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In-ServiceTeacherTrainingAssessmentinIGCSEEnglishasaSecondLanguage0510Session3:MarkschemesandExaminersReports
IntroductionsBackgroundAimoftraininge
Session3looksat:ResourcesMarkschemesasaresourcePrincipalExaminers’ReportsmendedbooksOtherresourcesLearnersandtheirneeds
Usingmarkschemesasaresource
Markschemes:? Givetheallocationofmarks? Indicatetherangeofacceptableanswers? Giveexamplesofunacceptableanswers? GiveanindicationofwhatExaminersarelookingforinananswer
MarkschemesandPrincipalExaminers’Reports:
? Bothgiveinformationabouteachpartofeachquestion? Shouldbeusedsidebysidetoanalysestudents’answerstoquestions? Provideinformationwhichcanbepassedontostudents
PrincipalExaminers’ReportsAftereachexaminationsessionthePrincipalExaminer:WritesafullanddetailedreportforeachcomponentCommentsonstrengthsandweaknessesofthecandidatesAimstoprovideadvicetohelpteachersimprovetheirownteachingandtheirstudents’performance
SomeareascoveredinPrincipalExaminers’ReportsTiering-howeffectiveitwasCompletionoftheexaminationsVerydetailedcommentsonspecificquestionsAcceptableandunacceptableanswersTherubric-howwellwasitfollowed?
PrincipalExaminers’Reports:ExtractsontheReadingandWritingpaper(1)‘Somecandidatesarenotreadingformeaning-theyarecopyingoutchunksofinformationindiscriminately’‘Aboutonethirdofcandidateswrotewelloverthewordlengthforthesummary’
PrincipalExaminers’Reports:ExtractsontheReadingandWritingpaper(2)‘Manycandidatesdidnotnoticetherequirementforcapitalsintheform-fillingexercise’‘AcommondifficultynoticedbyExaminersinextendedwritingwaswithsubjectandverbagreement’
PrincipalExaminers’Reports:ExtractsontheListeningpaper(1)‘Spellingwasnottakenintoaccountinaccordancewiththe‘listeningforunderstanding’ethos’‘Phoneticattemptsattheanswercou
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