ESOL Skills for Life (QCF) Speaking and Listening - Level 2

ESOL Skills for Life (QCF) Speaking and Listening - Level 2
ESOL Skills for Life (QCF)
Speaking and Listening - Level 2
SAMPLE PAPER – SET 3 - Mark Scheme
Centre No.
Centre Name
Candidate Name
Candidate Run No.
Date of Assessment
Start Time of Assessment
Overall Result for
TASK 1
PASS / FAIL
Overall Result for
TASK 2
End Time
PASS / FAIL
Overall Result for
TASK 3
PASS / FAIL
Candidate achieved External Assessment for Speaking/Listening Level 2 with Secure Achievement
tick
Candidate achieved External Assessment for Speaking/Listening Level 2 with Satisfactory Achievement
tick
Candidate failed External Assessment for Speaking/Listening Level 2
tick
Summary Results - Tasks 1, 2 and 3
Assessor’s summary of Speaking and Listening for Level 2 (please tick or complete grade in the table below). The candidate must achieve a Satisfactory or Secure
pass in Tasks One, Two and Three in order to meet the full criteria.
MARK RECORD
Secure
(6 marks)
Satisfactory
(3-5 marks)
Did not achieve
(0-2 marks)
Secure
(14-18 marks)
Satisfactory
(9-13 marks)
Did Not Achieve
(0-8 marks)
TASK 1 - Listening
TASK 2
TASK 3
Assessor’s Name
Assessor’s Signature
Date of Assessment
*Internal Quality Assurer’s Name:
*IQA Signature
IQA Date
*External Quality Assurer Name:
*EQA Signature
EQA Date
NB * Internal and External Quality Assurer signatures only required if sampled
Page 1 of 1
ESOL Skills for Life (QCF)
Speaking and Listening - Level 2
SAMPLE PAPER – SET 3 - Mark Scheme
Mark Record
To achieve the unit learners must achieve all assessment criteria at Secure or Satisfactory level.
For an overall Secure Achievement the learner must have ticks for all Secure Achievement boxes.
For an overall Satisfactory Achievement the learner may have ticks for a combination of Secure and Satisfactory Achievement boxes.
Task 1 – Listening Task
Assessment Criteria
1.1 Listen for gist in discussions on a range of topics
1.2 Listen for detail (and respond where appropriate)
Task No. &
Assessment Criteria
1.
1.1
Question No. and Answer (only mark one from each criteria)
Mark
1. What is the main point of this broadcast?
(a) to explain the reasons why people are obese
1
1.
1.2
2. People spend more time indoors because…
(b) there are concerns about safety outdoors
1
1.
1.2
3. What has a major influence on how we live our lives?
(c) our social environment
1
1.
1.1
4. Which two of these have accepted some responsibility for reducing obesity?
(a) retailers and the hospitality sector
5. People are overweight if they have a BMI of…
(b) 25 to 29
6. What have longer working hours and deskbound jobs resulted in?
(d) inactivity and tiredness
1
1
1
TOTAL MARKS 6
Assessor should apply the mark scheme positively.
Page 2 of 2
Award
ESOL Skills for Life (QCF)
Speaking and Listening- Level 2
SAMPLE PAPER – SET 3 - Mark Scheme
Assessment
Criteria
Secure Achievement
(2 marks)
1.3
Follow verbal
instructions
correctly for a
given task.
Follows instructions correctly,
asking for clarification if
required, recognizes sequence
markers and demonstrates
understanding by appropriate
verbal response
Listens, asks for clarification if
unsure and clarifies information
in return providing feedback
and confirmation when listening
and responds to questions,
understanding when a speaker
is stating a fact or opinion and
responds appropriately to that
expression
Articulates words clearly to be
understood and demonstrates
use of appropriate intonation
when making requests and
asking questions, applies stress
correctly to words and phrases
Recognizes English phonemes,
blended sounds and silent
sounds
1.4
Listen and clarify,
recognize fact &
opinion, provide
feedback and
respond to
questions
2.1
Use stress and
intonation and
accurate
pronunciation to
convey intended
meaning and
articulate sounds
of English in
connected speech
Task
2 √
Task
3 √
Satisfactory Achievement
(1 mark)
Task
2 √
Task
3 √
Did not Achieve
(0 marks)
Task
2 √
Follows instructions correctly
with some errors which do
not affect the completion of
the task.
Instructions not followed
correctly and the task was not
completed correctly.
Task unmet
Listens but does not always
ask for/give clarification,
does not always confirm
understanding or recognize a
speaker’s utterance when
giving a fact or opinion but
can respond appropriately to
questions
No clarification asked for or
given and does not
understand the difference
between a fact and opinion,
does not respond
appropriately to questions.
Task unmet
Articulates most words
clearly to be understood
with one or two areas.
Demonstrates some need to
vary intonation when making
asking questions, applies
stress correctly in most
instances. Recognizes
English phonemes, blended
sounds and silent sounds
Articulates some words clearly
but overall speech lacks clarity
and is difficult to understand.
Inconsistent/lack of intonation
when making requests and
asking questions and
inaccurate stress on words
and phrases. Does not always
recognize English phonemes,
blended sounds and silent
sounds. Task unmet
Page 3 of 3
Task
3 √
ESOL Skills for Life (QCF)
Speaking and Listening- Level 2
SAMPLE PAPER – SET 3 - Mark Scheme
Assessment
Criteria
Secure Achievement
(2 marks)
3.1
Provide a verbal
account for a given
task and provide
relevant detail
using language
appropriate for
context
Expresses information clearly
and accurately within context,
demonstrating high grammar
control. Maintains speech
without pause or hesitation.
Recognizes and responds to
questions with relevant
information and appropriate
level of detail in context using
short or full answers,
elaborating responses where
appropriate.
3.2 Convey
relevant detail for
directions or
instructions, giving
advice, warning,
rebuking or
persuading
Gives clear directions,
information or instructions,
uses range of sequence
markers. Demonstrates sound
grasp of grammar for giving
instructions, information or
directions.
Task
2 √
Task
3 √
Satisfactory Achievement
(1 mark)
Expresses information but
not always clearly with some
grammatical errors and
pauses and hesitations, but
these do not impede
exchange. Recognizes and
responds to questions using
mostly short answers
although able to
demonstrate at least one
fuller answer demonstrating
they have understood.
Provides information that is
relevant to questions.
Gives adequately clear
directions, information or
instructions, uses some
sequence markers
Demonstrates sufficient
grammar accuracy for giving
instructions, information or
directions. 1-2 minor errors
don’t impede understanding
Task
2 √
Task
3 √
Did not Achieve
(0 marks)
Task
2 √
Expressed information but
meaning is not always clear
due to frequent grammatical
errors. Hesitations and pauses
seriously impede speech.
Responds to questions but has
difficulty providing sufficient
relevant detail, may need
prompting and questions may
need repetition and responses
are minimal and short.
Information provided may not
be relevant to the questions.
Task unmet.
Gives simple directions,
information or instructions
but use of sequence markers
and grammar is limited for
giving instructions or
directions, errors and
inaccuracies lead to
misunderstandings.
Task unmet.
Page 4 of 4
Task
3 √
ESOL Skills for Life (QCF)
Speaking and Listening- Level 2
SAMPLE PAPER – SET 3 - Mark Scheme
Assessment
Criteria
Secure Achievement
(2 marks)
3.3 Describe and
compare, express
likes, dislikes,
feelings, hopes,
views, opinions
Gives clear descriptive account
of place or event using range of
adjectives. Provides sufficient
detail for interest and
demonstrates sound grasp of
grammar. Engages in the
interaction and questions and
contributions relevant to the
topic. Demonstrates range of
lexis expressing degrees of likes,
dislikes, feelings, opinions.
Listens and responds to feelings
views expressed by others,
indicating agreement or
disagreement.
Demonstrates good control of
grammatical sentence
structure, verb forms and level
of detail when forming
questions and responses using
the past, present and future
tense forms. Responses use
short and full answers and can
use a range of interrogatives.
Uses discourse markers and
able to present information
logically.
3.4 Gives factual
accounts and
narrates past
events
Presents
information and
ideas logically
Task
2 √
Task
3 √
Satisfactory Achievement
(1 mark)
Task
2 √
Task
3 √
Did not Achieve
(0 marks)
Task
2 √
Gives descriptive account of
a place/event, uses 5-6
adjectives. Provides some
detail and accuracy in
sentence construction. One
or two errors do not impact
on understanding. Adequate
range of lexis to express
degrees of likes, dislikes,
feelings or opinions. Listens
and responds to feelings/
views expressed by others,
indicating agreement or
disagreement.
Gives outline description of a
place or event, although may
misunderstand the
requirements of the task.
Uses less than 6 adjectives,
and errors in sentence
construction. Errors lead to
misunderstandings. Unable to
express likes, dislikes and
opinions. Some difficulty
following the discussion and
understanding feelings/ views
expressed by others.
Task unmet
Demonstrates sufficient
control of grammatical
sentence structure and verb
forms in the past, present
and future tense, with one
or two minor errors.
Responses use mainly short
answers but with at least
one full response.
Errors do not affect overall
understanding.
Frequent errors in the
construction of questions and
responses and use of verb
forms. Inaccuracies and errors
create difficulty for the
listener and may impede
communication. Needs
questions and requests
repeated. Responses are
generally short and fail to
provide the level of detail
required without prompting.
Task unmet
Page 5 of 5
Task
3 √
ESOL Skills for Life (QCF)
Speaking and Listening- Level 2
SAMPLE PAPER – SET 3 - Mark Scheme
Assessment
Criteria
Secure Achievement
(2 marks)
Task
2 √
Task
3 √
Satisfactory Achievement
(1 mark)
Task
2 √
Task
3 √
Did not Achieve
(0 marks)
Task
2 √
4.1 Participate in a
social/formal
discussion
Plan action with
other people and
interrupt
appropriately
Demonstrates ability to adapt
speech according to context,
and able to interrupt others
using appropriate phraseology
and appropriateness.
Demonstrates some ability
to adapt speech according to
context but colloquialisms
can be used inappropriately
although these do not cause
offence. Tends to interrupt
but doesn’t always use
appropriate phrases or level
of politeness
Does not demonstrate the
need to adapt speech
according to context, uses
inappropriate colloquialisms
and interrupts without using
appropriate phrases and level
of politeness
Task unmet.
5.1
Make effective
verbal requests to
obtain
information.
Makes simple requests to
obtain specific information,
using a range of interrogatives.
Forms the questions correctly
and uses contracted forms
where appropriate, can use
modal verbs for questioning.
Makes a polite request for
directions/instructions/
information, using an
appropriate form. Asks further
questions to seek clarification
and request additional
information, where necessary.
Makes simple requests,
using a limited range of
interrogatives. Sufficient
control using contractions.
One or two errors but
questions are sufficiently
accurate to obtain specific
information. Some use of
modal verbs.
Makes a polite request for
directions/instructions, using
an appropriate form. Asks
some questions to seek
clarification and request
additional information,
where necessary.
Makes simple requests and
asks simple questions, but use
of interrogatives is limited and
there are frequent errors
which impede communication.
Attempts some use of modal
verbs which may be used
inaccurately or insufficiently
for meaning.
Makes a simple request for
directions/instructions, using
an appropriate form. May ask
simple questions to seek
clarification or request
additional information, but
inaccuracies and errors
impede communication.
Task unmet.
Page 6 of 6
Task
3 √
ESOL Skills for Life (QCF)
Speaking and Listening - Level 2
SAMPLE PAPER – SET 3 - Mark Sheet
Learning Outcomes and Assessment Criteria
Mapped to ESOL Core Curriculum
CC Ref
Mapped to the
ESOL Core
Curriculum.
Lr/L2.1a, 1b
Lr/2.2a, 2b,
Lr/2.2c, 2d,
Lr/2.2e,3a
Lr/2.4a, 4b
Sc/L2.1a,1b
Sc/L2.1c
Sc/L2.2a
Sc/L2.3a,3b
Sc/L2.4a 4b
Sc/L2.4c 4d
Sc/L2.4e, 4f
Sc/L2.5a
Sd/L2.1a,
Sd/L2.2, 2b,
Sd/L2.2c 2d
Sd/L2.3a
Sd/L2.5a
This criteria is
relevant
across all
Learning
Outcomes at
Level 2
Qualification Specification
Assessment Criteria
Learning Outcomes
The candidate will:
1.1 Extract relevant spoken
information relating to
straightforward topics in a
range of contexts.
1.2. Listen to and demonstrate
understanding of explanations
and instructions on different
straightforward topics in a
range of contexts.
1. Be able to obtain
information from simple
verbal communication.
2.1 Communicate in speech for
different purposes.
2.2 Present information and
ideas in a logical sequence,
including detail and developing
ideas where appropriate.
2.3 Adapt speech according to
context.
2.4 Articulate the sounds of
English using stress and
intonation so that meaning is
clearly understood.
2.5 Use language which
includes simple, complex and
compound sentences, using
appropriate tenses and verb
forms
3.1 Make requests and ask for
information in different
contexts and for different
purposes.
4.1 Follow and participate in a
discussion on straightforward
topics.
4.2 Make relevant
contributions and respond
appropriately to contributions
from others.
Express views and opinions.
4.4 Contribute to discussion in
order to plan action with
others.
4.5 Use appropriate verbal and
non-verbal strategies.
LO1 Be able to obtain
information from spoken
sources.
2. Be able to speak English
clearly to be understood.
LO2 Be able to speak to
communicate.
3. Be able to convey
information and make
statements of fact.
LO3 Be able to make
requests and ask questions.
(see 5 below)
Examination Assessment Criteria The candidate can:
1.1 Listen for gist in discussions on a
range of topics.
1.2 Listen for detail and respond
where appropriate.
1.3 Follow verbal instructions for a
given task.
1.4 Listen and clarify, providing
feedback and confirmation when
listening, respond to questions and
recognize an opinion/fact & respond
appropriately.
2.1 Use stress and intonation and
accurate pronunciation to convey
intended meaning and articulate
sounds of English in connected
speech.
3.1 Provide a short verbal account and
convey relevant detail appropriate for
context when speaking, using formal
language and register where
appropriate during verbal
communication.
3.2 Give explanations and
instructions, advice, persuade, warn,
rebuke.
3.3 Describe and compare, express
likes, dislikes, feelings, hopes, views,
opinions.
4. Be able to engage in
discussion with others.
LO4 Be able to engage in a
discussion.
5. Be able to make requests.
3.4 Gives factual accounts and
narrates past events Present
information and ideas in a logical
sequence.
4.1 Take part in social interaction
and formal interaction and Plan action
with other people.
Involve other people in a discussion
and use appropriate phrases for
interruption.
5.1 Make effective verbal requests
to obtain information.
ESOL Skills for Life (QCF)
Speaking and Listening
SAMPLE PAPER – SET 3
Mark Scheme Level 2
Assessor Instructions
Dictionaries are not allowed and each task is timed
TASK 1 (up to 20 minutes)
The text below must be recorded by Centres prior to the exam.
One in four British adults is obese, according to the UN Food and Agriculture Organisation, labelling the
UK the "fat man of Europe". The UK has the highest level of obesity in Western Europe as obesity levels
in the UK have more than trebled in the last 30 years and more than half the population could be obese
by 2050.
A person is considered overweight if they have a body mass index between 25 to 29, and obese with a
BMI of 30 and above. Most people who become obese put on weight gradually between the ages of 20
and 40. The risk of becoming obese starts at an early age as obese parents increases the risk of
childhood obesity by 10%.
Studies have shown that the social environment we live in has a major influence on the decisions people
make about their lifestyles. Our reliance on cars, the TV, computers, desk jobs and fast food have all
contributed to encourage inactivity and overeating. People don’t walk as much as they used to and one
in five journeys of less than one mile are made by car.
Leisure time is increasingly spent indoors as the incentives for outdoor activities have fallen due to
safety concerns and a lack of access to green spaces and sports facilities. Longer working hours and
more desk-bound jobs over the past decades have resulted in inactivity and tiredness so less people are
inclined to undertake physical activity after work.
Being overweight increases the risk of many serious illnesses, such as type 2 diabetes, high blood
pressure, heart disease, stroke, as well as cancer.
What can we do to stop this? Well, the Government wants to help people make healthier choices about
what they eat and these include:

giving people advice on healthier food choices and improving physical activity

improving labelling on food and drink to help people make healthy choices

encouraging businesses to include calorie information on their menus

Food manufacturers, retailers and the hospitality sector have committed to cut down on the
amount of fat, sugar and salt they put in popular food products

Despite all this, each of us is ultimately responsible for our own health so the message is simple, to lose
weight, you need to eat less and move more.
Page 8 of 8
ESOL Skills for Life (QCF)
Speaking and Listening
SAMPLE PAPER – SET 3
Mark Scheme Level 2
Task 1 - Assessor Instructions - Explain to the candidates:
1.
2.
3.
4.
5.
6.
You will hear a radio broadcast.
Before listening, read the questions.
Listen to the broadcast.
You will hear the recording again.
Circle the correct answer.
You not must speak.
Page 9 of 9
ESOL Skills for Life (QCF)
Speaking and Listening
SAMPLE PAPER – SET 3
Mark Scheme Level 2
Task 2
(up to 30 minutes)
The candidate will deliver a presentation to at least 3 learners at the same level or
above, and will be assessed on their ability to convey information to a group. It is
recommended to ensure that larger groups than this do not disadvantage the
candidate. The group should be encouraged to ask questions. Candidates are
expected to answer at least 6 questions fully at the end of the presentation.
The candidate’s spoken contribution should last 10-15 minutes. The activity can last
for up to 30 minutes including setup, delivery and Q&A. Prior planning and preparation
by the candidate is encouraged and is not included in the allotted time. To enable the
candidate to effectively prepare for the assessment the activity can be shared with
him/her up to two weeks prior to the assessment date so they can prepare suitable
notes, equipment, power point etc. Candidates must not read their notes or read from
a power point slide, it is expected they will refer to these to initiate their thought
process.
Candidates can have up to two weeks to prepare for this assignment
Candidates choose ONE of these Selected Topics for Presentation:
The best invention of the 20th / 21st Century
An incredible moment in history
Are robots replacing humans in the workplace?
Is society too dependent on technology?
Recordings of speech must be made and notes on each candidate’s performance are
to be completed on the assessment record sheets to show the level of achievement.
Page 10 of 10
ESOL Skills for Life (QCF)
Speaking and Listening
SAMPLE PAPER – SET 3
Mark Scheme Level 2
Task 3 –Small Group Discussion (not a formal presentation) – up to 40 mins
Candidates take part in a discussion between a small group of 3-5 people. The task can
last up to 40 minutes depending upon the number of candidates. Planning and
preparation time is included. The aim is to assess the candidate’s ability to take part in a
discussion, ask and respond to questions, demonstrate coping with interruptions and
using appropriate interruption strategies, seeking agreement and expressing agreement
or disagreement in an appropriate manner. Each candidate must contribute and be given
as much time to speak as the others and give at least three exchanges independently.
This is not a presentation so it is assumed all candidates will be speaking alternately,
offering up their views and opinions. Each candidate must introduce themselves at the
start of the task and one candidate needs to begin and close the task (acting Chair).
Candidates can make notes but must not read them verbatim. They must give all notes
to the Assessor at the end of the task.
Timings including preparation time: (based on an av. of 5 minutes speaking time per person)
No. of Candidates
Total Preparation Time
Discussion
3 Candidates
10 minutes
15 minutes
4 Candidates
10 minutes
20 minutes
5 Candidates
10 minutes
25 minutes
Candidates should complete this activity together with the Assessor observing.
Topic for Discussion:
“Plastic Surgery”
Candidates should express views and opinions on these….





Types of plastic surgery
Whether plastic surgery should be used to enhance beauty, is it ethical?
The differences between plastic surgery and cosmetic surgery
Whether they would consider either plastic surgery or cosmetic surgery
Should it be free on the NHS?
Recordings of speech must be made and notes on each candidate’s performance are to be
completed on the assessment record sheets to show the level of achievement.
Assessor - Make notes to record the key points of the candidate’s input and complete the
assessment record sheets to show the level of achievement.
Page 11 of 11
ESOL Skills for Life (QCF)
Speaking and Listening
SAMPLE PAPER – SET 3
Mark Scheme Level 2
Assessment Guidance
At Level 2 the candidate will complete three tasks. The ESOL Speaking and Listening standards will be
met in full across all three pieces of work, although each piece may not meet all the standards.
A record of each candidate’s performance must be made on individual mark sheets and each task must
be passed to achieve an overall pass at the level. Where a candidate fails a task, a different version of
the task must be completed. Any tasks which have already been passed do not need to be repeated. At
least an additional two weeks’ teaching must be completed before attempting a new assessment task.
The tasks must be completed under controlled conditions. Assessors may not comment on planning of
assessment tasks. The evidence produced must be the candidate’s own unaided work.
Centres may design their own assessments, but these must be submitted to NOCN for standardisation
no less than 15 working days before the first planned assessment date. The NOCN mark scheme must
still be used.
The assessment tasks may take place on different days to help centre management of the assessments
but the total amount of time available to candidates must not exceed the permitted duration of the
assessment. Assessments can take place in the classroom, although candidates should not be
disadvantaged by the environment.
To successfully pass the Speaking and Listening assessment, the candidate must achieve a pass in all
tasks. Centres must retain records of failed assessments as well as those which are passes.
Assessors must sign and date the completed Assessment Mark Sheet.
Page 12 of 12
ESOL Skills for Life (QCF)
Speaking and Listening
SAMPLE PAPER – SET 3
Mark Scheme Level 2
Introduction – Speaking and Listening Level 2
This unit assesses the skills and knowledge required to meet the national standards at Level 2 for
Speaking and Listening. At this level, candidates can:



listen and respond to spoken language, including simple narratives, statements, questions
and single-step instructions
speak to communicate basic information, feelings and opinions on familiar topics
engage in discussion with a person in a familiar situation about familiar topics in simple and
familiar formal exchanges connected with education, training, work and social roles.
Assessors will need to teach Speaking and Listening using methods that are inclusive and appropriate
and which take account of the cultural and learning experiences of candidates. Guidance on
appropriate activities with examples of application and level can be found in the ESOL Core Curriculum.
Candidates should be provided with appropriate support throughout. Opportunities for candidates to
discuss progress should be provided at all stages of the learning process. The context and mode of
delivery is flexible and should reflect the needs of the candidates and the context in which they are
learning.
Unit Assessment
The unit of assessment includes the learning outcomes and assessment criteria and is mapped to the
national standards and component skills and knowledge in the ESOL Core Curriculum. This unit is
assessed through externally set tasks that are internally marked, internally quality assured and
externally quality assured. These are available at the end of this External Assessment Pack. Candidates
not achieving the unit can be reassessed provided a different set of external assessment tasks are used.
These will be provided by NOCN. A two-week period must have elapsed from the candidate’s previous
attempt.
Quality Assurance
The ESOL Assessor should mark the assessments in line with the mark scheme guidance. A sample of
assessed work should be internally quality assured by an internal quality assurer. This should be a
minimum of 10% of all the assessments ensuring that the sample includes all Assessors. A further 10%
of assessments must be observed by an Internal Quality Assurer (IQA) who must complete an
Observation of Performance report.
Assessor and IQA Observation Records must be clear and well-presented and indicate how the
assessment decisions have been made. Assessor records must contain notes on non-verbal signs used
by the candidate to attract attention, seek clarification or reinforce meaning. Following internal quality
assurance, the centre should request an external quality assurance visit to agree the assessment
decisions and to recommend that the achievements are certificated.
Page 13 of 13
ESOL Skills for Life (QCF)
Speaking and Listening
SAMPLE PAPER – SET 3
Mark Scheme Level 2
Assessment Mark Sheet and Performance Descriptors
The Assessment Mark Sheet is mapped to the learning outcomes and assessment criteria from the unit
of assessment and enables the recording of candidate achievement for the external assessment. The
performance descriptors for Speaking and Listening take account of differential performance of
candidates at Level 2. They also identify the qualities of a performance that may fall just below the
required level. These bands are provided to assist Assessors in making a final judgement when faced
with the range of achievement demonstrated by candidates at this level. The bands are not identified
on the candidate’s certificate but may assist feedback to the candidate.
Satisfactory Achievement is the minimum a candidate must demonstrate at this level to gain credits for
Speaking and Listening. To achieve an overall Satisfactory, the candidate must achieve Satisfactory or
above for each task. To achieve an overall Secure, the candidate must achieve Secure for each task.
Instructions for Assessors
The assessor should ensure that:




The learner has sufficient information to complete the task before commencing.
The learner has sufficient time to prepare for the task.
The learner understands the task.
Tasks 2 and 3 should be digitally recorded.
Each recording should be clearly labelled with:



the name of the candidate
the name of the Assessor
the date of the assessment
On the recording of each activity:


the candidate should state their name
the candidate should state their candidate number
The assessor must explain the nature of the task and should read out the questions, but they must not help the
learners with any part of the listening element of the tasks.
Learners must form and express their spoken responses to any part of the assessment task itself without
assistance, input or intervention of the assessor. Assessors can encourage responses by asking open questions
where candidates are struggling. Where assessors are participating in the task, it is recommended that these
particular tasks are recorded to enable the assessor to listen again and confirm their judgments against the
Assessment Mark Sheets.
If a learner does not achieve the task, they must be given another assessment. The context and/or situation must
be changed to ensure the task is not simply repeated. The assessor must ensure that where learners are being
assessed in pairs or groups for a task, that each learner has a fair opportunity to be assessed on all parts of the
task. If necessary, the assessor may need to intervene and take on a role within a task to ensure equal
opportunity for assessment. Where assessors take on a role, they can encourage responses by asking open
questions where candidates are struggling as a natural part of the discussion.
Page 14 of 14
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