Sunteți pe pagina 1din 36

MANUAL PENGENDALIAN

ULBS BAHASA INGGERIS

1
1.0 Background

Based on a research done by the Malaysian Examination Syndicate and the feedback

received from various organisations, it was found that the Oral English Test (OET),

which had been carried out since 1973, needed to be changed in tandem with the current

development in the education system and latest assessment trends.

Therefore, a new format was planned and in 2002 the Ujian Lisan Berasaskan Sekolah

(ULBS) was introduced in schools. This new format has the following advantages :

i. It is authentic in nature because it is able to assess candidates true speaking


abilities.
ii. It encourages students to speak in English during the teaching and learning.
iii. Continuous assessment is done from Form 4 till Form 5.
iv. Assessment can be carried out inside and outside the classroom.
v. Students are assessed by their own English Language teacher as he/she knows
the students true abilities.

2
INTRODUCTION

This manual contains the framework and guidelines for the implementation of the ULBS
(BI). It is designed to provide the teachers (referred to as assessors) with essential
information in conducting the assessment during the teaching and learning process.
It also outlines the aims and objectives, the constructs, coordination, scoring and criteria
for the assessment.
Four models of oral assessment have been developed and illustrated in this manual. A
brief explanation of each model is also included. The scoring criteria for each band and
construct which serve as guidelines for the assessors on the awarding of marks are also
included.
Some suggested activities for the assessment at particular phases of a lesson together with
a sample lesson plan are also provided in this manual.
It is hoped that this manual will be useful for the assessors in assessing candidates
oral ability in line with the learning objectives as stated in the English Language syllabus
for Malaysian Secondary Schools.

AIM

The ULBS (BI) aims to assess candidates ability to use the English language in
everyday life.

ASSESSMENT OBJECTIVES

The test assesses the candidates ability to:


1. converse on the topic effectively/ give appropriate responses
2. speak fluently using correct and acceptable pronunciation
3. speak coherently
4. speak the language using a wide range of appropriate vocabulary within
context
5. speak using correct grammar

3
GENERAL INSTRUCTIONS

1. There are four models of oral assessment. Candidates will be assessed using
Models 1 and 2 in Form Four and Model 3 or 4 in Form Five.
2. Schedule for assessment is as follows:

Assessment 1 Assessment 2 Assessment 3 Assessment 4


Form 4 April - June July - Sept
Form 5 Jan - March April June
(Special case)

3. ULBS can be carried out as follows:


- during the teaching and learning process
- outside the classroom (extracurricular activities, school assembly, inter-school
competitions
4. In consultation with the assessor, candidates should decide on the following :-
(i) choice of model
(ii) the activity involved (refer to pagefor suggested activities)
(iii) topic/theme
(iv) material used for assessment(pictures, graphic)
(v) the date of assessment

5. Candidates must be informed at least ONE day prior to the assessment.

6. The score for each candidate must be entered into the ULBS Individual
Profile.

7. After the assessment, the assessor must inform the scores obtained to the
respective candidates. Candidates may be reassessed if deemed necessary. If the
candidates accept the score, they must acknowledge it by signing in the space
provided on the form.

8. Keep the ULBS Individual Profile in the respective files.

9. Choose the highest score from the three assessments and transfer the marks
into the Borang Markah Induk (BMI).

4
Model 1 : Individual

Overview

Candidate Assessor

Sole presenter
One-way communication
Completes a task within the stated time, preferably 3 5 minutes

Suggested Activities
1. Presenting information from non-linear forms
2. Giving descriptions
3. Narrating
4. Presenting reports
5. Giving opinions
Procedure
1. In consultation with the teacher, the candidate:
(a) chooses an activity from the given list
(For example: Presenting information from non-linear forms)

(b) chooses a topic


(For example: Hobbies of Form 4 Students)

(c) decides on a task


(For example: Giving a talk based on a bar chart about hobbies of Form
Four students)

(d) prepares the task

5
Model 2 : TEACHER - CANDIDATE

Assessor
Candidate

Overview
Candidates role presentation
responding to task
active participation

Assessors role assess candidates


- prompting
minimal guidance during candidates presentation

Suggested Activities

1. Talking and sharing information


2. Giving descriptions
3. Presenting information from non-linear forms
4. Giving opinions
5. Presenting reports
6. Narrating

Procedure

1. In consultation with the teacher, the candidate:


a) chooses an activity
(Eg: Asking for and giving instructions)

b) chooses a topic
(Eg: Asking and giving directions )

c) decides on a task
(Eg: Asking and giving directions on how to get to the post office from the
school)

d) prepares the task


2. The candidate presents the task. The teacher prompts (if necessary) and assesses
the candidate.

6
3. If deemed necessary, the candidate is allowed to be re-assessed.

Model 3 : Pair Work

Assessor

Candidate Candidate

Overview

Interactive
Consisting of 2 candidates
Candidates may choose own partner
Teacher as facilitator
Teacher assesses one or both candidates

Suggested Activities

1. Talking and sharing information


2. Solving problems
3. Making enquiries and ordering goods and services
4. Making and responding to complaints
5. Interviewing
6. Asking and giving instructions
7. Role-playing

7
Procedure

1. In consultation with the assessor, the candidates:


a) choose group members

b) choose an activity
(Eg: Problem-solving)

c) choose a topic
(Eg: Pollution)

d) decide on a task
(Eg: Discussion on the causes & effects of pollution on the environment and
ways to overcome it.)

2. The candidates decide on the roles to be played by each group member.


3. The candidates prepare the task.
4. The candidates carry out the task. The teacher assesses the candidate(s).
Candidates can be assessed while the task is being carried out.
5. If deemed necessary, the candidate(s) is allowed to be re-assessed.

8
Model 4 : GROUP MODEL
ASSESSOR

Candidate

Candidate Candidate

Candidate

Overview

Interactive
Consisting of 2, 3 or 4 candidates
Candidates may choose their group members
Teacher assesses candidate(s)

Suggested Activities

1. Talking and sharing information


2. Giving opinions
3. Solving problems
4. Interviewing
5. Dramatizing text
6. Role-playing

9
Procedure

1. In consultation with the assessor, the candidates:


e) choose group members

f) choose an activity
(Eg: Problem-solving)

g) choose a topic
(Eg: Pollution)

h) decide on a task
(Eg: Discussion on the causes & effects of pollution on the environment and
ways to overcome it.)

2 The candidates decide on the roles to be played by each group member.


4. The candidates prepare the task.
5. The candidates carry out the task. The teacher assesses the candidate(s).
Candidates can be assessed while the task is being carried out.
6. If deemed necessary, the candidate(s) is allowed to be re-assessed.

10
SCORING

Marks awardedis on a scale of 1-6 for each construct. Thus, the maximum
score obtainable is 30 while the minimum is 5 for each assessment.
The assessors are required to use the following bands and criteria for assessment.

Marks will be awarded in 5 constructs

Excellent 6

Good 45

Satisfactory 3

Fairly Weak 2

Weak 1

A detailed description of the criteria for assessment can be found in the following
pages:

11
CRITERIA FOR ASSESSMENT ULBS ( BI )

Score Construct Criteria / description

Excellent 6 1 Speak/converse on a topic effectively Excellent ability to speak/converse/hold a discussion on a topic


(with appropriate responses). effectively.
Relevant and appropriate responses given .
2 Speak fluently using correct and Very fluent and clear speech.
acceptable pronunciation. Correct and clear pronunciation with excellent articulation, intonation,
word stress and rhythm.
3 Speak coherently. Effective and smooth flow of well-organised ideas.

4 Speak the language using a wide range of Excellent use of language in terms of extensive vocabulary.
appropriate vocabulary within context. Interesting expressions used appropriately and effectively.

5 Speak using correct grammar. Excellent sentence structure and grammatically correct sentences to
convey intended meaning effectively.
Good 4 1 Speak/converse on a topic effectively Good ability to speak/converse/hold a discussion on a topic.
- (with appropriate responses). Mostly relevant and appropriate responses given (for Models 2, 3, 4).
5
2 Speak fluently using correct and Fluent and clear speech.
acceptable pronunciation. Correct and clear pronunciation with good articulation, intonation, word
stress and rhythm.
3 Speak coherently. Smooth flow of well-organised ideas.

4 Speak the language using a wide range of Good use of language in terms of extensive vocabulary.
appropriate vocabulary within context. Interesting expressions used appropriately.

5 Speak using correct grammar. Good sentence structure and grammatically correct sentences to convey
intended meaning.

12
CRITERIA FOR ASSESSMENT ULBS ( BI )

Satisfactory ability to speak/converse/hold a discussion on a topic.


Satisfactory Speak/converse on a topic effectively Some relevant and appropriate responses given (for Models 2, 3, 4).
3 1 (with appropriate responses).

2 Speak fluently using correct and Fairly fluent and clear speech.
acceptable pronunciation. Generally satisfactory pronunciation, intonation, word stress and rhythm
with frequent lapses.
3 Speak coherently. Satisfactory flow and organisation of ideas.

4 Speak the language using a wide range of Satisfactory use of language.


appropriate vocabulary within context. Fair range of vocabulary.

5 Speak using correct grammar. Satisfactory sentence structure with some grammatical errors but
meaning is fairly clear.
Weak 2 1 Speak/converse on a topic effectively Limited ability to speak/converse/hold a discussion on a topic.
with appropriate responses. Very few relevant and appropriate responses given (for Models 2, 3, 4).
2 Speak fluently using correct and Fluency is interrupted by consistent halting and long pauses.
acceptable pronunciation. Frequent errors in pronunciation, word stress and intonation.

3 Speak coherently. Minimal flow and organisation of ideas.


4 Speak the language using a wide range of Minimal use of language.
appropriate vocabulary within context. Limited vocabulary.
5 Speak using correct grammar. Poor sentence structure with consistent grammatical errors which disrupt
meaning.
Very Weak 1 1 Speak/converse on a topic effectively Little ability to speak/converse/hold a discussion on a topic.
with appropriate responses. Hardly any response.
2 Speak fluently using correct and Very little utterance.
acceptable pronunciation. Poor pronunciation and intonation.
3 Speak coherently. Hardly any flow and organisation of ideas.
4 Speak the language using a wide range of Hardly any use of language.
appropriate vocabulary within context.

13
5 Speak using correct grammar. Excessive grammatical errors.

SIJIL PELAJARAN MALAYSIA ...........


ULBS INDIVIDUAL PROFILE

NAME OF CANDIDATE
IDENTITY CARD NO
FORM
MODEL
ACTIVITY
DATE OF ASSESSMENT
Assessment Assessment Assessment Assessment Band Mark
Construct 1 2 3 4
1 Converse on a topic effectively/ Give Excellent 6
appropriate responses

2 Speak fluently using correct and Good 4-5


acceptable pronunciation

3 Speak coherently Satisfactory 3

4 Speak the language using a wide range of Weak 2


appropriate vocabulary within context

5 Speak using correct grammar Very Weak 1

Total Score

Name of Assessor:
Signature of assessor:
Signature of candidate:

14
BORANG MARKAH INDUK UJIAN LISAN BERASASKAN SEKOLAH
SIJIL PELAJARAN MALAYSIA 201__
BAHASA INGGERIS

Nombor Pusat : ________________________________________________________

Nama Sekolah : ________________________________________________________

Bil Nama L/P Angka No. Kad Skor Tertinggi (Taksiran 1/2/3/4)
Giliran Pengenalan C1 C2 C3 C4 C5 Jumlah

C1 - Converse on the topic effectively/ give C4 - Speak using a wide range


appropriate responses of appropriate vocabulary
C2 - Speak fluently using correct within context
and acceptable pronunciation C5 - Speak using correct grammar
C3 - Speak coherently

Disemak oleh Ketua Pentaksir Sekolah/ Pentaksir Luar Disahkan oleh Pengetua

Tandatangan : _________________________ Tandatangan: ______________


Tarikh : _________________________ Nama : ______________
Tarikh : ______________

Cap Sekolah

15
SUGGESTED ACTIVITIES FOR THE MODELS

No Model Model 1 Model 2 Model 3 Model 4


Activities Form 4 Form 4 Form 5 Form 5
1 Talking and sharing information
2 Solving problems
3 Making enquiries and ordering goods
and services
4 Making and responding to complaints
5 Interviewing
6 Presenting information from non-
linear forms
7 Asking for and giving instructions
8 Giving descriptions
9 Narrating
10 Presenting reports
11 Giving opinions
12 Dramatizing text
13 Role-playing

16
Suggested Activities for Assessment

NO LESSON PHASE MODEL ACTIVITY


.

1. THEME: PEOPLE
STEPS: 1. Set Induction 1,2 8
-students speak about themselves/ a
person they admire most etc.
2. Introduction
-Use the students presentation to elicit a
discussion in the classroom and
introduce the theme.
3. Teacher proceeds with the lesson as
planned.

2. THEME: ENVIRONMENT
STEPS: 1. Set Induction
2. Introduction
-dialogue between 2 students on 2,3 1
water pollution
3. Use the students presentation to elicit
a discussion in the classroom and
introduce the theme.
4. Teacher proceeds with the lesson as
planned.

3. THEME: SOCIAL ISSUES

17
STEPS: 1. Set Induction
2. Introduction
3. Development 2,3,4 11
-a forum/discussion on child abuse
4. Teacher proceeds with the lesson as
planned.

4. THEME: VALUES
STEPS: 1. Set Induction
2. Introduction
3. Development
4. Practice
-problem solving
-Topic: Criteria For Choosing A
Friend
-Task: From a given list of values, 3,4 11
place them in ranking order when
choosing a friend. Provide reasons for
your choice.
5. Teacher proceeds with the lesson as
planned.

LITERATURE COMPONENT.

18
Suggested Activities for Assessment.

1. Poem
The Nature by H.D.Carberry

LESSON PHASE MODEL ACTIVITY

Steps

1 Introduction/Set Induction.
Students talk on information from the internet or any 1 8
other sources on the author.

2 Use the students information to elicit a discussion in the


classroom and introduce the poem.

3 Teacher proceeds with the lesson as planned.

Steps

1 Introduction/Set Induction.

2 Development of lesson.
Giving Opinions. 1, 2 11
Students give their opinions on the choice made by the
persona.
3
Teacher proceeds with the lesson as planned.

Steps.

1 Introduction/Set Induction.

2 Development.

3 Consolidation.
Students describe their own experiences in the process of 1, 2 8
decision making.

2. Short Story

19
The Fruitcake Special . by Frank Brennan

LESSON PHASE MODEL ACTIVITIES

Steps.

1 Introduction/Set Induction.
Students give their opinions on the title of the short story. 1, 2 1

2 Development.

3 Consolidation.

Steps.

1 Introduction/Set Induction.

2 Development.
Students describe a character that they like or dislike. 1 9

3 Teacher proceeds with the lesson as planned.

Steps.

1 Introduction/Set Induction.

2 Development.

3 Consolidation.
Students give their opinions on how they would change the 1, 2 11
ending of the story.

3. Novel

20
Suggested Activities for Assessment..

LESSON PHASE MODEL ACTIVITIES

Steps.

1 Introduction/Set Induction.
Talking and sharing information. 3, 4 1
Students talk about the title or the illustration on the
cover of the novel.

2 Teacher proceeds with the lesson as planned.

3 Consolidation.

Steps.

1 Introduction/Set Induction.

2 Development.
Dramatization. 4 8
In groups students dramatize a significant event.

3 Teacher proceeds with the lesson as planned.

Steps.

1 Introduction/Set Induction.

2 Development.

3 Consolidation.
Role-playing. 4 13
Students role-play the main event in the novel.

SECTION D
Sample Lesson Plan

21
Form: 4

Theme: People

Topic: Portrait of a Young Person

Time: 80 minutes

Number of students: 40

Learning outcomes:
1.1 Students will be able to :
a) take part in conversations and discussions
b) introduce oneself
c) talk about self, family and friends, interests, and understand when others talk
about themselves
Objective:
By the end of the lesson, students will be able to write an essay entitled: Is it true that young
people have a better life today ?

Educational emphases
Thinking skills: making comparisons, evaluating and giving causal explanations.

Resources:
i) newspaper cuttings: Youthquake section of the New Straits Times
ii) page 1 of the Form Four English textbook
iii) newspaper cuttings of young singers, actors and actresses

Activities
1. Set Induction-10 minutes

22
-Selected students talk about themselves, people whom they admire most and their
friends.
(teacher assesses the students using the OET individual profile form)

2. Introduction-10 minutes
-Teacher uses the students presentations to elicit a discussion in the classroom and
introduces the theme/topic.

3. Development-20 minutes
-Teacher divides the class into five groups, consisting of eight students in a group, and
appoints a group leader.
-Teacher poses a question: Is it true that young people have a better life today ?
-Students discuss.
-While students are discussing the topic in their respective groups,teacher goes round to
facilitate and help out groups that face any difficulties.

4. Practice-20 minutes (4 minutes per group)


-group leaders present the reports orally on the outcome of their discussion.

5. Consolidation-20 minutes
-teacher and students comment on the oral reports presented
(10 minutes).
-students write an essay entitled : Is it true that young people have a better life today ?

Reflection:

23
ULBS BAHASA INGGERIS
COORDINATION

ULBS BAHASA INGGERIS


COORDINATION

24
Concept

ULBS coordination is a process which is carried out to ensure all the assessors understand the
scoring criteria, know the correct use of the scoring criteria and award the correct score to the
candidates.

Rationale

ULBS is an assessment that is planned, administered, scored, consolidated and reported by


assessors in schools. When the assessment is carried out, there is a possibility of injustice done
in scoring. This is due to the failure on the part of the assessors in comprehending the scoring
criteria. Thus co-ordination is necessary.

Method

ULBS co-ordination is carried out in three phases.

Phase 1 - Pre Assessment Coordination

Phase 2 - While Assessment Coordination

Phase 3 - Post Assessment Coordination

PHASE 1 PRE ASSESSMENT COORDINATION

25
Pre Assessment Coordination is an effort / activity / process to ensure that all the assessors
possess the uniformity of knowledge, comprehension, skills and attitude pertaining to ULBS.
This will allow the assessors to have the confidence to carry out the ULBS.

All the activities carried out must be geared towards producing the uniformity of knowledge,
comprehension, skills and attitude of the assessors. The flow chart below shows how Pre
Assessment Coordination is carried out.

PHASE 1 Pre Assessment Coordination Flow Chart

KPK

KPN

In the respective states

KPKw

In the respective districts

KPS

In the respective schools

PS

The suggested activities for this phase are as follows:

26
Matter Activities Contents

Knowledge and Lecture ULBS concept


Comprehension Workshop ULBS framework
Presentation Method
Discussion Procedure

Skills Demonstration Scoring interpretation


Multimedia Presentation Scoring
Final score

Attitude Lecture Positive values


Role play Teamwork
Workshop
Reflection

PHASE 2 WHILE ASSESSMENT COORDINATION

27
While Assessment Coordination is an effort which is conducted by the KPN / KPKw / KPS
together with the assessor while he / she is carrying out the assessment. Thus the scoring is
coordinated and in this way the assessors gain knowledge of how the score is allocated.
Therefore, the candidates would obtain the mark that they deserve.

This coordination should be carried with all assessors at all examination centres.

There are three categories of evidence for the While Assessment Coordination.

Process
Product
Process - product

While Assessment Coordination for Process Evidence

1. The KPN / KPKw / KPS conducts coordination when the ULBS is being carried out.

2. A sampling of students and subject matter to be assessed is carried out as follows:

2.1. The sample of students who are to be coordinated should be from the low (L), average
(A) and high (H) achievers with the ratio of L : A : H = 5 : 3 : 2. The candidates are
selected by the school assessor.

2.2. The candidates level of achievement is determined based on their previous assessments.

2.3. The assessor will inform the coordinator ( KPN / KPKw ) of the subject matter to be
assessed which should include all constructs.

3. The assessor and coordinator should award marks together independently.


4. Then both assessor and coordinator will compare, discuss and come to a consensus or a
coordinated mark.

28
5. If the score difference exceeds the allowed 5 mark range, the assessor will have to
coordinate all the scores by scaling the scores up or down to obtain a more realistic
coordinated score.
6. All coordinated scores have to be verified by the respective school administrators
and coordinator (KPKw) before they are sent to the state education department
(JPN).

While Assessment Coordination for Product Evidence

The products are items such as:

Audio video
Students materials
ULBS file
Teachers Record Book
Other relevant materials
[To be kept 6 months after the SPM results are released.]

1. The KPN / KPKw / KPS conducts coordination after the ULBS has been carried out.

2. A sampling of students and subject matter to be assessed is carried out as follows:

2.1 The sample of students who are to be coordinated should be from the low (L),
average (A) and high (H) achievers with the ratio of L : A : H = 5 : 3 : 2. The
candidates are selected by the coordinator ( KPN / KPKw / KPS ).

2.2 The candidates level of achievement is determined based on the assessment for that
duration.

3. The coordinator assesses the sampling of students.

29
4. Then both assessor and coordinator will compare, discuss and come to a consensus or a
coordinated mark.
5. If the score difference exceeds the allowed 5 mark range, the assessor will have to
coordinate all the scores by scaling the scores up or down to obtain a more realistic
coordinated score.

While Assessment Coordination for Process Product Evidence


Refer to the coordination information during assessment for Process-Product evidence or
whichever that is relevant.

PHASE 3 POST ASSESSMENT COORDINATION


Post assessment coordination is necessary to make sure all students have their scores. The scores
should be free from any questionable elements before they are finalized. The post assessment
coordination should be carried out as follows:
1. The coordinator ( KPN / KPKw / KPS ) should check all the scores given to every candidate
for each assessment.
2. The coordinator has to identify those candidates without scores as well as those questionable
ones.
3. The coordinator has to consult the school administrator to obtain the scores for those
particular candidates. In the event of there being no score for a candidate, a special case
assessment should be conducted by the Jawatankuasa Kes Khas.
4. The coordinator then should take immediate action based on the feedback given by the
school before finalising the scores.
Personnel
Coordination is done by:
Lembaga Peperiksaan Malaysia officer
Ketua Pentaksir Kebangsaan (KPK)
Ketua Pentaksir Negeri (KPN)
Ketua Pentaksir Kawasan (KPKw)
Ketua Pentaksir Sekolah (KPS)

30
Duration of Coordination

Post assessment coordination can be conducted at any time after the assessment period at the
school level.

GENERAL GUIDELINES ON THE IMPLEMENTATION OF ULBS COORDINATION

1. Before Coordination

1.1. KPN / KPKw should contact the school administrator and / or KPS to inform them of the
visit.
1.2. KPN / KPKw should remind the KPS to:
1.2.1. Complete the ULBS Individual Profiles.
1.2.2. Prepare relevant evidence ( if necessary ).
1.2.3. Inform the students that they may be reassessed.

2. During Coordination
2.1. KPN / KPKw meets with the school administrator to inform him / her of the purpose of
the visit.
2.2. KPN / KPKw meets and discusses with KPS regarding the coordination process.
2.3. KPN / KPKw checks the students score based on the ULBS Individual Profiles.
2.4. KPN / KPKw will assess the students and give the score. The selection of students is
done randomly based on types of activities and models in assessment I, 2 or 3. Students
who achieved low scores must be given the focus in the sample on the ratio 5 : 3 : 2.
2.5. KPN / KPKw must fill in the ULBS Coordination Form.
2.6. KPN / KPKw compares the score given by the school assessor with his / her score.
2.7. The tolerance level for ULBS is 5 of the actual total score.

31
3. After coordination
3.1. KPN / KPKw discusses with KPS the results of coordination and give comments and
suggestions as stated in the coordination form.
3.2. KPN / KPKw gives approval to the school whether the score will be accepted wholly or
accepted with amendments as being suggested or certain groups of students need to be
reassessed.
3.3. KPKw gives a copy of ULBS Coordination Form to the KPN.

Method
Monitoring is conducted by using the applied methods based on sample
Implementation period

Monitoring must be carried out after one complete cycle of ULBS.


Monitoring can be conducted internally or externally.

32
SIJIL PELAJARAN MALAYSIA
ULBS COORDINATION FORM

Name : _______________________________ Form: ___________________

I/C Number : _______________________________ Year: ___________________

School : _______________________________

Assessment : 1/2/3/4 Model : 1/2/3/4

Activity : Date :

Coordinated Original Difference


Construct score score

1 Converse on a topic effectively/ Give appropriate


responses

2 Speak fluently using correct and acceptable


pronunciation

3 Speak coherently

4 Speak the language using a wide range of appropriate


vocabulary within context

5 Speak using correct grammar

Total

CONCLUSION

A Scoring accepted
B Scoring accepted with amendments

C Scoring not accepted and reassessment needs to be redone

REMARKS

Signature : ..

Name :
Post :
Department :

33
GUIDELINES TO FILL IN THE ULBS COORDINATION FORM
1. The coordinator has to fill in all the candidates particulars and the information pertaining
to the assessment that is being coordinated.
2. The coordinator will assess the candidate based on the appropriate model and fill in the
score for each construct in the coordinated score column and its total.
3. The coordinator will obtain the candidates original score of each construct from the PS
and fill it in the original score column together with its total.
4. The coordinator will fill in the mark difference for each construct for that particular
candidate.
Difference = coordinated score original score
Example: Coordinated score = 5
Original score = 4
Difference = +1 (5 - 4)

Example: Coordinated score = 3


Original score = 5
Difference = -2 (3 5)

5. The coordinator will fill in the difference in the candidates total score.

Example: Total coordinated score = 28


Total original score = 22
Difference = +6 (this shows that the PS has
undermarked his / her candidates)

[If this happens, the whole score of that particular PS must be coordinated.]
Example: Total coordinated score = 19
Total original score = 26
Difference = -7 (shows that the PS overmarked his / her
candidates)

6. The coordinator must draw a conclusion and mark X at the relevant box.

34
7. If necessary the coordinator may write relevant comments in the remarks column.

8. Finally, the coordinator has to sign and fill in the relevant personal information.

35
36

S-ar putea să vă placă și