Guidance for Assessors Set 22

ESOL (QCF) Reading Entry 3

The purpose of the Reading test, is to assess the candidate’s ability to meet the
requirements of Entry 3 ESOL (QCF) Skills for Life. Assessors should be familiar
with the contents of the paper before they administer the assessment to
candidates.

Before conducting any Reading tests, assessors must be familiar with the
following documents.

Instructions for Conducting Controlled Assessments for ESOL (QCF)

https://qualifications.pearson.com/content/dam/pdf/ESOL/Entry-1/2014/Forms-and-
administration/Instructions_for_Conducting_Controlled_Assessments_ESOL_QCF_20
15_2016.pdf

JCQ ICE Booklet

https://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-
examinations

Assessment of Reading at Entry 3

 Before candidates undertake this test paper, tutors and assessors are
advised to help candidates become familiar with words and phrases that
may be relevant and necessary for the test. The following are examples of
words and phrases that will be useful: put a tick in the correct box,
write your answer on the line.

 The time allowed for this paper is 60 minutes.

 Candidates must select one answer for each question.

 Candidates must have the opportunity to attempt all 21 questions. The

test is devised and provided by the Awarding Organisation. Centres are
not permitted to alter any questions, or the text.

 Candidates must read the texts and questions in the test paper. The
assessor must not read aloud the questions and the text for the
candidate.

 Assessors should ensure that candidate’s personal, centre and registration

details are entered accurately on the Learning Outcome and Unit
Achievement Record sheet and this is signed and dated accordingly.

 Arrangements for special consideration should be in accordance with the

procedures outlined in JCQ Access Arrangements, Reasonable
Adjustments and Special Consideration.
  If any special arrangements have been provided to any candidate during
the test, then details of the support given must be recorded on the
Learning Outcome and Unit Achievement Record sheet.

 Formal feedback should be given to candidates who do not pass the

assessment. However, the test paper must not be given back to the
candidate.

General Marking Guidance

 Assessors must award one mark for each question the candidate answers
correctly. The total number of marks for each section should be entered
on the Learning Outcome and Unit Achievement Record sheet.

 All candidates must receive the same treatment. Assessors must mark the
first candidate in exactly the same way as they mark the last.

 Assessors should mark according to the mark scheme.

 When applying the mark schemes, the words in brackets are optional.
Obliques (/) indicate alternative accepted answers.

 All marks on the mark scheme should be used appropriately.

 Assessors should also be prepared to award zero marks if a candidate’s

response is not worthy of credit according to the mark scheme.

 Where some judgement is required, mark schemes will provide the

principles by which marks will be awarded and exemplification may be
limited.

 When assessors are in doubt about applying the mark scheme to a

candidate’s response, the centre’s internal verifier must be consulted.

 Crossed-out work should be marked UNLESS the candidate has replaced it

with an alternative response.

Specific Requirements for this Assessment

No dictionaries are permitted to be used in any of the ESOL tests or tasks.