Examiner accreditation: DELE A2/B1 for schoolchildren Qualification workshop

QUALIFICATION REPORT
Qualification video

Candidate: Valentine

Candidate Valentine, during the standardization session in which she was evaluated, obtained the following
holistic rating.

HOLISTIC (interviewer) (T1 - T2 - T3 - T4) IIII II II

1 2 3 4

• With respect to communicative effectiveness, Valentine provides the information required to meet the
communicative objective of the tasks . It describes the photo and talks about the topic proposed in a fairly
complete and adequate manner, although it does not add explanations, arguments or relevant examples to
the required information, as corresponds to band 4. In interactions it is brief, but it always meets the
communicative objective that has been set, unlike what is said in band 2. It would therefore be placed in
band 3.
• Regarding linguistic efficiency, and as described in band 3, Valentine uses a simple linguistic repertoire that
allows him to deal with the situations presented, with some errors, both grammatical and lexical, that do not
interfere with the transmission of your ideas. His interventions are brief and concise, and it could not be
said that he handles the exam situations without difficulty, although he resolves them correctly. It would
therefore not reach band 4. He does not repeatedly make basic errors or have to specially adapt the
message or search for words, as described in band 2.
• Finally, in interactive effectiveness, as described in band 3, Valentine maintains conversations and
exchanges the necessary information to meet his interlocutor and answer his questions. Although you do
not need clarifications or repeat part of what your interlocutor has said to confirm mutual understanding, as
it is said in the descriptor of that band, since you understand everything without problems, you would not
reach band 4 because you do not collaborate much with the interlocutor , to which he limits himself to
answering briefly and correctly. It is far from band 2, in which it is said that you can participate in
conversations and intervene if the interlocutor helps you. In fact, at some point she is the one who speaks
up to reverse the situation (" Well, propose... propose that we make a plan" ).
Valentine's analytical ratings are listed below:

ANN (—nA
TICA cgirieoncm ANAL
(qualifier) (T1 T7l

1 2 3 4

Fluency Yo_____II________I • I_______________Yo

1 2 3 4
Correction

1 2 3 4
Scope

1 2 3 4

ANALYTICS (qualifier) (T3-T4) Coherence

1 2 3 4

Fluency Yo_____II________I • |________________|

1 2 3 4
Correction
Yo-------1 I------------ • II

1 2 3 4
Scope IIII m •
1 2 3 4

Rating video 1
 Examiner accreditation: DELE A2/B1 for schoolchildren Qualification workshop

• Regarding COHERENCE, in the monological tasks Valentine elaborates linear sequences of related ideas in
the form of short and simple statements linked by common connectors . It does not use exactly those that
are mentioned in the descriptor of band 3, but rather those that are cited in band 2 (“”Yes I like computers,
but…”; “I think *in the morning it is better because later ..."; "After a month, because we don't have much
time with exams"; "It's sad but this is..., she was my only friend at *this school, and I haven't seen this friend
in a year because I went to Beijing") , but it coheres its discourse through other mechanisms. Thus, for
example, in the description of the photo he knows how to use adverbs that allow us to place some objects in
relation to others in space (“Behind there is a library and… in front there is a table with computers and
students”; “Behind the main table there is…"); uses relative subordinate clauses (“She is a friend that I knew
in…, when I was at a public school”; “”In the upcoming holidays”; “She lives in *a city that is next to…, that is
close… close of Marseille"). It does not yet make adequate use of cohesion mechanisms to develop a clear
and coherent speech, as indicated in band 4, nor does it present a limited speech composed of groups of
words , as band 2 says, so it corresponds, As we saw, 3.
In the conversations in tasks 2 and 4, Valentine shows that she is capable of maintaining simple
conversations about everyday topics, so she would be placed in band 3. He does not collaborate with his
interlocutor, but he does not need his help to maintain the conversation, so neither bands 4 nor 2 correspond
to him.

• Regarding FLUENCY, Valentine speaks continuously and understandably , although with obvious pauses to
plan his speech and think about the appropriate grammar and lexicon , or even to correct errors made. It
would be located, therefore, in band 3. It cannot be said, as described in band 2, that he makes himself
understood with very brief expressions, since in the monologues he uses complex sentences in a continuous
speech, but neither can we talk about ease when speaking, since there are pauses and moments of doubt
and reflection that interrupt his speech.
As for the pronunciation, although the foreign accent is evident, it is clearly intelligible, as indicated in bands
3 and 4. It requires no effort to understand it, as is characteristic of band 2.
In relation to CORRECTION, Valentine is in band 3 on all tasks because he shows reasonable control of a
repertoire of simple structures. For example, correctly construct the indicative tenses (“In front there is a
table with computers and students. (…) They are looking for information on the Internet”; “I have known this
friend for five years and her name is Charlotte. And I met this friend in France. She is a friend that I knew
in… when I was in a public school. (…) I haven't seen this friend in a year because *I went to Beijing.…
When I was in Paris…). He also correctly uses the verb “like” ( “Yes, I like computers”) and possessives (“In
my house or in your house”; “She was my only friend”; “Her first year in Beijing”) and creates periphrases .
basics (“I have to go out with some friends”). In some cases he also uses the subjunctive (“Well, suggest
that we make a plan”; “The next time is this summer, during the next vacation”). As indicated in the
descriptor of band 3, Valentine makes mistakes that they do not cause incomprehension, and that
sometimes he corrects (“Well, propose, propose that we make a plan”; “There is a girl who is * sleeping,
sleeping”; “So we can't, we can see with Charlotte”). She would not be placed in band 4 because she does
not demonstrate relatively high grammatical control, since her speech is limited and she sticks to fairly
simple structures. In no case can it be said that it uses only a few simple structures correctly and
systematically makes basic errors , as reflected in band 2.

• In ALCANCE it is located in the four tasks in band 3. He has a linguistic repertoire broad enough to function
in everyday situations and express himself, although somewhat hesitantly and with circumlocutions, on
topics such as his family, his hobbies and interests, his travels and current events. In the first task, use the
appropriate vocabulary to describe the photo, establishing connections between the objects that appear
(“Well, it's a computer room in a school, I think it's in a school. Behind there is a library and in front there is a
table with computers and students. And we can see that there is a… a teacher who is explaining with… a
student. I think the students are working... They are looking for information on the internet. Behind the main
table there is a..., another table where there are students who *are studying, and we can see that there is a
girl who is *sleeping, sleeping"), and in Task 3 he explains well the story he wants to tell, making reference
to their emotions and narrating the facts (“Well, I have known this friend for five years and her name is
Charlotte. And I met this friend in France. She is a friend that I knew in… when I was in a public school. It's
sad but this is... she was my only friend at *this school and I haven't seen this friend in a year because I went
to Pekin, her first year in Pekin. So we can't..., we can see with Charlotte. When I was in Paris, Charlotte, we
met in one place, but in one place, for example her... at the cinema or at my house...). In interactions, his
level of reach also allows him to cope with the situations that arise (“Facebook is censored”; “The schedules,
because in France it is six hours.”). He makes lexical errors and inaccuracies, so we cannot speak of
“reasonable precision”, as mentioned in band 4, but neither of limitations that force him to adapt the
message and look for words, as corresponds to band 2. .

Rating video 1