Language B Assessment Objectives

Language b assessment objectives

The following assessment objectives are common to both French B and French ab initio. The level of difficulty of the assessments, and the expectations of student performance on the tasks, are what distinguishes the three modern language acquisition courses.

Communicate clearly and effectively in a range of contexts and for a variety of purposes.
Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.
Understand and use language to express and respond to a range of ideas with fluency and accuracy.
Identify, organize, and present ideas on a range of topics.
Understand, analyse and reflect upon a range of written, audio, visual, and audio-visual texts.

What does this all mean? Let me put this into simpler language.

Be able to communicate orally and in writing to different subjects/topics.
Understand how to utilise language appropriate to context of an exchange and/or situation.
Understand French and utilise it to express ideas with ease and fluency.
To be able organise ideas and present them on different topics.
Be able to understand texts and media and respond accordingly.

These five (5) categories/objectives are then assessed through a variety of different internal and external assessments involving both verbal and written assessments.

During the examination session, dictionaries and other reference materials are prohibited for papers 1 and papers 2.

Assessment objectives in practice

See below for breakdown of what assessment type is utilised to evaluate a student's performance and grasp of the language.

**PLEASE NOTE THESE ASSESSMENT OBJECTIVES ARE OBSERVED FOR FRENCH B and FRENCH ab initio COURSES**

Assessment Objective	Which components addresses this objective?	How is this assessment objective addressed?
Communicate clearly and effectively in a range of contexts and for a variety of purposes.	Paper 1 - Writing	Students demonstrated their conceptual understanding by responding appropriately in written tasks using a variety of text types.
Communicate clearly and effectively in a range of contexts and for a variety of purposes.	Internal Assessment	Students orally react to a stimulus (visual for SL, literary extract for HL), respond to questions and engage in a general conversation.
2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.	Paper 1 - Writing	Students demonstrate their conceptual understanding by responding appropriately in written tasks by using a variety of text types.
2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.	Paper 2 - Listening and reading	Students produce responses that demonstrate an understanding of written and audio texts.
2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.	Internal assessment	Students interact with the instructor using a range of language structures and registers appropriate to the context and audience.
3. Understand and use language to express and respond to a range of ideas with fluency and accuracy.	Paper 1 - Writing	Students respond to written tasks using appropriate language, register and format.
3. Understand and use language to express and respond to a range of ideas with fluency and accuracy.	Paper 2 - Listening and reading	Students demonstrate an understanding of written and audio texts.
3. Understand and use language to express and respond to a range of ideas with fluency and accuracy.	Internal Assessment	Students interact orally with the instructor using appropriate language, register, and format.
4. Identify, organize, and present ideas on a range of topics.	Paper 1 - Writing	Students develop a coherent and organised response on a range of topics.
4. Identify, organize, and present ideas on a range of topics.	Internal Assessment	Students understand the topic of discussion and present an organised response, whether planned or spontaneous.
5. Understand, analyse and reflect upon a range of written, audio, visual, and audio-visual texts.	Paper 2 - Listening and Reading	Students respond appropriately to authentic texts.
5. Understand, analyse and reflect upon a range of written, audio, visual, and audio-visual texts.	Internal Assessment	SL: Students demonstrate the ability to verbally interact in French in response to a visual stimulus. HL: Students demonstrate the ability to verbally interact in French in response to a literary excerpt.

assessments breakdown - standard level (SL)

EXTERNAL ASSESSMENT (3 HOURS)
75% OF OVERALL MARK

PAPER 1 (1 HOUR 15 MINUTES)
25 % OF SCORE

PRODUCTIVE SKILLS - WRITING (30 MARKS/POINTS)

ONE WRITING TASK OF 250—400 WORDS FROM A CHOICE OF THREE (3), EACH FROM A DIFFERENT THEME STUDIED IN CLASS, CHOOSING A TEXT TYPE FROM AMONG THOSE LISTED IN THE EXAM INSTRUCTIONS.

PAPER 2 (1 HOUR 45 MINUTES)
50 % OF SCORE

RECEPTIVE SKILLS - SEPARATE SECTIONS FOR LISTENING AND READING (65 MARKS/POINTS)

LISTENING COMPREHENSION (45 MINUTES) (25 MARKS/POINTS)

READING COMPREHENSION (1 HOUR) (40 MARKS/POINTS)
COMPREHENSION EXERCISES ON THREE (3) AUDIO PASSAGES AND THREE (3) WRITTEN TEXTS, DRAWN FROM ALL FIVE THEMES STUDIED IN CLASS.

INTERNAL ASSESSMENT
25% OF OVERALL MARK
THIS COMPONENT IS INTERNALLY ASSESSED BY THE INSTRUCTOR AND EXTERNALLY MODERATED BY THE IB AT THE END OF THE COURSE.

INDIVIDUAL ORAL ASSESSMENT
A CONVERSATION WITH THE TEACHER, BASED ON A VISUAL STIMULUS, FOLLOWED BY DISCUSSION BASED ON AN ADDITIONAL THEME. (30 MARKS/POINTS)

ASSESSMENTS BREAKDOWN - HIGHER LEVEL (HL)

EXTERNAL ASSESSMENT (3 HOURS 30 MINUTES) 75% OF OVERALL MARK
PAPER 1 (1 HOUR 30 MINUTES)
25% OF SCORE

PRODUCTIVE SKILLS—WRITING (30 MARKS/POINTS)

ONE WRITING TASK OF 450–600 WORDS FROM A CHOICE OF THREE, EACH FROM A DIFFERENT THEME, CHOOSING A TEXT TYPE FROM AMONG THOSE LISTED IN THE EXAMINATION INSTRUCTIONS.
PAPER 2 (2 HOURS)
50 % OF OVERALL MARK

RECEPTIVE SKILLS—SEPARATE SECTIONS FOR LISTENING AND READING (65 MARKS /POINTS)

LISTENING COMPREHENSION (1 HOUR) (25 MARKS/POINTS)

READING COMPREHENSION (1 HOUR) (40 MARKS/POINTS)
COMPREHENSION EXERCISES ON THREE (3) AUDIO PASSAGES AND THREE (3) WRITTEN TEXTS, DRAWN FROM ALL FIVE (5) THEMES.

INTERNAL ASSESSMENT
25% OF OVERALL MARK
THIS COMPONENT IS INTERNALLY ASSESSED BY THE INSTRUCTOR AND EXTERNALLY MODERATED BY THE IB AT THE END OF THE COURSE.

INDIVIDUAL ORAL ASSESSMENT
A CONVERSATION WITH THE TEACHER, BASED ON AN EXTRACT FROM ONE OF THE LITERARY WORKS STUDIED IN CLASS, FOLLOWED BY DISCUSSION BASED ON AN ADDITIONAL THEME. (30 MARKS/POINTS)

External assessment details - sl

Paper 1: Productive skills—writing
Duration: 1 hour 15 minutes
Weighting: 25%

Paper 1 is based on the five (5) themes:

identities
experiences
human ingenuity
social organization
sharing the planet.

This examination is externally set and externally assessed. It consists of a choice from three (3) tasks with a
variety of audiences, contexts and purposes.

Each task is based on a different theme from the syllabus.

Students write a response of 250–400 words to one of the tasks, choosing a text type from among those
listed in the examination instructions.

The aim of this component is to assess the ability to communicate in writing for a variety of purposes. In
order to fulfill the requirements of this assessment component, students need to show, through their use of
text type, register and style, that they understand the concepts of audience, context, purpose, meaning and
variation, and can apply them to their written language.

Paper 1 assesses the degree to which students are able to:

communicate clearly and effectively in a range of contexts and for a variety of purposes
understand and use language appropriate to a range of interpersonal and/or intercultural contexts
and audiences
understand and use language to express and respond to a range of ideas with fluency and accuracy
identify, organize and present ideas on a range of topics.

Students’ factual knowledge of topics within the themes will not be tested; however, it can be used to
support any ideas that the student wishes to communicate.

Paper 2: Receptive skills—listening and reading
Duration: 1 hour 45 minutes
Weighting: 50% (225% listening comprehension, 25% reading comprehension)

Paper 1 is based on the five (5) themes:

identities
experiences
human ingenuity
social organization
sharing the planet.

This examination is externally set and externally assessed. It is divided into two (2) separate sections:

listening (three audio passages) and reading (three written passages) covering different topics drawn from the five themes.

The students’ understanding of the six passages is assessed in this examination; it does not test
the students’ knowledge of any factual content of a specific topic.

All audio and written passages are in the target language and all answers must be provided in the target language.

Paper 1: Productive skills—writing (SL)

Assessment criteria are used to mark paper 1, which is worth 25% of the overall mark.
There are three (3) assessment criteria.

Criterion A: Language

How successfully does the candidate command written language?

• To what extent is the vocabulary appropriate and varied?
• To what extent are the grammatical structures varied?
• To what extent does the accuracy of the language contribute to effective communication?

Marks	Level Descriptor
	The work does not reach a standard described by the descriptors below.
1-3	Command of the language is limited. Vocabulary is sometimes appropriate to the task. Basic grammatical structures are used. Language contains errors in basic structures. Errors interfere with communication.
4-6	Command of the language is partially effective. Vocabulary is appropriate to the task. Some basic grammatical structures are used, with some attempts to use more complex structures. Language is mostly accurate for basic structures, but errors occur in more complex structures. Errors at times interfere with communication.
7-9	Command of the language is effective and mostly accurate. Vocabulary is appropriate to the task, and varied. A variety of basic and more complex grammatical structures is used. Language is mostly accurate. Occasional errors in basic and in complex grammatical structures do not interfere with communication.
10-12	Command of the language is mostly accurate and very effective. Vocabulary is appropriate to the task, and varied, including the use of idiomatic expressions. A variety of basic and more complex grammatical structures is used effectively. Language is mostly accurate. Minor errors in more complex grammatical structures do not interfere with communication.

Criterion B: Message

To what extent does the candidate fulfill the task?

• How relevant are the ideas to the task?
• To what extent are ideas developed?
• To what extent do the clarity and organization of ideas contribute to the successful delivery of the
message?

Marks	Level Descriptor
	The work does not reach a standard described by the descriptors below.
1-3	The task is partially fulfilled. Few ideas are relevant to the task. Ideas are stated, but with no development. Ideas are not clearly presented and do not follow a logical structure, making the message difficult to determine.
4-6	The task is generally fulfilled. Some ideas are relevant to the task. Ideas are outlined, but are not fully developed. Ideas are generally clearly presented and the response is generally structured in a logical manner, leading to a mostly successful delivery of the message.
7-9	The task is fulfilled. Most ideas are relevant to the task. Ideas are developed well, with some detail and examples. Ideas are clearly presented and the response is structured in a logical manner, supporting the delivery of the message.
10-12	The task is fulfilled effectively. Ideas are relevant to the task. Ideas are fully developed, providing details and relevant examples. Ideas are clearly presented and the response is structured in a logical and coherent manner that supports the delivery of the message.

Criterion C: Conceptual understanding

To what extent does the candidate demonstrate conceptual understanding?

• To what extent is the choice of text type appropriate to the task?
• To what extent are register and tone appropriate to the context, purpose and audience of the task?
• To what extent does the response incorporate the conventions of the chosen text type?

Marks	Level descriptor
	The work does not reach a standard described by the descriptors below.
1-2	Conceptual understanding is limited. The choice of text type is generally inappropriate to the context, purpose or audience. The register and tone are inappropriate to the context, purpose and audience of the task. The response incorporates limited recognizable conventions of the chosen text type.
3-4	Conceptual understanding is mostly demonstrated. The choice of text type is generally appropriate to the context, purpose and audience. The register and tone, while occasionally appropriate to the context, purpose and audience of the task, fluctuate throughout the response. The response incorporates some conventions of the chosen text type.
5-6	Conceptual understanding is fully demonstrated. The choice of text type is appropriate to the context, purpose and audience. The register and tone are appropriate to the context, purpose and audience of the task. The response fully incorporates the conventions of the chosen text type.

Note: A response that ignores context, purpose and audience may receive marks of 0 for criteria B and C, even if the response has received a high mark for criterion A.

EXTERNAL ASSESSMENT DETAILS - hL

Paper 1: Productive skills—writing
Duration: 1 hour 30 minutes
Weighting: 25%

Paper 1 is based on the five course themes:

identities
experiences
human ingenuity
social organization
sharing the planet

This examination is externally set and externally assessed. It consists of a choice from three (3) tasks with a
variety of audiences, contexts and purposes.

Each task is based on a different theme from the syllabus. Students write a response of 450–600 words to one of the tasks, choosing a text type from among those listed in the examination instructions.

Although the general format of paper 1 at HL resembles that of paper 1 at SL, it must be stressed that the
nature of the tasks set will require more complex language and structures, as well as demanding higher-order thinking skills such as analysis, evaluation, synthesis and interpretation.

The higher word range has been provided in order to accommodate the more complex responses required at this level. The aim of this component is to assess the ability to communicate in writing for a variety of purposes. In
order to fulfill the requirements of this assessment component, students need to show, through their choice
of text type, register and style, that they understand the concepts of audience, context, purpose, meaning
and variation, and can apply them to their written language.

Paper 1 assesses the degree to which students can:

communicate clearly and effectively in a range of contexts and for a variety of purposes
understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences
understand and use language to express and respond to a range of ideas with fluency and accuracy
identify, organize and present ideas on a range of topics.

Students’ factual knowledge of topics within the themes will not be tested; however, it can be used to support any ideas that the student wishes to communicate.

Paper 2: Receptive skills—listening and reading
Duration: 2 hours
Weighting: 50% (25% listening comprehension, 25% reading comprehension)

Paper 2 is based on the five course themes:

identities
experiences
human ingenuity
social organization
sharing the planet

This examination is externally set and externally assessed.

It is divided into two separate sections:

listening (three audio passages) and reading (three written passages) covering different topics drawn from the five themes.

The students’ understanding of the six passages is assessed in this examination: it does not test
the students’ knowledge of any factual content of a specific topic. All audio and written passages are in the
target language and all answers must be provided in the target language.

PAPER 1: PRODUCTIVE SKILLS—WRITING (hL)

Paper 1: Productive skills—writing

Assessment criteria are used to mark paper 1, which is worth 25% of the overall mark. There are three
assessment criteria.

Criterion A: Language

How successfully does the candidate command written language?

• To what extent is the vocabulary appropriate and varied?
• To what extent are the grammatical structures varied?
• To what extent does the accuracy of the language contribute to effective communication?

Marks	Level descriptor
	The work does not reach a standard described by the descriptors below.
1-3	Command of the language is limited. Vocabulary is sometimes appropriate to the task. Some basic grammatical structures are used, with some attempts to use more complex structures. Language contains errors in both basic and more complex structures. Errors interfere with communication.
4-6	Command of the language is partially effective. Vocabulary is generally appropriate to the task and varied. A variety of basic and some more complex grammatical structures is used. Language is mostly accurate for basic structures, but errors occur in more complex structures. Errors at times interfere with communication.
7-9	Command of the language is effective and mostly accurate. Vocabulary is appropriate to the task, and varied, including the use of idiomatic expressions. A variety of basic and more complex grammatical structures is used effectively. Language is mostly accurate. Occasional errors in basic and in complex grammatical structures do not interfere with communication.
10-12	Command of the language is mostly accurate and very effective. Vocabulary is appropriate to the task, and nuanced and varied in a manner that enhances the message, including the purposeful use of idiomatic expressions. A variety of basic and more complex grammatical structures is used selectively in order to enhance communication. Language is mostly accurate. Minor errors in more complex grammatical structures do not interfere with communication.

Criterion B: Message

To what extent does the candidate fulfill the task?

• How relevant are the ideas to the task?
• To what extent are ideas developed?
• To what extent do the clarity and organization of ideas contribute to the successful delivery of the
message?

Marks	Level descriptor
	The work does not reach a standard described by the descriptors below.
1-3	The task is partially fulfilled. Few ideas are relevant to the task. Ideas are stated, but with no development. Ideas are not clearly presented and do not follow a logical structure, making the message difficult to determine.
4-6	The task is generally fulfilled. Some ideas are relevant to the task. Ideas are outlined, but are not fully developed. Ideas are generally clearly presented and the response is generally structured in a logical manner, leading to a mostly successful delivery of the message.
7-9	The task is fulfilled. Most ideas are relevant to the task. Ideas are developed well, with some detail and examples. Ideas are clearly presented and the response is structured in a logical manner, supporting the delivery of the message.
10-12	The task is fulfilled effectively. Ideas are relevant to the task. Ideas are fully developed, providing details and relevant examples. Ideas are clearly presented and the response is structured in a logical and coherent manner that supports the delivery of the message.

Marks	Level descriptor
	The work does not reach a standard described by the descriptors below.
1-2	Conceptual understanding is limited. The choice of text type is generally inappropriate to the context, purpose or audience. The register and tone are inappropriate to the context, purpose and audience of the task. The response incorporates limited recognizable conventions of the chosen text type.
3-4	Conceptual understanding is mostly demonstrated. The choice of text type is generally appropriate to the context, purpose and audience. The register and tone, while occasionally appropriate to the context, purpose and audience of the task, fluctuate throughout the response. The response incorporates some conventions of the chosen text type.
5-6	Conceptual understanding is fully demonstrated. The choice of text type is appropriate to the context, purpose and audience. The register and tone are appropriate to the context, purpose and audience of the task. The response fully incorporates the conventions of the chosen text type.