Key Point Descriptors for Effective Exam Marking

Trilingue Webinar Marking the written exam.

Welcome The aim of this session is to focus on how to use the key point marking criteria.

Important General Information Estimated Grades - KPs not grades - submitted by 1st May Two texts in the written and oral - (if they have prepared three for the oral - they will have to declare which two they want to use before the exam) All teachers are expected to examine - priority over other exams All training material is online - see the Asiba website Two subject meetings every year - October which tends to focus on teaching and March which focuses on preparing for examining All overseas orals are online Please tell your students to write TRILINGUE on their written exam scripts and to write in black ink. Length of answers - 2 hours on each question British pedagogical approach to essay writing

Key Point Descriptors Use the key point descriptors for marking - do not get distracted by the CEFR levels or the number of points up to 60 Do not award half marks. Play close attention to the expression criteria because they can limit the overall mark: Expression ExpressionN.B. Any candidate whose written expression falls beneath the level N.B. Any candidate whose written expression falls beneath the level described below should not be placed at this key point described below should not be placed at this key point

General Marking Principles First overall impression Language - expression Have they made a genuine effort to answer the question? Is the answer rounded enough to be considered sound ? Is the writing well structured? Are the points backed up with evidence ? Is evidence relevant and well explained?

Applying the key points All key points except KP20 cover three grades: KP18 = 19 18 17 KP15 = 16 15 14 KP12 = 13 12 11 KP9 = 10 9 8 KP6 = 7 6 5 KP3 = 4 3 2 Look for best fit - not many answers meet all elements of the KP descriptor Once you have decided on your Key Point, ask if there were elements that were better or not so good or whether the essay fits the Key Point spot on

Things to remember when teaching: It is a good idea to familiarise your students with the Key Point descriptors. Get them marking each other s essays in class. Use your bac blancs as exemplar scripts and mark them together. When you return marked essays, ask the students to refer to the Key Points to understand why they got the mark they received. Get them to set targets for improvement using the Key Point descriptors, either to move up inside a KP or up to the next level.

Things to remember for examining: Look at the exemplar scripts and comments before you start marking. Don t make comments on the scripts - students can ask to see their copies after the exam. Check carefully when entering the marks on Santorin. Make sure that your comment is copy pasted from the descriptors. Look at the moderator feedback on your first 3 scripts and adjust accordingly if necessary. Contact your moderator if you have any tricky scripts

Here are some notes we made when allocating marks to the scripts: Notes on Trilingual Scripts Script 1 (The Taming of the Shrew) Part A - no pathway or focus identified - very basic understanding of the plot (limited knowledge and understanding) - a very short, simplistic response - some promising moments of engagement as a couple of stylistic features are identified. Expression is really poor - frequent errors of grammar and syntax. KP9 Yes - kp9 undeveloped and short Part B - this is better - the candidate attempts a thesis (seduction through manipulation or superiority) - decent knowledge of Petruchio - some use of textual evidence - appreciation of irony, monologue and pronouns - a thoughtful point about calling Kate bride that shows decent understanding. Again the expression and level of English is poor but the communication is adequate. KP12 going down to 11 Yes - the student hasn t really spoken about sincerity either despite it being in the question, so not really a rounded answer but they had a good go at it Script 2 (Jane Eyre) Clear thesis although it is expressed in a very French way. Good understanding of the plot - a lot of narrative in this response but some awareness of entrapment and freedom here and there so that counts as some focus on the question. It s all very general though - the candidate doesn't make points and provide textual evidence but there is some knowledge of the novel nevertheless. Control of language is just about OK although there are a lot of errors. KP12 going up to 13 Students need to remember that this is a language and literature exam and we are looking for an analytical approach, not just showing knowledge. Script 3 (Streetcar) Clear thesis - well organised essay. Good knowledge and understanding of the play and good focus on the question. Ideas are well developed. Good use of textual detail and lovely sense of engagement with the text. Appreciation of some literary features and dramatic techniques with the use of critical vocab. The content is KP18 but the level of language is only a KP12. Do we go for KP15? Tough one - I think the NB language descriptor overrides that and unfortunately prevents us from doing so and it would be blocked at 13., Script 4 (Streetcar) There doesn t seem to be an introduction but there is a clear thesis in the opening sentence. Very good knowledge and understanding of the text. Very good use of appropriate textual evidence and excellent analysis of literary and dramatic techniques.Effective use of language - a few errors but they don t impede understanding too much. KP18 Agree - the language is a bit wobbly in places but does not block meaning - some very sophisticated analysis shown too. I would stick to 18 rather than 19 because of expression maybe Script 5 (The Taming of the Shrew) Part A - The candidate identifies the significance of the extract. Fluent and accurate expression, an impressive level of interpretation and analysis. Outstanding focus on details from the text and very technique focused. Sophisticated and mature. KP20 yes Part B - Clear focus given to the response - confident use of knowledge to construct an argument. Excellent use of evidence. Impressive. KP20 agreed, wow!