Ib French Ab Initio Written Assignment

Paper 2: Productive skills—Section A
Criterion A: Language
• Does the student demonstrate an ability to use the language effectively and accurately?
• Does the student use spelling, calligraphy (see “Glossary of terms”), vocabulary and grammatical
structures correctly and accurately?
Marks Level descriptor
0 Language inaccuracies completely obscure communication.
1 Language inaccuracies often obscure communication.
2 Language is generally accurate and does not obscure communication.
3 Language is mostly accurate and communication is clear.
Criterion B: Message
• Is all the relevant information conveyed?
Marks Level descriptor
0 No relevant information has been conveyed.
1 Some relevant information has been conveyed.
2 More than half of the relevant information has been conveyed.
3 All relevant information has been conveyed effectively.
Criterion C: Format
• Does the format correspond to the task?
Marks Level descriptor
0 The format is not appropriate.
1 The format is appropriate.

Paper 2: Productive skills—Section B
Criterion A: Language
To what extent does the student demonstrate an ability to use the language effectively and accurately?
• Does the student use a range of vocabulary and grammatical structures?
• Does the student show an awareness of the appropriate register for the task?
Marks Level descriptor
0 The response does not reach a standard described by the descriptors below.
1–2 The response and communication are of limited effectiveness.
The range of vocabulary used is limited.
Some basic grammatical structures are used accurately. These are isolated and
limited in range.
Register is inappropriate.
3–4 The response and communication are partially effective.
The range of vocabulary used is sometimes varied.
Most basic grammatical structures are used accurately.
Register is partially appropriate.
5–6 The response is generally accurate and communication is generally effective.
The range of vocabulary used is varied.
Basic grammatical structures and a limited range of more complex grammatical
structures are used accurately.
Register is generally appropriate.
7–8 The response is accurate and communication is effective.
The range of vocabulary is varied and effective.
Basic and some more complex grammatical structures are used accurately.

Register is appropriate.


Criterion B: Message
To what extent does the student fulfill the task?
• Are the ideas well developed?
• Is there evidence of a logical structure (paragraphing and sequencing)?
• Are cohesive devices used effectively?
Marks Level descriptor
0 The response does not reach a standard described by the descriptors below.
1–2 The task has been partially fulfilled.
One or more ideas have been identified and have been partially developed.
There is limited evidence of a logical structure.
There is a partially successful use of a limited range of simple cohesive devices.
3–4 The task has been generally fulfilled.
One or more ideas have been identified and have been developed.
There is evidence of a logical structure.
There is a generally successful use of a range of simple cohesive devices.
5–6 The task has been fulfilled.
All ideas have been identified and some have been developed well.
There is a logical structure.
There is successful use of a range of simple cohesive devices.
7–8 The task has been fulfilled effectively.
All ideas have been developed well.
There is an effective, logical structure.

There is successful use of a range of simple and some complex cohesive devices.

 

Criterion C: Format
To what extent does the student succeed in using the correct text type?
• Does the student use the appropriate format?
Marks Level descriptor
0 The format is not appropriate.
1 The format is partially appropriate.
2 The format is appropriate.

 

Written assignment: Receptive and productive skills
Criterion A: Description
• To what extent does the student succeed in stating factual information about the chosen cultural
topic?
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1 Some relevant factual information is used in the description.

2 Relevant factual information is used in the description.

 

Criterion B: Comparison
• To what extent does the student succeed in identifying cultural differences and/or similarities between
the chosen cultural topic in the target culture(s) and in the student’s own?
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1 Cultural differences and/or similarities are rarely presented in a clear and coherent
manner.
2 Cultural differences and/or similarities are sometimes presented in a clear and
coherent manner.
3 Cultural differences and/or similarities are presented in a clear and coherent

manner.

 

Criterion C: Reflection
The reflection must include answers to all of the following questions.
• Which aspect of your chosen topic surprised you?
• Why do you think these cultural similarities/differences exist?
• What might a person from the target culture(s) find different about your chosen topic in your
culture(s)?
• To what extent does the student succeed in demonstrating intercultural understanding?
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 Only one of the questions has been answered.
There is little evidence of intercultural understanding.
3–4 Two of the questions have been answered.
There is some evidence of intercultural understanding.
5–6 All three of the questions have been answered.

There is clear evidence of intercultural understanding.

 

Criterion D: Register
• Does the student show an awareness of the appropriate register for the task?
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1 The register is partially appropriate to the task.

2 The register is appropriate to the task.

 

Criterion E: Language
Students who fail to write the minimum number of words or who exceed the maximum will receive
a 2-mark penalty. If the word limit is exceeded, the assessment will be based on the first 300 words.
• To what extent does the student demonstrate an ability to use the language effectively and accurately?
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1 Language inaccuracies often obscure communication.
2 Language inaccuracies sometimes obscure communication.
3 Language is generally accurate and does not obscure communication.

4 Language is mostly accurate and communication is clear.

 

Criterion F: Formal requirements
The four formal requirements of the written assignment are as follows.
1. The written assignment is written in the target language.
2. The coversheet is completed and signed by both teacher and student.
3. All extracts from the source material are appropriately referenced.
4. A bibliography in standard format is included with references to all sources in all languages.

• To what extent does the student successfully fulfill the formal requirements of the written assignment?
Marks Level descriptor
0 The written assignment does not meet any of the formal requirements.
1 The written assignment partially meets the formal requirements (one or two
requirements fulfilled).
2 The written assignment generally meets the formal requirements (three
requirements fulfilled).
3 The written assignment meets all the formal requirements (all four requirements

fulfilled

 

Individual oral: Interactive skills
Criterion A: Productive skills

To what extent does the student demonstrate an ability to use the language effectively and accurately?
• Do the student’s pronunciation and intonation facilitate the understanding of the message?
• Does the student’s use of vocabulary facilitate the understanding of the message?
• Does the student’s use of grammar facilitate the understanding of the message?
Marks Level descriptor
0 Communication does not reach a standard described by the descriptors below.
1–2 The response and communication are of limited effectiveness.
Pronunciation and intonation used limit the understanding of the message.
The range of vocabulary used is limited.
Some basic grammatical structures are used accurately. These are isolated and
limited in range.
3–4 The response and communication are partially effective.
Pronunciation and intonation used generally limit the understanding of the
message.
The range of vocabulary used is sometimes varied.
Most basic grammatical structures are used accurately.
5–6 The response is generally accurate and communication is generally effective.
Pronunciation and intonation used generally facilitate the understanding of the
message.
The range of vocabulary used is varied.
Basic and a limited range of more complex grammatical structures are used
accurately.
7–8 The response is accurate and communication is effective.
Pronunciation and intonation used almost always facilitate the understanding of
the message.
Vocabulary is varied and effective.
Basic and some more complex grammatical structures are used accurately.
9–10 The response is accurate and communication is very effective.
Pronunciation and intonation used always facilitate the understanding of the
message.
Vocabulary is varied and effective.
Basic and more complex grammatical structures are used accurately.
Internal assessment

Criterion B: Interactive and receptive skills
To what extent does the student understand and demonstrate an ability to interact and develop answers
throughout the oral?
• Is the student able to understand straightforward exchanges?
• Is the student able to answer appropriately?
• Is the student able to maintain a conversation?
Marks Level descriptor
0 Comprehension and interaction do not reach a standard described by the descriptors
below.
1–3 Comprehension and interaction are limited.
Limited responses in the target language are produced and rarely demonstrate
comprehension.
Limited appropriate information is provided.
Participation is limited: most questions must be repeated and/or rephrased.
4–6 Comprehension and interaction are partially sustained.
Responses in the target language are produced and occasionally demonstrate
comprehension.
Appropriate information is occasionally provided.
Participation is partially sustained: some questions must be repeated and/or
rephrased.
7–9 Comprehension and interaction are generally sustained.
Responses in the target language are produced and generally demonstrate
comprehension.
Appropriate information is generally provided.
Participation is generally sustained.
10–12 Comprehension and interaction are mostly sustained.
Responses in the target language are produced and most demonstrate
comprehension.
Appropriate information is provided.
Participation is sustained.
13–15 Comprehension and interaction are consistently sustained.
Responses in the target language are produced and demonstrate comprehension.
Appropriate and detailed information is provided.
Participation is sustained with some independent contributions. 

 

 

Его мечта была близка к осуществлению. Однако, сделав еще несколько шагов, Стратмор почувствовалчто смотрит в глаза совершенно незнакомой ему женщины. Ее глаза были холодны как лед, а ее обычная мягкость исчезла без следа. Сьюзан стояла прямо и неподвижно, как статуя. Глаза ее были полны слез.

Comments

Leave a Reply

Your email address will not be published. Required fields are marked *