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In-Service Teacher Training
Assessment in IGCSE English as a Second
Language 0510
Session 2: Question papers and mark schemes
www.cie.org.uk
• Introductions• Background• Aim of training
Welcome
www.cie.org.uk
Session 2 looks at:
Summative assessment• The construction of question papers and mark
schemes• Analysis of question papers• Grade descriptions• Recent candidate scripts• Creating suitable summative exercises and mark
schemes
www.cie.org.uk
What is summative assessment?
Summative assessment might be:• A means to place students in rank order• External to the teaching and learning situation• Regarded as an objective way of recording
achievement• The pressure under which teachers work• Seen as the ‘end’ of a course of learning
www.cie.org.uk
How question papers are set
• Using Assessment Objectives• Levels of difficulty• Mark schemes
www.cie.org.uk
Question papers (1):Reading - Locating specific information
• Timetables and signs• Newspaper advertisements• Collecting and analysing brochures
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• Factual/informative articles• Newspaper and magazine articles• Articles which include a visual display - e.g.
graph, chart, diagram
Question papers (2):Reading - Locating more detailed information
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Question papers (3): Reading and writing as an integrated skill
• Filling out a form – the information transfer
exercise
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• Analyse summaries to recognise similarities• Convert a set of notes to a summary• Practise the language of summaries• Encourage use of own words
Question papers (4): Reading and writing – writing a summary
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Question papers (5): Extended writing - Descriptive/personal writing
• Writing letters• Recording personal feelings, opinions• Describing events, places, people• Semi-formal style and register• Audience is always given
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• Of a more formal style/register• Often deals with an issue open to debate, e.g. to
persuade, to comment upon, to state own point of
view, to consider a variety of others’ views• Higher level concepts are introduced• Same mark scheme/criteria as first task
Question papers (6): Extended writing: Using language for a specific purpose
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Question papers (7): Listening for specific information in short statements
• Factual detail presented• Often in the form of announcements, e.g. at
railway stations, airports, etc.• News reports, weather reports, travel reports• Understanding directions• Recognising numbers, amounts, currency
www.cie.org.uk
Question papers (8): Listening to longer conversations/interviews/talks
• Semi-formal interviews are often used• Most interviews have a developed topic or theme• Gap-filling is required for some exercises• ‘Gist’ is also tested - working out the attitudes,
opinions and feelings of speakers• Core candidates will use multiple choice• Extended candidates will answer using sentence-
length responses
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Question papers (9):Speaking - the Oral Test
• Topic-based conversation/discussion• Includes a 2-3 minute ‘Warm up’ - not assessed• Conversation to last 6-9 minutes - assessed• Examined at the Centre, moderated by CIE• Graded separately
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Question papers (10): Coursework• Conduct three different and separate activities
throughout the course• Try to include group work and pair work - not just
individual work• Assessed by the teacher/Examiner using the same
criteria as for the Oral Test• Same procedure applies for sending in samples• The only Coursework option for the E2L IGCSE
course
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The Oral Assessment criteria• Three criteria: Development and Fluency,
Vocabulary and Structure• The full grid appears in the syllabus, and applies
to both the Oral Test and Coursework• Teachers/Examiners, in applying the criteria,
tend to be lenient more often than severe• Grade 1 candidates are not expected to be ‘First
Language’ users
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Grade descriptions:Why have grade descriptions?• To make clear the level of performance required
for different grades• Help Examiners to set questions of the
appropriate difficulty• Help teachers assess the level of their students• Form a basis for school-based assessment
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• Enjoyable to read • Very few errors• Confident and wide-ranging use of language, idiom
and tenses • Excellent sense of purpose and audience• Shows independence of thought• The interest of the reader is aroused and sustained
Extended Writing criteria (1): extracts from Mark Band 8-9
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• Meaning is clear and work is of a safe, literate
standard• Mainly simple structures and vocabulary• Infrequent spelling errors, which do not interfere
with communication • Material is satisfactorily developed • Fulfils the task
Extended Writing criteria (2): extracts from Mark Band 4-5
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• Partly relevant and some engagement with the
task• Frequent, distracting errors hamper precision
and slow down reading • Simple structures and vocabulary• Supplies some detail and explanation, but the
effect is incomplete
Extended Writing criteria (3): extracts from Mark Band 2-3
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• Weak, with many errors in grammar and spelling • Only partial engagement with the task • Language simple but still often wrong choice of
register and vocabulary • Meaning may be obscured or neutralised by the
weight of linguistic error
Extended Writing criteria (4): extracts from Mark Band 0-1
Closing comments