[PDF] ﺜﺎﻨﻴﺔ The English Baccalaureate Exam Specifications - Tawjihnet

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ﺜﺎﻨﻴﺔ The English Baccalaureate Exam Specifications - Tawjihnet

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ﺜﺎﻨﻴﺔ The English Baccalaureate Exam Specifications - Tawjihnet

TheEnglishBaccalaureateExamSpecificationsAll StreamsINTRODUCTIONThe BaccalaureateEnglishexam isa finalwrittenachievement testbased on thestandards set forth for the teaching of English inhighschool

(See Guidelines2007).The form, the content and the tasks of theexamaimat assessingthe testees"knowledge and skillsin reading, vocabulary, grammar, functions and writing.Thetest paper comprises three main sections: Reading Comprehension, LanguageandWriting.The differenttest tasks lend themselves todifferent scoringmethodsthat areclearlyspecifiedfor each section.The scoring methods involve(i) the criteria for whatconstitutes "successful completion", and (ii) whether responsesarescored as rightor wrong, or with varying degrees ofcorrectness. TheBaccalaureatetest papertakesthe curriculum andofficialguidelines as a frameworkof reference. Italsotakesinto account the syllabus distribution, time allocation, coefficient,testsections, rubrics,andweightingforvarious streams.

1.SYLLABUS BREAKDOWNStreamsSyllabus andTextbooksSyllabus coverageArtsThe syllabus specified intheGuidelines(2007)The textbook(s)adoptedby the Ministry ofEducation for the secondyear Baccalaureate.All learners must cover the10units + four supplementaryreading textswhich are suppliedin the textbook(s). These readingtexts and tasks are related to thethemes below:1.Cultural issues/values.2.The gifts of youth.3.Women and power.4.Sustainable development.HumanitiesThe syllabus specified intheGuidelines(2007)The textbook(s)adoptedby the Ministry ofEducation for the secondyearBaccalaureate.All learners must cover the10units + two supplementaryreading textswhich are suppliedin the textbook(s). These readingtexts and tasks are related to thethemes below:a.Women and power.b.Sustainable development.All science,technicalandoriginalstreamsThe syllabus specified intheGuidelines(2007)The textbook(s)adoptedby the Ministry ofEducation for the secondyearBaccalaureate.All learners must cover the10units.2.TIME ALLOCATION AND COEFFICIENTStreamsCoefficientTime allocationArts43hoursHumanities33 hoursAll science, technical and originalstreams22hours

3.EXAM SECTIONSANDWEIGHTING.The test consists of three sections:ReadingComprehension(37.5%),Language(37.5%)andWriting(25%). The weighting designed for each section is specifiedas follows:StreamReadingLanguageWritingArts15/4015/4010/40Humanities15/4015/4010/40All science, technical and original streams15/4015/4010/404. SECTIONS, TEST TECHNIQUESAND RUBRICS4.1.THE READING SECTION4.1.1.READING PERFORMANCE STANDARDSStudents have to demonstrate theirlevel ofattainmentin the followingreadingsub-skills:Identifymain ideaand details;Identifyspecific information;Make inferences;Infer word meaning from the context;Identifyreferents;Identify discourse markers and their functions in the text;Distinguish fact from opinion;Identifythe author"s attitude;Identifythe author"spurpose;Transfer informationfrom textto chart,diagramor table;Identify the logical order ofideas inthe text;Evaluate ideas expressed in a text;Draw conclusions from the text.4.1.2.TEXT TYPES AND TOPICSTextsdesignedfor testingreadingcomprehensionneed to beof appropriate level ofdifficulty,andshouldtarget stimulating issues related tothetopics/themesmentioned in thesyllabus. They should also relate to students" interests, age, andshould tap their prior knowledgeand experience.Reading textscouldbe in the form of newspaperarticles, letters, biographies,film/book reviews,reportsand advertisements. Theycan be narrative, informative,descriptive,orargumentative texts.

4.1.3.TEXT LENGTHStreamsNumber of wordsArts400-550Humanities350-450All science, technical and Original streams300-4004.1.4.TEST TECHNIQUESThe following techniquesare designed to testvarious readingsub-skills.Theyshouldbe variedso that no particular technique would become predictable.Wh-questionsTrue/False+appropriatejustificationSentence completionMultiple choiceSummary clozeGap fillingInformation transferMatchingOrderingExtracting informationTest techniques should lead to clear and reliable scoring for the sake of equity.Threetosixof the above techniquesmustappear in the reading comprehensionsectionto guarantee appropriate coverage of the readingsub-skills.4.1.5.DISTRIBUTION OF BITSThe readingsectionshould contain10to20bits. The bits should sample thereadingsub-skillslisted above. Over-testing one or two readingsub-skillsat theexpense of othersshould be avoided.4.1.6RUBRICSRubrics are those characteristics ofthetest thatguidethe testees andinform themabout the procedures for performing test tasks.They also inform testees about howthe test will bescored.Rubrics needto be made as explicit and clear as possible.Threetosixof the rubricsbelowmust appear in the readingcomprehensionsection:CHOOSE THEBEST TITLE FOR THE PASSAGE.TICK (⎷) THEQUESTIONSTHATTHE PASSAGE ANSWERS.

ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY.ANSWER THESE QUESTIONS.COMPLETETHE FOLLOWINGSENTENCES.FILL IN EACH BLANK WITHAWORDOR AN EXPRESSIONFROM THE TEXT.FIND IN THE TEXTWORDS OR EXPRESSIONS THAT MEAN THE SAME AS:WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO?PICK OUT FROM THE TEXTSENTENCESOR PHRASES WHICH SHOW THAT:MATCH THE MAIN IDEA WITH THE CORRESPONDING PARAGRAPH.PUT THE FOLLOWING IDEAS/ARGUMENTS/SENTENCES/EVENTS...INTHE CORRECT ORDER ACCORDINGTOTHE TEXT.WHAT IS THE WRITER"S OPINION/ATTITUDE/PURPOSE...?CHOOSE THE RIGHT ANSWER FROM THE LIST GIVEN.FILL IN THE CHART WITH THE RIGHT INFORMATION FROM THE TEXT.MATCH THE WORD(S) OR EXPRESSION(S) WITH THE RIGHTEXPLANATION(S) ACCORDING TO THE TEXT.WHAT LESSON DOES THE WRITER WANT TO TEACH US?4.1.7SCORINGResponses may receive0.5,1, or2 points.It is important to ensure that suitable testtechniques and rubricsare used for testingstudents"performanceandforeliciting reliable scoring.Whenscoringreadingcomprehension, students should not be penalized ongrammar or spelling mistakes.4.2THE LANGUAGESECTIONIt comprises three content areas: vocabulary,grammar andfunctions. Itaimsatassessingstudents" ability touselanguageaccuratelyand appropriately.4.2.1 DISTRIBUTION AND WEIGHTINGVOCABULARYGRAMMARFUNCTIONS4points7points4points4.2.2VOCABULARYVocabulary test itemsshouldberelated to the topics and themes dealt with in thesyllabus.Theyshould particularlyfocus on the following areas:collocationsword associationsdefinitionsof key termssynonyms/ antonymspoly-words

word formationsuffixes, prefixes and their meaningsphrasal verbsidiomaticexpressions.4.2.3GRAMMARGrammar testitems assessstudents" ability to recognizeand use languageaccurately and appropriately. The test items should bemeaningfulandcontextualised.Theymustberelated tothe followinglist:tenses;wishes(present and past), if only (past), and conditionals (including type 3);reporting commands, statements, and questions in the present and past;modals: present and past;infinitive vs. gerund;phrasal verbswith particular focus on the meaning of particles ;passive with different tenses;passive with modals;restrictive and non-restrictive clauses;linking words.Items testing vocabulary and grammar can take the form of mini-dialogues or shortprose to provide enough meaningful context.4.2.4FUNCTIONSThe functions to be tested at this level are thefollowing:Rhetorical FunctionsCommunication FunctionsiDefiningiCause and effectiPurposeiAdditioniConcessioniMaking and responding to requestsiResponding to good and bad newsiExpressing regretiComplainingiApologisingiAsking for and giving adviceiExpressing opinioniAgreeing and disagreeingiExpressing certainty anduncertaintyiExpressing lack of understandingand asking for clarification

4.2.5LANGUAGETEST TECHNIQUESA variety oftest techniques shouldbeincluded in thetestpaper.The overuse ofsomeof these techniquesat the expense of othersmust be avoided.tenseformtransformationsentencerewritingsentence completiongap fillingmatchingmultiple choicecloze procedure with list or with first letter givendefining key termsclassifying/categorisingerror correctionresponding to situationsdialogue completion4.2.6RUBRICSThe rubrics below are to be used whentestinggrammar, vocabulary and functions.PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE.PUT THE VERBS BETWEEN BRACKETSIN THE CORRECTFORM.FILL INEACHGAPWITHANAPPROPRIATE WORD OREXPRESSION FROM THE LIST.FILL INEACHGAPWITHAN APPROPRIATE WORD OREXPRESSION.FILL INEACHGAPWITH AN APPROPRIATE PHRASAL VERB.FILL INEACHGAPWITHANAPPROPRIATE COLLOCATION.MATCHTHE WORDS THAT GO TOGETHER TO MAKEAPPROPRIATE COLLOCATIONS.REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN.REWRITE THE SENTENCES AS INDICATED.MATCH THE WORDS WITH THE CORRESPONDINGDEFINITIONS/SYNONYMS/ ANTONYMS.REPLACEEACHUNDERLINED WORD WITHANAPPROPRIATESYNONYM.PROVIDE THE APPROPRIATE WORD(S) FOR THE FOLLOWINGDEFINITION(S).

GIVE THE CORRECT FORM OF THE WORDS BETWEENBRACKETS.JOIN THE PAIRS OFSENTENCES WITH THE LINKING WORDSGIVEN.MATCHEACHEXPRESSIONWITHITSAPPRORIATEFUNCTION.WHAT DOES EACH SENTENCE EXPRESS?CHOOSE THE BEST ANSWER.COMPLETE THE FOLLOWING DIALOGUE(S) APPROPRIATLY.CORRECT THE UNDERLINED MISTAKE(S)WRITE AN APPROPRIATE RESPONSE TO THE FOLLOWINGSITUATION(S).MATCH THE EXCHANGE(S) WITH THE APPROPRIATEFUNCTION(S).PUT THE FOLLOWING EXCHANGES IN THE CORRECT ORDER.4.2.7DISTRIBUTION OF BITSThe language section must contain10to20bits. The bits must sample thelanguagecomponents(grammar, vocabulary and functions)includedin thesyllabus.A minimum offiverubricsmustappear in the language section.4.2.8SCORINGResponses may receive0.5or1point.4.3THE WRITING SECTION4.3.1.WRITING SUB-SKILLSThe writing section assesses students" writing skillsand provides an indication ofhow welltheycommunicate in the written language. Testers can determinelearners"achievementin writing throughappropriatetasks,bearing in mind thesub-skillsasstated in the syllabus and guidelines:usingadequate andrelevantcontent;using an appropriate text structure according to thetargeted format;selecting an appropriate style according toaudience;using cohesive devices and transitions to organizetheir writing;using mechanics (spelling, punctuation, capitalization)appropriately;applying the appropriate structures and vocabulary to getthemessage across;using a variety of sentence structures:simpleandcomplex sentences.

The followingtable shows different format/genresand types of writing to be tested:Format/Genre of WritingTypes of Writingformal/ informal lettersfilm reviewarticlese-mailreportnarrativedescriptivecauseandeffectdescribing a processcomparison and contrastargumentativeTopicsdesigned for testing writing should be bias-free and should targetstimulating issuesrelated to the themes dealt with in thesyllabus.Formulating thetopic should include a SITUATION to provide acontextand TASKS that clearlyspecify the format, the audience, thepurpose andtypeof writing.Additionalpromptscan be providedto help students.4.3.2THE WRITINGPRODUCTIONLENGTHThewritingtaskmustspecify the number of wordsas indicated inthe table below:ArtsHumanitiesAll science,technicaland original streamsApproximately300wordsApproximately250wordsApproximately200words4.3.3SCORING AND CRITERIACriteria for scoringmustbe specified in the marking scale.The markisbased on the overall useandappropriatenessof the language, the rangeof vocabulary,writingstructure,correctness ofgrammar, mechanics, andappropriatenessof content to the tasks.The scoring methodis analytical andincludesthe following elements-only when the writing is relevant to the topic:ScoringcriteriaScoresRelevanceof content to the tasks(3pts)Paragraph andcompositionorganisation(2 pts)Appropriatenessand varietyof vocabulary(2 pts)Accuracy of grammar(2 pts)Mechanics(Spelling,punctuation, capitalization)(1pts)

Scorersshouldreducethe overall mark if the writingistoo short to respondtothenumber of wordsrecommended above(4.3.2).5.GENERAL NOTESReadingsection:iQuestionsmustappear intextual orderwithin the rubrics.iThereadingtasksmustaim at testing comprehension and not recognitionperse.iForlexical inference, theremustbe an indication of the relevant paragraph.iThekeyanswermustbeprovided.Languagesection:iItems testing grammarmustinclude affirmative, negative and interrogativeforms.iThekey answerand marking scalemust beprovided.Range of difficulty:The test papermustinclude easy as well as challenging items to ensurediscrimination.Starting an English paper with easierquestionswill boost upstudents" motivation and help them perform better.iItemsineach section mustbereceptive and productive.iGap-fillingitems tested receptively must have the following number ofalternatives:-1 gap: 3alternatives-2 gaps: 5 alternatives-3 gaps: 6 alternativesN.B.For more detailsabout assessment,see thepedagogicalguidelines (2007).

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