2. Modern Languages
Assessment of talking
National 5 and Higher

3. 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.

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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

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

11. 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

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

13. 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

14. 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

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

16. 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

17. 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

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

19. 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

20. Useful links Understanding Standards Good practice case studies
examples of candidate evidence for externally assessed course components
examples of candidate evidence for units and internally assessed components of course assessment (Talking performance in Modern Languages)
Good practice case studies
examples from centres of good practice in Modern Languages
and also
(prior verified section)

21. 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
CPD webinars and materials
previous webinars and associated materials available
webinars delivered in session will be made available here also