Learning engagement 1: Language B assessment discussion forum by Richard https://padlet.com/richard76uk/fqcxaywhl0kx Review the structure of the course assessment as a whole and for paper 2. Consider the following issues. What balance between the skills is suggested by the weighting? What differences can be detected between SL and HL? What differences can you imagine will exist between the detailed tasks and texts at SL and HL? en-us 2018-03-23 13:40:12 UTC 2018-03-23 13:50:14 UTC hello@padlet.com Conceptual understanding richard76uk https://padlet.com/richard76uk/fqcxaywhl0kx/wish/245455866
  • Conceptual understanding has been brought to the forefront as students will be asked to consider five concepts throughout the course: Audience, Context, Purpose, Meaning and Variation. Students should recognize how these concepts shape any written and/or spoken piece, and demonstrate understanding of different concepts when determining the overall purpose of a text, for example, or choosing a text type to respond to a written production prompt.

    • ]]>     2018-03-23 13:46:06 UTC https://padlet.com/richard76uk/fqcxaywhl0kx/wish/245455866     SL and HL? richard76uk https://padlet.com/richard76uk/fqcxaywhl0kx/wish/245457153 First I can identify the complexity of each task (evaluation) in the external evaluation for HL. Additionally, in the individual oral, we can observe how the evaluation is structured in a more complex way since it suggests that students must talk about an extract from a literacy work – which requires better understanding of the language in a specific context.  I can see that the input use for SL is provided visually while in HL it is provided in a written form that requires a deeper analysis.]]> 2018-03-23 13:47:58 UTC https://padlet.com/richard76uk/fqcxaywhl0kx/wish/245457153 tasks and texts at SL and HL? richard76uk https://padlet.com/richard76uk/fqcxaywhl0kx/wish/245457785 As looking at MODULE 2  it clearly shows the 'The method of assessment'' used by the IB criterion-referenced, not norm-referenced. That is to say, the method of assessment judges the candidates by their performance in relation to identified assessment criteria and not in relation to the rest of the candidates.
     
    For example HL:  Written Response
    What we look at is that to what extent does the candidate select language appropriate to the audience and type of text?! How appropriate and clear is the use of register and style to both the type of text required and the audience? (Language accuracy is not formally assessed here and should be considered only wheremistakes obscure meaning.)
    ]]>     2018-03-23 13:48:53 UTC https://padlet.com/richard76uk/fqcxaywhl0kx/wish/245457785     Written Response richard76uk https://padlet.com/richard76uk/fqcxaywhl0kx/wish/245458451 standard-level the written response is assessed with only one criterion.To what extent does the candidate understand the source text and respond appropriately to it? also looking at whether the candidate provided all the details from the source text that are relevant to the task? How appropriately have the details from the source text be used in the written response-without undue copying of the source text?!How appropriate is the use of register and style to both the type of text required and the audience?
    In conclusion, both SL & HL provide opportunities : to communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding• use language appropriate to a range of interpersonal and/or cultural contexts• understand and use language to express and respond to a range of ideas with accuracy and fluency• organize ideas on a range of topics, in a clear, coherent and convincing manner• understand, analyze and respond to a range of written and spoken texts.
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