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MYP 5 Criterion C Strands For Oral Exam

The document provides information about conducting and assessing individual speaking assessments in the MYP. It outlines the teacher's responsibilities which include preparing appropriate stimuli, understanding the assessment format and criteria, asking adapted questions to allow students to demonstrate their language skills, and avoiding correcting students or dominating the conversation. It also includes the internal assessment marking criteria for presentation and interactive discussion in areas such as vocabulary, grammar, pronunciation and intonation, and communication and organization. Finally, it discusses the language acquisition subject-specific grade descriptors.

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ayaan.ahuja
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757 views2 pages

MYP 5 Criterion C Strands For Oral Exam

The document provides information about conducting and assessing individual speaking assessments in the MYP. It outlines the teacher's responsibilities which include preparing appropriate stimuli, understanding the assessment format and criteria, asking adapted questions to allow students to demonstrate their language skills, and avoiding correcting students or dominating the conversation. It also includes the internal assessment marking criteria for presentation and interactive discussion in areas such as vocabulary, grammar, pronunciation and intonation, and communication and organization. Finally, it discusses the language acquisition subject-specific grade descriptors.

Uploaded by

ayaan.ahuja
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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MYP eAssessment

The teacher’s role in conducting and assessing the individual


speaking assessment
It is the teacher’s responsibility to:
• be aware that the purpose of the individual speaking assessment is to assess the student’s ability to
produce, understand and interact using spoken language
• ensure that the correct number and range of multimodal stimuli are prepared for the individual
speaking assessment and that an accurate record is kept of the allocation
• have a very clear understanding of the format of the individual speaking assessment as well as the
marking criteria for the individual speaking assessment
• ensure that the questions asked are adapted to the student’s ability and are designed to give the
student every opportunity to show the extent of their language skills
• rephrase a question or statement if a student is having difficulty understanding, in order to support
the student and maintain the flow of the conversation
• avoid correcting the student or dominating the conversation
• ensure that students are allowed sufficient time to respond to questions.

Internal assessment marking criteria—presentation and interactive


discussion
Vocabulary
To what extent does the candidate use a wide range of vocabulary?

Marks Descriptor
0 The work does not reach a standard described by the descriptors below.
1-2 The candidate uses a limited range of vocabulary. Vocabulary is rarely appropriate for the task or
is often repetitive or formulaic.
3-4 The candidate uses a basic range of vocabulary. Vocabulary is sometimes appropriate for the
task.
5-6 The candidate uses a range of vocabulary. Vocabulary is appropriate for the task
7-8 The candidate uses a wide range of vocabulary. Vocabulary is appropriate for the task, and
effective.

Grammar
To what extent does the candidate use grammatical structures accurately?

Marks Descriptor
0 The work does not reach a standard described by the descriptors below.
1-2 The candidate uses a limited range of grammatical structures which often hinder
communication.
3-4 The candidate uses a basic range of grammatical structures which sometimes hinder
communication.
5-6 The candidate uses a range of grammatical structures which do not hinder communication.
7-8 The candidate uses a wide range of grammatical structures generally accurately.

Pronunciation and intonation


To what extent do pronunciation and intonation affect communication?

Language acquisition guide (for use from September 2020/January 2021) 59


MYP eAssessment

Marks Descriptor
0 The work does not reach a standard described by the descriptors below.
1 The candidate’s use of pronunciation and intonation often hinder comprehension.
2 The candidate’s use of pronunciation and intonation sometimes hinder comprehension.
3 The candidate’s use of pronunciation and intonation rarely hinder comprehension.
4 The candidate’s use of clear pronunciation and intonation make communication easy to
comprehend.

Communication and organization


To what extent does the candidate communicate information in the presentation and interactive
discussion?

Marks Descriptor
0 The work does not reach a standard described by the descriptors below.
1 The candidate communicates limited relevant information. Ideas are not organized and hinder
communication.
2 The candidate communicates some relevant information. There is limited organization of ideas.
3 The candidate communicates most relevant information. Ideas are organized and clear.
4 The candidate communicates all relevant information. Ideas are organized clearly and effectively,
enhancing communication.

Language acquisition subject-specific grade


descriptors
Subject-specific grade descriptors serve as an important reference in the assessment process. Through
careful analysis of subject-group criteria and the general grade descriptors, they have been written to
capture and describe in a single descriptor the performance of students at each grade for each MYP subject
group.
Subject-specific grade descriptors are also the main reference used to select grade boundaries for each
discipline in each assessment session. During this process, the grade award team compares student
performance against descriptors of achievement at grades 2 and 3; 3 and 4; and 6 and 7 (other boundaries
are set at equal intervals between these key transitions). The grade award process is able to compensate for
variations in challenge between tasks and in standards applied to marking (both between subjects and for a
particular subject across sessions) by setting boundaries for each discipline and examination session, with
reference to real student work.
Subject-specific grade descriptors tie eAssessment to criterion-related assessment and to MYP assessment
criteria and level descriptors, which put the programme’s criterion-related assessment philosophy into
practice.

Emergent
Grade Descriptor
7 Produces high-quality, frequently innovative work using a wide range of language.
Communicates comprehensive understanding of basic linguistic concepts and contexts
through the effective use of language in response to a wide variety of written, spoken and
visual texts. Consistently demonstrates critical and creative thinking to understand and

60 Language acquisition guide (for use from September 2020/January 2021)

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