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The following assessment criteria have been established
by the IB for all courses in the Middle Years Programme
(MYP). All IB students will be assessed using the Quebec
Education Plan (QEP) as well as the MYP criteria. At the
end of the academic year, IB students will receive a
report card based on the subject specific criteria which
are outlined on the Assessment pages.
Language A Assessment
Criteria
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Criterion A: Content
Maximum:
10
This criterion refers
to the student’s ability to demonstrate: an awareness of
the function of language A through critical and creative
writing; an understanding of the works studied; and an
effective response to literature.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student demonstrates very limited
understanding of the topic or theme. The work
lacks detail, development and support.
Creative pieces do not reflect
imagination and sensitivity. The student’s
response to literature demonstrates little or
no awareness of the
author’s intention or techniques. |
|
3-4 |
The student demonstrates a limited
understanding of the relevant aspects of the
topic or theme. The work displays
insufficient detail, development and
support. Creative pieces reflect limited
imagination and sensitivity. The student’s
response to literature sometimes
demonstrates an awareness
of the author’s intention and
techniques. |
|
5-6 |
The student demonstrates a sufficient
understanding of the relevant aspects of the
topic or theme. The work displays adequate
detail, development and support. Creative
pieces reflect a degree of imagination
and sensitivity. The student’s response to
literature
demonstrates an awareness
of the author’s intention and techniques. |
|
7-8 |
The student demonstrates a good
understanding of the relevant aspects of the
topic or theme. The work displays substantial
detail, development and support. Creative
pieces reflect substantial imagination
and sensitivity. The student’s response to
literature
demonstrates a good appreciation
of the author’s intention and
techniques. |
|
9-10 |
The student demonstrates a perceptive
understanding of the relevant aspects of the
topic or theme. The work consistently
displays
illustrative
detail, development and support. Creative pieces reflect
a high degree of
imagination and sensitivity. The student’s response
to literature demonstrates
a sophisticated analysis
of the author’s
intention and techniques. |
Criterion B: Organization
Maximum: 10
This criterion covers the student’s
ability to: express ideas with clarity and coherence;
structure arguments in a sustained and logical fashion;
and support these arguments with relevant examples.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student’s work is generally disorganized
and confused, and arguments are not
presented in a logical manner. Paragraph
structure and transitions are very weak.
When such devices are required, no
attention is paid to critical apparatus. |
|
3-4 |
The student’s work shows the beginnings of
organization, but lacks significant logical
order. Paragraphs and transitions are weak.
When such devices are required, little
attention is paid to critical apparatus. |
|
5-6 |
The student’s work is basically organized,
clear and coherent, and arguments are
presented in a logical manner. Paragraph
structure and transitions are apparent.
When such devices are required, some
attention is paid to critical apparatus. |
|
7-8 |
The student’s work is usually well organized,
clear and coherent, and arguments are
presented in a thoughtful, logical manner.
Paragraph structure and transitions help to
develop the ideas. When such devices are
required, sufficient attention is paid to
critical apparatus. |
|
9-10 |
The student’s work is consistently well
organized, clear and coherent, and arguments
are presented in a perceptive and persuasive
manner. Paragraph structure and transitions
effectively develop and substantiate the
ideas being expressed. When such devices are
required, critical conventions and apparatus
are used in a sophisticated manner. |
Criterion C: Style and Language Usage
Maximum: 10
This criterion
refers to the student’s ability to use language for a
variety of purposes including description, analysis and
persuasion.
Appropriate register and language should be
chosen, according to intention and audience.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student’s use of vocabulary is often
inappropriate and limited.
Very frequent errors
in spelling, pronunciation, punctuation and
syntax persistently hinder communication.
Little attempt has been made to use a
register suitable to the intention and audience. |
|
3-4 |
The student’s use of vocabulary is sometimes
inappropriate and somewhat varied.
Regular errors in spelling, pronunciation,
punctuation and syntax hinder
communication. The student attempts to
use a register suitable to intention and
audience. |
|
5-6 |
The student’s use of vocabulary is usually
appropriate and generally varied.
Some errors in spelling, pronunciation,
punctuation and syntax sometimes hinder
communication. The student often uses a
register suitable to intention and audience. |
|
7-8 |
The student’s use of vocabulary is
appropriate and varied. Occasional
errors in spelling, pronunciation,
punctuation and syntax rarely hinder
communication. The student consistently uses
a register suitable to intention and
audience. |
|
9-10 |
The student’s use of vocabulary is always
appropriate and greatly varied with
very infrequent errors in spelling,
pronunciation, punctuation and syntax.
The student has mastered the use of a
register suitable to intention and audience. |
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