SPECIMEN MATERIAL GCSE SPANISH 8698/WF+WH F+H. Paper 4 Writing (Foundation and Higher) Specimen mark scheme. June v0.1

Transcription

1 SPECIMEN MATERIAL GCSE SPANISH 8698/WF+WH Paper 4 Writing (Foundation and Higher) F+H Specimen mark scheme June 2018 v0.1

2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students reactions to a particular paper. Assumptions about future mark schemes on the basis of one year s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk 2

3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. 3

4 Foundation Tier Question 1 Award one mark for each correct item that can be identified without ambiguity. Students answers should be assessed for Communication only. [6 marks] The following indicative content is an example of the responses that students may give to this question. camiseta chocolate galletas llavero póster boli [1 mark] [1 mark] [1 mark] [1 mark] [1 mark] [1 mark] Some examples of minor spelling errors that will be allowed since they do not lead to a failure to communicate: Camiseto (for Camiseta) Galetas (for Galletas) Bonbones (for Bombones) Postals (for Postales) Some examples of answers that would not be accepted: Rugby (an impossible present) Bogilfaro (spelling too inaccurate) Yavero (spelling too inaccurate) Doll (English word) Marks should be awarded despite spelling errors, provided that these do not lead to a failure to communicate the appropriate information. English spellings (unless they exist in Spanish) will not be accepted. Indefinite or definite articles are not required. Incorrect use of indefinite or definite articles should not be penalised. 4

5 Question 2 For this question there are nine tasks. Each task is marked according to the following criteria. The maximum mark is 18. [18 marks] Mark Communication and language 2 Message fully conveyed The message is clearly communicated using a verb. There may be minor errors of gender, agreement, etc which do not interfere with communication. 1 Message partially conveyed or does not fully address the question The message may have some ambiguity and cause delay in communication, or it may not meet the requirements of the question, for example: - an infinitive is used in place of a finite verb - the wrong tense of a verb is used - it is communicated without using a verb. 0 Message not conveyed Either the message cannot be understood or it is irrelevant, for example: - the language used is too inaccurate to be understood - the response does not address the question. This is a possible response (indicative content): Foundation Question 2 2 marks 1 mark 0 marks 2.1 Hay cinco Tolerate minor error(s) e.g. Cinco Hay cinco en tu familia Hay sies [2 marks] Se llama John Llama John Me llamo John 2.2 Tolerate minor error(s) e.g. Se lama John [2 marks] 5

6 2 marks 1 mark 0 marks Está en Norwich En Norwich Norwich 2.3 Tolerate minor error(s) e.g. Es en Norwich [2 marks] Es bonita Ser bonita Es big 2.4 Tolerate minor error(s) e.g. Es bonito Bonita [2 marks] No me gusta No mi gusta No 2.5 Tolerate minor error(s) e.g. Me gusta tu pueblo No me gustan [2 marks] Voy al cine Cine Vas al cine 2.6 Tolerate minor error(s) e.g. Voy el cine Ir al cine Fui al cine Voy con mis amigos (doesn t answer question) [2 marks] 2.7 Prefiero los dibujos animados Tolerate minor error(s) e.g. Comedias Tipo acción Prefieres Funny películas Prefiero dibujos animado [2 marks] Juego al fútbol Fútbol Football 2.8 Tolerate minor error(s) e.g. Practicar tenis Practicas deportes Juego el tennis [2 marks] Charlo con amigos Charlé con amigos Sí hago internet 2.9 Tolerate minor error(s) e.g. Deberes en internet Football Manager Hago mi deberes [2 marks] 6

7 Question 3 The table below shows the types of answer acceptable for each question. Award one mark per correct box (mark shown in brackets). Notes are given as a guide to the answers. Other correct translations will be exemplified in the standardising materials [10 marks] Tengo un ordenador / una computadora Veo la tele en mi dormitorio. con mi hermana Tomamos (el) desayuno Desayunamos Comemos (el) desayuno Quiero ducharme. Me quiero duchar. 3.5 Fuimos a un restaurante a las ocho. Usa menos agua. el domingo pasado. (Accept: Quiero tomar una ducha.) No errors allowed; accents, however, should not be penalised unless they change the meaning of the word. Missing punctuation, eg hyphens, apostrophes, capital letters should not be penalised. 7

8 Question 4 For this question there are five tasks, which are assessed for Content (10 marks) and Quality of language (6 marks), as specified in the criteria below. The maximum mark is 16. The student is expected to produce approximately 90 words over the whole question. The number of words is approximate and you must mark all work produced by the student. [16 marks] Content Level Marks Response A very good response to the tasks. All of the tasks are accomplished and developed. Communication is clear. Opinions are expressed. A good response to the tasks. Most of the tasks are accomplished and developed. Communication is mostly clear but perhaps with occasional lapses. Opinions are expressed. A reasonable response to the tasks. Some of the tasks are accomplished and developed. Communication is generally clear but there are likely to be lapses. An opinion is expressed. A basic response to the tasks. At least one task is accomplished and developed. Communication is sometimes clear but there are instances where messages are not conveyed. An opinion is expressed. A limited response to the tasks. At least one task is accomplished but there may be no developments. Communication is often not clear and there may be frequent instances where messages are not conveyed. There may be no opinions expressed. 0 0 The content does not meet the standard required for Level 1. Notes (a) (b) Each bullet point in the question is referred to as a task in these marking criteria. The assessment of Content depends upon recognising an attempt to write something meaningful about the task. Content marks must not be awarded for responses which are not relevant to the tasks. The mark awarded under Content (including any developments) should not take into account the quality of the language used, unless it interferes so much that communication would not take place. (c) (d) A development is an extra clause or sentence which provides additional information in relation to the task. The rubric instructs candidates to write at least two sentences per task (ie the basic response together with at least one development). Typical responses at each level are likely to show the following characteristics, but appropriate alternatives should receive credit (see note (e) below). Consult your team leader if in doubt. 8

9 For a mark in level 5, there are responses and developments to all tasks. Two or more opinions are expressed. For a mark in level 4, there are responses to four or more tasks and developments to three or more tasks. Two or more opinions are expressed. For a mark in level 3, there are responses to three or more tasks and developments to two or more tasks. At least one opinion is expressed. For a mark in level 2, there are responses to two or more tasks and there is at least one development. At least one opinion is expressed. For a mark in level 1, there is a response to at least one task. There may be no developments. There may be no opinions expressed. (e) Not all responses will conform to one of the typical patterns described in note (d). For example, a candidate may give responses and developments to four tasks but provide only one opinion. Depending on its overall quality, this answer might be placed in level 4 or in level 3. Always consult your team leader if in doubt when one of these less common answers occurs. Quality of language Level Marks Response A good response in which a variety of appropriate vocabulary is used. Complex structures and sentences are attempted. There are references to three time frames, which are largely successful. Errors are mainly minor. Some more serious errors may occur, particularly in complex structures and sentences, but the intended meaning is nearly always clear. A reasonable response in which some variety of appropriate vocabulary is used. There may be some attempt at complex structures and sentences. There are references to at least two different time frames, although these may not always be successful. There may be some major errors, and more frequent minor errors, but overall the response is more accurate than inaccurate and the intended meaning is usually clear. A basic response in which the range of vocabulary may be narrow, repetitive and/or inappropriate to the needs of the task. Sentences are mainly short and simple or may not be properly constructed. There may be frequent major and minor errors. 0 0 The language produced does not meet the standard required for Level 1. Notes (a) (b) (c) A major error is one which seriously affects communication. Quality of language marks must not be awarded for content which is not in any way relevant to the tasks. A mark of zero for Content automatically results in a mark of zero for Quality of language. 9

10 Either Question 4.1 This is a possible response (indicative content): Para mi cumpleaños fui al cine con mis amigos. Vimos una película muy buena. Después, cenamos en mi restaurante favorito donde sirven comida muy rica. Mi colegio es grande y moderno y me gusta mucho. Siempre saco buenas notas. Me encanta estudiar lenguas porque soy fuerte en lenguas y las encuentro fáciles. Mis exámenes van bien, pero el examen de física que hice ayer fue muy difícil. En setiembre, voy a continuar con mis estudios porque mi colegio es bueno y no hay muchos trabajos en mi ciudad. (88 words) [16 marks] or Question 4.2 This is a possible response (indicative content): En España fui a la playa, tomé el sol y jugué al fútbol con mi hermano. Fue estupendo. Me gustó más mi visita a Valencia: es una ciudad preciosa y la paella es deliciosa. Creo que nuestro hotel era muy bueno porque las habitaciones son grandes y tiene una piscina enorme. En España hace mucho calor y las tiendas se cierran desde la una hasta las cinco. Este verano voy a ir a Gales porque nos encanta el paisaje bonito y mis abuelos viven allí. (85 words) [16 marks] 10

11 Higher Tier Question 1 For this question there are five tasks, which are assessed for Content (10 marks) and Quality of language (6 marks), as specified in the criteria below. The maximum mark is 16. The student is expected to produce approximately 90 words over the whole question. The number of words is approximate and you must mark all work produced by the student. [16 marks] Content Level Marks Response A very good response to the tasks. All of the tasks are accomplished and developed. Communication is clear. Opinions are expressed. A good response to the tasks. Most of the tasks are accomplished and developed. Communication is mostly clear but perhaps with occasional lapses. Opinions are expressed. A reasonable response to the tasks. Some of the tasks are accomplished and developed. Communication is generally clear but there are likely to be lapses. An opinion is expressed. A basic response to the tasks. At least one task is accomplished and developed. Communication is sometimes clear but there are instances where messages are not conveyed. An opinion is expressed. A limited response to the tasks. At least one task is accomplished but there may be no developments. Communication is often not clear and there may be frequent instances where messages are not conveyed. There may be no opinions expressed. 0 0 The content does not meet the standard required for Level 1. Notes (a) (b) Each bullet point in the question is referred to as a task in these marking criteria. The assessment of Content depends upon recognising an attempt to write something meaningful about the task. Content marks must not be awarded for responses which are not relevant to the tasks. The mark awarded under Content (including any developments) should not take into account the quality of the language used, unless it interferes so much that communication would not take place. (c) (d) A development is an extra clause or sentence which provides additional information in relation to the task. The rubric instructs candidates to write at least two sentences per task (ie the basic response together with at least one development). Typical responses at each level are likely to show the following characteristics, but appropriate alternatives should receive credit (see note (e) below). Consult your team leader if in doubt. 11

12 For a mark in level 5, there are responses and developments to all tasks. Two or more opinions are expressed. For a mark in level 4, there are responses to four or more tasks and developments to three or more tasks. Two or more opinions are expressed. For a mark in level 3, there are responses to three or more tasks and developments to two or more tasks. At least one opinion is expressed. For a mark in level 2, there are responses to two or more tasks and there is at least one development. At least one opinion is expressed. For a mark in level 1, there is a response to at least one task. There may be no developments. There may be no opinions expressed. (e) Not all responses will conform to one of the typical patterns described in note (d). For example, a candidate may give responses and developments to four tasks but provide only one opinion. Depending on its overall quality, this answer might be placed in level 4 or in level 3. Always consult your team leader if in doubt when one of these less common answers occurs. Quality of language Level Marks Response A good response in which a variety of appropriate vocabulary is used. Complex structures and sentences are attempted. There are references to three time frames, which are largely successful. Errors are mainly minor. Some more serious errors may occur, particularly in complex structures and sentences, but the intended meaning is nearly always clear. A reasonable response in which some variety of appropriate vocabulary is used. There may be some attempt at complex structures and sentences. There are references to at least two different time frames, although these may not always be successful. There may be some major errors, and more frequent minor errors, but overall the response is more accurate than inaccurate and the intended meaning is usually clear. A basic response in which the range of vocabulary may be narrow, repetitive and/or inappropriate to the needs of the task. Sentences are mainly short and simple or may not be properly constructed. There may be frequent major and minor errors. Notes 0 0 The language produced does not meet the standard required for Level 1. (a) (b) A major error is one which seriously affects communication. Quality of language marks must not be awarded for content which is not in any way relevant to the tasks. 12

13 (c) A mark of zero for Content automatically results in a mark of zero for Quality of language. either or Question 1.1 Question 1.2 This is a possible response (indicative content): Para mi cumpleaños fui al cine con mis amigos. Vimos una película muy buena. Después, cenamos en mi restaurante favorito donde sirven comida muy rica. Mi colegio es grande y moderno y me gusta mucho. Siempre saco buenas notas. Me encanta estudiar lenguas porque soy fuerte en lenguas y las encuentro fáciles. Mis exámenes van bien, pero el examen de física que hice ayer fue muy difícil. En setiembre, voy a continuar con mis estudios porque mi colegio es bueno y no hay muchos trabajos en mi ciudad. (88 words) [16 marks] This is a possible response (indicative content): En España fui a la playa, tomé el sol y jugué al fútbol con mi hermano. Fue estupendo. Me gustó más mi visita a Valencia: es una ciudad preciosa y la paella es deliciosa. Creo que nuestro hotel era muy bueno porque las habitaciones son grandes y tiene una piscina enorme. En España hace mucho calor y las tiendas se cierran desde la una hasta las cinco. Este verano voy a ir a Gales porque nos encanta el paisaje bonito y mis abuelos viven allí. (85 words) [16 marks] 13

14 Question 2 For this question there are four tasks, which are assessed for Content (15 marks), Range of language (12 marks) and Accuracy (5 marks), as specified in the criteria below. The maximum mark is 32. The student is expected to produce approximately 150 words over the whole question. The number of words is approximate and you must mark all work produced by the student. [32 marks] Content Level Marks Response An excellent response to the tasks. All of the tasks are accomplished and developed. Communication is clear with little or no ambiguity. Opinions are expressed and justified. A very good response to the tasks. All of the tasks are accomplished and most are developed. Communication is mostly clear but there are some ambiguities. Opinions are expressed and justified. A good response to the tasks. Most of the tasks are accomplished and developed. Communication is usually clear but there are some ambiguities. Opinions are expressed and may be justified. A reasonable response to the tasks. Some of the tasks are accomplished and developed. Communication is sometimes clear but there may be instances where messages are not conveyed. An opinion is expressed. A basic response to the tasks. At least one task is accomplished and developed. Communication may not be clear and there are instances where messages are not conveyed. An opinion may be expressed. Notes 0 0 The content does not meet the standard required for Level 1. (a) (b) Each bullet point in the question is referred to as a task in these marking criteria. The assessment of Content depends upon recognising an attempt to write something meaningful about the task. Content marks must not be awarded for responses which are not relevant to the tasks. The mark awarded under Content (including any developments) should not take into account the quality of the language used, unless it interferes so much that communication would not take place. (c) (d) A development is an extra clause or sentence which provides additional information in relation to the task. The rubric instructs candidates to write at least three sentences per task (ie the basic response together with at least two developments). Typical responses at each level are likely to show the following characteristics, but appropriate alternatives should receive credit (see note (e) below). Consult your team leader if in doubt. For a mark in level 5, there are responses to all tasks and all tasks are developed, often more 14

15 than once. Two or more opinions are expressed and justified. For a mark in level 4, there are responses to all tasks, three or more are developed and some are developed more than once. Two or more opinions are expressed and justified. For a mark in level 3, there are responses to three or more tasks and there are four or more developments (not necessarily one per task). Two or more opinions are expressed and may be justified. For a mark in level 2, there are responses to two or more tasks and there are two or more developments (not necessarily one per task). An opinion is expressed. For a mark in level 1, there is a response to at least one task and it must be developed. An opinion may be expressed. (e) Not all responses will conform to one of the typical patterns described in note (d). For example, a candidate may give a response and two developments to every task but provide only one opinion, which is moreover not justified. Depending on its overall quality, this answer might be placed in level 4 or in level 3. Always consult your team leader if in doubt when one of these less common answers occurs. Range of language Level Marks Response Very good variety of appropriate vocabulary and structures used. More complex sentences are handled with confidence, producing a fluent piece of coherent writing. Good variety of appropriate vocabulary and structures used. More complex sentences are regularly attempted and are mostly successful, producing a mainly fluent piece of coherent writing with occasional lapses. Some variety of appropriate vocabulary and structures used. Longer sentences are attempted, using appropriate linking words, often successfully. Little variety of appropriate vocabulary. Structures likely to be short and simple. The range of language produced does not meet the standard required for Level 1. Notes (a) (b) (c) For access to level 4, the style and register must be appropriate. For access to levels 3 and 4, there must be at least one reference to two of past/present/future events. Range of language marks must not be awarded for content which is not in any way relevant to the tasks. 15

16 (d) A mark of zero for content automatically results in a mark of zero for range of language. Accuracy Level Marks Response Accurate, although there may be a few errors especially in attempts at more complex structures. Verbs and tense formations are secure. Generally accurate. Some minor errors. Occasional major errors, usually in attempts at more complex structures. Verbs and tense formations are nearly always correct. Reasonably accurate. There are likely to be minor errors and there may be some major errors even in attempts at simple structures. Verb and tense formations are usually correct. More accurate than inaccurate. The intended meaning is generally clear. Verb and tense formations are sometimes correct. There may be major errors and frequent minor ones, but the intended meaning is often clear. There is only limited success with verb and tense formations. 0 0 The accuracy does not meet the standard required for Level 1. Notes (a) (b) (c) A major error is one which seriously affects communication. Accuracy marks must not be awarded for content which is not in any way relevant to the tasks. A mark of zero for content automatically results in a mark of zero for accuracy. 16

17 either Question 2.1 This is a possible response (indicative content): El mes pasado fuimos a un parque de atracciones. Fue un día estupendo porque no había muchas colas y las atracciones eran tan emocionantes que lo pasamos bomba. Además almorzamos en una hamburguesería que me gustó mucho porque normalmente mis padres no me dejan comer allí. A veces no es nada fácil ser joven; hay tantas cosas que complican la vida. Mis profesores quieren que estudie mucho para los exámenes pero no tengo ganas. Acabo de romper con mi novia y nunca tengo suficiente dinero para salir y divertirme. Cuando tengo problemas, mis padres tratan de ser comprensivos, pero prefiero estar con mis amigos porque me entienden mejor. Cuando estoy con ellos, puedo olvidarme de mis problemas. Para mantenerme en forma, hago deporte a veces, pero creo que debería hacer más, ya que paso demasiado tiempo delante del televisor o jugando en el ordenador. Suelo comer bien porque mi madre es buena cocinera. (153 words) or Question 2.2 This is a possible response (indicative content): [32 marks] Los amigos son muy importantes. Mi mejor amigo no se encontró muy bien la semana pasada y compré una tarjeta que firmaron todos nuestros compañeros de clase. Después, fui a su casa con un regalo, un CD de su grupo favorito. Le gustó mucho. Me encanta la revista porque la leo en mi portátil y está llena de artículos interesantes que son perfectos para los jóvenes. Además, la página de chistes es muy divertida y siempre me siento mejor después de leerla. Me interesan mucho los deportes y me gustaría ver unos artículos sobre deportes. Hay tantos buenos deportistas en España! Así que sería una muy buena idea. Si gano los cien euros, ya sé exactamente cómo los gastaría. Voy a invitar a mi familia y a mi mejor amigo a cenar en un nuevo restaurante que acaba de abrir en nuestra ciudad. Es un poco caro, pero la comida es riquísima y lo pasaremos muy bien. (157 words) [32 marks] 17

18 Question 3 The table below shows the types of answer acceptable for each question. Award one mark per correct box (mark shown in brackets). Notes are given as a guide to the answers. Other correct translations will be exemplified in the standardising materials. [12 marks] I went to the cinema yesterday Fui al cine ayer and I did not do my homework. y no hice mis deberes/mis tareas. Now I cannot visit Ahora no puedo visitar my grandparents house la casa de mis abuelos because I have to study. porque tengo que estudiar/debo estudiar. They live in a city Viven en una ciudad where there is a lot to do. donde hay mucho que hacer. I like to go Me gusta ir shopping there. de compras allí. The shops are better. Las tiendas son mejores. I want to buy a mobile phone. Quiero comprar un móvil. I am going to look on the Internet. Voy a mirar en Internet. No errors allowed; accents, however, should not be penalised unless they change the meaning of the word. Missing punctuation, e.g. hyphens, apostrophes, capital letters should not be penalised. aqa.org.uk Copyright 2015 AQA and its licensors. All rights reserved. AQA Education (AQA) is a registered charity (registered charity number ) and a company limited by guarantee registered in England and Wales (company number ). Registered address: AQA, Devas Street, Manchester M15 6EX 18