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ESEB3084

INTRODUCTION TO ASSESSMENT IN EDUCATION

MAY 2022 SEMESTER

‘PREPARATION OF TEST AND ISSUES IN THE

CONSTRUCTION OF TEST’

MATRIC NO./NAME
NO. MATRIC NO. STUDENT NAME

1. MC211015413 LOKANAYAKI SUBRAMANIAM

2. MC211015448 SHARMILLA SURESH

3. MC211015716 ARRCHANAVANI GOPI NATHAN

4. UNU2200540 NUR IMAN NADHIRAH MOHD DAZMAN

5. MC211015304 TURKGASHINE A/P R. VEERAN

6. UNU2200679 SATHISVARAN A/L RAMAN

LECTURER’S NAME MANOHARAN A/L NALLIAH

DATE OF SUBMISSION 11/8/2022

NO. KAD PENGENALAN/

I.C. NUMBER

ANGKA GILIRAN/

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INDEX NUMBER

ed
e ns SMK XYZ
r is lic
o
uth
o wnA PEPERIKSAAN PERCUBAAN SPM
nkn
byU
ot o NC
s Ph BY-
Thi er CC
und

ENGLISH 1119
4 5/6 HOURS FOUR HOURS AND FIFTY MINUTES

DO NOT OPEN THIS EXAMINATION PAPER UNTIL NOTIFIED

Instructions
1. Write your l.C. number and index number in the space provided.
2. This question paper consists of four sections: Section A, Section B, Section C, Section D, Section E
and Section F.
3. Answer all sections in this question paper.
4. Questions in Section A have four options. Answer each question by blackening the correct space on
OMR paper.
5. Your answer must be written to the answer booklet provided for question in Section E and Section
F.
SECTION MARKS
A /20
B /10
C /30
D /25
E /35
F /60
TOTAL /180

This exam paper contains 14 printed pages

Section A
[20 marks]
[Time suggested: 25 minutes]

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1). Based on the extract, the flood victims will

A. receive donations of basic items

B. participate in the Flood Recovery Drive

C. obtain some cash to buy food and clothing

D. takes shelter at the Kuala Pahat Folks Home.

2). from the dialogue above, we know that contemporary and pop music concerts are

A. costly

B. unique

C. favoured

D. informative

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3). from the comic strip, we know that the man is

A. hungry

B. very talkative

C. arguing with his wife

D. having a stomach-ache

4). from the headline above, we know that flights in Europe have been

A. disordered

B. suspended

C. interrupted

D. disturbed

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5). from the dialogue above, the phrase at logger heads means that Sam and his brother are

A. always banging their heads

B. always arguing with each other

C. always exchanging ideas

D. always think of interesting

6). Based on the article the public is advised to

A. lock the house

B. gets treatment indoors

C. closes and seals the doors

D. stays at home

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“Bursting from deep within Boneo’s jungle, eight orang utans swing from vines, delighting
tourists watching from Semenggoh Nature Reserve boardwalk in Sarawak, East Malaysia.”

7). the writer uses this sentence to show

A. the eco diversity of Borneo’s jungle

B. the orang utans are the main attraction.

C. the flora and fauna in the nature reserve

D. the tourists are enjoying themselves.

8). A suitable heading for the extract is

A. Hand phone and crash risk.

B. Hand phone raise crash risk.

C. Phone usage while driving-crash risk.

D. Reading messages while driving raise crash risk.

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9) I studied in this school ______ five years.

A. since

B. from

C. for

D. until

10) Shirley is _____ sure that she wants to do engineering.

A. absolutely

B. probably

C. slightly

D. completely

11). what can we conclude from the above statistics about the places where teenagers like to
go?

A. 20% goes to amusement park

B. fewer teenagers go shopping malls

C. most teenagers like to watch movies

D. 15% do not like to hang around at all

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12). Which of these statement about the advertisement is true?

A. Dinner is served at the function.

B. The event is held during the weekend

C. One can join the event via social media.

D. The organisers are Mr Ong Kim Swee and Ms Sharon Paul.

13) From the weather chart above, which place will have similar weather throughout the day?

A. Kangar

B. Kota Bharu

C. Kuantan

D. Johor Bharu

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Question 14-20 are based on the following passage. Choose the best answer to fill in
each blank.

This story is of a man who has four sons. He wanted to teach _____(9) an important lesson. So
he sent his sons, one after another, to look _____ (10) a pear tree a great distance away. The
first son left in winter, the second son in spring, the third in summer and the youngest in autumn.

______ (11) his sons had completed their tasks, they returned home. Soon, he gathered them
together to relate what they had seen. The first son claimed that the pear tree _____ (12) ugly
and twisted. The second one told him it was covered with green buds. The third one describe it
as ____ (13) a lot of sweet-smelling flowers and finally the youngest son reported that it was full
of fruits.

The man explained the _____ (14) of the tasks. He advised his sons not to judge things too
____ (15), just as they should not judge a tree by only one season. He said that they should not
pass judgement on a person by looking at only one incident

(Adapted from The Star, Jan 2005)

14 A. theirs 18 A. have
B. their B. having
C. they C. had
D. them D. has

19 A. result
15 A. for B. purpose
B. around C. event
C. at D. plan
D. into
20 A. hastily
B. strictly
16 A. Then C. blindly
B. When D. harshly
C. While
D. Afterwards

17 A. looks
B. looked
C. look
D. looking

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Section B
[10 marks]
[Time suggested: 50 minutes]

Questions 21 to 28
Read the following poster and answer the questions that follow

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Questions 21 to 28
Using the information from the poster above, complete the table below.

Creative Art Competition

The theme of the competition 21

…....................................................................
..

Aims 22
…....................................................................
... 23
…....................................................................
...

Submission of the competition 24

…....................................................................
...

How to win? 25
…....................................................................
26
…....................................................................
...

27
…....................................................................
...

28
…....................................................................
...

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Section C
[ 30 marks ]
[ Time suggested: 50 minutes ]

Questions 29 to 36 are based on the following passage.

1 It was 7:15 a.m. on June 1, 2016, and Gary Messina, now 58, was on his morning run
along New York City’s East River. Suddenly something caught his eye—a large 60-
year-old man balancing on the four-foot-high railing that guarded the path from the
water. As Messina, a New York City Police Department captain (now a deputy
inspector), got closer to the scene, the man took a step forward and plunged into the
dark, choppy river below.

2 When Messina reached the railing, the man was bobbing in the water, clearly
unable to swim. If he had intended to kill himself that morning, he had now changed
his mind. He screamed frantically for help as the current pulled him away from the
seawall. Other joggers also heard the man’s pleas. David Blauzvern, now 25, and
John Green, now 31, dropped their phones and keys on land, along with Green’s
sneakers, and jumped in. “People had called the police, but it was unclear when they’d
get there,” said Green, an insurance agent. “We just reacted.” Messina joined them in
the river.

3 Just as the jumper was losing strength, Blauzvern, a banker, grabbed hold of
him. The pair was about 30 yards from the seawall when Messina and Green caught
up to them. They stabilized the man, with Blauzvern supporting his back and Messina
and Green holding him up from either side. He was unresponsive but not unconscious
and no longer thrashing about.

4 As the men made their way towards the concrete seawall that stretched for
blocks in each direction, Blauzvern had an awful realization. With the water flowing a
good eight feet below the lip of the wall and no ladder or dock in sight, there was no
way out of the river.

5 By now, a crowd had gathered on land. “A rescue boat is on its way,” someone
yelled to them. Treading water was getting tougher by the minute. The jumper, who
was 184 centimetres and weighed around 118 kilograms, was deadweight in his
rescuers’ arms, which meant they could use only their legs to manoeuvre themselves.
After ten minutes, they managed to get to the river edge. Green tried wedging a hand
and a foot into a tiny crack in the wall, cutting himself in the process. But he couldn’t
hold on for long. Fighting the current and holding the man above the water quickly
became exhausting, so they gave in to drifting while staying as close to the wall as
they could. “I’ve never been so out of breath,” said Blauzvern.

Fifteen minutes after the men had jumped into the river, the two-man rescue boat
6 appeared. But because it couldn’t risk getting too close to the seawall, the men had to
swim out to it. As they approached the boat, they encountered a new threat. The
undertow created by the current was sucking them under the boat.

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Blauzvern remembered being pulled down just as someone in the boat grabbed
7 onto the man, allowing Blauzvern to let go.

“I was completely out of energy at this point,” he said.

8
Somehow, he grasped a pole attached to the boat deck and hauled himself
9 aboard. The men in the water pushed the jumper while the men in the boat pulled him
up and, finally, to safety. Messina and Green then got themselves aboard and within
ten minutes, the group was back on land.

The man they had saved was taken to the hospital for evaluation. Details on his
10 condition had not been released. As for the rescuers, each of them was at work by
10:30 a.m.

[Adapted from ‘Reader’s Digest’]

Questions 29 – 36
Answer all the questions.

29.
i. According to paragraph 1, what was Gary Messina doing at 7.15 a.m.?

____________________________________________________________________________
______________________________________________________________________
(1 Mark)
ii. In your opinion, Why the old man jumped into the river?
____________________________________________________________________________
______________________________________________________________________
(1 Mark)

30. From paragraph 2 give the similar word for the phrase above, “he screamed frantically”

____________________________________________________________________________
______________________________________________________________________
(1 Mark)

31. From paragraph 4, what are the troubles faced by the rescuers when they saved the
jumper? State two problems.

Problem 1: _________________________________________________________
(1 Mark)

Problem 2: ________________________________________________________
(1 Mark)

32. What is the function of the railway?

____________________________________________________________________________
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(1 Mark)

33. Based on paragraph 7, why Blauzyern said “I was completely out of energy at this point”

____________________________________________________________________________
______________________________________________________________________
(1 Mark)

34. From paragraph 3, how the three rescuers stabilize the old man?

____________________________________________________________________________
______________________________________________________________________
(1 Mark)

35.
I. If you were in this situation, would you save the old man? Why?
______________________________________________________________________
________________________________________________________________
(1 Mark)

II. In your opinion, what happened to the jumper at last after he admitted in hospital? Does
he still alive?
______________________________________________________________________
________________________________________________________________
(1 Mark)

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36. The three rescuers save the old man who had jumped into a river.

Based on the passage given, write a summary on how the three men saved the old man
and the troubles they faced when saving him.
Credit will be given for use of own words, but care must be taken not to change the original
meaning

Your summary must:

- be in continuous writing form (not in note form)
- use materials from line 5 to line 35
- not be longer than 130 words, including the 10 words given below.

Begin your summary as follows:

As Messina got closer to the sea, the jumper plunged …
[20 marks]

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Section D
[25 marks]
[Time suggested: 35 minutes]

37. Read the poem below and answer the question that follows.

A POISON TREE

I was angry with my friend.

I told my wrath; my wrath did end.

I was angry with my foe:

I told it not, my wrath did grow.

And I watered it in fears,

Night & morning with my tears:

And I sunned it with smiles,

And with soft deceitful wiles.

And it grew both day and night.

Till it bore an apple bright.

And my foe beheld it shine,

And he knew that it was mine.

And into my garden stole,

When the night had veiled the pole.

In the morning glad I see.

My foe outstretched beneath the tree

a) Who are the targets of the persona's rage in stanza 1?

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…………………………………………………………………………….. [1 mark]

b) Mention a quality that characterizes the persona in stanza 2.

…………………………………………………………………………….. [1 mark]

c) Which line in verse four signifies that the adversary is dead?

……………………………………………………………………………… [1 mark]

d) What should you do if you are really angry?

………………………………………………………………………………. [1 mark]

e) What is the best course of action when you are really angry? [1 mark]

a) Action:
………………………………………………………………………………………………
………………………………………………………………………………

b) Reason:
………………………………………………………………………………………………
……………………………………………………………………………

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38. The following are the novels studied in the literature component of the English Language.

Dear Mr Kilmer – Anne Schraff

Captain Nobody – Dean Pitchford

Sing To the Dawn – Minfong Ho

Choose any ONE of the novels above and answer the question below.

Describe a character who discovers a new identity as in the novel you have studied. What
impact does his or her identity have on her life, specifically in relation to the text?

(20 marks)

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Section E: Directed Writing

[35 marks]
[Time suggested: 45 minutes]

39. In an effort to prevent the spread of Covid-19, schools have been asked to observe the
standards of procedure (SOP) set by the Ministry of Health of Malaysia. However, you
noticed
that there are some areas that can be improved at school. Write a letter to the principal of
your school, stating the problems you noticed and the solutions.

In your letter, include the following:

Problems:
• face mask
• hand sanitiser
• No physical distancing
• Sharing food
• Symptomatic students show up to school
• [give one more problem]

Solutions:
• Fine
• Demonstration of hand sanitising
• Supervision by teachers
• Daily reminder about the danger of food sharing
• Isolate symptomatic students
• [give one solution]

When writing the letter, you should remember to:

• Lay out the letter correctly (addresses, date, salutation, title, closing).
• Use all the notes given.
• Give your own ideas when needed.

Note:

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For your letter, you will receive up to 15 marks for the format and content points, and up to
20 marks for the quality of your writing.

Section F: Continuous Writing

[60 marks]
[Time suggested: One hour]

Write a composition of about 350 words on one of the following topics.

1. The influence of a great teacher can never be erased in our life.

Describe the teacher who has left a great influence on you.

2. Describe your experience going on a trip with your family and how it made you become
closer.

3. Write a story of a boy who worked hard to become successful.

End your story with: “….and he was glad that he achieved his dream.”

4. Write about your experience when you lost someone you loved.
Explain how you overcome the grief and how it has made you a better person

5. Describe a person you admire the most.

Provide a brief background, reasons you admire him/her and explain what this person has
taught you through sacrifices he/she has made in life.

END OF QUESTION PAPER

Prepared By Checked by Approved by

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 Question Key

SULIT 1 A
1119
2 C
……………………….. …………………………… …………………………..
( 3 ) A ( ) ( )

4 C

ANSWER SCEME
5 B
SECTION A

6 D
Creative Art Competition
7 B
The theme of the competition 21 …”Stay Strong, return stronger”.....
8 C

Aims 9 D 22 …To increase awareness and instill the new

norm....
10 A
23 ….Create awareness to stay positive and
healthy...
11 B

Submission
12 of the competition
B 24 …Respective House Google Classroom by 24
February..
13 B

How to win? 25 ….1st place – 20 points.....

14 B
26 ….2nd place – 15 points.....
15 A
27 ….3rd place – 10 points.....
16 C
28 ….4th place – 5 points.....

17 A

18 A

19 D

20 B

SECTION C

29. 
a) Messina on his morning run
b) (accept any relatable answers)

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    - He fall accidentally

   - He wants to commit suicide

30.  Madly, hectically (accept any relatable answers)

31)  Blauzvern supporting his back and Messina and Green holding him up from either side
      a) Problem 1: There was no ladder or dock in sight
      b)   Problem 2: There was no way out of the river

32)  To guard the path

33)  After they encounter the new threat, Blauzyern was pulled down as someone in the boat
grabbed onto the man.

34) Blauzvern supporting his back and Messina and Green holding him up from either side.

35) a) (accept any relatable answers)

       b) might be unconscious or died (accept any relatable answer)

36)  summary 
CONTENT  LINES
5
1.  into the dark (choppy) sea

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10 –
2. David Blauzvern, John Green and Messina jumped in
11
3.  As the jumper was losing strength, Blauzvern grabbed hold of him.
12

4.  Blauzvern supporting his back and Messina and Green holding him up from
either side to  14
     stabilized him.

5.  They made their way towards the concrete seawall.

16

6.  There was no ladder or dock in sight.

18

7.  There was no way out of the river.

18

8.  The jumper was deadweight in his rescuers’ arms. 21

9.  The rescuers used only their legs to manoeuver themselves. 21 -22

10.  Green tried wedging a hand and a foot into a tiny crack in the wall. (But he
could not hold 
23
        on for long).

11. Fighting the current and holding the man above the water became exhausting,
so they 
24 -25
      drifted.

12. The rescue boat couldn’t get too close to the seawall.
28
13. The men had to swim out to the boat (it)
28
14. Undertow created by the current was sucking them under the boat.
29
15. The men in the water pushed the jumper while the men in the boat pulled him
up (to 
34 -35
      safety).

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LANGUAGE DESCRIPTORS
Question 36: Summary
MAR PARAPHRASE
K K
There is sustained attempt to
rephrase the text language.
Allow phrases from the text which
5 are difficult to substitute
Expression is secure
There is noticeable attempt to
rephrase the text.
The summary is free from stretches
4 of concentrated lifting.
Expression is generally sound.
Limited attempt to rephrase the
text.
3 Intelligent and selective lifting
Expression may not always be
secure but the attempt to substitute
will gain credit.
Wholesale copying of the text
Attempts to substitute with own
2 language will be limited to single
word expression
Irrelevant sections of the text may
be present at this level
Mindless lifing.
More or less a complete transcript
of the text.
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MAR USE OF ENGLISH
The language is accurate.
Any occasional errors are either first
draft slips or minor errors.
5 Very well organised and coherent
throughout
Marked ability to use original
complex structures
The language is largely accurate.
Serious errors are not frequent
although they are noticeable.
4 Well-organised and coherent in most
parts.
Some ability to use original
compound/complex structures.
The language is sufficiently accurate
Serious errors are becoming more
3 frequent
Fairly well-organised and coherent in
some parts
Meaning is not in doubt.
Frequent serious  errors.
2 Poorly orgainers and lacks
coherence.
*Heavy frequency of serious errors,
impeding the reading in many places
*Fractured syntax is much more
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1 Originality barely noticeable. 1 pronounced at this level.

*Incoherent .

SECTION D

Part 1

a. His friend and foe [1 mark]

b. Insincerity [accept any relevant answers] [1 mark]
c. My foe stretched beneath the tree. [1 mark] 
d. i) practice meditation [ accept any other reasonable answer] [1 mark]
ii) to release anger in a calm manner [accept any other reasonable answer.  [ 1 mark]

Guidelines for marking for part 2

Response – 15 marks

Language – 5 marks

RESPONSE [10 marks]

9- The response is pertinent to the assignment and is well supported by textual evidence.
15 Both the main concept and the supporting idea are pertinent to the given job. Clear,
orderly, and understandable ideas were provided.
7- The response is pertinent to the assignment and is frequently backed up with quotes
8 from the book. The work at hand is best served by focusing on the main and supporting
themes. Ideas are communicated in a comprehensible manner.
5- The response may occasionally be pertinent to the given job.
6 A little bit of textual evidence backs up the response. Writing includes certain concepts
that are pertinent to the query as stated. In general, the concepts are understandable
and straightforward.
3- The answer might not even somewhat apply to the given objective. It's doubtful that the
4 response has textual backing. Writing hardly ever incorporates concepts that could be
pertinent to the given task. Ideas put out could be challenging to comprehend.
0- Has very limited comprehension of the task's needs. writes in a disjointed manner. lack
2 of coherence has no comprehension of the assignment. No answer was given, or
response was given in a language other than English.

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LANGUAGE [5 marks]
SCORE BAND DESCRIPTION 
5 Language is always correct, with a few hiccups. The sentence construction varies.
Punctuation is used properly. Writing is error-free.
4 Almost usually, the language is correct. Unnoticed catastrophic blunders might
happen. Punctuation is used properly. The spelling is almost usually accurate.
3 The majority of language is true. Simple structures are more common. When more
sophisticated structures are attempted, noticeable significant mistakes may
happen. Most punctuation is correct. Most spellings are accurate.
2 The meaning is clear. More serious mistakes occur more frequently. Although very
basic structures are employed, precision is not maintained. Usually, simple
punctuation is appropriate. Simple words collect misspellings. The sequence is
destroyed by irrelevant or misrepresented details.
1 Reading is hampered by a high incidence of significant mistakes. There is a lot of
the featured syntax. The punctuation is poor. Most of the spelling is incorrect.
SECTION E

Directed Writing

ASSESSMENT OBJECTIVES

To test candidates’ ability to:

• read and comprehend the rubrics

• use the information given to display an understanding of the task

• generate ideas within the specific framework provided

• use clear and accurate Standard English in the response

• use a style and tone appropriate to the task

The objectives above are rewarded as follows:

CONTENT - 15 marks

LANGUAGE - 20 marks

TOTAL - 35 marks

MARKING METHOD

Each script should be read slowly and annotated as detailed in the marking scheme. A brief
comment at the end of the script is sometimes helpful when checking accuracy of the
marking, particularly when the script has produced an answer which is not entirely catered
for by the marking scheme, but which is a valid response to the task, and therefore should
be given credit.

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1 AWARDING MARKS FOR CONTENT

Content marks should be identified by the letter C followed by the content number
and circled, for example (C1). Place a (1) in the right-hand margin of the script for
each mark awarded. Put the total for CONTENT at the bottom right-hand margin of
the script.

CONTENT - 15 marks

** Do not award one mark for the mere mention of the main idea.

Format points:

F1 Sender’s name and address and recipient’s name and address 1

mark

F2 Salutation and title

1 mark

F3 Signing off
1 mark

Content Points: mere listing of points not eligible to obtain content marks.

Problems

C1 face mask (e.g. students put on mask temporarily) 1

mark

C2 hand sanitising (e.g. students sanitise their hands incorrectly) 1

mark

C3 no physical distancing (e.g. students walk/stand close to their friends) 1

mark

C4 sharing food (e.g. students share food when they eat in their class) 1
mark

C5 symptomatic students show up to school

(e.g. students who has fever still come to school) 1

mark

C6 one more problem (e.g. students do not sneeze in an appropriate manner such as

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not into their elbow)

1 mark

Solutions

C7 fine (e.g. fine the students for taking off their masks) 1
mark

C8 hand sanitising demonstration

1 mark

C9 Supervision by teachers
1 mark

C10 daily reminder about the danger of food sharing (e.g. by teacher-on-duty) 1
mark

C11 isolate symptomatic students (e.g. take them to the isolation room) 1
mark

C12 own idea (which relates to C6 ; e.g. provide students with tissue) 1
mark

2 AWARDING MARKS FOR LANGUAGE

Marks are awarded for:

i. accurate English

ii. style and tone appropriate for the task

**candidates need not use exact words given in the stimulus. However, own language
must convey the same meaning.

MARKING METHOD
Indicate errors of language by underlining the word of phrase where the mistake occurs.
Indicate by a tick (√) for good appropriate vocabulary, structure, and tone. Award marks on a
best-fit basis by referring to the Criteria for Marking Language.

CRITERIA FOR MARKING LANGUAGE

Section E: Directed Writing

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Mark Range Description of Criteria

● Language – accurate with occasional first draft slips

● Sentence structures – varied and sophisticated
● Sentence length and type – employed to achieve intended effect
● Vocabulary – wide, sophisticated and used with precision
● Punctuation – accurate and helpful
A ● Spelling – accurate
19 – 20 ● Paragraphs – unified and well-linked
● Style – formal, informative and concise, and, tone – always
appropriate. The reader is convinced that this could be a real letter
to the principal.

● Language – almost always accurate with minor or first draft errors

● Sentences – varied in length and type
● Complex structures – confidently used
● Vocabulary – wide, conveying intended shades of meaning with
B some precision
16 – 18 ● Punctuation and spelling – almost always accurate
● Style and tone – appropriate to the task. The reader is satisfied
that a genuine attempt has been made to write a letter to the
principal.

● Language – largely accurate

● Simple structures – no errors, mistakes in only more
sophisticated structures
● Vocabulary – adequate to convey meaning but not developed to
achieve precision
C ● Sentences – some variety of length and structure
13 – 15 ● Tendency to use one type of structure
● Punctuation and spelling – generally accurate; errors in more
complex use
● Paragraphs – some unity
● Style and tone – generally appropriate to the task

● Language – sufficiently accurate

● Patches of clarity – simple vocabulary and structures
● Mistakes with more complex sentences
● Limited sentence length and type
● Vocabulary –adequate but lacks precision
D ● Punctuation, generally correct
10 – 12 ● Simple words – spelt correctly with errors from unfamiliar
words
● Written in paragraphs but lacks unity
● Style and tone – may not be entirely appropriate

● Meaning – never in doubt

● Single-Word Errors (SWEs) – frequent and hampers reading
● Simple sentence structures – accurate but not sustained
● Vocabulary- limited

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● Spelling – simple words accurate but mistakes with more

E difficult words
7–9 ● Paragraphs – lacks unity
● May have punctuation errors
● Style and tone – unlikely appropriate

● Meaning – fairly clear, errors impede reading.

● Accurate sentences – a few
● Vocabulary – inadequate to express meaning
U (i) ● Spelling and Punctuation – frequent errors
4–6 ● Paragraphs – sometimes used correctly, show lack of planning.
● Style and tone inappropriate.

● Sense – decipherable
● requires re-reading and reorganising before meaning becomes
clear
● Little or no sense – whole sections
U (ii) ● Accurate sentence – likely to be one or two, most simple
2–3 ● sentences
● Content – comprehensible
● Style and tone – hidden by density of errors

● Scripts – almost entirely impossible to recognise as English

● Whole sections - may not make sense or copied from text
U (iii) ● Award “1” mark if some sense can be obtained.
0–1 ● “0” mark awarded if writing makes no sense at all from
beginning to end

NB No script will fit into any one of the categories described above. The appropriate mark for a
script is therefore determined by deciding which category most nearly reflects its characteristics.
Examiners should not construct any hierarchy of characteristics when allocating a mark but
should assess the letter as a whole before deciding on any category.

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SECTION F: CONTINUOUS WRITING

[60 MARKS]

MARKING METHOD:

1. Each composition should be read slowly and carefully.

2. Underline all errors and place ticks (√) to indicate good use of language or subject
matter.

3. Assign the script to one of the levels of performance described. If the script meets all or
nearly all the criteria given in the description. It should be placed at the top of the mark
range for that level. On the other hand, a script that fits the description but is less
complete in its coverage of the criteria should be placed at the bottom end of the mark
range for that particular level.

CRITERIA FOR MARKING SCHEME FOR DIRECTED WRITING LANGUAGE

Mark Range Description of Criteria

• The language is entirely accurate apart from very occasional draft slips.
• Sentence structure is varied and shows that the candidate is able to use
various types of sentences to achieve a particular effect.
• Vocabulary is wide and is used with precision.
A • Punctuation is accurate and helpful to the reader.
44 – 50 • Spelling is accurate across the full range of vocabulary used.
• Paragraphs are well-planned, have unity and are linked.
• The topic is addressed with consistent relevance.
• The interest of the reader is aroused and sustained throughout the writing.

• The language is accurate; occasional errors are minor of first draft slips.
• Vocabulary is wide enough to convey intended shades of meaning with
some precision.

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• Sentences show some variations of length and type, including some

B complex sentences.
38 – 43 • Punctuation is almost always accurate and generally helpful.
• Spelling is nearly always accurate.
• Paragraphs show some evidence of planning, have unity and are usually
appropriately linked.
• The piece of writing is relevant to the topic and the interest of the
reader is aroused and sustained through most of the composition.

• The language is largely accurate.

• Simple structures are used without errors; mistakes may occur when more
C sophisticated structures are attempted.
32 – 37 • Vocabulary is wide enough to convey intended meaning but may lack
precision.
• Sentences may show some variety of length and structures but there is a
tendency to use one type of structure, giving it monotonous
effect.
• Punctuation of simple structures is accurate on the whole, but errors may
occur in more complex uses.
• Simple words may be spelt correctly but errors may occur when more
sophisticated words are used.
• The composition is written in paragraphs which may show some unity,
although links may be absent or inappropriate. The writing is relevant but
may lack originality and planning. Some interest is aroused but not
sustained.

• The language is sufficiently accurate to communicate meaning clearly to

the reader.
• There will be patches of clear, accurate language, particularly when simple
vocabulary and structures are used.
• There is some variety of sentence type and length, but the purpose is not
clearly seen.
D • Punctuation is generally correct but does not clarify meaning.
26 – 31 • Vocabulary is usually adequate to show intended meaning, but this is not
developed to show precision.
• Simple words will be spelt correctly, but more spelling errors will occur.
• Paragraphs are used but show lack of planning or unity.
• The topic is addressed with some relevance, but the reader may find
composition at this level lacking in liveliness and interest value.

• Meaning is never in doubt, but errors are sufficiently frequent and serious
to hamper precision and speed of reading.
• Some simple structures may be accurate, but a script at this level is
unlikely to sustain accuracy for long.
• Vocabulary is limited - either too simple to convey precise meaning or
more ambitious but imperfectly understood.
E • Simple words may be spelt correctly but frequent mistakes in spelling and
20 – 25 punctuation make reading the script difficult.
• Paragraphs lack unity or are haphazardly arranged.
• The subject matter will show some relevance to the topic but only a partial
treatment is given.

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• The high incidence of linguistic errors is likely to distract the reader from
any merits of content that the composition may have.

• Meaning is fairly clear, but the high incidence of errors throughout the
writing will definitely impede the reading.
• There will be many serious errors of various kinds throughout the script
without rewriting the whole sentence.
U (i) • A script at this level will have very few accurate sentences.
14 – 19 • Although communication is established, the frequent errors may cause
blurring.
• Sentences will be simple and very often repetitive.
• Punctuation will sometimes be used correctly but sentence separation
errors may occur.
• Paragraphs lack unity or there may not be any paragraphs at all.

• The reader is able to get some sense out of the script, but errors are
U (ii) multiple in natures, requiring the reader to read and re-read before being
8 – 13 able to understand.
• At this level, there may be only a few accurate but simple sentences.
• The content may be comprehensible, but the incidence of linguistic
error is so high as to make meaning blur.
• This type of script may also be far short of the required number of words.

• Scripts in this category are entirely impossible to read.

• Whole sections may make no sense at all.
U (iii) • Where occasional patches of clarity occur, marks should be awarded.
0–7 • The mark ‘0’ should only be given if the script makes no sense at all, from
the beginning to the end.

NB No script will fit into any one of the categories described above. The appropriate mark

for a script is therefore determined by deciding which category most nearly reflects its

characteristics. Examiners should not construct any hierarchy of characteristics when

allocating a mark but should assess the letter as a whole before deciding on any

category.

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