

ITIO

NA

L C

OM

ME

NT

S &

TE

AC

HE

R'S

N

AM

EA

SSE

SSM

EN

T

1

Mon

th/Y

ear

OCT

OBE

R20

04

ROLE

PLA

Y [U

NPR

EPARE

D]

—LE

ISURE

—

VIDEO

PRO

GRAM

MES

[I

NTE

RVIE

WS

OF

YOUNG

SPANIS

H P

EOPL

E]

Repe

ated

gra

mm

atic

al e

rror

s. R

espo

nses

gen

eral

ly

rele

vant

but

ver

y br

ief.

Nee

ds f

requ

ent

prom

ptin

g.

Teac

her:

A.

MAES

TRO

AB

C

4

5

4

2

Mon

th/Y

ear

DEC

EMBE

R20

04

CLASS

PRE

SENTA

TION F

OLL

OW

ING

AN

EXCH

ANGE

VIS

IT (PR

EPARE

D)

—LE

ISURE

AND T

RAVE

L —

INDIV

IDUAL

—FO

OD A

ND D

RINK

Use

s ba

sic

gram

mat

ical

str

uctu

res

well.

Res

pons

es

gene

rally

rel

evan

t. D

iffi

cult

y co

mm

unic

atin

g m

ore

com

plex

idea

s. C

onve

rsat

ion

flow

s m

ost

of t

he t

ime

alth

ough

nee

ds s

ome

prom

ptin

g.Te

ache

r: A.

MAES

TRO

AB

C

6

6

7

3

Mon

th/Y

ear

JANUARY

2005

GROUP

SURV

EY

—TH

E IN

DIV

IDUAL

—

SPEC

IAL

OCC

ASI

ONS

Good

pro

nunc

iati

on. U

se o

f a

limit

ed r

ange

of

voca

bula

ry is

eff

ecti

ve. M

ajor

ity

of r

espo

nses

re

leva

nt. C

onve

rsat

ion

flow

s. Do

es n

ot n

eed

prom

ptin

g.

Teac

her:

A.

MAES

TRO

AB

C

9

8

9

Mon

th/Y

ear

DEC

EMBE

R20

04

SELE

CTE

D IN

TER

AC

TIV

E O

RA

L A

CTI

VIT

Y(f

rom

one

of t

he a

bove

)

GROUP

SURV

EY

—TH

E IN

DIV

IDUAL

—

SPEC

IAL

OCC

ASI

ONS

AS

ABO

VE.

Teac

her:

A.

MAES

TRO

AB

C

98

9

TO

TA

L

26

IA SCORE * *

Mon

th/Y

ear

MARC

H20

05

IND

IVID

UA

L O

RA

L

–VIS

UAL

STIM

ULU

S:

ENVI

RONM

ENT

–GEN

ERAL

CONVE

RSATI

ON:

EDUCA

TION,T

RANSP

ORT

Use

of

limit

ed r

ange

of

voca

bula

ry is

goo

d.

Info

rmat

ion

gene

rally

rel

evan

t to

vis

ual s

tim

ulus

. So

me

gaps

tho

ugh.

Goo

d us

e of

reg

iste

r. K

eeps

fl

ow o

f co

nver

sati

on g

oing

. Som

e pe

rson

al in

put.

Te

ache

r: A.

MAES

TRO

AB

C

7

6

9

TO

TA

L

22

=Fi

nal

Ass

essm

ent

Com

men

ts:

PRO

NU

NCI

ATI

ON

MU

CH I

MPR

OVE

D. H

AS

ACQ

UIR

ED A

WID

ER V

OCA

BULA

RY,

ESPE

CIA

LLY

IN T

HE

LATT

ER P

ART

OF

THE

YEA

R. A

PPRO

PRIA

TE U

SE O

F RE

GIST

ER.

TO

TA

L IN

TE

RA

CT

IVE

O

RA

L +

TO

TA

L IN

DIV

IDU

AL

O

RA

L�

2 =

TO

TA

L

24

00

00

01

15

2

SAMPLE

M SNIT

IOIT

IO Svid

Beck

Beck SA

NT

ER

AC

TIV

E O

RA

L A

CT

IVIT

IES

TE

RA

CT

IVE

OR

AL

AC

TIV

ITIE

S T

EXT

/ T

TE

SAAAA[U

NPR

EPARE

D]

[UNPR

EPAR

—LE

ISURE

—

LE—

VIDEO

PRO

GRAM

MES

—VI

DEO

PRO

GRAM

MES

[INTE

RVIE

WS

OF

YOUNG

[INTE

RVIE

WS

OF

YOUN

SPANIS

H P

EOPL

E]SP

ANIS

H P

EOPL

E]

SAAAAMNG

AN

G AN

—LE

ISURE

AND T

RAVE

L—

LEIS

URE

AND T

RA—

INDIV

IDUAL

—IN

DIV

IDUAL

—FO

OD A

ND D

RINK

—FO

OD A

ND D

RINK

Use

s ba

Use

s ge

nera

lly r

ege

neco

mpl

ex id

eas.

Cco

mpl

ex id

eas.

Cal

thou

gh n

eeds

som

eal

thou

gh n

eeds

som

eTe

ache

r:ch

er: A

. M

AES

TRO

A.

MAES

TR

PAAAMMMAM

PVI

DUAL

SIONS

ONS

Good

pro

nunc

iati

on. U

se o

f a

limGo

od p

ronu

ncia

tion

. Use

vo

cabu

lary

is e

ffec

tive

. Maj

orit

y of

voca

bula

ry is

eff

ecti

ve. M

ajor

ity

ore

leva

nt. C

onve

rsat

ion

flow

s. Do

es n

ot n

eere

leva

nt. C

onve

rsat

ion

flow

s. Do

es n

ot

Teac

her:

TeA.

MAES

TRO

. M

AES

TRO

PLM

PM

PM

PM

PAS

ABO

VE.

MAES

TRO

AES

TRO

LE99

EEEEEEEEPLP

Ee

of v

ocab

ular

y is

goo

d.of

voc

abul

ary

is g

ood.

el

evan

t to

vis

ual s

tim

ulus

.le

vant

to

visu

al s

tim

ulus

. of

reg

iste

r. K

eeps

of r

egis

ter.

Ke

e pe

rson

al in

put.

pers

onal

inpuE

AAEEELEEEEE



Annex 3: Checklist for the language ab initio individual oral

Checklist for the language ab initio individual oral

Have I ensured that the students will have no advance knowledge of the visual stimuli to be used, including the questions on the stimuli and issues arising from them?

Have I ensured that the visual stimuli are culturally relevant, include no text and contain enough visual detail for the student to show knowledge of the topics?

Have I ensured that there are a variety of visual stimuli?

Have I prepared possible follow-up questions for the visual stimuli?

Have I prepared questions for part two, the general conversation?

Is there a range of questions that provides each student with the opportunity to demonstrate his or her language skills?

Do these questions vary in order and content from student to student?

Do the questions suit the level of the student?

Have I checked that the recording equipment is functioning properly?

Are the layout and arrangement of the rooms to be used for preparation and conduct of the orals suitable?

Is the examination room quiet?

Have I written the student information on the cassette?

Have I ensured that there is only one student on each side of the cassette tape?

Have I filled out form 2/IA for each student in the sample?

Have I checked that the sample recordings are clearly audible?

Have I rewound the cassette tape to the beginning of the recording?


Language ab initio TSM v2 - drsacct.com · Language ab initio: internal assessment—teacher...

Documents

Transcript of Language ab initio TSM v2 - drsacct.com · Language ab initio: internal assessment—teacher...