External Assessment Report 2012
|
|
- Jesse Hancock
- 1 years ago
- Views:
Transcription
1 External Assessment Report 2012 Subject(s) French Level(s) Advanced Higher The statistics used in this report are pre-appeal. This report provides information on the performance of candidates which it is hoped will be useful to teachers/lecturers in their preparation of candidates for future examinations. It is intended to be constructive and informative and to promote better understanding. It would be helpful to read this report in conjunction with the published question papers and marking instructions for the examination.
2 Comments on candidate performance General comments The content of the examination related clearly to the teaching syllabus as indicated by the prescribed themes and topics for Advanced Higher level and was of an appropriate level of difficulty. Each element of the examination was accessible to candidates but proved demanding and produced a good range of performances. Candidates, on the whole, were well prepared for each component, with very few really poor performances, and overall there was a marked improvement in performance in each component of the exam in comparison to the previous year. There was a slight decrease in the number of presentations which now stands at 646. The Mean Marks for each component were: Reading and Translation = 34.4 (50) up 5.2 Listening and Discursive Writing = 44.9 (70) up 4.9 Folio = 21.2 (30) up 0.9 Speaking = 35.9% (50) up 0.4 The mean marks show an encouraging performance in all components of the examination, with a marked improvement in all of the written papers. The mean mark for Paper 2: Listening and Discursive Writing, when broken down, indicates that Listening is still the skill most candidates find most difficult, as there was overall an improved performance in the Writing element in Paper 2. However, the performance overall in each component was very encouraging, with some excellent performances in all elements and with relatively few poor performances (mainly in the Folio and Discursive Writing). Areas in which candidates performed well Performance in Reading and Translation was very encouraging with many excellent performances. Candidates clearly found the content and vocabulary of the reading passage accessible and on a topic (Les Apéros Géants: Outdoor gatherings including heavy drinking among young people) to which they could relate. On the whole, candidates succeeded in responding accurately to the reading comprehension questions, and there was less evidence of word for word translation of the text resulting in the loss of marks through awkward use of English. There were also some excellent performances in Speaking and in Discursive Writing, where very able candidates were able to draw upon the topics they had covered in the Advanced Higher course and produce fluent, accurate and interesting performances that demonstrated all the elements required of a very good performance and contained an excellent range and variety of language structures. It was encouraging to note that there was also a marked improvement in the 2
3 response to the listening texts on the topic of advantages/disadvantages of mobile phones with candidates performing very well particularly in Part A. Areas which candidates found demanding Performance in Reading Comprehension was highly satisfactory, with only two phrases consistently troubling candidates: l atmosphère est très bon enfant and lutter contre l image stéréotype de la génération du numérique et d internet à moins que ce ne soit au moyen d un écran d ordinateur. The inferential question (Q5) was successful in producing a range of performance, though many candidates wrote unnecessarily long answers (commonly two and three pages) in which they repeated most of the information they had given in answer to the comprehension questions rather than address the actual question and highlight the key aspects of the text and any stylistic techniques used by the author. Most candidates performed well in the Translation section and managed to demonstrate comprehension of the sense units, but often lacked the accuracy and details required for a fully accurate translation. Many candidates lost marks through a basic lack of accuracy in translating articles (ce/ces as the ), singular/plural nouns (des chiffres) and verb tenses (ont été hospitalisés). The most demanding sense units were those containing s éloigne de, il s adonne à and liée à une de ces fêtes, with only the more able candidates translating these accurately and with appropriate English expressions. There was a wide range of performance in the Listening Comprehension, which was on a topic (advantages/disadvantages of mobile phones) with which candidates were very familiar. The clarity and speed of recording were commented on favourably by many centres. There was a good variety of straightforward, factual questions (Part A Q3 and Q4 / Part B Q3 and Q4) and more demanding questions (Part A Q5 / Part B Q2 and Q7), which required more detailed responses. Many candidates were unable to retain sufficient details to answer accurately the more demanding questions, often understanding part of the information but lacking sufficient detail, eg moins cher / plus rapide, le travail scolaire, si tu n es pas à côté d un téléphone fixe. The Discursive Writing task and the Folio were the elements of the exam that produced the greatest range of performances from very good to poor. In the Discursive Writing, all six essay topics were attempted, with the most popular being Topic 2 (La terre ne nous appartient pas, nous l empruntons à nos enfants, Discutez) and Topic 5 (Les femmes sacrifient souvent leur carrière pour s occuper de leur famille. Est-ce bien vrai?) Some candidates struggled to incorporate relevant learned material with the required level of accuracy to achieve a satisfactory performance, while a small number of candidates produced poor and very poor performances, with little or no control of basic grammar and verb formation, and with serious misuse of dictionary. In the Folio Writing tasks, there was a wide range of literary texts and background topics presented, but no centre presented any Language in Work reports. The weaker 3
4 performances, whether literary texts or background topics, were those where candidates were descriptive, rather than critical and analytical, in their discussion. This was often the resulting of a poor choice of essay title. Some candidates were penalised for exceeding the word limit and for failing to include a bibliography. In some background topics, and particularly those related to films, it was not always clear how much of the study had been in French or how far the topic was being approached from a French as distinct from a European or American perspective. Advice to centres for preparation of future candidates Reading and Translation Continue to highlight to candidates the difference between reading for comprehension and providing accurate and precise translation of a particular section of the text with appropriate use of English expressions. Encourage candidates to attempt the translation after the reading comprehension questions as that should make clear the context in which the translation section is situated. Encourage candidates to answer the specific wording of the question, and discourage them from giving a word-for-word translation of the text as a response to the reading comprehension questions, as this often results in English that is difficult to comprehend. Encourage candidates, when answering the inferential question, to give a general response to the question asked and to support this statement with specific, key information from the text while commenting on any particular stylistic features used by the author. (Guidance on the inferential question, including candidate performances with markers comments, has been made available by SQA in the past year). Discursive Writing Encourage candidates to read the essay title carefully and to construct a relevant and personal response in which they may draw upon learned material but this must be relevant to the essay title. Advise candidates to use the dictionary to check the accuracy of what they have written (spelling, genders, etc) not to create and invent new sentences. Share with candidates the assessment criteria for Discursive Writing so that they know what is expected in terms of Content, Accuracy, Range and Variety. Folio Ensure that candidates choose an essay title that allows for a critical and analytical response. 4
5 Encourage candidates to develop an appropriately formal and accurate use of English. Ensure that candidates adhere to the word limit and include a bibliography. Share with candidates the assessment criteria for Folio Writing so that they know what is expected in terms of Content, Analytical approach and Structure. General Encourage candidates to make sure handwriting is legible (particularly when writing in French) or points can be lost. Centres are encouraged to make use of guidance issued by SQA in the form of the materials (marking schemes and Photostat essays) used at the Professional Development Workshop on Advanced Higher (SQA 2006) and Guidance on the Folio of Writing at Advanced Higher (September 2002 and revised in November 2010). In the past year, Guidance on the Inferential Question, including candidate performances with markers comments, has also been made available by SQA. 5
6 Statistical information: update on Courses Number of resulted entries in Number of resulted entries in Statistical information: Performance of candidates Distribution of Course awards including grade boundaries Distribution of Course awards Lowest mark % Cum. % Number of candidates Maximum Mark 200 A 41.2% 41.2% B 27.1% 68.3% C 19.8% 88.1% D 6.5% 94.6% No award 5.4% 100.0% 35-6
7 General commentary on grade boundaries While SQA aims to set examinations and create marking instructions which will allow a competent candidate to score a minimum of 50% of the available marks (the notional C boundary) and a well prepared, very competent candidate to score at least 70% of the available marks (the notional A boundary), it is very challenging to get the standard on target every year, in every subject at every level. Each year SQA therefore holds a grade boundary meeting for each subject at each level where it brings together all the information available (statistical and judgemental). The Principal Assessor and SQA Qualifications Manager meet with the relevant SQA Business Manager and Statistician to discuss the evidence and make decisions. The meetings are chaired by members of the management team at SQA. The grade boundaries can be adjusted downwards if there is evidence that the exam is more challenging than usual, allowing the pass rate to be unaffected by this circumstance. The grade boundaries can be adjusted upwards if there is evidence that the exam is less challenging than usual, allowing the pass rate to be unaffected by this circumstance. Where standards are comparable to previous years, similar grade boundaries are maintained. An exam paper at a particular level in a subject in one year tends to have a marginally different set of grade boundaries from exam papers in that subject at that level in other years. This is because the particular questions, and the mix of questions, are different. This is also the case for exams set in centres. If SQA has already altered a boundary in a particular year in, say, Higher Chemistry this does not mean that centres should necessarily alter boundaries in their prelim exam in Higher Chemistry. The two are not that closely related as they do not contain identical questions. SQA s main aim is to be fair to candidates across all subjects and all levels and maintain comparable standards across the years, even as arrangements evolve and change. 7
External Assessment Report 2013
External Assessment Report 2013 Subject(s) Level(s) Information Systems Advanced Higher The statistics used in this report are pre-appeal. This report provides information on the performance of candidates
External Assessment Report 2015
External Assessment Report 2015 Subject(s) Administration Level(s) Intermediate 2 The statistics used in this report are prior to the outcome of any Post Results Services requests. This report provides
AP FRENCH LANGUAGE 2008 SCORING GUIDELINES
AP FRENCH LANGUAGE 2008 SCORING GUIDELINES Part A (Essay): Question 31 9 Demonstrates STRONG CONTROL Excellence Ease of expression marked by a good sense of idiomatic French. Clarity of organization. Accuracy
AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES
AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES Interpersonal Writing: E-mail Reply 5: STRONG performance in Interpersonal Writing Maintains the exchange with a response that is clearly appropriate
GCE EXAMINERS' REPORTS
GCE EXAMINERS' REPORTS FRENCH AS/Advanced JANUARY 2014 Grade boundary information for this subject is available on the WJEC public website at: https://www.wjecservices.co.uk/marktoums/default.aspx?l=en
KET for Schools Reading and Writing Part 9 teacher s notes
KET for Schools Reading and Writing Part 9 teacher s notes Description This is a guided discovery activity to find out what candidates need to do in KET for Schools Reading and Writing Part 9. Students
AP SPANISH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES
AP SPANISH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES Identical to Scoring Guidelines used for French, German, and Italian Language and Culture Exams Interpersonal Writing: E-mail Reply 5: STRONG
How to become a successful language learner
How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may
SYLLABUS. Cambridge O Level English Language. Cambridge Secondary 2
SYLLABUS Cambridge O Level English Language 1123 For examination in June and November 2015 Cambridge Secondary 2 Changes to syllabus for 2015 This syllabus has been updated, but there are no significant
GCE EXAMINERS' REPORTS. FRENCH AS/Advanced
GCE EXAMINERS' REPORTS FRENCH AS/Advanced JANUARY 2011 Statistical Information This booklet contains summary details for each unit: number entered; maximum mark available; mean mark achieved; grade ranges.
2. Il faut + infinitive and its more nuanced alternative il faut que + subjunctive.
Teaching notes This resource is designed to enable students to broaden their range of expression on the issue of homelessness and poverty, specifically in terms of suggesting possible solutions. The aim
Elizabethtown Area School District French III
Elizabethtown Area School District French III Course Number: 610 Length of Course: 18 weeks Grade Level: 10-12 Elective Total Clock Hours: 120 Length of Period: 80 minutes Date Written: Spring 2009 Periods
Mark Scheme (Results) Summer 2010
Scheme (Results) Summer 2010 GCE GCE French (6FR04) Paper 1 Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH Edexcel is one of the leading
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Riverdale Collegiate Institute Toronto District School Board EVALUATION POLICY and COURSE OUTLINE 2012. Riverdale Collegiate Institute Course of Study
1 Riverdale Collegiate Institute Toronto District School Board EVALUATION POLICY and COURSE OUTLINE 2012 Riverdale Collegiate Institute Course of Study CORE FRENCH, GRADE 10, ACADEMIC Note 1: All Ontario
AP SPANISH LANGUAGE AND CULTURE EXAM 2014 SCORING GUIDELINES
AP SPANISH LANGUAGE AND CULTURE EXAM 2014 SCORING GUIDELINES Identical to Scoring Guidelines used for French, German, and Italian Language and Culture Exams Interpersonal Speaking: Conversation 5: STRONG
04.3 GUIDANCE ON ASSESSMENT MARKING
04.3 GUIDANCE ON ASSESSMENT MARKING 1 CARDIFF METROPOLITAN UNIVERSITY GUIDANCE ON ASSESSMENT MARKING 1. Introduction 1.1 This section is intended to provide guidance for academic staff and students in
Higher National Unit specification: general information. Graded Unit 2
Higher National Unit specification: general information This Graded Unit has been validated as part of the HND Computing: Software Development. Centres are required to develop the assessment instrument
FrenchPod101.com Learn French with FREE Podcasts
Newbie Lesson S1 Mastering the French Kiss...AGAIN? 3 Formal French 2 Formal English 2 Informal French 2 Informal English 2 Vocabulary 2 Grammar Points 4 Cultural Insight 5 Formal French Oh Robert! Encore
ENGL-101 ENGLISH COMPOSITION I. Online
Coffeyville Community College ENGL-101 COURSE SYLLABUS FOR ENGLISH COMPOSITION I Online Troy McCloughan Instructor COURSE NUMBER: ENGL-101 COURSE TITLE: English Composition I CREDIT HOURS: 3 INSTRUCTOR:
Department of English Masters of Arts in English Goals and Assessment of Student Learning Outcomes. I. Program Description
Department of English Masters of Arts in English Goals and Assessment of Student Learning Outcomes The Department of English of the Catholic University of America offers the Master of Arts degree in English
AP FRENCH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES
AP FRENCH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES Identical to Scoring Guidelines used for German, Italian, and Spanish Language and Culture Exams Presentational Writing: Persuasive Essay 5:
Unit title: Web Apps: Word Processing (SCQF level 4)
National Unit specification General information Unit code: HA6M 44 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed for
TEACHER NOTES. For information about how to buy the guide, visit www.pearsonpte.com/prepare
TEACHER NOTES The Official Guide contains: information about the format of PTE Academic authentic test questions to practise answering sample responses and explanations test taking strategies over 200
Level 3 French, 2015
91543 915430 3SUPERVISOR S Level 3 French, 2015 91543 Demonstrate understanding of a variety of extended spoken French texts 9.30 a.m. Wednesday 18 November 2015 Credits: Five Achievement Achievement with
Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F 15:00-16:30 PST
Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F Instructor Contact Information Office Location Virtual Office Hours Course Announcements Email Technical support Anastasiia V. Mixcoatl-Martinez
Module 9. Lesson 9:00 La Culture. Le Minitel. Can you guess what these words mean? surfer le net. chatter. envoyer un mail. télécharger.
Module 9 Lesson 9:00 La Culture Le Minitel The Minitel was a machine used so people could access: Can you guess what these words mean? surfer le net chatter envoyer un mail télécharger être en ligne les
English. Required Courses... Units The courses are listed in the suggested sequence. ENGL 002 Critical Thinking and Writing About Literature...
Program Description This program teaches writing, critical thinking, reading, and research skills as they apply to the areas of composition, creative writing, and the analysis of literature, the latter
[C115/SQP220] NATIONAL QUALIFICATIONS. Advanced Higher English Principles of Marking [C115/SQP220] 33
[C115/SQP220] Advanced Higher English Principles of Marking NATIONAL QUALIFICATIONS [C115/SQP220] 33 PRINCIPLES OF MARKING 1. Introduction The purpose of this document is to provide teachers and lecturers
The contents of this letter should be passed to the member of staff responsible for National Qualifications in Psychology.
27 February 2004 To: SQA Co-ordinator Secondary Schools FE Colleges For the attention of all staff responsible for the delivery of National Qualifications in Psychology Action by Recipient Response required
Assessment Arrangements Explained
Assessment Arrangements Explained Publication date: January 2010 Publication code: FA5351 Published by the Scottish Qualifications Authority The Optima Building, 58 Robertson Street, Glasgow G2 8DQ Ironmills
STUDENT OBJECTIVES. Lección 1 Descubre 1. STUDENT OBJECTIVES Lección 1 Descubre 1. Objetivos: Fotonovela Fecha
Objetivos: Fotonovela Objetivos: Contextos 1. I can specify new and familiar words I hear in the video. 1. I can use basic greetings. 2. I can identify target culture products and practices that I see
Understanding Your Test Record and Profile Chart for the PSB-Nursing School Aptitude Examination (RN)
Understanding Your Test Record and Profile Chart for the PSB-Nursing School Aptitude Examination (RN) This data sheet has been prepared to help you understand the meaning of the scores you earned on the
Programme Specifications
Programme Specifications ADVANCED DIPLOMA IN ENGLISH LITERATURE 1 Awarding body University of Cambridge 2 Teaching institution University of Cambridge Institute of Continuing Education * 3 Accreditation
National Quali cations SPECIMEN ONLY
H National Quali cations SPECIMEN ONLY SQ7/H/03 Mark French Listening and Writing FOR OFFICIAL USE Date Not applicable Duration hour *SQ7H03* Fill in these boxes and read what is printed below. Full name
POLITE ENGLISH. Giving advice FREE ON-LINE COURSE. Lesson 2: version without a key SZKOLENIA JĘZYKOWE DLA FIRM ZREALIZUJEMY TWÓJ CEL!
POLITE ENGLISH FREE ON-LINE COURSE Lesson 2: Giving advice version without a key WARM UP THINK Do you like giving advice? Do you often ask for advice? WATCH OUT! Do you know the difference between: ADVICE
Preparing for the CRM Examination. Part 6 The Business Cases
Preparing for the CRM Examination Part 6 The Business Cases Learning Objectives Upon completion of this session, participants will be able to: 1. Outline the characteristics of the business case section
Blaenau Gwent Schools Year 8 Scheme of Work. UNIT 1 January April 2012
Blaenau Gwent Schools Year 8 Scheme of Work UNIT 1 January April 2012 Objectives To express likes and dislikes and give reasons To make considered comparisons in English as well as the TL and give reasons
Specifications on Reasonable Adjustments
Specifications on Reasonable Adjustments Consultation on: Ofqual s specifications under Section 96 of the Equality Act 2010 Qualifications covered by Ofqual s specifications Indicating exemptions on certificates
Writing for work documents
Writing for work documents Written communications in the work environment are often compiled using existing templates that guide you through most of the information that is required. Nonetheless, there
Assessments; Optional module 1 vert assessments. Own test on the perfect tense
French Scheme of Work (MFL1/Third Year) Studio 3 Module 1 vert (By half-term of the Autumn Term) Learning Objectives/Module 1 Ma vie sociale d ado Concentrate on verbs and tenses. Opportunity to revise
General syllabus for third-cycle courses and study programmes in
ÖREBRO UNIVERSITY This is a translation of a Swedish document. In the event of a discrepancy, the Swedishlanguage version shall prevail. General syllabus for third-cycle courses and study programmes in
Frequently Asked Questions
Results Services Frequently Asked Questions Q. My centre didn t teach me topics that came up in the examination, can I use the Exceptional Circumstances Consideration Service? A. It is the responsibility
Information for Parents and Students
Information for Parents and Students CONTENTS Welcome... 3 Obtaining entry into medicine... 4 What should I do now? Three years from completing high school... 8 Two years from completing high school...
ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS 2015-16
ROME INTERNATIONAL MIDDLE/HIGH SCHOOL SYNOPSIS 2015-16 TEACHER: SUBJECT: French CLASS: Grade 9 UNIT TITLE DURATION UNIT SUMMARY ASSESSMENT Our world September Pupils develop speaking and writing at greater
INSTRUCTIONS FOR WRITING A MASTER S THESIS AND COMPLETING A MASTER S DEGREE
INSTRUCTIONS FOR WRITING A MASTER S THESIS AND COMPLETING A MASTER S DEGREE The Master s thesis exam consists of the following parts: Preliminary essay(s) Master s thesis Maturity test General The Master
Brooklyn Technical High School. LOTE Languages other than English
Brooklyn Technical High School LOTE Languages other than English COMMON CORE LEARNING STANDARDS: Language, Reading, Writing, Speaking and Listening Language L1: Demonstrate command of the conventions of
---------------------------------------------------------------------------------
Hume Fogg Academic Magnet Summer Review for Students Entering AP French Language Student Name --------------------------------------------------------------------------------- Teacher: Jessica Sexton Email:
Medical School Scoring Of Applications 2016 (A100)
Medical School Scoring Of Applications 2016 (A100) International Applicants: The following information will also apply to international applicants. The only difference will be that we expect to interview
How to prepare a research proposal
How to prepare a research proposal Every theological research project should begin with a research proposal. Before writing a thesis or a dissertation, your proposal needs to be approved by a panel of
Annotated Examples of Student Writing
Annotated Examples of Student Writing The following writing collections are from ELLs in grades 2, 3, 5, 8, and high school. The collections, which come from around the state, show how students at the
Une campagne de sensibilisation est lancée (1) pour lutter (1) contre les conséquences de l'alcool au volant. Il faut absolument réussir (2).
> les verbes du groupe deux la forme passive beaucoup de, trop de: les adverbes de quantité L'affiche est posée (1) sur le bord des routes pour sensibiliser (1) les gens au problème de l'alcool au volant.
Year 9-11 GCSE Scheme of Planned Work and Topics. Based on. Edexcel GCSE French (A*-C) 2014-2016
Year 9-11 GCSE Scheme of Planned Work and Topics Based on Edexcel GCSE French (A*-C) 2014-2016 Y9-10 Y9 37 Y9 38 Y9 39 Y9 40 1 Module and unit coverage Grammar and skills coverage Controlled assessment
Elizabethtown Area School District French II
Elizabethtown Area School District French II Course Number: 605 Length of Course: 18 weeks Grade Level: 9-12 Total Clock Hours: 120 Length of Period: 80 minutes Date Written: Spring 2009 Periods per Week/Cycle:
Open call for tenders n SCIC C4 2014/01
EUROPEAN COMMISSION DIRECTORATE GENERAL FOR INTERPRETATION RESOURCES AND SUPPORT DIRECTORATE Open call for tenders n SCIC C4 2014/01 Accident and sickness insurance for Conference Interpreting Agents Questions
LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Department of Portuguese University of Massachusetts Dartmouth Spring 2014 Portuguese 102-
Department of Portuguese University of Massachusetts Dartmouth Spring 2014 Portuguese 102- Class time: Instructor: MWF e-mail: Office hrs: COURSE OBJECTIVES: Portuguese 102 is the second course in a four-course
An at a glance guide to GCSE orals for Arabic, Greek, Japanese and Russian
An at a glance guide to GCSE orals for Arabic, Greek, Japanese and Russian Intro: Nick Page, a Principal Examiner for GCSE Russian Speaking has put together the following guidance to support you if you
ATLANTA SPEECH SCHOOL 3160 Northside Parkway, NW Atlanta, GA 30327. LEARNING LAB Middle School/High School Questionnaire
I. To Be Completed By Parents: ATLANTA SPEECH SCHOOL LEARNING LAB Middle School/High School Questionnaire CHILD: BIRTHDATE SCHOOL: DATE: GRADE: My child is applying for services at the Atlanta Speech School.
Business Management Assignment General assessment information
Business Management Assignment General assessment information This pack contains general assessment information for centres preparing candidates for the assignment Component of Higher Business Management
UNIVERSITÀ DEGLI STUDI DELL AQUILA CENTRO LINGUISTICO DI ATENEO
TESTING DI LINGUA INGLESE: PROGRAMMA DI TUTTI I LIVELLI - a.a. 2010/2011 Collaboratori e Esperti Linguistici di Lingua Inglese: Dott.ssa Fatima Bassi e-mail: fatimacarla.bassi@fastwebnet.it Dott.ssa Liliana
Writing an Introductory Paragraph for an Expository Essay
Handout 27 (1 of 1) Writing an Introductory Paragraph for an Expository Essay Prompt Read the following: If you re like many Americans, you have just spent a few days in close quarters with your parents,
Cambridge for. exams officers. A guide for UK schools: Administering Cambridge IGCSE First Language English (0500 and 0522) June 2016 series
Cambridge for exams officers A guide for UK schools: Administering Cambridge IGCSE First Language English (0500 and 0522) June 2016 series Contents Introduction...3 What are the differences between syllabuses
Higher National Qualifications Internal Assessment Report 2015 Hospitality Management
Higher National Qualifications Internal Assessment Report 2015 Hospitality Management The purpose of this report is to provide feedback to centres on verification in Higher National Qualifications in this
Secondary School Assessment, Recording and Reporting Policy
Secondary School Assessment, Recording and Reporting Policy Introduction The aims of this document are to establish clear guidelines on the use of assessment in the International School of Toulouse (IST)
POST-SECONDARY COMMUNICATION ACCESS SERVICES TRANSCRIBER TRAINEE RECRUITMENT
POST-SECONDARY COMMUNICATION ACCESS SERVICES TRANSCRIBER TRAINEE RECRUITMENT It has proven challenging to recruit suitable candidates for TypeWell training. It is hoped that these documents will assist
NEOSHO COUNTY COMMUNITY COLLEGE MASTER COURSE SYLLABUS
NEOSHO COUNTY COMMUNITY COLLEGE MASTER COURSE SYLLABUS COURSE IDENTIFICATION Course Code/Number: ALMT 110 Course Title: Medical Style and Grammar Division: Applied Science (AS) Liberal Arts (LA) Workforce
Ⅱ Admissions Requirements. 1.Terms of Application
Ⅱ Admissions Requirements 1.Terms of Application (1) Individuals who have graduated from university (or expected to graduate in fiscal 2011). (2) Individuals who have been conferred a bachelor s degree
RELEVANT TO ACCA QUALIFICATION PAPER P7 AND PERFORMANCE OBJECTIVES 17 AND 18. Completing the audit
RELEVANT TO ACCA QUALIFICATION PAPER P7 AND PERFORMANCE OBJECTIVES 17 AND 18 Completing the audit The completion stage of the audit is of crucial importance. It is during the completion stage that the
SYLLABUS 0500 0522* Cambridge IGCSE First Language English. For examination in June and November 2015. Cambridge Secondary 2
SYLLABUS Cambridge IGCSE First Language English 0500 0522* For examination in June and November 2015 *This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International
SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP!
SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP! To truly learn a language you have to use it as much as possible. The AP Exam focuses on the four communication skills: speaking,
National Disability Authority Resource Allocation Feasibility Study Final Report January 2013
National Disability Authority Resource Allocation Feasibility Study January 2013 The National Disability Authority (NDA) has commissioned and funded this evaluation. Responsibility for the evaluation (including
ARK Oval Primary Academy
ARK Oval Primary Academy 98 Cherry Orchard Road, Croydon CR0 6BA Inspection dates 5 6 December 2012 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement
Financial Literacy and ESOL
Financial Literacy and ESOL Financial Literacy and ESOL There are more and more resources available for delivering LLN in the context of finance but most of them are focused on working with learners whose
Lesson 08. Notes. Me gusta la música. Lesson 08. December 09, 2006. I like... te gusta tu trabajo? do you like your job? (inf)
December 09, 2006 Lesson 08 Notes In this edition: talking about your likes and dislikes. Me gusta la música. Lesson 08 Programme Notes Welcome to Coffee Break Spanish, the podcast aimed at independent
The John Fisher School. Assessment, Recording and Reporting Policy
The John Fisher School Assessment, Recording and Reporting Policy Responsible: Governors Curriculum Committee Date Revised: 2012 Review: Annual Rationale The Assessment Policy at John Fisher is designed
SELECTING A COMPETENT FIRE RISK ASSESSOR
SELECTING A COMPETENT FIRE RISK ASSESS by a representative of the IFE Fire Risk Assessors' and Auditors' Register Professional Review Panel Introduction Previous speakers have identified, and examined,
FrenchPod101.com Learn French with FREE Podcasts
Newbie Lesson A Rose by Any Other Name Would Smell as Sweet 1 Formal French 2 Formal English 2 Informal French 2 Informal English 2 Vocabulary 2 Grammar Points 4 Cultural Insight 4 Formal French Bonjour
Student Performance Q&A:
Student Performance Q&A: 2014 AP Japanese Language and Culture Free-Response Questions The following comments on the 2014 free-response questions for AP Japanese Language and Culture were written by the
[A series of papers, whether published or otherwise, is not acceptable for submission as a thesis.
Regulations for the award of PhD and MPhil These Regulations apply to students registering in and after January 2011 1 1 Admission and Registration 1.1 The normal minimum entrance requirement for registration
A Guide to Cover Letter Writing
A Guide to Cover Letter Writing Contents What is a Cover Letter?... 2 Before you get started - Do your Research... 3 Formatting the letter... 4 Cover letter content... 5 Section 1 - Opening... 5 Section
Relationship Manager (Banking) Assessment Plan
Relationship Manager (Banking) Assessment Plan ST0184/AP03 1. Introduction and Overview The Relationship Manager (Banking) is an apprenticeship that takes 3-4 years to complete and is at a Level 6. It
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
UNDERGRADUATE STUDENT HANDBOOK
School of Modern Languages, Literatures and Cultures UNDERGRADUATE STUDENT HANDBOOK Liberal Arts 2015/2016 1 Disclaimer This document was published in September 2015 and was correct at that time. The School
National 5 Modern Languages Course Support Notes
National 5 Modern Languages Course Support Notes This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced
Beyond Grammar: Revisiting Translation in the Foreign Language Classroom Linda Louie, Department of French BLC Fellows Presentation, December 4, 2015
Beyond Grammar: Revisiting Translation in the Foreign Language Classroom Linda Louie, Department of French BLC Fellows Presentation, December 4, 2015 I. BIBLIOGRAPHY ON TRANSLATION AND LANGUAGE LEARNING
Human Resources Generalist/Consultant
Human Resources Generalist/Consultant Class Code: G43006 CITY OF DENTON Established Date: Jun 25, 2009 Revision Date: Apr 18, 2012 Bargaining Unit: General SALARY RANGE $49,000.00 - $71,000.00 Annually
Writing Reports BJECTIVES ONTENTS. By the end of this section you should be able to :
Writing Reports By the end of this section you should be able to : O BJECTIVES Understand the purposes of a report Plan a report Understand the structure of a report Collect information for your report
Level 4 Certificate in English for Business
Level 4 Certificate in English for Business LCCI International Qualifications Syllabus Effective from January 2006 For further information contact us: Tel. +44 (0) 8707 202909 Email. enquiries@ediplc.com
Quoi de neuf? (What s in the news?)
Prior Knowledge: It is helpful if children already know how to give reasons for their opinions. Objectives Engage in conversations; ask and answer questions; express opinions and respond to those of others;
Report Card Comments
Assessment Report Card Comments Here and on the next six pages are a variety of comments you can use to help complete your report cards each term. It is sometimes difficult to find the words you need.
written by Talk in French Learn French as a habit French Beginner Grammar in 30 days
written by Talk in French Learn French as a habit French Beginner Grammar in 30 days A FOREWORD (OF SOME SORT) French is the second most widely taught foreign language in the world. Weirdly, however, and
Why are thesis proposals necessary? The Purpose of having thesis proposals is threefold. First, it is to ensure that you are prepared to undertake the
Guidelines for writing a successful MSc Thesis Proposal Prof. Dr. Afaf El-Ansary Biochemistry department King Saud University Why are thesis proposals necessary? The Purpose of having thesis proposals
Sample Items for Paper-Based Testing English Language Arts (ELA) Grades 3 & 4
Sample Items for Paper-Based Testing English Language Arts (ELA) Grades 3 & 4 These sample items provide examples of the types of test questions that will appear on the SC READY ELA tests for grades 3
Eligibility: Essay Instructions: summarize analyze print
Writing Skills Assessment General Instruction Sheet Department of Accounting, Tippie College of Business February 25 (7:00 p.m., W151 PBB) or February 26 (3:30 p.m., W10 PBB), 2016 Eligibility: You must
Case Study 2 Learning though blogging: a case study with business Spanish students at Reykjavik University
Case Study 2 Learning though blogging: a case study with business Spanish students at Reykjavik University Pilar Concheiro 1. Introduction In a knowledge society where competence domains are widened and
Marks Communication /10 Range and Accuracy of Language /10 Pronunciation and Intonation /5 Interaction and Fluency /5 TOTAL /30
Controlled Speaking Assessment Preparation Once you have prepared your answers to the questions record your answers and listen back to them as you listen, complete the check sheet below : Time it to ensure
MONTCLAIR PUBLIC SCHOOLS Department of Instruction. Course Syllabus
NAME OF COURSE: French V AP GRADE(S): 10-12 LENGTH OF COURSE: Full year CREDITS: 5 COURSE DESCRIPTION: The AP French Language course is designed to provide the advanced learner of French with the opportunity
Assessment Audit Tool
Assessment Audit Tool Version May 2004 An Audit is a good way to initiate discussion and development on an issue. It enables you to make clear the range of activities which may contribute to the issue
Total Credits for Diploma of Interior Design and Decoration 63
Diploma of Interior Design and Decoration programme Code: MSF50213 Program Description The BHCK Diploma of Interior design and Decoration provides the skills and knowledge required to perform design and