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    Penataran Pentaksiran pt3 Cefr

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    Miera Miji
    The document provides guidelines for developing an English language assessment for B1 level pupils. It recommends including equal assessment of all skills and using different task types, such as multiple choice questions and information transfer tasks. It suggests varying levels of scaffolding, revising speaking and writing scales, and assessing higher-level skills through formative assessment rather than high-stakes tests. The document also outlines sample paper formats, tasks, and assessment criteria for reading, listening, speaking, and writing sections.

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    Penataran Pentaksiran pt3 Cefr

    Uploaded by

    Miera Miji
    290 views26 pages
    The document provides guidelines for developing an English language assessment for B1 level pupils. It recommends including equal assessment of all skills and using different task types, such as multiple choice questions and information transfer tasks. It suggests varying levels of scaffolding, revising speaking and writing scales, and assessing higher-level skills through formative assessment rather than high-stakes tests. The document also outlines sample paper formats, tasks, and assessment criteria for reading, listening, speaking, and writing sections.

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    penataran pentaksiran pt3 cefr

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    penataran pentaksiran pt3 cefr

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    The document provides guidelines for developing an English language assessment for B1 level pupils. It recommends including equal assessment of all skills and using different task types, such as multiple choice questions and information transfer tasks. It suggests varying levels of scaffolding, revising speaking and writing scales, and assessing higher-level skills through formative assessment rather than high-stakes tests. The document also outlines sample paper formats, tasks, and assessment criteria for reading, listening, speaking, and writing sections.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    290 views26 pages

    Penataran Pentaksiran pt3 Cefr

    Uploaded by

    Miera Miji
    The document provides guidelines for developing an English language assessment for B1 level pupils. It recommends including equal assessment of all skills and using different task types, such as multiple choice questions and information transfer tasks. It suggests varying levels of scaffolding, revising speaking and writing scales, and assessing higher-level skills through formative assessment rather than high-stakes tests. The document also outlines sample paper formats, tasks, and assessment criteria for reading, listening, speaking, and writing sections.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 26

    A GLIMPSE OF WHAT MATTER THE MOST

    *Promote equal share of assessment for every


    skill (Listening, Reading, Speaking, Writing)
    *Appropriate Reading and Listening tests:
    Reading Listening
    Establishing Creating a text – level
    propositional meaning representation
    ^ ^
    ^ ^
    Building a mental
    Word recognition
    model
    ^
    ^
    ^
    ^
    Lexical access Inferencing

    *
    *Different task types to test focus especially
    while listening. E.g match response method
    *Greater use of multiple choices. E.g: Rational
    cloze, Open-cloze tasks, Matching tasks
    *Monitor factors that can artificially affect item
    difficulty. E.g word level, accents, unfamiliar
    situations
    *Provide a word-limit for short response/answer
    items for validity

    *
    *Provide varying levels of scaffolding.
    E.g: Picture, Mind map
    *Revise the speaking and writing
    scales to closely reflect the CEFR
    and increase marking reliability

    *
    *It’s considered as higher level and
    above cognitive level for B1 pupils.

    *Will be assessed in different ways


    such as in formative assessment but
    not in PT3

    *
    Forms Cefr Levels Competencies
    Form 1 A1 High
    A2
    Form 2 A2 High

    Form 3 B1 Low

    Form 4 B1 Mid B1
    Form 5 B1 High

    *
    LESSONS NUMBER OF
    LESSONS
    Reading 22
    Language Awareness 11
    Listening 22
    Speaking 20
    Writing 21
    LiA+ Project task + Revision 16

    *
    * www.englishprofile.org
    *Username: englishprofile
    *Password: vocabulary
    *CLC: Cambridge Learner Corpus
    *EVP: English Vocabulary Profile
    *EGP: English Grammar Profile

    *
    *Validity
    *Reliability
    *Impact (washback)
    *Practicality
    VRIP Q

    *
    *Using the language rather than knowing about the
    language:
    1. Creating authentic learning experiences
    2. Using language appropriately
    3. Treating errors as a part of learning
    4. Practising grammar and vocabulary within context
    Authenticity – replicate real life situation/ close to
    students’ life or routine
    Pragmatic – word choice or language used in specific
    situation/need.
    Semantic – get meaning or message across.
    Linguistic Competence – grammar & vocabulary

    *
    *Expeditious reading – extract specific
    meaning in most efficient way
    *Careful reading – extract complete meaning
    from presented materials
    *Global reading – understand multiple
    propositions at broader macro level
    *Local reading – understand propositions at
    level of micro structure such as sentences
    and clauses

    *
    *Lower-level process (bottom – up)
    *Lexical access  connecting ideas/imagine
    *Syntactic parsing joining ideas
    *Establishing a propositional meaning

    *Higher level process (top – down)


    *Recognize and understand words
    *Understand the basic meaning of
    phrases/sentences

    *
    *Shift the use of prescriptive grammar to
    descriptive grammar
    *Explicit and Implicit Testing
    *Explicit testing – rational cloze
    *Implicit testing – writing task

    *Awareness of FLK help pupils to make more


    sense of the language use.

    *
    *
    ASPECTS DETAILS
    PAPER FORMAT 5 SECTIONS (RANGE OF A2 – B1 LEVELS)

    ITEMS 40 (40 MARKS)


    TASKS 5
    TASK TYPES 3 OPTION MCQ (SHORT TEXT), ERROR CORRECTION,
    INFORMATION TRANSFER/NOTE COMPLETION, SHORT
    ANSWER QUESTION/MATCHING (GAPPED TEXT)

    INPUT TEXTS OF VARYING LENGTH, TOTAL OF 1500 WORDS


    TASK FOCUS DESCRIPTORS REFERRED TO CURRICULUM LEARNING
    STANDARDS
    TIME
    ALLOCATION 1 HOUR 15 MINUTES

    *
    PART1. : MULTIPLE CHOICE QUESTIONS (8Q)
    PART2. : ERROR CORRECTIONS (8Q)
    PART3. : INFORMATION TRANSFER (8Q)
    *ANSWER MUST NOT BE MORE THAN 3
    WORDS OR A NUMBER
    PART4. : SHORT-ANSWER QUESTIONS/ NOTE
    COMPLETION (8Q)
    *2Q ON WORD MEANING
    PART5. : MATCHING SENTENCES FOR GAPPED
    TEXT/ FILL IN THE BLANKS (6Q)
    *8 ANSWER OPTION WITH 2 DISTRACTORS
    TASK 1 3.1.3, 3.1.4

    TASK 2 3.1.3, 3.1.6

    TASK 3 3.1.1, 3.1.2, 3.1.3

    TASK 4 3.1.1, 3.1.2, 3.1.3, 3.1.4

    TASK 5 3.1.1, 3.1.2, 3.1.3, 3.1.6

    *
    ASPECTS DETAILS
    PAPER FORMAT 5 SECTIONS (RANGE OF A2 – B1 LEVELS)

    ITEMS 25 (25 MARKS)


    TASKS 5
    TASK TYPES 3 OPTION MCQ (VISUAL), MATCHING, 3 OPTION MCQ AND
    NOTE COMPLETION

    INPUT TEXTS OF VARYING LENGTH, TOTAL OF 1500 WORDS


    TASK FOCUS DESCRIPTORS REFERRED TO CURRICULUM LEARNING
    STANDARDS
    TIME
    ALLOCATION 35 MINUTES

    *
    PART1. : MULTIPLE CHOICE QUESTIONS (5Q)
    *VISUAL BASED FROM DIALOGUE/MONOLOGUE
    PART2. : MATCHING (5Q)
    *SEQUENCING TASKS WITH ANSWER OPTIONS WITH
    2 DISTRACTORS
    PART3. : MULTIPLE CHOICE QUESTIONS (5Q)
    *BASED FROM TEXT HEARD
    PART4. : NOTE COMPLETION (5Q)
    *WORD LIMIT: 3 WORDS OR A NUMBER
    PART5. : NOTE COMPLETION (5Q)
    *SIMILAR TO PART 4
    TASK 1 1.2

    TASK 2 1.1.1, 1.1.2, 1.1.4, 1.2.1

    TASK 3 1.1.1, 1.1.2, 1.1.3, 1.1.6,


    1.2.3, 1.3.1
    TASK 4 1.1.1, 1.1.2, 1.1.5, 1.2.1,
    1.2.2
    TASK 5 1.1.1, 1.1.2, 1.1.5, 1.2.1,
    1.2.2

    *
    ASPECTS DETAILS
    ITEMS 2 (40 MARKS)
    TASKS 2
    TASK TYPES SHORT COMMUNICATIVE MESSAGE AND NOTES EXPANSION

    WEIGHTING ASSESSED ACCORDING TO 4 CRITERIA : CONTENT,


    COMMUNICATIVE, ACHIEVEMENT, ORGANISATION &
    LANGUAGE
    TASK FOCUS DESCRIPTORS REFERRED TO CURRICULUM LEARNING
    STANDARDS
    TIME
    ALLOCATION 1 HOUR

    *
    PART1. : 80 WORDS LIMIT
    *NOTES, EMAIL, MESSAGE TO BE
    RESPONDED BASED FROM THE CHOICE GIVEN OR
    OTHER RELEVANT IDEA
    PART2. : 120 WORDS LIMIT
    *SEMI FORMAL ESSAT BASED ON VISUAL GRAPHICS
    (MIND MAP STIMULUS)
    *ADDITIONAL INFO
    - TYPES OF RATING SCALES: HOLISTIC
    - MARK DESCRIPTORS WILL BE PUBLISHED NEXT
    YEAR
    ASPECTS DETAILS
    NO.OF PEOPLE 2 PUPILS (PAIR)
    1 INTERLOCUTOR
    1 EXAMINER
    TASKS 3
    TASK TYPES INTERVIEW, INDIVIDUAL-PROMPTING (CARDS/VISUAL),
    AND DISCUSSION ON MIND MAP INPUT
    WEIGHTING ASSESSED ACCORDING TO 4 CRITERIA : OVERALL SPOKEN
    PRODUCTION, COMMUNICATIVE ACHIEVEMENT,
    ORGANISATION & LANGUAGE
    TASK FOCUS DESCRIPTORS REFERRED TO CURRICULUM LEARNING
    STANDARDS
    TIME
    ALLOCATION 11 MINUTES

    *
    PART1. : GENERAL QUESTIONS (2-3 MINUTES)
    *HELP CANDIDATES TO GAIN CONFIDENT, SHORT
    RESPONSE ANSWER ONLY
    PART2. : CARD PROMPTERS (4-5 MINUTES)
    *CANDIDATE A WILL BE GIVEN A SET OF 5 PICTURES
    TO TALK ABOUT. INTERLOCUTOR WILL ASK
    QUESTIONS RELATED. CANDIDATE B WILL BE GIVEN
    A DIFFERENT SET OF PICTURES TO TALK ABOUT.
    PART3. : DISCUSSION (1-2 MINUTES)
    *A VISUAL STIMULUS SUCH AS A MIND MAP WILL BE
    GIVEN FOR BOTH CANDIDATES TO INTERACT, NOT
    INDIVIDUALLY TAKING TURN.
    TASK 1 2.1.1

    TASK 2 2.1.2,2.1.4, 2.1.5

    TASK 3 2.1.3, 2.1.4, 2.3.1

    *
    *

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