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<div id="main-column" class="span9"> <article id="criterion-a" style="margin-top: 16px;">
<h1 class="section-title">Criterion A</h1>
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<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/oral-criteria-a.jpg" style="width: 435px; height: 172px;"></p><p>.</p><p>The analysis of the criterion is organised by bullet-point, in order to make the range of values as clear as possible. Note that:</p><ul><li>the key operative descriptive terms are in red</li><li>I have added comments on the application of each set of descriptors, in blue</li><li>indicators are suggested - specific features of performance which may help to decide on mark bands.</li></ul><p>.</p><h3><span style="color:#0000CD;"><strong>Criterion A: Language</strong></span></h3><p><strong>SL & HL (as indicated)</strong></p><h4><strong><u>Headline: Command of the language</u></strong><em> </em></h4><p><em>(Wording the same for all mark-bands at both levels)</em></p><ul><li><strong>Command of the language is <span style="color:#FF0000;">limited.</span> </strong></li><li><strong>Command of the language is <span style="color:#FF0000;">partially effective. </span></strong></li><li><strong>Command of the language is <span style="color:#FF0000;">effective and mostly accurate. </span></strong></li><li><strong>Command of the language is <span style="color:#FF0000;">mostly accurate and very effective.</span></strong></li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">The most significant word here is "effective", and I think we can take this to mean 'effective communication' - in other words, how well does one understand what meaning is intended?</span></span></p><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">But perhaps the meaning of 'well' changes as one moves up the levels of performance? Thus...</span></span></p><ul><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">at the lower end of the scale, 'effective' depends on how easy or difficult it is to work out what meaning is intended, or how much of an 'effort of translation' one has to make</span></span></li><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">at the upper end of the scale, 'effective' depends on how rich or complex or subtle is the meaning conveyed - are there nuances or implications or irony, for example?</span></span></li></ul><h4><strong><u>Vocabulary</u></strong></h4><ul><li>Vocabulary is <span style="color:#FF0000;">sometimes appropriate</span> to the task. (SL 1-3 + HL 1-3)</li><li>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task. (SL 4-6) Vocabulary is <span style="color:#FF0000;">generally appropriate</span> to the task and <span style="color:#FF0000;">varied</span>. (HL 4-6)</li><li>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>. (SL 7-9) Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>, including the use of i<span style="color:#FF0000;">diomatic expressions</span>. (SL 10-12 + HL 7-9)</li><li>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">nuanced</span> and <span style="color:#FF0000;">varied </span>in a manner that enhances the message, including the <span style="color:#FF0000;">purposeful use of idiomatic expressions</span>. (HL 10-12)</li></ul><p>Or, to present this in table-format :-</p><table align="center" border="5" cellpadding="0" cellspacing="0"><tbody><tr><td style="text-align: center;"><em><strong>markband</strong></em></td><td style="text-align: center;"><h3><strong>SL</strong></h3></td><td style="text-align: center;"><h3><strong>HL</strong></h3></td></tr><tr><td style="text-align: center;"><em><strong>1-3</strong></em></td><td>Vocabulary is <span style="color:#FF0000;">sometimes appropriate</span> to the task.</td><td>Vocabulary is <span style="color:#FF0000;">sometimes appropriate</span> to the task.</td></tr><tr><td style="text-align: center;"><em><strong>4-6</strong></em></td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task.</td><td>Vocabulary is <span style="color:#FF0000;">generally appropriate</span> to the task and <span style="color:#FF0000;">varied</span>.</td></tr><tr><td style="text-align: center;"><em><strong>7-9</strong></em></td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>.</td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>, including the use of i<span style="color:#FF0000;">diomatic expressions</span>.</td></tr><tr><td style="text-align: center;"><em><strong>10-12</strong></em></td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">varied</span>, including the use of i<span style="color:#FF0000;">diomatic expressions</span>.</td><td>Vocabulary is <span style="color:#FF0000;">appropriate</span> to the task and <span style="color:#FF0000;">nuanced</span> and <span style="color:#FF0000;">varied </span>in a manner that enhances the message, including the <span style="color:#FF0000;">purposeful use of idiomatic expressions</span>.</td></tr></tbody></table><h4><strong><u>Grammar range</u></strong></h4><ul><li><span style="color:#FF0000;">Basic</span> grammatical structures are used. (SL 1-3)</li><li><span style="color:#FF0000;">Some basic</span> grammatical structures are used with <span style="color:#FF0000;">some attempts</span> to use <span style="color:#FF0000;">more complex </span>structures. (SL 4-6 + HL 1-3)</li><li>A <span style="color:#FF0000;">variety of basic</span> and (some HL) <span style="color:#FF0000;">more complex</span> grammatical structures is used. (SL 7-9 + HL 4-6)</li><li>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">effectively</span>. (SL 10-12 + HL 7-9)</li><li>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">selectively</span> in order to enhance communication. (HL 10-12)</li></ul><p>Or, to present this in table-format :-</p><table align="center" border="5" cellpadding="0" cellspacing="0"><tbody><tr><td style="text-align: center;"><em><strong>markband</strong></em></td><td style="text-align: center;"><h3><strong>SL</strong></h3></td><td style="text-align: center;"><h3><strong>HL</strong></h3></td></tr><tr><td style="text-align: center;"><em><strong>1-3</strong></em></td><td><span style="color:#FF0000;">Basic</span> grammatical structures are used.</td><td><span style="color:#FF0000;">Some basic</span> grammatical structures are used with <span style="color:#FF0000;">some attempts</span> to use <span style="color:#FF0000;">more complex </span>structures.</td></tr><tr><td style="text-align: center;"><em><strong>4-6</strong></em></td><td><span style="color:#FF0000;">Some basic</span> grammatical structures are used with <span style="color:#FF0000;">some attempts</span> to use <span style="color:#FF0000;">more complex </span>structures.</td><td>A <span style="color:#FF0000;">variety of basic</span> and <span style="color:#FF0000;">some more complex</span> grammatical structures is used</td></tr><tr><td style="text-align: center;"><em><strong>7-9</strong></em></td><td>A <span style="color:#FF0000;">variety of basic</span> and <span style="color:#FF0000;">more complex</span> grammatical structures is used</td><td>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">effectively</span>.</td></tr><tr><td style="text-align: center;"><em><strong>10-12</strong></em></td><td>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">effectively</span>.</td><td>A <span style="color:#FF0000;">variety of basic and more complex</span> grammatical structures is used <span style="color:#FF0000;">selectively</span> in order to enhance communication.</td></tr></tbody></table><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">There are two factors here - the basic/complex continuum; and the 'used' continuum (i.e. from "attempts" to "selectively")</span></span></p><ul><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;"><strong>basic/complex </strong>- but which sorts of grammar structure do we place where in this continuum? </span></span></li><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;"><strong>'used'</strong> - the emphasis here is on "how skilfully or competently are different types of grammar used?"</span></span></li></ul><h4><strong><u>Accuracy/errors</u></strong> </h4><p><em>(Wording the same for all mark-bands at <u>both</u> levels)</em></p><ul><li>Language contains <span style="color:#FF0000;">errors in basic</span> structures. <span style="color:#FF0000;">Errors interfere</span> with communication.</li><li>Language is <span style="color:#FF0000;">mostly accurate for basic</span> structures but <span style="color:#FF0000;">errors occur in more complex</span> structures. <span style="color:#FF0000;">Errors at times interfere</span> with communication.</li><li>Language is <span style="color:#FF0000;">mostly accurate</span>. <span style="color:#FF0000;">Occasional errors</span> in basic and in complex grammatical structures <span style="color:#FF0000;">do not interfere</span> with communication</li><li>Language is <span style="color:#FF0000;">mostly accurate</span>. <span style="color:#FF0000;">Minor errors</span> <span style="color:#FF0000;">in more complex</span> grammatical structures <span style="color:#FF0000;">do not interfere</span> with communication.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">Two interpretations are significant here:</span></span></p><ul><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">there is an assumption here that learning a language proceeds in a methodical sequence from 'basic' to 'complex', and that errors are neatly eliminated in that progression. This is observably not always so - some learners may handle complex structures well, but still display errors in poorly-grasped basics. Accordingly, one may sometimes have to negotiate between mark-bands and come to a compromise mark.</span></span></li><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">the term 'interfere with communication' is important, and the sequence here is fairly clear. Privately, I would add the qualifier <em>'significantly'</em> to the 7-9 mark-band - as in <em>'do not interfere significantly'</em></span></span></li></ul><h4><strong><u>Pronunciation & intonation </u></strong></h4><p><em>(some relationship between SL & HL, but not very clear)</em></p><table align="center" border="5" cellpadding="0" cellspacing="0"><tbody><tr><td style="text-align: center;"><em><strong>markband</strong></em></td><td style="text-align: center;"><h3><strong>SL</strong></h3></td><td style="text-align: center;"><h3><strong>HL</strong></h3></td></tr><tr><td style="text-align: center;"><em><strong>1-3</strong></em></td><td><span style="color:#FF0000;"></span>Pronunciation and intonation are <span style="color:#FF0000;">influenced by other language(s).</span> Mispronunciations are <span style="color:#FF0000;">recurrent</span> and <span style="color:#FF0000;">interfere with communication</span>.</td><td><span style="color:#FF0000;"></span>Pronunciation and intonation are <span style="color:#FF0000;">generally clear</span> but <span style="color:#FF0000;">sometimes interfere</span> with communication.</td></tr><tr><td style="text-align: center;"><em><strong>4-6</strong></em></td><td>Pronunciation and intonation are<span style="color:#FF0000;"> influenced by other language(s) </span>but<span style="color:#FF0000;"> mispronunciations do not often interfere</span> with communication.</td><td>Pronunciation and intonation are <span style="color:#FF0000;">generally clear</span>.</td></tr><tr><td style="text-align: center;"><em><strong>7-9</strong></em></td><td><p>Pronunciation and intonation are <span style="color:#FF0000;">easy to understand.</span></p></td><td>Pronunciation and intonation are <span style="color:#FF0000;">mostly clear</span> and <span style="color:#FF0000;">do not interfere</span> with communication</td></tr><tr><td style="text-align: center;"><em><strong>10-12</strong></em></td><td>Pronunciation and intonation are <span style="color:#FF0000;">easy to understand</span> and <span style="color:#FF0000;">help to convey meaning</span>.</td><td>Pronunciation and intonation are <span style="color:#FF0000;">very clear</span> and <span style="color:#FF0000;">enhance communication</span></td></tr></tbody></table><p><span style="color:#000080;"></span></p><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">Notice the two elements here:-</span></span></p><ul><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">the factor of "influenced by other languages" - this should not be seen as accent as such, but rather details of the sounds of other languages which directly affect proper pronunciation of English (e.g. l/r distinction). In fact, such problems may occur at any level of language, not just at the lower SL levels: there may be small residual flaws in pronunciation even in students with an otherwise faultless production of English. Such small flaws will only lower the mark slightly within, say, the top mark band.</span></span></li><li><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">the emphasis on 'not interfering with communication' - the key value judgement is how easily the listener understands.</span></span></li></ul><p>.</p><div class="yellowBg"><h4><span style="color:#000080;">Key terms & indicators</span></h4><p><span style="color:#0000CD;"><strong>'How far is the <u>command</u> of the language accurate and effective?'</strong></span> ... the best indicators of overall command of oral language are (i) how easily and fluently the language is produced; and (ii) how easily the speech can be understood. Both of these can be observed immediately and experienced directly - but be cautious about the following:</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>fluency </em></span>... laboured and severely hesitant production is an indicator of lower mark bands; but even very capable students may hesitate because they are thinking out ideas or searching for exactly the right words, and also there are some students who are naturally a bit inarticulate or ponderous (even in their own language?). In both of these cases, it is quite common for the student's underlying command of the language to be pretty strong, so mere speed of production is not necessarily a reliable indicator.</p><p style="margin-left: 40px;"><span style="color:#0000FF;"><em>understanding</em></span> ... if you find you don't really understand what a student is saying, be careful to sort out whether this is a failure of language (Criterion A) or a failure of lucid thinking or explanation (Criteria B1 or B2). It is very important that a student should not be penalised twice for the same perceived weakness. For instance, a student may fumble with the language but have competent ideas behind the fumbling ... OR may ramble on quite idiomatically but have no lucid meaning behind the words.</p><p><span style="color:#0000CD;"><strong>'how <u>varied</u> is the vocabulary?' .</strong></span>.. the range of vocabulary used, taking the interview as a whole, should be reviewed, and the following general categories may help as indicators:</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>basic</em></span> ... words used are simple, basic, and lack precision (to illustrate: <em>"Andrea is the big one in the story..."</em> - 'big' and 'one' are very commonplace, simple words, even if you can work out what they refer to in the context)</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>middling</em></span> ... words used are less commonplace, more intellectual, and have more precise meaning (to illustrate: <em>"Andrea is the main character in the story..."</em> - 'main' implies some form of comparison with other characters, and 'character' is appropriately used to place the statement in relation to commentary on a fiction)</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>sophisticated </em></span>... words used are not common or everyday, and may be precise technical terms, appropriately used (to illustrate: <em>"Andrea is the protagonist of the story..." </em>- 'protagonist' is a technical term, implying appropriate background knowledge about relevant critical ideas)</p><p><span style="color:#0000CD;"><strong>'how much <u>basic or complex</u> grammar can be detected?'</strong></span> ... as a broad generalisation, the more complex grammar that can be observed, the higher the mark (although it is a mark of real command of a language to use basic grammar when that is the most clear and effective way to communicate). Useful indicators of 'complex grammar' are -</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>'middling complex'</em></span> ... control of combinations of tenses; correct use of conditionals and of modals (typical of the 7-9 mark band at HL, if this is the most dominant feature)</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>'sophisticated complex' </em></span>... lucid control of complicated syntax - e.g. long sentences with subordinate clauses, usually correctly completed (typical of the 10-12 mark band at HL, if this is the most dominant feature)</p><p><span style="color:#0000CD;"><strong>'how <u>accurate</u> is the use of the language?'</strong></span> ... errors are the easiest of indicators to detect: they jump out at us. Accordingly, it is dangerously easy to give too much weight to lapses in control of grammar - we should therefore analyse what sort of errors are apparent and judge their importance. The following questions help to assess the significance of patterns of error:</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>Do the errors affect understanding? </em></span>... some errors are confusing, or make the meaning significantly unclear - whereas others do not blur meaning but are simply 'untidy' and intrusive. Errors that "interfere with communication" point to a significantly lower mark band; errors that are simply 'untidy' may simply point to a lower mark in a high mark band.</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>What types of recurrent errors are there?</em></span> ... the IB recognises broad categories of errors, thus:</p><p style="margin-left: 80px;"><em><strong>Slips</strong></em> ... the student clearly understands the grammar rule, but sometimes forgets (e.g. can form the past simple perfectly well most of the time, but drops the '-ed' occasionally)</p><p style="margin-left: 80px;"><em><strong>Flaws </strong></em>... the student appears to understand the grammar rule, but applies it unreliably (e.g. forms the past simple correctly for 50% the time, but fails to do so the other 50%)</p><p style="margin-left: 80px;"><em><strong>Gaps</strong></em> ... the student does not appear to understand the grammar rule: it may appear correctly from time to time but it is mostly not used (e.g. has some vague idea of the past simple, but fails to use it usually when it is clearly required)</p><p><span style="color:#0000CD;"><strong>'how well do <u>pronunciation and intonation</u> aid communciation?'</strong></span> ... the indicator of pronunciation is whether you can easily understand all words - or whether there are (occasional? frequent?) blurs of meaning because certain sounds are poorly produced. The indicator of intonation is whether the rise and fall of the speech aids communication by adding emphasis.</p></div><p>.</p><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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Please allow Pop Ups in your browser settings.</p></div>').insertBefore("body")),newWindow}if($(".open-student-access-help").click((function(e){e.preventDefault();var h=$(window).height()-20,w=$(window).width()<1280?$(window).width():1280;popupHelp(helpURL,"Student Access Help",w,h)})),$(".pop-up-help").click((function(e){e.preventDefault();var url=$(this).attr("href"),title=$(this).data("title"),h=$(window).height()-20,w;popupHelp(url,title,$(window).width()<1280?$(window).width():1280,h)})),$("section.tib-hiddenbox").length){var count=0;$($("section.tib-hiddenbox").get().reverse()).each((function(){var box=$(this),revealButton;$("<a />").attr("class","btn showhider").attr("rel","hiddenBoxContent"+count).attr("style","margin-bottom: 0;").html('<i class="fa fa-eye"></i>').insertBefore(box);var newContainer=$("<div />").attr("class","hidden-content").attr("id","hiddenBoxContent"+count).html(box.html());newContainer.hide(),newContainer.insertBefore(box),box.remove(),count++})),$("a.showhider").on("click",(function(e){var container=$("#"+$(this).attr("rel"));container.is(":hidden")?(container.fadeIn("fast"),$(this).html('<i class="fa fa-eye-slash"></i>')):(container.fadeOut("fast"),$(this).html('<i class="fa fa-eye"></i>'))}))}
$('img.ico[src="/img/icons/comments.png"]').each((function(){var t=$(this).attr("title");$(this).removeAttr("title"),$(this).wrap('<a class="tib-popover" href="#" data-content="'+t+'" data-togle="popover" data-placement="top" />')})),$('img.ico[src="../../../img/icons/comments.png"]').each((function(){var t=$(this).attr("title");$(this).removeAttr("title"),$(this).wrap('<a class="tib-popover" href="#" data-content="'+t+'" data-togle="popover" data-placement="top" />')})),$(".tib-popover").popover({html:!0,trigger:"hover",delay:{show:300,hide:300},placement:function(t,e){var o=$(e).position();return o.top>200?"top":o.left<515?"right":o.top<200?"bottom":o.left>515?"left":"top"}}).click((function(t){t.preventDefault()}));var carouselTime=6500;$("div.carousel.slide").carousel({interval:carouselTime}),$(".tib-indicators > img").click((function(){var t=$(this).index(),e;$(this).closest(".carousel.slide").carousel(t)})),setShowResultsListeners($("#container")),addMarksThreads($("#modal-std-write"));
$('a.btn.showhider').click(function(e) {
var showHiderId = $( this ).attr('rel');
if( $('#'+showHiderId).find('iframe').length > 0 ) {
$('#'+showHiderId+' iframe').each(function() {
if ( $(this).attr('src').indexOf('.pdf') > 0 ) {
this.contentWindow.location.reload(true);
}
});
}
});
});
</script>
</body>
</html>