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The English National Olympiad

Test Specifications

Bucharest, December 2013

DIRECIAGENERAL EDUCAIEINVAREPETOTPARCURSULVIEII _____________________________________________________________________________


Nr. Aprobat, SECRETAR DE STAT, Vasilica-tefania Duminic

REGULAMENT PRIVIND ORGANIZAREA I DESFURAREA OLIMPIADEI DE LIMBA ENGLEZ CLASELE IX-XII/XIII CAPITOLUL I PREVEDERI GENERALE

Art. 1 Prezentul regulament, elaborat n spiritul i n limitele prevederilor Metodologiei-cadru de organizare i desfurare a competiiilor colare n nvmntul preuniversitar, aprobat prin OM nr. 3035/10.01.2012, definete cadrul specific de organizare i desfurare a olimpiadei colare la disciplina limba englez, organizat n nvmntul preuniversitar. Art. 2 (1) Olimpiada de limba englez are ca obiectiv general stimularea elevilor cu performane colare nalte, care au interes i aptitudini deosebite n domeniul lingvistic, n comunicarea oral i n scris, n limba englez. Standardele de performan ale olimpiadei reflect standardele nscrise n Cadrul European Comun de Referin pentru Limbi, numit n continuare CECRL. (2) Corespondena dintre anii de studiu i nivelurile CECRL pentru olimpiada de limb englez este urmtoarea: clasa a IX-a nivelul B2 clasa a X-a nivelul B2/C1 clasa a XI-a nivelul C1 clasa a XII-a nivelul C2
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(3) Olimpiada de limb englez urmrete s evalueze toate cele patru deprinderi de comunicare, de receptare i de producere a mesajelor scrise i orale, precum i competenele de comunicare intercultural. Art. 3 Olimpiada naional de limba englez se desfoar pe doua sectiuni. Sectiunea A se desfoar pe niveluri de vrst i de pregtire, n intervalul claselor a IX-a a XII/XIII-a (indiferent de anul de studiu i de regimul/programul de predare: bilingv, intensiv sau standard). Sectiunea B, de evaluare a competenelor de comunicare intercultural, se adreseaz elevilor din clasele cu regim de predare biligv i se desfoar pe niveluri de vrst i de pregtire, respectiv ciclul inferior al liceului clasa a X-a, i ciclul superior al liceului, clasele a XI-a - a XII-a. Ambele sectiuni se adreseaz att elevilor din nvmntul public, ct i celor din nvmntul particular i confesional.

Art. 4 (1) Structura Comisiei Centrale a olimpiadei de limba englez este cea prevzut n Metodologiacadru de organizare i desfurare a competiiilor colare n nvmntul preuniversitar. (2) Comisia Central a olimpiadei de limba englez se constituie prin not elaborat de inspectorul general de limba englez din cadrul MEN, avizat de directorul general al DGEPTPV i aprobat de Secretarul de Stat pentru nvmnt preuniversitar.

CAPITOLUL II ETAPELE I STRUCTURA SUBIECTELOR N FUNCIE DE ETAPELE OLIMPIADEI Art. 5 (1) Etapele olimpiadei de limba englez sunt urmtoarele: etapa pe coal; etapa local/pe sector al municipiului Bucureti; etapa judeean/municipiul Bucureti; etapa naional.

(2) Datele/perioadele susinerii probelor la fiecare etap sunt stabilite prin Calendarul competiiilor colare naionale, aprobat pentru fiecare an colar. Art. 6 (1) Pentru etapele pe coal i local/sector al municipiului Bucureti se va organiza numai o prob scris, avnd formatul descris la art. 9.

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(2) Pentru etapa judeean/municipiul Bucureti i etapa naional, probele sunt: prob scris (cu formatul corespunztor etapei judeene/municipiului Bucureti)100 puncte; prob de nelegere a unui text audiat (listening)- 100 puncte; prob oral (speaking) -100 puncte;

(3) Probele de nelegere a unui text audiat i cea oral constituie etapa a doua de selecie a lotului ce urmeaz s participe la etapa naional. Ele se organizeaz dup afiarea rezultatelor la proba scris i la aceste probe vor participa toi elevii care au obinut punctaje cel puin egale cu 95 puncte la proba scris. Art. 7 Pentru fiecare etap a olimpiadei de limba englez, probele de concurs sunt probe individuale. La etapele judeean/municipiul Bucureti/naional ale olimpiadei de limba englez punctajul final este calculat ca medie aritmetic a punctajelor obinute la fiecare prob a etapei respective. Art. 8 (1) Formatul subiectelor pentru probele scrise i propune evaluarea elevilor prin itemi de tip obiectiv, semi-obiectiv i subiectiv. Subiectele pentru probele scrise vor conine urmtoarele tipuri de itemi i vor fi structurate cu respectarea urmtoarelor proporii: etapa pe coal: itemi de tip obiectiv/semi-obiectiv pentru testarea competenei gramaticale (Use of English) 75 puncte redactarea unui paragraf 25 puncte

etapa local/ pe sector al municipiului Bucureti: itemi de tip obiectiv/semi-obiectiv pentru testarea competenei gramaticale (Use of English) - 50 puncte text funcional (scrisoare/articol/raport sau propunere de proiect) 50 puncte

etapa judeean/municipiul Bucureti i etapa naional: eseu (narativ clasa a IX-a; descriptiv - clasa a X-a; argumentativ - clasa a XI-a; reflexiv clasa a XII-a) - 50 puncte text funcional (scrisoare informal clasa a IX-a, scrisoare formal clasa a X-a, articol clasa a XI-a, raport/propunere de proiect - clasa a XII-a) - 25 puncte

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itemi de tip obiectiv/ semi-obiectiv pentru testarea competenei gramaticale (Use of English) 25 puncte

(2) Formatul subiectelor pentru probele scrise din cadrul seciunii B de evaluare a competenelor interculturale i propune evaluarea elevilor prin itemi de tip semi-obiectiv i subiectiv. Subiectele pentru proba scris vor conine urmtoarele tipuri de itemi i vor fi structurate cu respectarea urmtoarelor proporii: eseu (narativ-descriptiv - clasa a X-a; argumentativ - de tip solutions to problems - clasa a XI-a - a XII-a) - 50 puncte text funcional (scrisoare formal ctre editor clasa a X-a, articol/ editorial clasa a XI-a - a XIIa) - 50 puncte Ambele sarcini de lucru vor avea ca sursa de plecare un text de studii culturale. (3) Formatul subiectelor pentru proba orala din cadrul seciunii B de evaluare a competenelor de comunicare intercultural va fi tip dezbatere ntre 2/3 candidati, bazat pe un subiect-impuls pentru discuie. (4) Proba de nelegere a unui text audiat, seciunea A, se constituie n prob de nelegere a unui text audiat i pentru seciunea B. Candidaii de la seciunea B vor susine proba mpreun cu candidaii de la seciunea A, cu aceleai subiecte, n funcie de clas, respectiv a X-a, a XI-a i a XII-a.

CAPITOLUL III CALIFICAREA LA ETAPELE OLIMPIADEI DE LIMBA ENGLEZ

Art. 9 Selecia participanilor la olimpiad, indiferent de etapa olimpiadei, se va face obiectiv i imparial, pe clase, cu respectarea prevederilor din Metodologia-cadru i ale prezentului regulament specific. La oricare etap a olimpiadei de limba englez, un elev participant poate cumula maximum 100 puncte. La primele dou etape pe coal i pe localitate/sector, calificarea la etapa superioar se face prin acumularea a minimum 85 i respectiv 90 de puncte, la proba scris a fiecrei etape. La etapa judeean/pe municipiul Bucureti se calific pentru etapa a doua de selecie, respectiv proba de nelegere a unui text audiat i proba oral, elevii care obin cel puin 95 puncte la proba scris. La etapa naional a olimpiadei de limb englez se pot califica participanii la etapa judeean/pe municipiul Bucureti, care au un punctaj final (media aritmetic a notelor de la proba scris, proba de nelegere a unui text audiat i proba oral) de minimum 90 de puncte, n limita locurilor alocate judeului respectiv. Art. 10 (1) La etapa naional a olimpiadei de limb englez se aloc, conform Metodologiei-cadru de organizare i desfurare a competiiilor colare n nvmntul preuniversitar, aprobat prin OM nr.
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3035/10.01.2012, pentru fiecare jude, cte un loc/fiecare an de studiu pentru seciunea A i cte un loc pe fiecare ciclu al liceului (1 locclasa a X-a, 1 locclasele XI-XII) pentru seciunea B. Vor fi selecionai participanii la etapa judeean, n ordine valoric, cu respectarea punctajului minim prevzut de precizrile prezentului regulament. Comisia de organizare i evaluare pentru etapa judeean/municipiul Bucureti hotrte criteriile de departajare a participanilor cu medii egale, n vederea stabilirii elevilor calificai pentru etapa superioar. (2) Municipiului Bucureti i se aloc potrivit Metodologiei-cadru (art. 30 (2)) un numr de 6 (ase) locuri/an de studiu i 12 (dousprezece) locuri pentru seciunea B. Art. 11 Numrul profesorilor nsoitori ai lotului reprezentativ al fiecrui jude/al municipiului Bucureti la etapa national va fi calculat astfel nct s fie respectat norma legal n vigoare, respectiv un profesor pentru 10 elevi. Art. 12 (1) Costurile aferente participrii elevilor i profesorilor nsoitori vor fi suportate de MEN, din bugetul concursului/olimpiadei (cazare i mas), respectiv din bugetul inspectoratelor colare judeene (transport). (2) Costurile aferente participrii profesorilor membri ai Comisiei Centrale a olimpiadei de limb englez (transport, cazare, diurn) vor fi suportate de MEN, din bugetul inspectoratelor colare judeene de la care acetia provin. Inspectoratul colar al judeului organizator va suporta cheltuielile legate de transport, cazare i diurn pentru membrul Comisiei Centrale a olimpiadei de limba englez, cadru didactic universitar.

CAPITOLUL IV ELABORAREA SUBIECTELOR I EVALUAREA PROBELOR Art. 13 (1) Subiectele pentru proba scris, proba de nelegere a unui text audiat i proba oral (ultimele dou probe intrnd n formatul subiectelor pentru etapele judeean i, respectiv, naional) ale seciunii A vor fi elaborate, conform prevederilor i formatului stabilit de programe, dup cum urmeaz: pentru etapa pe coal de ctre un grup de lucru format din cadre didactice de specialitate din unitatea de nvmnt, din cadrul Comisiei de organizare i evaluare pentru etapa pe coal; pentru etapa local/pe sector al municipiului Bucuresti de ctre un grup de cadre didactice de specialitate din cadrul Comisiei de organizare i evaluare pentru etapa local /pe sector al municipiului Bucureti;

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pentru etapa judeean/ pe municipiul Bucureti de ctre un grup de lucru pentru elaborarea subiectelor, coordonat de inspectorul de specialitate din cadrul Comisiei de organizare i evaluare pentru etapa judeean; pentru etapa naional de ctre un grup de lucru pentru elaborarea subiectelor organizat sub coordonarea preedintelui Comisiei Centrale a olimpiadei de limba englez, cu avizul preedintelui executiv al Comisiei, inspectorul general de specialitate din MEN, al reprezentantului CNEE n Comisia Central a olimpiadei de limba englez i al reprezentantului Consiliului Britanic Romnia, n calitate de consultant elaborare subiecte; (2) Subiectele pentru seciunea B vor fi elaborate n baza prevederilor pentru etapa A cuprinse n art. 13 (1). Art. 14 (1) n vederea realizrii unei baze de itemi pentru etapa judeean/municipiul Bucureti, n fiecare jude/municipiul Bucureti se constituie un grup de lucru format din 3-5 cadre didactice de specialitate, coordonat de inspectorul de specialitate, care va elabora itemi pentru toate probele concursului. Acest grup de lucru va formula cel puin 1-2 variante pentru fiecare an de studiu, n formatul subiectelor de la fiecare prob a concursului, conform cu programele pentru olimpiad.

(2) Odat cu elaborarea subiectelor pentru fiecare etap, grupurile de lucru vor elabora i baremele de corectare i descriptorii pentru evaluare (componenta Use of English i proba de ntelegere a unui text audiat necesitnd numai bareme). Pentru toate etapele olimpiadei de limba englez se vor folosi programele pentru olimpiad, elaborate de grupul de lucru al Comisiei Naionale de limba englez n anul 2008, revizuite n anul 2010 i 2013 i postate pe site-ul www.edu.ro. Art. 15 (1) La proba scris a tuturor etapelor din cadrul seciunilor A i B care includ itemi subiectivi, evaluarea itemilor subiectivi (eseu i text funcional) se va efectua conform unei grile de notare general, elaborat de autorii programelor pentru proba scris a olimpiadei. Aceast gril general va fi nsoit de o gril de notare cu detalieri specifice, elaborat de comisiile de corectori, n timpul concursului, pentru fiecare an de studiu. naintea nceperii corecturii, comisiile vor efectua standardizarea evalurii. Componenta Use of English din cadrul sectiunii A, alctuit din itemi obiectivi/semi-obiectivi, va fi evaluat conform baremului elaborat de grupul de lucru prevzut pentru fiecare etap, conform art.13. Baremele de corectare i descriptorii pentru evaluarea scris se vor afia cu 90 minute naintea ncheierii probei scrise. (2) a) La proba oral (speaking) a seciunii A vor fi prezeni n sal 5 candidai, care vor face prezentarea oral pe rnd, n prezena celorlali candidai. Pentru pregtirea probei, fiecare elev, n ordinea alfabetic afiat, va extrage un bilet cu subiectul de examen, pe care-l va pregti ntr-o sal separat de sala de examinare. Biletul tras nu poate fi schimbat. Timpul alocat pentru pregtirea
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subiectului este de 20 de minute. Proba este susinut n sala de examinare, timpul alocat pentru expunere fiind dup cum urmeaz: clasele a IX-a a X-a - 2-3 minute clasele a XI-a - a XII-a - 3-4 minute Evaluarea performanei la proba oral se va efectua conform unei grile de notare elaborat de autorii programei pentru competena oral a olimpiadei. Fiecare candidat va fi examinat de doi evaluatori, iar punctajul final este media aritmetic a punctajelor individuale acordate de cei doi examinatori. (2) b) Proba oral (speaking) a Seciunii B se va desfura pe perechi.Vor fi prezeni n sal 4 candidai, cu excepia ultimei serii, cnd vor fi prezeni 5 candidai dac numrul elevilor calificai este impar. Formatul probei va fi acela de dezbatere pe o tema dat. Criteriul de stabilire a componenei perechilor este ordinea alfabetic a candidailor, primul candidat din pereche avnd rol de afirmator, iar cel de-al doilea de negator. Candidaii vor extrage un bilet cuprinznd tema dezbaterii. Extragerea biletelor va avea loc ntr-o sal separat de sala de examinare. Timpul alocat pentru pregtirea rspunsurilor este de 20 minute. Proba este susinut n sala de examinare, timpul alocat pentru expunere fiind dup cum urmeaz: clasa a X-a - 6-7 minute clasele a XI-a - a XII-a - 9-10 minute

Evaluarea performanei la proba oral se va efectua conform unei grile de notare elaborat de grupul de lucru din cadrul Comisiei Nationale, constituit pentru elaborarea programei privind evaluarea competenelor interculturale. Fiecare candidat va fi examinat de doi evaluatori, iar punctajul final este media aritmetic a punctajelor individuale acordate de cei doi examinatori. (3) Dup susinerea probei de nelegere a unui text audiat (comun pentru seciunile A i B) i a probelor orale (separat organizate pentru seciunea A i sectiuneaB) de ctre elevii care au obinut cel puin 95 puncte la proba scris a etapei judeene/pe municipiul Bucureti, se va face, pentru fiecare elev, media aritmetic a punctelor obinute la cele trei probe (scris, nelegere a unui text audiat, oral). Art. 16 (1) Evaluarea la etapa naional a olimpiadei de limba englez va fi realizat de ctre profesori evaluatori instruii n sesiunile organizate n colaborare cu British Council Romania pentru aceast etap a olimpiadei. (2) La toate etapele olimpiadei de limba englez, fiecare lucrare va fi evaluat de ctre doi profesori evaluatori care nu au elevi calificai la clasa respectiv, rude i afini pn la gradul al III-lea inclusiv. (3) La etapele judeean/pe municipiul Bucureti i naional, care au att prob scris, ct i prob de nelegere a unui text audiat i proba oral, Comisia judeean/ Central include subcomisii pe clase/ani de studiu (o subcomisie avnd doi profesori evaluatori).

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scris.

(4) Profesorii evaluatori vor sublinia pe lucrare greelile de vocabular i gramatic de la proba

(5) n cazul unei diferene mai mari de 15 puncte ntre cei doi evaluatori, preedinii comisiilor corespunztoare fiecrei etape numesc dintre membrii acestor comisii ali doi profesori care s evalueze lucrarea. Punctajul acordat de cea de-a doua comisie rmne definitiv. (6) Dup finalizarea probei scrise a fiecrei etape, Comisiile de organizare i evaluare corespunztoare fiecrei etape vor afia rezultatele evalurii, n ordinea descresctoare a mediilor. (7) La etapa naional a olimpiadei de limb englez, dup finalizarea tuturor probelor, naintea contestaiilor, Comisia Central a olimpiadei de limba englez va afia rezultatele iniiale ale evalurii, numai n ordine alfabetic.

CAPITOLUL V CONTESTAIILE Art. 17 (1) Rezultatele obinute de concureni la probele scrise ale tuturor etapelor olimpiadei pot fi contestate. (2) La proba de nelegere a unui text audiat (listening) i la proba oral (speaking) nu se admit contestaii. Art. 18 (1) Elevii participani pot contesta numai punctajul iniial al propriei lucrri scrise. (2) Elevii participani pot solicita s-i vad propria lucrare, n prezena unui membru al Comisiei de organizare i evaluare de la fiecare etap, respectiv al Comisiei Centrale a olimpiadei de limba englez, nainte de a depune contestaie, fr a li se elibera copii ale lucrrilor sau a li se da explicaii privind evaluarea lucrrii. Art. 19 (1) Termenul de depunere a contestaiilor i termenul de analiz i rspuns la contestaii sunt stabilite de Comisia de organizare i evaluare de la fiecare etap, respectiv de Comisia Central a olimpiadei de limba englez, la etapa naional. Acestea sunt afiate mpreun cu rezultatele iniiale. (2) Termenul de analiz i rspuns la contestaii nu poate depi 24 ore de la ncheierea depunerii contestaiilor. Art. 20 (1) Pentru rezolvarea contestaiilor, la toate etapele olimpiadei de limba englez, preedintele comisiei respective numete cte o subcomisie pentru fiecare an de studiu, alctuit din 2-4 profesori cu
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experien de evaluatori i rezultate meritorii obinute n practica de predare-nvare/ la concursurile i olimpiadele de limba englez, alii dect cei care au evaluat iniial. (2)Pentru lucrrile care au primit inial cel puin 90 puncte, punctajul final este cel acordat de comisia de contestaii. (3) Pentru lucrrile care au primit iniial alt punctaj dect cel menionat la alin. (2), punctajul final este cel acordat de comisia de contestaii dac ntre punctajul iniial i cel acordat la contestaii apare o diferen de cel puin 5 puncte. n caz contrar, punctajul iniial nu se modific. Art. 21 Rezultatele finale ale olimpiadei sunt afiate nainte de festivitatea de premiere.

CAPITOLUL VI PREMIEREA Art. 22 La etapa judeean/pe municipiul Bucureti a olimpiadei de limba englez, grila de acordare a premiilor va fi stabilit de comisia judeean, cu respectarea ordinii descresctoare a punctajului obinut i a precizrilor din Metodologia-cadru de organizare i desfurare a competiiilor colare n nvmntul preuniversitar. Art. 23 La toate etapele, ierarhia se stabilete n ordinea descresctoare a punctajelor obinute. Art. 24 La etapele local, judeean/pe municipiul Bucureti, modul de acordare a premiilor este stabilit de organizatorii acestor etape ale competiiei. Art. 25 (1) Certificarea premiilor i meniunilor acordate de MEN la etapa naional a olimpiadei de limba englez se face prin diplom nregistrat. (2) La etapa naional a olimpiadei de limba englez, seciunea A, MEN acord, pentru fiecare clas/an de studiu, maximum 3 premii (de regul un premiu I, un premiu II i un premiu III) i un numr de meniuni reprezentnd 10% din numrul participanilor (rotunjit la numrul ntreg imediat superior, n cazul unui numr fracionar), cu respectarea ierarhiei valorice i a condiiei de punctaj stabilit prin regulamentul specific. Pentru seciunea B, MEN acord, pentru fiecare ciclu al liceului, ciclul inferior clasa a X-a i, respectiv, ciclul superior al liceului, clasele XI-XII, maximum 3 premii (de regul un premiu I, un premiu II i un premiu III) i un numr de meniuni reprezentnd 10% din numrul participanilor (rotunjit la numrul ntreg imediat superior, n cazul unui numr fracionar), cu respectarea ierarhiei valorice i a condiiei de punctaj stabilit prin regulamentul specific. Fac excepie situaiile n care doi sau mai muli participani obin acelai punctaj n concurs, fr posibilitatea de departajare, caz n
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care comisia poate decide acordarea aceluiai premiu pentru punctaje egale.

CAPITOLUL VII DISPOZITII FINALE Art. 26 Programul desfurrii etapei naionale a olimpiadei de limba englez va fi conceput de ctre preedintele Comisiei de organizare a competiiei naionale din judeul gazd i avizat de inspectorul general DGEPTPV din MEN. Art. 27 La etapa naional a olimpiadei de limba englez se elaboreaz revista concursului, n format tiprit sau n format electronic, precum i site-ul olimpiadei, n elaborarea i gestionarea crora vor fi implicai elevii, sub ndrumarea profesorilor coordonatori, selecionai de Comisia de organizare a olimpiadei de limba englez, de la nivelul judeului gazd. Art.28 (1) Toi elevii participani la etapa naional vor primi o diplom de participare, conceput i realizat de inspectoratul colar judeean gazd. (2) Profesorii nsoitori ai elevilor de la etapa naional din fiecare jude vor primi o adeverin de participare, eliberat de inspectoratul colar judeean gazd.

Director general, Liliana PREOTEASA Director, Eugen STOICA

Inspector general, Anca-Mariana PEGULESCU

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Proposed task specifications for Writing Task 1 1. Task Design


B2 - Task 1 9th grade TASK TYPE: Narrative Essay TASK SETTINGS Purpose Response format Time constraints TASK DEMANDS Input Channel Rubric To test the ability to write a narrative essay by developing a coherent sequence of personal or/and imaginary events etc.* Written 1h30 (recommended)

Structural range Functional range Nature of information Content knowledge Output Channel Quantity Lexical range

Reading Students are required to write a narrative essay starting from a given beginning, ending or title, relying on their personal experience A1 B2 A1 B2 Personal/imaginary Background knowledge not required Written 250 words B2, e.g., lexis related to the topic of the essay and range of vocabulary to express the required functions and approach the topics B2, e.g., sequence of tenses B2 narrate, describe, create atmosphere/suspense, personal reflections 1 or more neutral

Structural range Functional range Audience Number of readers Register (reader writer acquaintanceship)

* Please refer to the 9th grade curriculum for the recommended list of topics, functions, types of texts and details about the testing focus

B2/C1 - Task 1 10th grade TASK TYPE: Descriptive Essay TASK SETTINGS Purpose To test the ability to write a descriptive essay by using the appropriate vocabulary to describe people, events, places, as well as the conventions of descriptive essays * Written 1h30 (recommended)

Response format Time constraints TASK DEMANDS Input Channel Rubric

Structural range Functional range Nature of information Content knowledge Output Channel Quantity Lexical range

Reading Students are required to write a descriptive essay starting from a given topic, which will be related to people, objects, events or places * A1 C1 A1 C1 Personal/imaginary Background knowledge not required Written 300 words B2 C1, e.g., lexis to describe physical traits, personality, to express factual information, phrases and lexis related to the 5 senses etc. * B2 C1, e.g., past tenses, all Conditional Clauses * B2 C1 describe, express cause effect, contrast, result, express opinion, feelings* 1or more neutral

Structural range Functional range Audience Number of readers Register (reader writer acquaintanceship)

* Please refer to the 10th grade curriculum for the recommended list of topics, functions, types of texts and details about the testing focus

C1 - Task 1 11th grade TASK TYPE: Argumentative Essay TASK SETTINGS Purpose To test the ability to write an opinion or for and against essay by using the conventions (layout, discourse management, paragraph organisation etc.) of this type of writing task * Written 1h30 (recommended)

Response format Time constraints TASK DEMANDS Input Channel Rubric

Structural range Functional range Nature of information Content knowledge Output Channel Quantity Lexical range

Reading Students are required to write an opinion and for and against essay starting from a proverb, statement or famous phrase * A1 C1 A1 C1 Worldwide issues Background knowledge not required Written 350 words C1, e.g., lexis related to the topic of the essay and range of vocabulary to express the required functions and approach the topics C1, e.g., wish/ if only; all passive forms C1: building a hypothesis, justifying opinions, providing solutions to problems etc.* 1 or more formal

Structural range Functional range Audience Number of readers Register (reader writer acquaintanceship)

* Please refer to the 11th grade curriculum for the recommended list of topics, functions, types of texts and details about the testing focus

C2 - Task 1 12th grade TASK TYPE: Reflective Essay TASK SETTINGS Purpose To test the ability to write a reflective essay by using the conventions (layout, discourse management, paragraph organisation etc.) of this type of writing task and the discussion clock technique, approaching the topic from at least three different perspectives * Written 1h30 (recommended)

Response format Time constraints TASK DEMANDS Input Channel Rubric Structural range Functional range Nature of information Content knowledge Output Channel Quantity Lexical range Structural range Functional range Audience Number of readers Register (reader writer acquaintanceship)

Reading Students are required to write a reflective essay starting from a quote* A1 C2 A1 C2 Worldwide issues Background knowledge recommended Written 450 words C2, e.g., formal vocabulary to link ideas and enhance the dynamics of the discourse etc. C2, e.g. impersonal constructions, Passive Voice, inversion, Participle C2, e.g., integrating famous quotes into the reflective discourse, in order to obtain cohesion and coherence* 1 or more formal

* Please refer to the 12th grade curriculum for the recommended list of topics, functions, types of texts and details about the testing focus

MARKING SCHEME FOR THE NARRATIVE ESSAY 9th Grade


Analytical criteria CONTENT Excellent 10p The essay is completely relevant to topic, describing places/events/characters/atmosp here/reaching climax, including the final reactions of the protagonist. There is complete logical connection of paragraphs due to a judicious use of linking devices, mechanics, and length requirements. Good 8p The essay is fairly completed with all the sequencing elements of a narrative. Adequate 6p The essay is partially completed with slight logical impediments in sequencing the moments of the narrative. There is partial completion of the task. Paragraphs are partially complete due to unfinished ideas and scarce use of linking devices, mechanics, and length requirements. The range of vocabulary is adequately used in the essay; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the narrative essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas. A mix of complex and simple grammatical structures is present throughout the essay; errors are present when complex language is attempted; punctuation can be faulty at times. Weak 4p The essay is faulty, including serious logical impediments in the sequencing of events. There is serious inconsistency in the organization of the paragraphs due to the misuse of the linking devices, mechanics, and length requirements . A limited range of vocabulary is present within the essay; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of style Inadequate 2p The essay is incomplete, the sequencing of the narrative moments being inconsistent. Paragraphs are incomplete, both linking devices, mechanics, and length requirements having been disrespected. A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the narrative essay is inappropriate for the type of functional writing. A very narrow range of grammatical structures is present within the essay; errors predominate; punctuation errors make the text obscure at times. The effect on the reader nonrelevant. Points

ORGANIZATIO N AND COHESION

There is a fairly completion of paragraph organization due to scarce misuse of linking devices, mechanics, and length requirements.

VOCABULARY

A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the narrative essay is totally relevant to the task, being organically integrated all along the discourse

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the narrative essay is relevant to the task with slightly incongruent lapses within the discourse

STRUCTURES

A wide range of grammatical structures is used accurately and flexibly throughout the essay; minor errors are rare; punctuation is very well controlled.

A range of grammatical structures is used accurately and with some flexibility along the essay; occasional errors are possible; punctuation is well controlled with occasional slips. The text has a good effect on the reader

A limited range of grammatical structures is present along the essay; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult. The effect on the reader non-relevant

EFFECT ON TARGET READER

The interest of the reader is aroused and sustained throughout.

The effect on the reader is satisfactory

MARKING SCHEME FOR THE DESCRIPTIVE ESSAY 10th Grade


Analytical criteria CONTENT Exemplary 10p The essay is completely relevant to topic, describing persons/places/events and objects, ascribing the whole description to an engendering idea. There is complete logical connection of paragraphs due to a judicious use of linking devices, mechanics, and length requirements. Proficient 8p The essay is fairly completed with the descriptions of persons/places/events and objects, being ascribed to an engendering idea. There is a fairly completion of paragraph organization due to scarce misuse of linking devices, mechanics, and length requirements. Partially Proficient 6p The essay is partially completed with slight logical impediments in the logical development of the descriptions around an engendering idea. Weak 4p The essay is faulty, including serious logical impediments in the sequencing of events. Incomplete 2p The essay is wholly inadequate the quality of the descriptions failing the requirements of the task. Points

ORGANIZATION AND COHESION

There is partial completion of the task. Paragraphs are partially complete due to unfinished ideas and scarce use of linking devices, mechanics, and length requirements.

VOCABULARY

A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the descriptive essay is totally relevant to the task, being organically integrated all along the discourse. A wide range of grammatical structures is used accurately and flexibly throughout the essay; minor errors are rare; punctuation is very well controlled.

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the descriptive essay is relevant to the task with slightly incongruent lapses within the discourse.

The range of vocabulary is adequately used in the essay; errors in word choice / Formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the descriptive essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas

STRUCTURES

A range of grammatical structures is used accurately and with some flexibility along the essay; occasional errors are possible; punctuation is well controlled with occasional slips.

A mix of complex and simple grammatical structures is present throughout the essay; errors are present when complex language is attempted; punctuation can be faulty at times.

EFFECT ON TARGET READER

The interest of the reader is aroused and sustained throughout

The text has a good effect on the reader.

The effect on the reader is satisfactory.

There is serious inconsistency in the organization of the paragraphs due to the misuse of the linking devices, mechanics, and length requirements. A limited range of vocabulary is present within the essay; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of styles. A limited range of grammatical structures is present along the essay; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult. The effect on the reader nonrelevant.

Paragraphs are incomplete, both linking devices, mechanics, and length requirements having been disrespected.

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the descriptive essay is inappropriate for the type of functional writing.

A very narrow range of grammatical structures is present within the essay; errors predominate; punctuation errors make the text obscure at times.

The text has a negative effect on the reader.

MARKING SCHEME FOR THE ARGUMENTATIVE ESSAY 11th Grade


Analytical criteria CONTENT Exemplary 10p The essay is completely relevant to topic, all arguments are wellrounded and wellgrounded, developing the thesis of the introduction and leading to an open-ending. There is complete logical connection of paragraphs due to a judicious use of linking devices, mechanics, and length requirements. A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the argumentative essay is totally relevant to the task, being organically integrated all along the discourse. A wide range of grammatical structures is used accurately and flexibly throughout the essay; minor errors are rare; punctuation is very well controlled. The interest of the reader is aroused and sustained throughout. Proficient 8p The essay is fairly completed, the thesis in the introduction being further developed with arguments and relevant ideas. Partially Proficient 6p The essay is partially relevant to topic, there is no thesis formulated in the first paragraph, which leads to inconsistencies in the logical development of arguments. Weak 4p The essay is faulty, including serious logical impediments in the sequencing of events. Incomplete 2p The essay is wholly inadequate, there is no thesis in the first paragraph, while the arguments lack logical development. Points

ORGANIZATION AND COHESION

There is a fairly completion of paragraph organization due to scarce misuse of linking devices, mechanics, and length requirements.

VOCABULARY

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the argumentative essay is relevant to the task with slightly incongruent lapses within the discourse

STRUCTURES

A range of grammatical structures is used accurately and with some flexibility along the essay; occasional errors are possible; punctuation is well controlled with occasional slips. The text has a good effect on the reader.

EFFECT ON TARGET READER

There is partial completion of the task. Paragraphs are partially complete due to unfinished ideas and scarce use of linking devices, mechanics, and length requirements. The range of vocabulary is adequately used in the essay; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the argumentative essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas A mix of complex and simple grammatical structures is present throughout the essay; errors are present when complex language is attempted; punctuation can be faulty at times. The effect on the reader is satisfactory.

There is serious inconsistency in the organization of the paragraphs due to the misuse of the linking devices, mechanics, and length requirements. A limited range of vocabulary is present within the essay; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of styles.

Paragraphs are incomplete, both linking devices, mechanics, and length requirements having been disrespected. A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the argumentative essay is inappropriate for the type of functional writing.

A limited range of grammatical structures is present along the essay; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult. The effect on the reader non-relevant.

A very narrow range of grammatical structures is present within the essay; errors predominate; punctuation errors make the text obscure at times. The text has a negative effect on the reader.

MARKING SCHEME FOR THE REFLECTIVE ESSAY 12th Grade


Analytical criteria CONTENT Exemplary 10p The essay is completely relevant to topic, the introduction being an essay in miniature, whilst the contents offer a triadic perspective on the subject and leads to an openending. There is complete logical connection of paragraphs due to a judicious use of linking devices, mechanics, and length requirements. Proficient 8p The essay is fairly completed, the thesis of the first paragraph organizes the topic which is further developed through three perspectives that become rather relevant to the end. There is a fairly completion of paragraph organization due to scarce misuse of linking devices, mechanics, and length requirements. Partially Proficient 6p The essay is partially relevant to topic, there is no thesis formulated in the first paragraph, which leads to inconsistencies in the logical development of the triadic approach. There is partial completion of the task. Paragraphs are partially complete due to unfinished ideas and scarce use of linking devices, mechanics, and length requirements. Weak 4p The essay is faulty, including serious logical impediments in the sequencing of events. Incomplete 2p The essay is wholly inadequate, there is no thesis in the first paragraph, while the perspectives offered lack logical development. Paragraphs are incomplete, both linking devices, mechanics, and length requirements having been disrespected. Points

ORGANIZATION AND COHESION

VOCABULARY

A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the reflective essay is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the reflective essay is relevant to the task with slightly incongruent lapses within the discourse

The range of vocabulary is adequately used in the essay; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times The register of the reflective essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas.

STRUCTURES

A wide range of grammatical structures is used accurately and flexibly throughout the essay; minor errors are rare; punctuation is very well controlled.

A range of grammatical structures is used accurately and with some flexibility along the essay; occasional errors are possible; punctuation is well controlled with occasional slips.

A mix of complex and simple grammatical structures is present throughout the essay; errors are present when complex language is attempted; punctuation can be faulty at times.

EFFECT ON TARGET READER

The interest of the reader is aroused and sustained throughout.

The text has a good effect on the reader.

The effect on the reader is satisfactory.

There is serious inconsistency in the organization of the paragraphs due to the misuse of the linking devices, mechanics, and length requirements. A limited range of vocabulary is present within the essay; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of styles A limited range of grammatical structures is present along the essay; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult. The effect on the reader nonrelevant.

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the reflective essay is inappropriate for the type of functional writing.

A very narrow range of grammatical structures is present within the essay; errors predominate; punctuation errors make the text obscure at times. The text has a negative effect on the reader.

Proposed Task Specifications for Writing Task 2

B2 - Task 2 9th grade TASK TYPE: Informal Letter TASK SETTINGS Purpose To test the ability to write an informal letter to a friend, observing the conventions of this type of writing task (layout, register, formulae etc.) * Written 1h (recommended)

Response format Time constraints TASK DEMANDS Input Channel Rubric

Structural range Functional range Nature of information Content knowledge Output Channel Quantity Lexical range

Reading Students are required to write an informal letter, possibly as a reaction to an input text, which provides some suggestions for the response A1 B2 A1 B2 Personal/imaginary Background knowledge not required Written 120 - 150 words B2, e.g., lexis related to the topic of the letter and range of vocabulary to express the required functions and approach the topics, colloquial language etc.* B2, e.g., sequence of tenses etc. * B2 describing, expressing opinion, narrating events, making recommendations etc.*

Structural range Functional range

Audience 1 or more Number of readers informal Register (reader writer acquaintanceship) * Please refer to the 9th grade curriculum for the recommended list of topics, functions, types of texts and details about the testing focus

B2 C1 - Task 2 10th grade TASK TYPE: Informal Letter TASK SETTINGS Purpose To test the ability to write a semi-formal letter to a collaborator, potential employer, a school director or an editor observing the conventions of this type of writing task (layout, register, formulae etc.) * Written 1h (recommended)

Response format Time constraints TASK DEMANDS Input Channel Rubric Structural range Functional range Nature of information Content knowledge Output Channel Quantity Lexical range

Reading Students are provided a situation and are required to write a semi-formal letter in response to that situation A1 C1 A1 C1 Personal/imaginary Background knowledge not required Written 150 180 words B2 C1, e.g., lexis on unfamiliar topics; range of vocabulary to express the required functions and approach the topics etc.* B2 C1 B2 C1, e.g., describing abilities, experiences, discussing a point of view, justifying arguments, making recommendations etc.* 1 or more Neutral, adapted to the target reader

Structural range Functional range

Audience Number of readers Register (reader writer acquaintanceship)

* Please refer to the 10th grade curriculum for the recommended list of topics, functions, types of texts and details about the testing focus

C1 - Task 11th grade TASK TYPE: Newspaper/Magazine Article TASK SETTINGS Purpose To test the ability to write an article for a newspaper or magazine, expressing opinions and comments and observing the conventions of this type of writing task (layout, paragraphing etc.) * Written 45 (recommended)

Response format Time constraints TASK DEMANDS Input Channel Rubric Structural range Functional range Nature of information Content knowledge Output Channel Quantity Lexical range Structural range Functional range Audience Number of readers Register (reader writer acquaintanceship)

Reading Students are provided a situation and required to write an article for a non-specialised newspaper or magazine A1 C1 A1 C1 General interest Background knowledge not required Written 200 220 words C1, e.g., lexis on unfamiliar topics; range of vocabulary to express the required functions and approach the topics etc.* C1, e.g. rhetorical questions C1, e.g., presenting and justifying points of view, expressing cause effect, synthesising information etc.* 1 or more Neutral, adapted to the target reader

* Please refer to the 11th grade curriculum for the recommended list of topics, functions, types of texts and details about the testing focus

C2 - Task 12th grade TASK TYPE: Report TASK SETTINGS Purpose To test the ability to write an official factual report or a proposal for a school director, a decision maker, a research team observing the conventions of this type of writing task (layout, paragraphing, headings etc.) * Written 1h (recommended)

Response format Time constraints TASK DEMANDS Input Channel Rubric

Structural range Functional range Nature of information Content knowledge Output Channel Quantity Lexical range Structural range Functional range Audience Number of readers Register (reader writer acquaintanceship)
th

Reading Students are provided a situation and required to write a report or a proposal for a non-specialised newspaper or magazine A1 C2 A1 C2 General interest Background knowledge not required Written 300 words C2, e.g., lexis to express the required functions and approach the topics* C2 C2, e.g., describing situations or events, making reccommendations and suggestions, persuading etc.* 1 or more Formal

* Please refer to the 12 grade curriculum for the recommended list of topics, functions, types of texts and details about the testing focus.

MARKING SCHEMEFORMAL/ INFORMAL LETTER


Analytical criteria Task achievement Excellent

10p Theletteriscompletelyrelevanttothe task,fullydeveloping allcontentpoints; theformatoftheletteris fullyobserved; thepurposeoftheletterisclearlyand fullyexplained;theregisterisappropriate throughout.

9p

Good

8p Thelettercoversthe requirementsofthe taskbutthecontent pointscouldbemore fullyextended;the formatoftheletteris observed; thepurpose oftheletteris presented;theregister is appropriate, althoughminor inconsistenciesare possible. Thereisa logical progressionalthough minorinconsistencies arepossible;the paragraphsarewell builtbutcouldbe moreextended;a rangeofcohesive devices isused effectively.

7p

Adequate

6p Theletteraddresses therequirementsof thetaskbutnotall contentpointsare included;the formatmaybe faultyattimes;the purposeofthe letterispresented butitisnotvery clear;thereare inconsistenciesin register. Thetextisgenerally coherentbutthe internal organizationof someparagraphs maybefaulty;the topicsentenceis notalwaysclearor maybemissing; cohesivedevicesare usedbutsometimes theyarenot accurate. Therangeof vocabularyis adequate;errorsin wordchoice/ formationare present whenmore sophisticateditems ofvocabularyare attempted;spelling canbefaultyat times.

5p

Weak

4p Theletterdoesnot covertherequirements ofthetask;bullet pointsareattempted butmanyirrelevant detailsareincluded;the formatisfaulty;the purposeforwritingis missing;thereare majorinconsistenciesin register.

3p

Inadequate

2p Theletterdoes notrelatetothe task.

1p

Tasknot attempted 0p

ORGANIZATION ANDCOHESION

Thereisalogicalprogression throughout;theparagraphsarewellbuilt, wellextended,thetopicsentenceisclear; awiderangeofcohesivedevicesisused effectively.

Thereisserious inconsistencyinthe organizationofthe text;thesequencingof ideascanbefollowed withdifficulty; paragraphingmaybe missing;cohesive devicesarelimitedor mostofthemare faulty.

Thetextisnot logicallyorganized anddoesnot conveyamessage; Nocontrolof cohesivedevices.

VOCABULARY

Awiderangeofvocabularyisused appropriatelyandaccurately;precise meaningisconveyed;minorerrors are rare;spellingisverywellcontrolled.

A rangeofvocabulary isusedappropriately andaccurately; occasionalerrorsin wordchoice/formation arepossible;spellingis wellcontrolledwith occasionalslips.

Alimitedrangeof vocabulary ispresent; lesscommonitemsof vocabularyarerareand maybeoftenfaulty; spellingerrorscan maketext understandingdifficult.

Averynarrow rangeof vocabularyis present;errors in word choice/formation predominate; spellingerrors makethetext obscureattimes.

STRUCTURES Awiderangeofgrammatical structures isused accuratelyandflexibly;minor errorsarerare;punctuationisverywell controlled.

A rangeof grammatical structuresisused accuratelyandwith someflexibility; occasionalerrorsare possible;punctuation iswellcontrolledwith occasionalslips. Thetexthasagood effectonthereader.

EFFECTON TARGETREADER

Theinterestofthereaderisarousedand sustainedthroughout.

Amixofcomplex andsimple grammatical structuresis present;errorsare present when complexlanguageis attempted; punctuationcanbe faultyattimes. Theeffectonthe readeris satisfactory.

Alimitedrangeof grammaticalstructures ispresent;complex languageisrareand maybeoftenfaulty; punctuationerrorscan maketext understandingdifficult.

Thetexthasnota relevanteffectonthe reader.

Averynarrow rangeof grammatical structuresis present;errors predominate; punctuation errorsmakethe textobscureat times. Thetexthasa negativeeffecton thereader.

MARKING SCHEMEARTICLE
Analytical criteria Task achievement Excellent

10p Thecontentofthearticle iscompletely relevanttothetask,fullyrespondingtoits requirements;theformatofthearticle is fullyobserved;anintroduction/a conclusionispresent;theregisteris appropriatethroughout.

9p

Good

8p Thearticlecoversthe requirementsofthetask butthekeyideascould bebettersubstantiated; theformatofthearticle is observed;an introduction/a conclusionispresentbut notfullylinkedtothe topic;theregisteris appropriate,although minorinconsistenciesare possible

7p

Adequate

6p Thearticle addressesthe requirementsof thetaskbutnot allkeyideas are relevant;the formatmaybe faultyattimes (e.g. the introductionor theconclusion maybemissing/ unclear);thereare inconsistenciesin register Thetextis generallycoherent buttheinternal organizationof someparagraphs maybefaulty;the topicsentenceis notalwaysclearor maybemissing; cohesivedevices arepresentbut sometimesthey arenotaccurate.

5p

Weak

4p Thearticledoesnot coverthe requirementsofthe task;theformatis faulty(e.g.the introductionandthe conclusionare missingortotally irrelevant;many irrelevantdetailsare included;thereare major inconsistenciesin register

3p

Inadequate

2p Thearticledoesnot relatetothetask

1p

Tasknot attempted 0p

ORGANIZATION ANDCOHESION

Thereisa logicalprogressionthroughout; theparagraphsarewellbuilt,well extended,thetopicsentenceisclear;a widerangeofcohesivedevices isused effectively.

Thereisa logical progressionalthough minorinconsistenciesare possible;theparagraphs arewellbuiltbutcould bemoreextendedor balanced;;arangeof cohesive devices isused effectively.

Thereisserious inconsistencyinthe organizationofthe text;thesequencing ofideascanbe followedwith difficulty; paragraphingmaybe missing;cohesive devicesarelimited ormostofthemare faulty.

Thetextisnot logicallyorganizedand doesnotconveya message;nocontrolof cohesivedevices.

VOCABULARY

Awiderangeofvocabularyisused appropriatelyandaccurately;precise meaningisconveyed;minorerrors are rare;spellingisverywellcontrolled.

A rangeofvocabularyis usedappropriatelyand accurately;occasional errorsinwordchoice/ formationarepossible; spellingiswellcontrolled withoccasionalslips.

Therangeof vocabularyis adequate;errors inwordchoice/ formationare present when more sophisticated itemsof vocabularyare attempted; spellingcanbe faultyattimes. Amixofcomplex andsimple grammatical structuresis present;errorsare present when complexlanguage isattempted; punctuationcan befaultyattimes. Theeffectonthe readeris satisfactory.

Alimitedrangeof vocabulary is present;less common itemsof vocabularyarerare andmaybeoften faulty;spelling errorscan make textunderstanding difficult.

Averynarrowrange ofvocabularyis present;errors in word choice/formation predominate; spellingerrorsmake thetextobscureat times.

STRUCTURES Awiderangeofgrammatical structures isusedaccuratelyandflexibly;minor errorsarerare;punctuationisverywell controlled.

A rangeofgrammatical structuresisused accuratelyandwith someflexibility; occasionalerrorsare possible;punctuationis wellcontrolledwith occasionalslips.

EFFECTON TARGETREADER

Theinterestofthereaderisarousedand sustainedthroughout.

Thetexthasagood effectonthereader.

Alimitedrangeof grammatical structuresispresent; complexlanguageis rareandmaybe oftenfaulty; punctuationerrors can maketext understanding difficult. Thetexthasnota relevanteffecton thereader.

Averynarrowrangeof grammaticalstructures ispresent;errors predominate; punctuationerrors makethetextobscure attimes.

Thetexthasa negativeeffectonthe reader.

MARKING SCHEMEREPORT/PROPOSAL
Analytical criteria Task achievement Excellent

10p Thereport/proposaliscompletely relevanttothetask,fullydevelopingall contentpoints;theformatofthereport/ proposalis fullyobserved;thepurposeof thereport/proposal isclearlyandfully explained,theinformationis appropriatelycategorized,arelevant conclusionisdrawn;theregisteris appropriatethroughout.

9p

Good

8p Thereport/proposal coversthe requirementsofthe taskbutthecontent pointscouldbemore fullyextended;The formatofthereport/ proposalisobserved; thepurposeofthe report/proposalis presented;the informationis appropriately categorizedinspite ofminor inaccuracies;the conclusiondrawn couldbe better substantiated;the registeris appropriate, althoughminor inconsistenciesare possible. Thereisalogical progression althoughminor inconsistenciesare possible;the paragraphsarewell builtbutcouldbe moreextendedor balanced;arangeof cohesivedevices is usedeffectively.

7p

Adequate

6p Thereport/ proposaladdresses therequirementsof thetaskbutnotall contentpointsare included;theformat maybefaultyat times;thepurpose ofthereport/ proposalis presentedbutitis notveryclear;there arelapsesinthe categorizationofthe information;the conclusionisnot logicallylinkedto thecontent;there areinconsistencies inregister.

5p

Weak

4p Thereport/ proposaldoesnot coverthe requirementsofthe task;thecontent pointsare attemptedbutmany irrelevantdetailsare included,theformat isfaulty;the purposeforwriting/ theconclusionis missingorthe informationis inappropriately categorized;there aremajor inconsistenciesin register

3p

Inadequate

2p Thereport/proposal doesnotrelatetothe task

1p

Tasknot attempted 0p

ORGANIZATION ANDCOHESION

Thereisalogicalprogression throughout;theparagraphsarewellbuilt, wellextended,thetopicsentenceisclear; awiderangeofcohesivedevicesisused effectively.

Thetextisgenerally coherentbutthe internal organizationof someparagraphs maybefaulty;the topicsentenceis notalwaysclearor maybemissing; cohesivedevicesare presentbut sometimestheyare notaccurate.

Thereisserious inconsistencyinthe organizationofthe text;thesequencing ofideascanbe followedwith difficulty; paragraphingmaybe missing;cohesive devicesarelimited ormostofthemare faulty.

Thetextisnot logicallyorganizedand doesnotconveya message;nocontrolof cohesivedevices.

VOCABULARY

Awiderangeofvocabularyisused appropriatelyandaccurately;precise meaningisconveyed; minorerrors are rare;spellingisverywellcontrolled.

A rangeof vocabularyisused appropriatelyand accurately; occasionalerrorsin wordchoice/ formationare possible;spellingis wellcontrolledwith occasionalslips. A rangeof grammatical structuresisused accuratelyandwith someflexibility; occasionalerrorsare possible;punctuation iswellcontrolled withoccasionalslips. Thetexthasagood effectonthereader.

STRUCTURES

Awiderangeofgrammatical structures isused accuratelyandflexibly;minor errorsarerare;punctuationisverywell controlled.

EFFECTON TARGETREADER

Theinterestofthereaderisarousedand sustainedthroughout.

Therangeof vocabularyis adequate;errorsin wordchoice/ formationare present whenmore sophisticateditems ofvocabularyare attempted;spelling canbefaultyat times. Amixofcomplex andsimple grammatical structuresis present;errorsare present when complexlanguageis attempted; punctuationcanbe faultyattimes. Theeffectonthe readeris satisfactory.

Alimitedrangeof vocabulary is present;less common itemsof vocabularyarerare andmaybeoften faulty;spelling errorscan make textunderstanding difficult. Alimitedrangeof grammatical structuresispresent; complexlanguageis rareandmaybe oftenfaulty; punctuationerrors can maketext understanding difficult. Thetexthasnota relevanteffecton thereader.

Averynarrowrange ofvocabularyis present;errors in word choice/formation predominate; spellingerrorsmake thetextobscureat times.

Averynarrowrange of grammatical structuresispresent; errors predominate; punctuationerrors makethetextobscure attimes.

Thetexthasa negativeeffectonthe reader.

Proposed task specifications for Use of English

1. Task Design 9th Grade Use of English


TASK 1: B2 TASK TYPE: Right Verbal Form Gapped text, verbs in brackets Format TASK SETTINGS To test grammar ability Purpose 1 point for each correct answer. Assessment TOTAL: 10 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given a text of 100 150 words, with ten gaps. Rubric For each gap, there is an infinitive verb which students are required to put in the right form. A1 B2 Structural range A1 B2 Functional range A1 B2 Lexical range random Nature of information Daily life schemata Content knowledge Output Written. Verb forms Channel A1 B2 Lexical range The target verb structures are B2 level. Structural range A1 B2 Functional range

TASK 2: B2 TASK TYPE: Word Formation Gapped text, word stem on the right of the text Format TASK SETTINGS To test lexis Purpose 1 point for each correct answer. Assessment TOTAL: 5 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given a text of 80 100 words, with five gaps. Rubric For each gap, there is a word stem on the right of the text, which students are required to use and build the right word for each of the gaps. Both the gaps and the stems are numbered. A1 B2 Structural range A1 B2 Functional range A1 B2 Lexical range random Nature of information Daily life schemata Content knowledge Output Written. Words derived from stems provided Channel The target words are B2 level Lexical range A1 B2 Structural range A1 B2 Functional range

TASK 3: B2 TASK TYPE: Key Word Transformation This task consists of 5 rephrase items and aims to test grammar Format and vocabulary. In order to balance the number of grammar and vocabulary items and since Task 1 focuses only on grammar, there will be 3 vocabulary items and 2 grammar ones. TASK SETTINGS To test lexis and grammar Purpose

2 points for each correct answer. Assessment TOTAL: 10 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given one source sentence, the gapped Rubric rephrased version of the original sentence and the following prompts: beginning and end of the second sentence, key word to be used in the gap. They are instructed to fill in gap in the target sentence with 2 5 words. A1 B2 Structural range A1 B2 Functional range A1 B2 Lexical range random Nature of information Daily life schemata Content knowledge Output Written. Between two and five words in each gap. Channel The target lexis is B2 level. Lexical range The target structures are B2 level. Structural range A1 B2 Functional range

10th Grade Use of English


TASK 1: B2 TASK TYPE: Open Cloze Open Cloze text. Format TASK SETTINGS To test awareness and control of structural items both Purpose syntactically and semantically. The testing focus is grammatical and lexico-grammatical. 1 point for each correct answer. Assessment TOTAL: 10 points criteria

10 (recommended) Time constraints TASK DEMANDS Input The students are given a text of approximately 180 words, with Rubric ten gaps. They have to fill in each gap with one word only. A1 B2 Structural range A1 B2 Functional range A1 B2 Lexical range random Nature of information Contemporary issues Content knowledge Output Written. One word in each gap Channel The target lexis is B2 level. Lexical range The target verb structures are B2 level. Structural range A1 B2 Functional range TASK 2: C1 TASK TYPE: Word Formation Gapped text, word stem on the right of the text Format TASK SETTINGS To test lexis Purpose 1 point for each correct answer. Assessment TOTAL: 10 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given a text of approximately 180 words, with Rubric ten gaps. For each gap, there is a word stem on the right of the text, which students are required to use and build the right word for each of the gaps. Both the gaps and the stems are numbered. A1 C1 Structural range

Functional range Lexical range Nature of information Content knowledge Output Channel Lexical range Structural range Functional range A1 C1 A1 C1 random Contemporary issues

Written. Words derived from stems provided The target words are C1 level A1 C1 A1 C1

TASK 3: B2 TASK TYPE: Key Word Transformation This task consists of 5 rephrase items and aims to test grammar Format and vocabulary. In order to balance the number of grammar and vocabulary items, there will be 2 vocabulary items and 3 grammar ones. TASK SETTINGS To test lexis and grammar Purpose 1 point for each correct answer. Assessment TOTAL: 5 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given one source sentence, the gapped Rubric rephrased version of the original sentence and the following prompts: beginning and end of the second sentence, key word to be used in the gap. They are instructed to fill in the gap in the target sentence with 2 5 words. A1 B2 Structural range A1 B2 Functional range A1 B2 Lexical range random Nature of information

Content knowledge Output Channel Lexical range Structural range Functional range Contemporary issues

Written. Between two and five words in each gap. The target lexis is B2 level. The target structures are B2 level. A1 B2

11th Grade Use of English


TASK 1: C1 TASK TYPE: Open Cloze Open Cloze text. Format TASK SETTINGS To test awareness and control of structural items both Purpose syntactically and semantically. The testing focus is grammatical and lexico-grammatical. 1 point for each correct answer. Assessment TOTAL: 10 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given a text of approximately 180 words, with Rubric ten gaps. They have to fill in each gap with one word only. A1 C1 Structural range A1 C1 Functional range A1 C1 Lexical range random Nature of information Contemporary issues Content knowledge Output Written. One word in each gap Channel The target lexis is C1 level. Lexical range

Structural range Functional range The target verb structures are C1 level. A1 C1

TASK 2: C1 TASK TYPE: Word Formation Gapped text, word stem on the right of the text Format TASK SETTINGS To test lexis Purpose 1 point for each correct answer. Assessment TOTAL: 10 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given a text of approximately 180 words, with Rubric ten gaps. For each gap, there is a word stem on the right of the text, which students are required to use and build the right word for each of the gaps. Both the gaps and the stems are numbered. A1 C1 Structural range A1 C1 Functional range A1 C1 Lexical range random Nature of information Contemporary issues Content knowledge Output Written. Words derived from stems provided Channel The target words are C1 level Lexical range A1 C1 Structural range A1 C1 Functional range

TASK 3: C1 TASK TYPE: Key Word Transformation This task consists of 5 rephrase items and aims to test grammar Format and vocabulary. In order to balance the number of grammar and vocabulary items, there will be 2 vocabulary items and 3 grammar ones. TASK SETTINGS To test lexis and grammar Purpose 1 point for each correct answer. Assessment TOTAL: 5 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given one source sentence, the gapped Rubric rephrased version of the original sentence and the following prompts: beginning and end of the second sentence, key word to be used in the gap. They are instructed to fill in the taget sentence with 3 6 words. A1 C1 Structural range A1 C1 Functional range A1 C1 Lexical range random Nature of information Contemporary issues Content knowledge Output Written. Between three and six words in each gap. Channel The target lexis is C1 level. Lexical range Structural range The target structures are C1 level. Functional range A1 C1

12th Grade Use of English


TASK 1: C2 TASK TYPE: Open Cloze Open Cloze text. Format TASK SETTINGS To test awareness and control of structural items both Purpose syntactically and semantically. The testing focus is grammatical and lexico-grammatical. 1 point for each correct answer. Assessment TOTAL: 10 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given a text of approximately 200 words, with Rubric ten gaps. They have to fill in each gap with one word only. A1 C1 Structural range A1 C1 Functional range A1 C1 Lexical range random Nature of information Contemporary social and professional issues. Content knowledge Output Written. One word in each gap Channel The target lexis is C2 level. Lexical range The target verb structures are C2 level. Structural range A1 C2 Functional range

TASK 2: C2 TASK TYPE: Gapped Sentences 5 sets of three sentences with one gap each Format TASK SETTINGS To test lexis Purpose 1 point for each correct answer. Assessment TOTAL: 5 points criteria 10 (recommended) Time constraints TASK DEMANDS Input The students are given five sets of three sentences with one gap Rubric each and are instructed to fill in each gap with one word, which must be the same for all the three sentences in each set. A1 C2 Structural range A1 C2 Functional range A1 C2 Lexical range random Nature of information Contemporary social and professional issues. Content knowledge Output Written. One word in each gap Channel The target lexis is C2 level. Lexical range A1 C2 Structural range A1 C2 Functional range

Proposed task specifications for Speaking Task Design


B2 9th grade TASK TYPE: Oral Production TASK SETTINGS Purpose Number of examiners Time constraints Assessment criteria TASK DEMANDS Input Channel Rubric Structural range Functional range Nature of information Content knowledge Output Channel Lexical range Structural range Functional range To test the ability to deliver short presentations on familiar situations etc.* 2: one interlocutor and one note-taker (the latter will collate all notes for the feedback session after the test) 2 3 min (20 min preparation time) Content, organisation, delivery

Reading Students are required to speak about a familiar topic A1 B2 A1 B2 Personal/imaginary Background knowledge not required Spoken B2 B2 B2, e.g. describing places, people, objects, daily activities; expressing opinions on familiar topics; presenting advantages/disadvantages etc. * Clear pronunciation, appropriate intonation, little hesitation neutral

Pronunciation Register (reader writer acquaintanceship)

* Please refer to the 9th grade curriculum for the recommended list of topics, structures, functions and competences

B2/C1 10th grade TASK TYPE: Oral Production TASK SETTINGS Purpose Number of examiners Time constraints Assessment criteria TASK DEMANDS Input Channel Rubric Structural range Functional range Nature of information Content knowledge Output Channel Lexical range Structural range Functional range To test the ability to deliver short presentations on unfamiliar situations etc.* 2: one interlocutor and one note-taker (the latter will collate all notes for the feedback session after the test) 2 3 min (20 20min minpreparation preparationtime) time?? Content, organisation, delivery

Reading Students are required to speak about an unfamiliar topic A1 C1 A1 C1 Personal/imaginary Background knowledge not required Spoken B2 C1 B2 C1 B2 C1, e.g. describing personalities, events, customs; expressing opinion on a topic of common interest; building arguments for and against a statement on an unfamiliar topic etc.* neutral Clear pronunciation, appropriate intonation, no hesitation neutral

Pronunciation Register (reader writer acquaintanceship) Register (reader writer acquaintanceship)

* Please refer to the 10th grade curriculum for the recommended list of topics, structures, functions and competences

th B2/C1 C1 11 th10 grade grade

TASK TYPE: Oral Production TASK SETTINGS Purpose Number of examiners Time constraints Assessment criteria TASK DEMANDS Input Channel Rubric Structural range Functional range Nature of information Content knowledge Output Channel Lexical range Structural range Functional range To test test the the ability abilityto todeliver deliver short longpresentations presentations on on unfamiliar complex situations topics etc.* etc.* 2: one interlocutor and one note-taker (the latter will collate all notes for the feedback session after the test) 23 3 4 min (20 20min minpreparation preparationtime) time?? Content, organisation, delivery

Reading Students are required to speak about an unfamiliar topic A1 C1 A1 C1 Personal/imaginary Background knowledge not required Spoken B2 C1 C1 B2 C1 C1 B2 e.g. C1, C1,describing e.g. describing processes, personalities, phenomena, events, experiments; customs; expressing building arguments opinion on for/against a topic ofabstract common topics; interest; expressing building arguments opinion on for controverted and against topics a statement etc.* on an unfamiliar topic etc.* Clear pronunciation, appropriate intonation, enhancing the meaning of the main points neutral

Pronunciation Register (reader writer acquaintanceship)

* Please refer to the 11th grade curriculum for the recommended list of topics, structures, functions and competences

C2 12th grade TASK TYPE: Oral Production TASK SETTINGS Purpose Number of examiners Time constraints Assessment criteria TASK DEMANDS Input Channel Rubric Structural range Functional range Nature of information Content knowledge Output Channel Lexical range Structural range Functional range To test the ability to deliver long presentations on any complex topic etc.* 2: one interlocutor and one note-taker (the latter will collate all notes for the feedback session after the test) 3 4 min (20 min preparation time) Content, organisation, delivery

Reading Students are required to speak about an unfamiliar topic A1 C2 A1 C2 Personal/imaginary Background knowledge not required Spoken C2 C2 C2, e.g. describing cultural events; expressing opinion on academic topics; building arguments for/against controverted topics etc.* Clear pronunciation, appropriate intonation, using word stress to emphasise subtle meaning neutral

Pronunciation Register (reader writer acquaintanceship)

* Please refer to the 12th grade curriculum for the recommended list of topics, structures, functions and competences

Assessment form for oral presentations

Poor 1. Content Content coverage and relevance of ideas to topic Lexical/grammatical range and appropriacy/ accuracy 2. Organisation Structure: introduction/ body (emphasizing key points)/ conclusion (summarizing) Coherence (logical organisation/ cohesion (cohesive devices) 3. Delivery Pronunciation, (sounds, weak forms, stress, intonation etc) Flow of ideas Total 4 4 6 6

Satisfactory 8 8 10 10

Adequate 12 12 14 14

Good 16 16 18 18

Excellent 20 20

10

12

14

16

18

20

10

12

14

16

18

20

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

CRITERION Content Coverage Relevance of ideas Lexical/grammatical range Lexical appropriacy/register Grammatical accuracy

POOR content partially covered; most ideas irrelevant; limited range of grammar and vocabulary; frequent errors in both simple and complex structures; frequent inappropriacies in word choice frequent inconsistencies in register. absence of structure; lack of specific connectors; overall aspect rambling.

Organisation Structure: introduction/ body (emphasizing key points)/ conclusion (summarizing) Coherence (logical organisation/ cohesion (cohesive devices) Delivery Pronunciation, (sounds, weak forms, stress, intonation etc) Flow of ideas

pronunciation hinders meaning to be conveyed; serious difficulties in maintaining flow (frequent hesitations).

ADEQUATE content covered; most ideas relevant to topic; adequate range of grammar and vocabulary; complex structures may contain errors; some inappropriacies in word choice. some inconsistencies in register. unbalanced presentation (e.g. introduction too long); development of presentation mostly unmarked; cohesive devices just adequate; rambling at times. pronunciation helps most meaning to be conveyed; maintains flow with some difficulty ( hesitations due to language search).

EXCELLENT content fully covered; all ideas relevant to topic; wide range of grammar and vocabulary; errors are rare; appropriate word choice register is consistent throughout.

stages of presentation clear; clear signposting; wide range of cohesive devices; consistently coherent.

pronunciation helps meaning to be conveyed effectively (week sounds, contractions, stress and intonation used to convey meaning); flow maintained throughout the presentation (without hesitations caused by language search)