External Assessment
The International Baccalaureate utilises two different methods to assess students:
**For the written assignment, there is separate assessment criteria**
Paper 1 and Paper 2 are designed to allow you to demonstrate your competencies in relation to the French B assessment objectives. Paper 1 assesses receptive skills and Paper 2 assesses productive skills.
WHAT DOES THIS ALL MEAN?!? Don't worry I am getting there!
So basically, there is a grading rubric with specific criteria that must be met in order to score a specific mark or grade on that paper. I will provide you with those grading criteria below.
Can you use dictionaries and reference materials for Paper 1 and Paper 2?
Absolutely not! In papers 1 and 2, the use of dictionaries and reference material is not permitted during the examination. You are however, allowed to use dictionaries and reference material for the written assignment.
- Detailed markschemes that are specific to each paper (Paper 1)
- Assessment criteria (Paper 2)
**For the written assignment, there is separate assessment criteria**
Paper 1 and Paper 2 are designed to allow you to demonstrate your competencies in relation to the French B assessment objectives. Paper 1 assesses receptive skills and Paper 2 assesses productive skills.
WHAT DOES THIS ALL MEAN?!? Don't worry I am getting there!
So basically, there is a grading rubric with specific criteria that must be met in order to score a specific mark or grade on that paper. I will provide you with those grading criteria below.
Can you use dictionaries and reference materials for Paper 1 and Paper 2?
Absolutely not! In papers 1 and 2, the use of dictionaries and reference material is not permitted during the examination. You are however, allowed to use dictionaries and reference material for the written assignment.
Word Count Requirements:
|
Paper 1 SL:
You are required to write a minimum of 250 words. **Failure to write the minimum number of words will result in 1 mark being deducted from criterion A:
language.** |
Paper 2 HL, Section A:
You are required to write a minimum of 250 words. **Failure to write the minimum number of words will result in 1 mark being deducted from criterion A:
language.** |
Paper 2 HL, Section B:
You are required to write a minimum of 150 words. **Failure to write the minimum number of words will result in 1 mark being deducted from criterion A:
language.** |
Paper 1: Receptive Skills
Duration: 1 hour 30 minutes
Weighting: 25%
Paper 1 is based on the core: communication and media, global issues, social relationships.
This paper is externally set and externally assessed. It assesses, through a number of questions, your ability to read a range of texts. The text booklet consists of four texts. The question and answer booklet contains questions on those texts. Your understanding of the written texts is assessed, not your knowledge of the topic.
All texts and questions are in the target language (French) and all responses must be written in the target language (French).
The following list, which is not exhaustive, gives some text types with which you are encouraged to be familiar. These may be presented in electronic format.
• Article, column
• Blog
• Brochure, leaflet, flyer, pamphlet, advertisement
• Essay
• Interview in any form
• News report
• Report
• Review
• Set of instructions, guidelines
• Written correspondence
Text-Handling Exercises
Questions assess a range of receptive skills such as understanding overall meaning, scanning texts for particular details, and understanding structural features.
These are the types of questions that may appear in paper 1.
• Gap-filling exercises based on comprehension of the text
• Identifying precise references of key phrases or structures (for example, “In line x, to whom does the word ‘they’ refer?”)
• Identifying related ideas that are in different parts of the text
• Identifying specific content items
• Identifying true sentences according to the text
• Identifying whether an explanation or definition is true or false, and finding the evidence for this in the text
• Identifying who says what in a text or a series of short texts
• Matching summary sentences with different paragraphs of the text
• Matching words or phrases from the text with definitions
• Multiple-choice questions
• Short-answer questions
Weighting: 25%
Paper 1 is based on the core: communication and media, global issues, social relationships.
This paper is externally set and externally assessed. It assesses, through a number of questions, your ability to read a range of texts. The text booklet consists of four texts. The question and answer booklet contains questions on those texts. Your understanding of the written texts is assessed, not your knowledge of the topic.
All texts and questions are in the target language (French) and all responses must be written in the target language (French).
The following list, which is not exhaustive, gives some text types with which you are encouraged to be familiar. These may be presented in electronic format.
• Article, column
• Blog
• Brochure, leaflet, flyer, pamphlet, advertisement
• Essay
• Interview in any form
• News report
• Report
• Review
• Set of instructions, guidelines
• Written correspondence
Text-Handling Exercises
Questions assess a range of receptive skills such as understanding overall meaning, scanning texts for particular details, and understanding structural features.
These are the types of questions that may appear in paper 1.
• Gap-filling exercises based on comprehension of the text
• Identifying precise references of key phrases or structures (for example, “In line x, to whom does the word ‘they’ refer?”)
• Identifying related ideas that are in different parts of the text
• Identifying specific content items
• Identifying true sentences according to the text
• Identifying whether an explanation or definition is true or false, and finding the evidence for this in the text
• Identifying who says what in a text or a series of short texts
• Matching summary sentences with different paragraphs of the text
• Matching words or phrases from the text with definitions
• Multiple-choice questions
• Short-answer questions
Paper 2: Written Productive Skills
Duration: 1 hour 30 minutes
Weighting: 25%
Paper 2 is based on the options: cultural diversity, customs and traditions, health, leisure, science and technology.
This paper is externally set and externally assessed. It consists of five tasks requiring different types of texts. Each task is based on a different option, from which you choose one. You are is expected to write 250–400 words.
The aim of this component is to assess your ability to communicate in writing for a variety of purposes. It requires you to demonstrate your productive skills. Your factual knowledge of the options will not be tested as such, but can, and should, be used to support what you wish to communicate.
Each task requires an answer with a specific text type, such as a formal letter or a report. To this end, you need to identify the purpose(s) of the task in order to use register and style appropriate to the text type.
You should:
• use language accurately and appropriately
• develop and organize ideas relevant to the task
• produce the features of the required text type correctly.
Paper 2 requires you to produce text types from the following list.
• Article
• Blog/diary entry
• Brochure, leaflet, flyer, pamphlet, advertisement
• Essay
• Interview
• Introduction to debate, speech, talk, presentation
• News report
• Official report
• Review
• Set of instructions, guidelines
• Written correspondence
Weighting: 25%
Paper 2 is based on the options: cultural diversity, customs and traditions, health, leisure, science and technology.
This paper is externally set and externally assessed. It consists of five tasks requiring different types of texts. Each task is based on a different option, from which you choose one. You are is expected to write 250–400 words.
The aim of this component is to assess your ability to communicate in writing for a variety of purposes. It requires you to demonstrate your productive skills. Your factual knowledge of the options will not be tested as such, but can, and should, be used to support what you wish to communicate.
Each task requires an answer with a specific text type, such as a formal letter or a report. To this end, you need to identify the purpose(s) of the task in order to use register and style appropriate to the text type.
You should:
• use language accurately and appropriately
• develop and organize ideas relevant to the task
• produce the features of the required text type correctly.
Paper 2 requires you to produce text types from the following list.
• Article
• Blog/diary entry
• Brochure, leaflet, flyer, pamphlet, advertisement
• Essay
• Interview
• Introduction to debate, speech, talk, presentation
• News report
• Official report
• Review
• Set of instructions, guidelines
• Written correspondence
Written Assignment: Receptive and Written Productive Skills
Weighting: 20%
So what is the written assignment?
The written assignment is going to consist of a topic or title that you will decide on as a student. Don't worry, you will not be alone. Your instructor will be there to help you out in choosing a topic and consequently, the planning stage when you are working on the written task.
Your teacher will provide you with and help you understand the criteria for the written component of your overall mark on the examination. The work must be entirely your own and as students of the International Baccalaureate you are expected to create a piece of work that relates to the principles of academic honesty, especially authenticity and intellectual property. Your work will be checked to ensure that it is entirely your own.
Once you have started your written assignment, your teacher will give you verbal advice that will point you in the direction you should take your written piece in order to improve upon it. Your teacher however cannot annotate, edit, or correct your work. After making general comments on the first draft of your work, your teacher cannot provide any further assistance.
Objectives:
The purpose of the written assignment is to:
• deepen understanding of a chosen topic(s) from the course
• develop inter-textual receptive and productive skills
• select, use and reference source texts appropriate to the chosen task
• produce an appropriate text in the selected text type
• organize writing purposefully and coherently
• extend language skills
• demonstrate intercultural understanding through reflection on the assignment.
“Inter-textual reading” refers to the ability to read across different texts one of which may be audio/audiovisual, that may be linked by a common theme.
Requirements:
The assignment has two parts: a rationale and the task.
The rationale: You must write a 150–200 word rationale introducing the assignment which must include:
• the subject investigated
• a brief description of each of the sources
• your intended aim(s)
• explanation of how you intend to achieve his or her aim(s)—choice of text types, audience, register, style and so on.
The task: You must produce a piece of writing that may be chosen from the recommended text types listed for paper 2 (SEE BELOW), after discussion with your teacher as an advisor. The task should be suitable for a piece of writing no more than 400 words in length. The content must be linked to one or more of the core topics and based on the information gathered from the three (minimum) or four (maximum) sources such as articles, blogs, audio/visual materials and interviews selected by you in consultation with your teacher.
You should:
• address the subject presented in the rationale
• organize the information from the sources in a manner appropriate to the task
• use language appropriate to the text type and communicative purpose
Timeline:
The following is an example for English B:
So what is the written assignment?
The written assignment is going to consist of a topic or title that you will decide on as a student. Don't worry, you will not be alone. Your instructor will be there to help you out in choosing a topic and consequently, the planning stage when you are working on the written task.
Your teacher will provide you with and help you understand the criteria for the written component of your overall mark on the examination. The work must be entirely your own and as students of the International Baccalaureate you are expected to create a piece of work that relates to the principles of academic honesty, especially authenticity and intellectual property. Your work will be checked to ensure that it is entirely your own.
Once you have started your written assignment, your teacher will give you verbal advice that will point you in the direction you should take your written piece in order to improve upon it. Your teacher however cannot annotate, edit, or correct your work. After making general comments on the first draft of your work, your teacher cannot provide any further assistance.
Objectives:
The purpose of the written assignment is to:
• deepen understanding of a chosen topic(s) from the course
• develop inter-textual receptive and productive skills
• select, use and reference source texts appropriate to the chosen task
• produce an appropriate text in the selected text type
• organize writing purposefully and coherently
• extend language skills
• demonstrate intercultural understanding through reflection on the assignment.
“Inter-textual reading” refers to the ability to read across different texts one of which may be audio/audiovisual, that may be linked by a common theme.
Requirements:
The assignment has two parts: a rationale and the task.
The rationale: You must write a 150–200 word rationale introducing the assignment which must include:
• the subject investigated
• a brief description of each of the sources
• your intended aim(s)
• explanation of how you intend to achieve his or her aim(s)—choice of text types, audience, register, style and so on.
The task: You must produce a piece of writing that may be chosen from the recommended text types listed for paper 2 (SEE BELOW), after discussion with your teacher as an advisor. The task should be suitable for a piece of writing no more than 400 words in length. The content must be linked to one or more of the core topics and based on the information gathered from the three (minimum) or four (maximum) sources such as articles, blogs, audio/visual materials and interviews selected by you in consultation with your teacher.
You should:
• address the subject presented in the rationale
• organize the information from the sources in a manner appropriate to the task
• use language appropriate to the text type and communicative purpose
Timeline:
- Provide initial proposal
- Write first draft of written assignment
- Provide references used (Sources for SL; the Literary Text(s) for HL)
- Receive oral feedback from teacher
- Amend written assignment if necessary
The following is an example for English B:
|
Written assignment SL:
You are required to produce a rationale of 150–200 words maximum, plus a task of 300–400 words (excluding bibliography). Work falling significantly beneath the required word count is unlikely to meet the stated requirements of the task and is therefore likely to receive low marks. If the word limit is exceeded, the assessment will be based on the rationale and the first 400 words of the task. |
Written assignment HL:
You are required to produce a rationale of 150–250 words maximum, plus a task of 500–600 words. Work falling significantly beneath the required word count is unlikely to meet the stated requirements of the task and is therefore likely to receive low marks. If the word limit is exceeded, the assessment will be based on the rationale and the first 600 words of the task. |
Assessment Criteria- SL:
Overview
Paper 1
Markschemes are used to assess paper 1, which is worth 25% of the overall mark.
Paper 2
Assessment criteria are used to assess paper 2, which is worth 25% of the overall mark.
There are three assessment criteria.
Paper 1
Markschemes are used to assess paper 1, which is worth 25% of the overall mark.
Paper 2
Assessment criteria are used to assess paper 2, which is worth 25% of the overall mark.
There are three assessment criteria.
Criterion A |
Language |
10 marks |
Criterion B |
Message |
10 marks |
Criterion C |
Format |
5 marks |
Total |
25 marks |
Written Assignment
Assessment criteria are used to assess the written assignment, which is worth 20% of the overall mark.
There are three assessment criteria.
Assessment criteria are used to assess the written assignment, which is worth 20% of the overall mark.
There are three assessment criteria.
Criterion A |
Rationale and Task |
10 marks |
Criterion B |
Organization and Development |
6 marks |
Criterion C |
Language |
8 marks |
Total |
24 marks |
Paper 2: Written Productive Skills (SL)
Criterion A: Language
How effectively and accurately do you use language?
** Failure to write the minimum number of words will result in a 1-mark penalty.**
How effectively and accurately do you use language?
** Failure to write the minimum number of words will result in a 1-mark penalty.**
Marks |
Level Descriptor |
00 |
The work does not reach a standard described by the descriptors below. |
1-2 |
Command of the language is generally inadequate. A very limited range of vocabulary is used, with many basic errors. Simple sentence structures are rarely clear. |
3-4 |
Command of the language is limited and generally ineffective. A limited range of vocabulary is used, with many basic errors. Simple sentence structures are sometimes clear. |
5-6 |
Command of the language is generally adequate, despite many inaccuracies. A fairly limited range of vocabulary is used, with many errors. Simple sentence structures are usually clear. |
7-8 |
Command of the language is effective, despite some inaccuracies. A range of vocabulary is used accurately, with some errors. Simple sentence structures are clear. |
9-10 |
Command of the language is good and effective. A wide range of vocabulary is used accurately, with few significant errors. Some complex sentence structures are clear and effective. |
Criterion B: Message
How clearly can you develop and organize relevant ideas.
Marks |
Level Desciptor |
00 |
The work does not reach a standard described by the descriptors below. |
1-2 |
The message has not been communicated. The ideas are irrelevant and/or repetitive. The development of ideas is unclear; supporting details are very limited and/or not appropriate |
3-4 |
The message has barely been communicated. The ideas are sometimes irrelevant and/or repetitive. The development of ideas is confusing; supporting details are limited and/or not appropriate. |
5-6 |
The message has been partially communicated. The ideas are relevant to some extent. The development of ideas is evident at times; supporting details are sometimes appropriate. |
7-8 |
The message has been communicated fairly well. The ideas are mostly relevant. The development of ideas is coherent; supporting details are mostly appropriate. |
9-10 |
The message has been communicated well. The ideas are relevant. The development of ideas is coherent and effective; supporting details are appropriate. |
Criterion C: Format
- How correctly do you produce the required text type?
- To what extent are the conventions of text types appropriate?
Marks |
Level Descriptor |
00 |
The work does not reach a standard described by the descriptors below. |
1 |
The text type is not recognizable. Conventions appropriate to the text type are not used. |
2 |
The text type is hardly recognizable or is not appropriate. Conventions appropriate to the text type are very limited. |
3 |
The text type is sometimes recognizable and appropriate. Conventions appropriate to the text type are limited. |
4 |
The text type is generally recognizable and appropriate. Conventions appropriate to the text type are evident. |
Written assignment: Receptive and Written Productive Skills (SL)
Criterion A: Rationale and task
• How well do you use the rationale and the task in order to accomplish the assignment?
–– How clearly has the task been introduced in the rationale?
–– How successfully does the task address the subject and aim(s) stated in the rationale?
–– How appropriate is the choice of the text type to the task?
–– How clearly has the task been introduced in the rationale?
–– How successfully does the task address the subject and aim(s) stated in the rationale?
–– How appropriate is the choice of the text type to the task?
Marks |
Level Descriptor |
00 |
The work does not reach a standard described by the descriptors below. |
1-2 |
The student uses the rationale and the task in a limited way and may have partially accomplished the assignment. There is little reference to the sources in the rationale. The student has barely explained what his or her aim(s) are. The subject is hardly relevant to the chosen sources and not addressed in the task. The chosen text type is inappropriate to the audience and aim(s) stated in the rationale. |
3-4 |
The student uses the rationale and the task in order to accomplish the assignment to a certain extent. There is some reference to some of the sources in the rationale. The student has explained what his or her aims are but not how he/she intends to achieve them. The subject stated in the rationale is partially relevant to the chosen sources or not addressed throughout the task. The chosen text type is not completely appropriate to the audience and aim(s) stated in the rationale, and is applied inconsistently throughout the task. |
5-6 |
The student uses the rationale and the task adequately in order to accomplish the assignment. All sources have been referred to but not necessarily described in the rationale. The student has explained what his or her aims are and how he/she intends to achieve them. The subject stated in the rationale is generally relevant to the chosen sources and addressed throughout the task. The chosen text type is not completely appropriate to the audience and purpose stated in the rationale, but is applied consistently throughout the task. |
7-8 |
The student uses the rationale and the task well in order to accomplish the assignment. All sources have been described in the rationale. The student has clearly explained what his or her aim(s) are and how he/she intends to achieve them. The subject stated in the rationale is relevant to the chosen sources and addressed throughout the task. The chosen text type is appropriate to the audience and purpose stated in the rationale, and is applied throughout the task. |
9-10 |
The student uses the rationale and the task effectively in order to accomplish the assignment. All sources have been fully described in the rationale. The student has clearly explained what his or her aim(s) are and how he/she intends to achieve them. The subject stated in the rationale is focused, relevant to the chosen sources and consistently addressed throughout the task. The chosen text type is appropriate to the audience and purpose stated in the rationale, and is applied consistently throughout the task. |
Sample Papers:
|
French B SL Paper 1:
May 2007:
|
French B SL Paper 2:
May 2007:
| ||||
Sample Oral Presentations:
Example One- Higher Level
| Example One Higher Level |
Score |
Max Score Possible: |
|
Criterion A: Language |
5 |
10 |
Criterion B: Cultural Interaction |
6 |
10 |
Criterion C: Message |
5 |
10 |
Total: |
16 |
30 |
Generalities:
The recording is of wonderful quality: the instructor's voice sounds a bit far away, but clearly audible. Random noises disturb the recording from time to time. The student gives a good presentation, although it's a little too long. The questions the instructor asks are pertinent and appropriate for the occasion and give the student the opportunity to express herself freely. When difficulties arise, the instructor gently pushes to obtain responses that are a little more developed but there is not much controversy that will allow the student to develop better responses, without a doubt attributed to the students weak level of French. The transition to the 3rd part is clear as day and the questions in this section cover themes that are susceptible in creating interesting discussions (the wearing of burqas, the future of the planet).
Criterion A: Language
The intonation does not interrupt the communication but flow is often hesitant. The language is mastered at a rather simple level. Nevertheless, it is clear that the student illustrates some lapses in vocabulary, even more so in the discussion.
Criterion B: Cultural Interaction
The student does not seem to have difficulty understanding the questions. She responds in a manner that is appropriate to simple questions but barely enough to express complex ideas, for example when the instructor asks her to justify her position in regards to the French Government's position on the matter of the wearing of burqas in school. There are many instances where the student hesitates which in turn ruin the flow of the conversation.
Criterion C: Message
The presentation is well documented and the ideas are presented in an overall clear and coherent manner. Certain details (examples and statistics) support the aim of the presentation. The conversation that follows is generally coherent. The questions asked offer the student the opportunity to develop her ideas and to express her opinion. Nevertheless, les the responses remain limited (two or three sentences max) and vague. The students weak level as a student of French impede her from supplying detailed and convincing responses.
The recording is of wonderful quality: the instructor's voice sounds a bit far away, but clearly audible. Random noises disturb the recording from time to time. The student gives a good presentation, although it's a little too long. The questions the instructor asks are pertinent and appropriate for the occasion and give the student the opportunity to express herself freely. When difficulties arise, the instructor gently pushes to obtain responses that are a little more developed but there is not much controversy that will allow the student to develop better responses, without a doubt attributed to the students weak level of French. The transition to the 3rd part is clear as day and the questions in this section cover themes that are susceptible in creating interesting discussions (the wearing of burqas, the future of the planet).
Criterion A: Language
The intonation does not interrupt the communication but flow is often hesitant. The language is mastered at a rather simple level. Nevertheless, it is clear that the student illustrates some lapses in vocabulary, even more so in the discussion.
Criterion B: Cultural Interaction
The student does not seem to have difficulty understanding the questions. She responds in a manner that is appropriate to simple questions but barely enough to express complex ideas, for example when the instructor asks her to justify her position in regards to the French Government's position on the matter of the wearing of burqas in school. There are many instances where the student hesitates which in turn ruin the flow of the conversation.
Criterion C: Message
The presentation is well documented and the ideas are presented in an overall clear and coherent manner. Certain details (examples and statistics) support the aim of the presentation. The conversation that follows is generally coherent. The questions asked offer the student the opportunity to develop her ideas and to express her opinion. Nevertheless, les the responses remain limited (two or three sentences max) and vague. The students weak level as a student of French impede her from supplying detailed and convincing responses.