The IB AssessmentIB SL Internal Assessment Spanish IB internal assessment will consists of oral work that comprises both listening and speaking. Of the total marks for a language B, 30% are allocated to the internal assessment. The assessment of oral work will take place during the year. The mark for the internal assessment submitted to IB Cardiff will consists of two activities: an individual oral and two interactive oral activities. IB uses the individual oral to moderate the marks awarded by the teacher internal assessment. Internal Assessment: Oral Component 30% Two oral activities to be internally assessed by the teacher and externally moderated by the IBO 1.Interactive Oral Activity 10% ·Five interactive activities will be carried out in the classroom during the course and assessed by the teacher. One of these must be based on a listening activity. The highest of the three marks will be submitted as the final mark for the interactive oral. Where there is only one student in the class, these activities should be carried out with the teacher.The mark of one interactive oral activity out of many occurring during the last year of the course will be selected. ·Activities may be based on a range of material in the target language and related to the culture studied ·Interactive activities may be some times audio-recorded 2.Individual Oral 20% ·Based on a stimulus chosen by the candidate. Approximately 10 minutes in length ·The exam is recorded *The examination consists of three parts: an interview divided in two parts and a general discussion The Individual Oral examination takes place during the last week ofMarch, 2019
Written assignment: Receptive and written productive skills20% This component consists of intertextual reading linked to the core, followed by an in class written exercise of 300–400 words and a 100-word rationale. It is undertaken during the year of the course and is internally moderated by the teacher and externally assessed by IBO Objectives The purpose of the written assignment is to provide the student with the chance to reflect upon and develop further understanding of a core topic, as well as to develop intertextual receptive and productive skills. “Intertextual reading” refers to the ability to read across different texts that may be linked by a common theme. The assignment The assignment has two parts: the task and a rationale. The task: Students produce a piece of writing based on the options: cultural diversity, customs and traditions, health, leisure, science and technology. The subject of the assignment should have a specific focus, suitable for a piece of writing of 300–400 words in length. The content must be linked to one of the core topics and based on the information gathered from the three sources—such as articles, blogs and interviews—selected by the teacher. The length of each source must be 300–400 words. The rationale: Students must write a 100-word rationale introducing the assignment, stating their aim(s) and how their aim(s) have been achieved. The assessment of the task emphasizes content and organization over format. The student should demonstrate understanding of the subject matter of the written assignment, as well as the ability to organize and use the information from the sources. The student should: ·demonstrate understanding of the core topic ·organize the information from the sources in a manner appropriate to the text ·use the information from the sources to form a new text without copying ·use language appropriate to the text type and purpose. Formal guidelines The subject of the written assignment must be the choice of the student in consultation with the teacher, based on the three sources selected by the teacher. This assignment should be written in the second year of the course and must be completed during school hours under teacher supervision. The written assignment and the rationale must be in the target language and handwritten. It must be the independent work of the student (with the teacher’s guidance). Source material must be originally written in the target language and available online (when possible). The teacher must keep a hard copy of the three sources used for this assignment, which may be requested by the IB. The use of online dictionary-word reference and reference material is permitted. The suggested time to complete the task is three to four hours, which does not need to be in one sitting. This timing includes the reading of the sources, the writing of a draft and of the final text and rationale. If the assignment will not be completed in one sitting, the teacher must collect the work after each session and return it to the students at the beginning of the next one. The written assignment will be accompanied by: ·a rationale. · Hard copies of reading sources (texts) will be submitted to the assigned examiner along with the student work. Submission date: February IB SL External Assessment format: Written examination papers Two examination papers are set and marked externally—paper 1 and paper 2. They are designed to allow students to demonstrate their competencies in relation to the language B assessment objectives. Paper 1 assesses receptive skills and paper 2 assesses productive skills. Written assignment Students are required to complete a written assignment that is produced under supervised conditions in the classroom and is assessed externally. The word limit for the written assignment at SL is 300–400 words, plus a 100-word rationale. Use of dictionaries and reference material In papers 1 and 2, the use of dictionaries and reference material is not permitted during the examination. Students are allowed to use dictionaries and reference material for the written assignment. Word count Paper 2 SL: Students 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. Written assignment SL: Students are required to adhere to a word limit of 300–400 words, plus a 100-word rationale. Students who fail to write the minimum number of words or who exceed the maximum will be deducted 1 mark from criterion A: language. If the word limit is exceeded, the assessment will be based on the first 400 words and the rationale. 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, the students’ ability to read a range of texts. The text booklet consists of four texts. The question and answer booklet contains questions on those texts. The student’s understanding of the written texts is assessed, not the student’s knowledge of the topic. All texts and questions are in the target language and all responses must be written in the target language. The following list, which is not exhaustive, gives some text types with which students 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
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 the student chooses one. The student is expected to write 250–400 words. The aim of this component is to assess the student’s ability to communicate in writing for a variety of purposes. It requires the student to demonstrate his or her productive skills. Students’ factual knowledge of the options will not be tested as such, but can, and should, be used to support what the student wishes to communicate. Each task requires an answer with a specific text type, such as a formal letter or a report. To this end, students need to identify the purpose(s) of the task in order to use register and style appropriate to the text type. Students should: ·use language accurately and appropriately ·develop and organize ideas relevant to the task ·produce the features of the required text type correctly.
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