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International Baccalaureate Middle Years Programme
Language B Foundation assessment criteria for grades 7-10
Foundation students
Criterion A: speaking and listening—message and
interaction Maximum 8
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student communicates information some of
the time, on a limited variety
of aspects within common/everyday topics.
The student’s responses show difficulty
in understanding most of the questions or
comments even when rephrased;
responses are often inappropriate.
The student’s ideas are not always
relevant; little or no detail
is given.
Frequent prompting and/or rephrasing
and/or hesitation consistently affect
the flow of ideas. |
|
3–4 |
The student communicates information most of
the time, on a limited variety
of aspects within common/everyday topics.
The student’s responses show difficulty
in understanding some of
the questions or comments; some of
the responses are inappropriate.
The student’s ideas are relevant
though they contain limited detail.
Prompting and/or rephrasing and/or hesitation
sometimes affect the flow of ideas.
|
|
5–6 |
The student communicates information most of
the time, on a variety of
aspects within common/everyday topics.
The student’s responses show
understanding of most questions/comments
and are usually appropriate.
The student’s ideas are relevant
and contain some detail where appropriate.
The student needs some prompting
and/or rephrasing, but this does not affect
the flow of ideas. |
|
7–8 |
The student consistently
communicates information, on a variety
of aspects within common/everyday topics.
The student’s responses show
understanding of most questions/comments
and are almost always appropriate.
The student’s ideas are relevant
and detailed where
appropriate.
The student rarely needs
prompting and/or rephrasing and actively
contributes to the flow of ideas. Any
pauses are natural. |
Criterion B: speaking—language Maximum 8
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student’s pronunciation and intonation have
many errors and make
understanding difficult throughout
the exchange.
The student uses a limited vocabulary,
and has difficulty in finding words.
The student makes frequent errors
when using basic grammatical structures.
|
|
3–4 |
The student’s pronunciation and intonation have
some errors, some of which
make understanding difficult.
The student uses a basic range of
vocabulary, though there is some
inappropriate word choice.
The student uses basic grammatical
structures, though with some errors.
|
|
5–6 |
The student’s pronunciation and intonation have
some errors, though these
don’t interfere with comprehensibility.
The student makes good use of a basic
range of vocabulary.
The student uses basic grammatical
structures, generally accurately.
There are some attempts at more-complex
structures. |
|
7–8 |
The student’s pronunciation and intonation are
clear and make communication easy.
The student makes excellent use of a
basic range of vocabulary.
The student uses basic and more-complex
grammatical structures,
generally accurately. |
Criterion C: writing—message and organization
Maximum 8
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student communicates information some of
the time, on a limited variety
of aspects within common/everyday topics.
The student’s ideas are basic
and/or repetitive; they are
not always relevant and little or
no detail is given.
There is little or no formal structure,
making the information/ideas difficult to
follow. |
|
3–4 |
The student communicates information most of
the time, on a limited variety
of aspects within common/everyday topics.
The student's ideas are usually relevant,
though they contain limited detail and/or
support.
The presentation shows a good attempt at
structure, though there are some
lapses. The student uses few
cohesive devices. |
|
5–6 |
The student communicates information most of
the time, on a variety of
aspects within common/everyday topics.
The student’s ideas are relevant
and contain some detail and/or
support where appropriate.
The presentation follows a logical
structure. The student uses a basic
range of cohesive devices. |
|
7–8 |
The student always communicates
information, on a variety of
aspects within common/everyday topics.
The student’s ideas are relevant and
detailed and/or supported
where appropriate.
The presentation follows a logical
structure. The student uses
cohesive devices that add clarity
to the message. |
Criterion D: writing—language
Maximum 8
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student uses a limited range of
vocabulary and grammatical structures; there are
frequent errors that
interfere with communication.
Spelling/writing often impede
communication. |
|
3–4 |
The student uses a basic range of
vocabulary and grammatical structures; there are
some errors that interfere
with communication.
There are some errors in
spelling/writing that sometimes interfere
with communication. |
|
5–6 |
The student makes good use of a basic range
of vocabulary and grammatical structures. Vocabulary
and grammar are generally accurate.
There are some attempts at more-complex
structures.
There are some errors in
spelling/writing, but these do not interfere
with communication. |
|
7–8 |
The student makes excellent use of a basic
range of vocabulary and grammatical
structures, and uses some more-complex
structures. Vocabulary and grammar are
accurate.
There may be occasional errors
in spelling/writing, but these do not
interfere with communication. |
Criterion E: reading comprehension Maximum 16 (8 x 2)
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student identifies basic facts
in texts with familiar language.
The student shows a limited understanding
of the text(s) overall. |
|
3–4 |
The student identifies basic and
more-complex facts in
texts with familiar language, and
identifies the main idea.
The student shows an understanding of
some parts of the text(s). |
|
5–6 |
The student identifies basic and
more-complex facts in
texts with familiar and unfamiliar language,
and identifies the main
idea and supporting details.
The student shows an understanding of
most parts of the text(s). |
|
7–8 |
The student identifies basic and
more-complex facts in texts with
familiar and unfamiliar language,
identifies the main idea
and supporting details, and draws
conclusions.
The student shows good understanding of
the text(s) overall. |
Curriculum Links:
MYP
Course Index
MYP Information
MYP Grade
Descriptors*
DP
Information
DP Grade
Descriptors*
IBO website
For more
information, please contact the MYP Coordinator, DP
Coordinator, or the MS/HS Principal.
*Due to copyright
restrictions, IB descriptors are located in our password
protected OIS Community site. The password is advertised via
the Educator - please contact the MS/HS principal if you
have lost it. |
