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<h1 class="section-title">Criterion B2</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Assessment </span><span class="divider">/</span></li><li><span class="gray">Orals: what's expected?</span><span class="divider">/</span></li><li><span class="gray">Oral IA Criteria, unpacked</span><span class="divider">/</span></li><li><span class="active">Criterion B2</span></li></ul>
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<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/oral-criteria-b2.jpg" style="width: 433px; height: 169px;"></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 B2: Message – conversation</strong></span></h3><p><strong>SL & HL</strong></p><h4><strong><u>Answering the questions</u></strong></h4><ul><li><strong>The candidate <span style="color:#FF0000;">consistently struggles</span> to address the questions. </strong></li><li><strong>The candidate’s responses are <span style="color:#FF0000;">mostly relevant</span> to the questions. </strong></li><li><strong>The candidate’s responses are <span style="color:#FF0000;">consistently relevant </span>to the questions and <span style="color:#FF0000;">show some development</span></strong>.</li></ul><p style="margin-left:18.0pt;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">Note the top descriptor - the reference to 'development' means that the indicator will be how full the answers are, how much the student contributes beyond a simple relevant response.</span></span></p><h4><strong><u>‘appropriate’ + developed ?</u></strong></h4><ul><li><span style="color:#FF0000;">Some</span> responses are <span style="color:#FF0000;">appropriate</span> and are <span style="color:#FF0000;">rarely developed</span>.</li><li><span style="color:#FF0000;">Most</span> responses are <span style="color:#FF0000;">appropriate</span> and <span style="color:#FF0000;">some are developed</span>.</li><li>Responses are <span style="color:#FF0000;">consistently appropriate and developed</span>.</li></ul><p style="margin-left:18.0pt;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">What difference might there be between 'appropriate' here, and 'relevant' in the headline bullet point above? Well, not a lot really ... though it may help to consider 'relevant' as concerning a response which fits vaguely with the general subject area, while 'appropriate' concerns whether the response actually contributes something concrete to moving the conversation forward. </span></span></p><p style="margin-left:18.0pt;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">(To illustrate, in response to the question <em>"What do you think about racism?"</em>, the response <em>"Well, it involves race" </em>would be relevant but not much use; whereas the response <em>"Well, it seems to cause a lot of problems"</em> would be appropriate because it sets out to explore what is obviously a controversial area. And it should not need saying that 'appropriate' should not be taken to mean 'politically correct'!) </span></span></p><p><strong><u>‘scope & depth’</u></strong></p><ul><li>Responses are <span style="color:#FF0000;">limited</span> in scope and depth.</li><li>Responses are <span style="color:#FF0000;">mostly broad</span> in scope and depth.</li><li>Responses are <span style="color:#FF0000;">broad</span> in scope and depth including <span style="color:#FF0000;">personal interpretations</span> and/or attempts to <span style="color:#FF0000;">engage the interlocutor</span>.</li></ul><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">Notice particularly that the top band refers to "personal interpretations" and "engage the interlocutor" - these suggest that the rather generalised concepts of "scope and depth" may be interpreted along the lines of how <strong>lively and stimulating</strong> the ideas are and/or how much the student interacts actively with the interlocutor's ideas (e.g. asking questions back in order to clarify the initial question, or disagreeing).</span></span></p><p>.</p><div class="yellowBg"><h4><span style="color:#000080;">Key terms & indicators</span></h4><p><span style="color:#0000CD;"><strong>'To what extent are the responses <u>relevant/ appropriate</u>?'</strong></span> ... check whether the student's answers are <u>focused</u> on the central issue raised in questions - is the answer precisely related, or merely generalised or vague.</p><p><span style="color:#0000CD;"><strong>'How well are the responses <u>developed</u>?'</strong></span> ... to start with, a basic indicator of 'development' is whether the answers are short and stunted, or full and lengthy. Indicators of <u>'full & developed</u>' answers are that ideas are explained in detail, and are reasonably clearly linked together.</p><p><span style="color:#0000CD;"><strong>'Are they broad in <u>scope and depth</u>?'</strong></span> ... indicators of 'broad' answers are that they contain a <u>range</u> of different ideas or elements, such as alternative interpretations, discussed, and/or supporting evidence, and/or counter-arguments ... an additional indicator would be whether the student appears well-informed about the topic (but remember that we are not really concerned with factual knowledge, as such).</p><p><span style="color:#0000CD;"><strong>'Are there <u>personal interpretations / attempts to engag</u>e?' </strong></span>... in other words, to what extent are there <em>" ideas which are evidence of critical thinking about ideas which have emerged from the teacher's questions, or from the discussion of general ideas related to the literary text (HL) or the stimulus image (SL) - where "engage" means responding thoughtfully, even critically, to ideas suggested by the teacher."</em> (as defined in the page <a href="../23394/oral-ia-criteria-unpacked.html" title="Assessment » Orals: what's expected? » Oral IA Criteria, unpacked">Oral IA Criteria, unpacked</a> - be cautious about overlap with Crits.B1 & C)</p></div><p>.</p><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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