Internal assessment criteria— LB HL
Productive and interactive skills: Individual oral assessment (25%)
STUDENT´S FULL NAME: _________________________________________ TASK: _______________________________________ DATE: _________________
Criterion A: Language Criterion B1: Message—literary extract
How successfully does the candidate command spoken language? How relevant are the ideas to the literary extract?
• To what extent is the vocabulary appropriate and varied?
• To what extent are the grammatical structures varied? • How well does the candidate engage with the literary
• To what extent does the accuracy of the language contribute to effective extract in the presentation?
communication?
• To what extent do pronunciation and intonation affect communication?
Marks Level descriptor Marks Level descriptor
The work does not reach a standard described by the
0 The work does not reach a standard described by the descriptors below. 0
descriptors below.
Command of the language is limited.
Vocabulary is sometimes appropriate to the task.
The presentation is mostly irrelevant to the literary extract.
Some basic grammatical structures are used, with some attempts to use more
complex structures.
1–3 1 -2 The candidate makes superficial use of the extract.
Language contains errors in both basic and more complex structures. Errors interfere
Observations and opinions are generalized, simplistic
with communication.
and mostly unsupported.
Pronunciation and intonation are generally clear but sometimes interfere with
communication.
Command of the language is partially effective.
The presentation is mostly relevant to the literary extract.
Vocabulary is generally appropriate to the task, and varied.
A variety of basic and some more complex grammatical structures is used.
4–6 3- 4 The candidate makes competent use of the literary
Language is mostly accurate for basic structures, but errors occur in more
extract. observations and opinions are developed and
complex structures. Errors at times interfere with communication.
supported with reference to the extract.
Pronunciation and intonation are generally clear.
Command of the language is effective and mostly accurate.
Vocabulary is appropriate to the task, and varied, including the use of idiomatic The presentation is consistently relevant to the literary
expressions. extract and is convincing.
A variety of basic and more complex grammatical structures is used effectively.
7–9 5-6
Language is mostly accurate. Occasional errors in basic and in complex The candidate makes effective use of the extract.
grammatical structures do not interfere with communication. Observations and opinions are effectively developed
Pronunciation and intonation are mostly clear and do not interfere with and supported with reference to the extract.
communication
Command of the language is mostly accurate and very effective.
Vocabulary is appropriate to the task, and nuanced and varied in a manner that
enhances the message, including the purposeful use of idiomatic expressions
A variety of basic and more complex grammatical structures is used selectively
10–12
in order to enhance communication
Language is mostly accurate. Minor errors in more complex grammatical
structures do not interfere with communication
Pronunciation and intonation are very clear and enhance communication.
Internal assessment criteria—HL
Criterion B2: Message—conversation Criterion C: Interactive skills—communication
How relevant are the ideas in the conversation? To what extent does the candidate understand and interact?
• How appropriately and thoroughly does the candidate respond to the • How well can the candidate express ideas?
questions in the conversation?
• How well can the candidate maintain a conversation?
• To what depth are the questions answered?
Marks Level descriptor Level descriptor
The work does not reach a standard described by the descriptors The work does not reach a standard described by the descriptors below.
0
below.
The candidate consistently struggles to address the questions. Comprehension and interaction are limited.
Some responses are appropriate and are rarely developed. The candidate provides limited responses in the target language.
1 -2
Responses are limited in scope and depth.
Participation is limited. Most questions must be repeated and/or
rephrased.
The candidate’s responses are mostly relevant to the questions. Comprehension and interaction are mostly sustained.
Most responses are appropriate and some are developed. The candidate provides responses in the target language and
3- 4
mostly demonstrates comprehension.
Responses are mostly broad in scope and depth.
Participation is mostly sustained.
The candidate’s responses are consistently relevant to the Comprehension and interaction are consistently sustained.
questions and show some development.
The candidate provides responses in the target language and
5-6 Responses are consistently appropriate and developed. demonstrates comprehension.
Responses are broad in scope and depth, including personal Participation is sustained with some independent contributions.
interpretations and/or attempts to engage the interlocutor.
Comments:
TEACHER: ____________________________________
External assessment criteria— LB HL
Paper 1: Productive skills—writing (25%)
STUDENT´S FULL NAME: _________________________________________ TASK: _______________________________________ DATE: _________________
Criterion A: Language Criterion B: Message
How successfully does the candidate command write the language? To what extent does the candidate fulfill the task?
• To what extent is the vocabulary appropriate and varied? • How relevant are the ideas to the task?
• To what extent are the grammatical structures varied? • To what extent are ideas developed?
• To what extent does the accuracy of the language contribute to effective • To what extent do the clarity and organization of ideas contribute to the
communication? successful delivery of the message?
Marks Level descriptor Level descriptor
0 The work does not reach a standard described by the descriptors below. The work does not reach a standard described by the descriptors below.
Command of the language is partially effective. The task is partially fulfilled.
Vocabulary is generally appropriate to the task and varied. Few ideas are relevant to the task.
A variety of basic and some more complex grammatical structures Ideas are stated, but with no development.
4–6 is used. Ideas are not clearly presented and do not follow a logical structure,
Language is mostly accurate for basic structures, but errors occur making the message difficult to determine.
in more complex structures. Errors at times interfere with
communication.
Command of the language is partially effective. The task is generally fulfilled.
Vocabulary is generally appropriate to the task and varied. Some ideas are relevant to the task.
A variety of basic and some more complex grammatical structures Ideas are outlined;, but are not fully developed.
4–6 are used. Ideas are generally clearly presented and the response is generally
Language is mostly accurate for basic structures, but errors occur structured in a logical manner, leading to mostly successful delivery of
in more complex structures. Errors at times interfere with the message.
communication.
Command of the language is effective and most accurate. The task is fulfilled.
Vocabulary is appropriate to the task, and varied, including the use Most ideas are relevant to the task.
of idiomatic expressions. Ideas are developed well, with some detail and examples.
A variety of basic and more complex grammatical structures is used Ideas are clearly presented and the response is structured in a logical
7–9
effectively. manner, supporting the delivery of the message.
Language is mostly accurate. Occasional errors in basic and in
complex grammatical structures do not interfere with
communication.
Command of the language is mostly accurate and very effective. The task is fulfilled effectively.
Vocabulary is appropriate to the task, and nuanced and varied in a Ideas are relevant to the task.
manner that enhances Ideas are fully developed, providing details and relevant examples.
the message, including the purposeful use of idiomatic expressions. Ideas are clearly presented and the response is structured in a logical
10–12
A variety of basic and more complex grammatical structures is used and coherent manner that supports the delivery of the message.
selectively in order to enhance communication.
Language is mostly accurate. Minor errors in more complex
grammatical structures do not interfere with communication.
External assessment criteria— LB HL
Paper 1: Productive skills—writing
(Assessment criteria are used to mark paper 1, which is worth 25% of the overall mark. There are three assessment criteria)
Criterion C: Conceptual understanding
Comments:
To what extent does the candidate demonstrate conceptual understanding?
• To what extent is the choice of text type appropriate to the task?
• To what extent are register and tone appropriate to the context, purpose and
audience of the task?
• To what extent does the response incorporate the conventions of the chosen text
type?
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
Conceptual understanding is limited.
The choice of text type is generally inappropriate to the context, purpose or
audience.
1 -2 The register and tone are inappropriate to the context, purpose and audience
of the task
The response incorporates limited recognizable conventions of the chosen
text type.
Conceptual understanding is mostly demonstrated.
The choice of text type is generally appropriate to the context, purpose and
audience.
3- 4 The register and tone, while occasionally appropriate to the context,
purpose and
audience of the task, fluctuate throughout the response.
The response incorporates some conventions of the chosen text type.
Conceptual understanding is fully demonstrated.
The choice of text type is appropriate to the context, purpose and audience.
5-6 The register and tone are appropriate to the context, purpose and audience of
the task.
The response fully incorporates the conventions of the chosen text type.
Note: A response that ignores context, purpose and audience may receive
marks of 0 for criteria B and C, even if the response has received a high mark
for criterion A.
TEACHER: ____________________________________
