Modern Languages Assessment of talking National 5 and Higher

Aims of the Presentation To review the purpose, timing and assessment conditions of the Talking performance. To examine feedback from Modern Languages Key Messages and Course Reports. To examine general marking principles and changes to detailed marking instructions valid from session 2016/17. To outline amendments valid from 2017/18. To exemplify how unit and course assessment of talking might be combined at Higher.

The Performance: general information Worth 30 marks Candidates carry out a spoken presentation and conversation in the modern language from two of the contexts of society, learning, employability or culture. At National 5 and Higher candidates must cover a different context in the conversation to that used in the presentation.

Purpose of the Performance To provide learners with the opportunity to demonstrate the following skills, knowledge and understanding in the Modern Language: the ability to use detailed/detailed and complex spoken language, as part of a presentation and conversation on chosen topics the ability to take part effectively in a conversation the ability to use language accurately to convey meaning the ability to maintain interaction as appropriate to purpose

The Performance: timing when candidates are ready after unit assessment in the Higher course may be in combination with Using Language talking assessment at Higher

The Performance: assessment conditions one-off, single assessment event appropriate surroundings, free from disruption and background noise recordings must be playable on a variety of devices

Key Messages majority of candidates performed well good range of topics encouraging and supportive interlocutors good range of open-ended questions candidates benefit from using what has been used in reading/writing skills variety of length of responses in conversation questions followed on naturally from the presentation

Key Messages majority of centres made effective use of the detailed marking instructions in the course assessment document the vast majority of assessment judgements were in line with national standards

Points for development: presentation complexity of the language pronunciation and intonation length lists straightforward descriptions

Points for development: conversation length variety of questions for each candidate variety of questions for the cohort (at least) one context in the presentation and a different context in the conversation at National 5 and Higher

Points for development: sustaining the conversation candidates’ questions interjections and idiomatic phrases variety of length of answers

Role of the assessor Prior to the assessment the assessor should: advise the candidates on choice of contexts/topics and level of language candidates should note the chosen topics on the candidate assessment record (or equivalent) before undertaking the assessment

Role of the assessor During the assessment the assessor should: make candidate feel at ease ensure candidate can perform to best of ability give candidate time to respond avoid correcting the candidate

Role of the assessor Following the assessment the assessor should: provide feedback to candidates sample candidates’ work in centre/Local Authority

Coursework marking instructions holistic marking marks awarded for quality of performance, based on content, accuracy, language resource and interaction marks not deducted for errors or omissions highest mark can be awarded even if there are minor errors

Coursework marking instructions streamlining and simplification of wording alignment of wording between National 5 and Higher Higher presentation and conversation now in separate tables inclusion of new pegged mark (1 mark) in sustaining the conversation highlighting the use of detailed/detailed and complex language with reference to productive grammar grid penalty applicable to performances at National 5 where a different context in the conversation is not used – maximum mark for conversation is 9 out of 15

Dual purpose assessment at Higher less stress for candidates less time for assessment reduce marking time marking of unit/performance re-assessment documentation

Verification to confirm centre judgements to provide feedback to centres Centres should provide: marks total marks breakdown candidate assessment record or equivalent evidence of internal verification

Useful links Understanding Standards Good practice case studies examples of candidate evidence for externally assessed course components http://www.understandingstandards.org.uk/ examples of candidate evidence for units and internally assessed components of course assessment (Talking performance in Modern Languages) www.sqa.org.uk/sqasecure Good practice case studies examples from centres of good practice in Modern Languages http://www.understandingstandards.org.uk/ and also www.sqa.org.uk/sqasecure (prior verified section)

Useful links Subject Audio Presentations CPD webinars and materials detailed overview of the standards and assessment for both unit and course assessment via combined powerpoint and associated audio file http://www.sqa.org.uk/sqa/74495.html CPD webinars and materials previous webinars and associated materials available webinars delivered in session 2016-2017 will be made available here also http://www.sqa.org.uk/sqa/75796.html

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