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International Baccalaureate Middle Years Programme
Language B Standard
assessment criteria for grades 9-10 Standard students
Criterion A: oral communication—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’s communication of information is
incoherent; ideas are generally
irrelevant and/or
repetitive; opinions are
unsupported.
The student has difficulty in responding,
even in familiar situations.
The student often needs prompting
to encourage a response; conversation/dialogue
does not flow. |
|
3–4 |
The student has some difficulty in
communicating information; ideas are
sometimes irrelevant
and/or repetitive; some
opinions are supported.
The student shows understanding
through responding correctly in familiar
situations.
The student needs occasional prompting
to encourage a response, and this contributes to
some lapses in the flow
of conversation. |
|
5–6 |
The student communicates information clearly,
though there is some difficulty with
more-complex ideas. The student’s ideas are
relevant but not always developed;
opinions are usually justified.
The student shows understanding
through responding correctly in familiar and
some spontaneous situations.
The student can maintain the flow
of conversation, and may show some active
and/or spontaneous engagement. The student
needs occasional prompting but this
does not disturb the flow of
conversation. |
|
7–8 |
The student communicates information clearly
and effectively; both simple and
complex ideas are relevant and developed;
opinions are justified.
The student shows understanding
through responding correctly
in familiar and spontaneous situations.
The student contributes to the coherent
flow of conversation; and is
actively and spontaneously engaged. Any
prompting is natural
and does not disturb the flow. |
Criterion B: oral communication—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/or intonation are
inaccurate and consistently
interfere with comprehensibility.
The student’s range of vocabulary and structures
is limited and/or is used
inappropriately or incorrectly. Errors
interfere frequently. |
|
3–4 |
The student’s pronunciation and/or intonation
have mistakes that
sometimes interfere with comprehensibility.
The student uses a basic range
of vocabulary and structures, with
occasional mistakes. Errors
sometimes interfere. |
|
5–6 |
The student’s pronunciation and/or intonation have
occasional mistakes but these
rarely interfere with
comprehensibility.
The student uses a range of
vocabulary and structures appropriately;
and attempts to use idiom and register
appropriate to the context. Errors rarely
interfere. |
|
7–8 |
The student’s pronunciation and/or intonation have
occasional mistakes, but these
do not interfere with
comprehensibility.
The student uses a wide range of
vocabulary and varied structures
appropriately, including idiom and
register appropriate to context. Errors
do not interfere. |
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’s communication of information is
incoherent; ideas are
generally irrelevant
and/or repetitive; opinions are
unsupported.
The lack of structure
contributes to the poor clarity of
the message. |
|
3–4 |
The student has some difficulty in
communicating information; ideas are
sometimes irrelevant
and/or repetitive; opinions are
often unsupported.
The student makes an attempt at
structuring the work, and uses some
basic cohesive devices.
|
|
5–6 |
The student communicates information clearly,
though there is some difficulty with
more-complex ideas. The student’s ideas are
relevant but not always supported;
opinions are sometimes justified.
The student structures the work
appropriately, which adds to the
clarity of the message; there is an
appropriate use of cohesive devices.
|
|
7–8 |
The student communicates information clearly
and effectively; both simple and
complex ideas are relevant and supported;
opinions are justified.
The student structures the work clearly
and effectively, which adds to the
clarity and coherence of the message; there
is effective use of cohesive devices.
|
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 structures; these
may be used inappropriately or incorrectly.
Errors interfere frequently.
Spelling/writing are inaccurate
and interfere with communication.
The writing does not reflect
a sense of audience. |
|
3–4 |
The student uses a basic range of
vocabulary and structures, with occasional
mistakes. Errors sometimes
interfere.
There are occasional mistakes in
spelling/writing that sometimes interfere
with communication.
There is an attempt to use appropriate
register, which shows some evidence
of a sense of audience. |
|
5–6 |
The student uses a range of
vocabulary and structures appropriately;
and attempts to use idiom
appropriate to the context. Errors rarely
interfere.
There are occasional mistakes in
spelling/writing but these do not interfere
with communication.
The student shows a sense of audience,
though there may be some lapses in
using the appropriate register.
|
|
7–8 |
The student uses a wide range of
vocabulary and varied structures
appropriately, and uses idiom
appropriate to the context. Errors do not
interfere.
The student shows a good command
of spelling/writing.
The student shows a clear sense
of audience by consistently
using an appropriate register.
|
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 information
stated in texts with familiar language.
The student shows a limited understanding
of the text(s) overall. |
|
3–4 |
The student identifies stated information,
main ideas and some
supporting details in texts with
familiar language.
The student shows an understanding of
some parts of the text(s). |
|
5–6 |
The student identifies stated and implied
information, main ideas
and supporting details in texts
with familiar and
unfamiliar language and/or complex
ideas.
The student draws conclusions.
The student shows an understanding of
most parts of the text(s). |
|
7–8 |
The student identifies stated and implied
information, main ideas
and supporting details in texts
with familiar and unfamiliar language
and/or complex ideas.
The student draws conclusions
and recognizes opinions and attitudes
implied within the text. The student
identifies some aspects of format and style
where appropriate.
The student shows a 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.
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