Language B

Language B guide 37

Language B in the MYP

Language B assessment criteria

Please note that the assessment criteria in this guide are for first use in final assessment in June2013 and

December2013.

In order to measure a students progress and achievement in each phase of the course, four criteria have

been established. These criteria correspond directly to the four objectives.

t A: Oral communicationto measure the students development as a speaker of the languaget B: Visual interpretationto measure the students ability to interpret visual text presented with

spoken and written text

t C: Reading comprehensionto measure the students ability to comprehend written text t D: Writingto measure the students development as a writer of the target languageFor each objective for each of the six phases, criteria have been devised.

In the final year of the MYP at the school, students need to be designated as aiming for one of the six phases

in language B. If schools are applying for IB-validated grades, students will need to be registered in one of

these phases. Teachers will need to use the corresponding criteria to assess students in their designated

phase. As students may commence and complete their MYP language B course in any of the six phases,

prescribed tasks are set for all six phases.

The following assessment criteria have been established by the IB for language B in the MYP. All final

assessment in all six phases of MYP language B must be based on these assessment criteria, even if

schools are not registering students for IB-validated grades and certification.

Criterion A Oral communication Maximum 8

Criterion B Visual interpretation Maximum 8

Criterion C Reading comprehension Maximum 8

Criterion D Writing Maximum 8

For each assessment criterion, a number of band descriptors are defined. These describe a range of

achievement levels with the lowest represented as0.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the

description for the lower levels.

Language B guide38


Assessment criteria: Phase 1

Phase 1 criterion A: Oral communicationMaximum: 8

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors

below.

12 The student:

t makes a limited attempt to identify some basic information in everyday situations

t makes a limited attempt to respond to simple short phrases; responses are often inappropriate

t makes a limited attempt to interact in simple and rehearsed exchanges, using minimal verbal and non-verbal language

t makes a limited attempt to communicate information in a limited range of everyday situations

t uses a limited vocabulary, and has difficulty in finding wordst uses pronunciation and intonation with many errors, making

understanding difficult throughout the exchange

t makes a limited attempt to use language to suit the context.34 The student:

t identifies some basic information in everyday situationst responds to some simple short phrases; some responses are

inappropriate

t occasionally interacts in simple and rehearsed exchanges, using some verbal and non-verbal language

t communicates some information in a limited range of everyday situations

t uses a basic range of vocabulary, with some inappropriate word choice

t uses pronunciation and intonation with some errors, some of which make understanding difficult

t uses some language to suit the context.

Language B guide 39



56 The student:

t identifies most basic information in everyday situationst responds appropriately to most simple short phrasest usually interacts in simple and rehearsed exchanges, using verbal and

non-verbal language

t communicates information on some aspects of a topic in everyday situations

t makes good use of a basic range of vocabulary, generally accuratelyt uses pronunciation and intonation with some errors, though these do

not interfere with comprehensibility

t usually uses language to suit the context.78 The student:

t identifies basic information in everyday situationst responds appropriately to most simple short phrasest interacts in simple and rehearsed exchanges, using verbal and non-

verbal language

t communicates information on a variety of aspects of a topic in everyday situations

t makes excellent use of a basic range of vocabulary, generally accurately

t uses clear pronunciation and intonation, which makes communication easy

t uses language to suit the context.

Note: In the strand referring to the use of comprehensible pronunciation and intonation, for tonal

languages intonation is replaced by correct tone.

Language B guide40


Phase 1 criterion B: Visual interpretationMaximum: 8



below.

12 The student:

t makes a limited attempt to identify basic messages, main ideas and supporting details in simple visual texts dealing with everyday situations

t makes a limited attempt to recognize some basic conventions in visual texts dealing with everyday situations

t makes a limited attempt to engage with the visual text by identifying ideas, opinions and attitudes in the text; makes minimal connections

with own experiences and attitudes

t shows limited understanding of the content of the visual, spoken and written text as a whole.

34 The student:

t identifies some basic messages, main ideas and supporting details in simple visual texts dealing with everyday situations

t recognizes some basic conventions in visual texts dealing with everyday situations

t occasionally engages with the visual text by identifying ideas, opinions and attitudes in the text and makes some connections with

own experiences and attitudes

t shows some understanding of the content of the visual, spoken and written text as a whole.

56 The student:

t identifies most basic messages, main ideas and supporting details in simple visual texts dealing with everyday situations

t recognizes most basic conventions in visual texts dealing with everyday situations

t usually engages with the visual text by identifying ideas, opinions and attitudes in the text and makes ample connections with own experiences

and attitudes

t shows considerable understanding of the content of the visual, spoken and written text as a whole.

78 The student:

t identifies basic messages, main ideas and supporting details in simple visual texts dealing with everyday situations

t recognizes basic conventions in visual texts dealing with everyday situationst engages with the visual text by identifying ideas, opinions and attitudes

in the text and makes substantial connections with own experiences and

attitudes

t shows thorough understanding of the content of the visual, spoken and written text as a whole.

Language B guide 41


Phase 1 criterion C: Reading comprehensionMaximum: 8



below.

12 The student:

t makes a limited attempt to identify basic facts, main ideas and supporting details in simple short written texts with familiar language

t has difficulty recognizing basic aspects of format and style, and authors purpose for writing

t makes a limited attempt to engage with the text by identifying ideas, opinions and attitudes in the text; makes minimal connections with


t shows limited understanding of the content of the text as a whole.34 The student:

t identifies some basic facts, main ideas and supporting details in simple short written texts with familiar language

t recognizes some basic aspects of format and style, and authors purpose for writing

t occasionally engages with the text by identifying ideas, opinions and attitudes in the textand making some connections with own

experiences and attitudes

t shows some understanding of the content of the text as a whole.56 The student:

t identifies most basic facts, main ideas and supporting details in simple short written texts with familiar language

t recognizes most basic aspects of format and style, and authors purpose for writing

t usually engages with the text by identifying ideas, opinions and attitudes in the textand making ample connections with own


t shows considerable understanding of the content of the text as a whole.

Language B guide42



78 The student:

t identifies basic facts, more complex ideas and supporting details in simple short written texts with familiar language

t recognizes basic aspects of format and style, and authors purpose for writing

t engages with the text by identifying ideas, opinions and attitudes in the text and making substantial connections with own experiences

and attitudes

t shows thorough understanding of the content of the text as a whole.

Note: In the strand referring to understanding and responding to written texts, the use of a

transliteration/Romanization guide, such as the Chinese Pinyin system, is supported in this phase.

Language B guide 43


Phase 1 criterion D: WritingMaximum: 8



below.

12 The student:

t makes a limited attempt to write basic phrases to express ideas and feelings in a limited range of everyday situations

t has difficulty organizing basic information, and basic cohesive devices are not used

t has difficulty using basic vocabulary, grammatical structures and conventions; many errors

t makes a limited attempt to write with a sense of audience.34 The student:

t writes some basic phrases to express ideas and feelings in a limited range of everyday situations

t organizes some basic information and uses a limited range of basic cohesive devices

t uses a limited range of basic vocabulary, grammatical structures and conventions; some errors and inappropriate word choice

t writes with some sense of audience.56 The student:

t writes a variety of basic phrases to express ideas and feelings in a limited range of everyday situations

t usually organizes basic information and uses a limited range of basic cohesive devices

t makes good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately

t usually writes with a sense of audience.78 The student:

t writes a wide variety of basic phrases effectively to express ideas and feelings in a limited range of everyday situations

t organizes basic information and uses a range of basic cohesive devices

t makes excellent use of a basic range of vocabulary, grammatical structures and conventions, generally accurately

t writes with a sense of audience.

Language B guide44






below.

12 The student:

t has difficulty understanding most information in familiar situationst makes a limited attempt to respond appropriately to simple spoken

texts in a limited range of familiar situations

t makes a limited attempt to interact in basic structured exchanges on a limited variety of aspects within familiar situations

t makes a limited attempt to communicate information containing relevant ideas and some details in familiar situations

t uses limited vocabulary and grammatical structures, with frequent errors

t uses pronunciation and intonation with many errors, making understanding difficult throughout the exchange


t shows understanding of some information in familiar situationst responds to some simple spoken texts in a limited range of familiar

situations; some responses are inappropriate

t occasionally interacts in basic structured exchanges on a limited variety of aspects within familiar situations

t communicates some information containing relevant ideas and some details in familiar situations

t uses a basic range of vocabulary and grammatical structures, with some inappropriate word choice and errors

t uses pronunciation and intonation with some errors, some of which make understanding difficult

t uses some language to suit the context.56 The student:

t shows understanding of most information in familiar situationst responds appropriately to most simple spoken texts in a limited

range of familiar situations

t usually interacts in basic structured exchanges on a limited variety of aspects within familiar situations

t communicates ample information containing relevant ideas and some details in familiar situations

t makes good use of a basic range of vocabulary and grammatical structures, generally accurately

Language B guide 45



t uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility


t shows understanding of information in familiar situationst responds appropriately to spoken texts in a limited range of familiar

situations

t interacts in basic structured exchanges on a limited variety of aspects within familiar situations

t communicates substantial information containing relevant ideas and some details in familiar situations

t makes excellent use of a basic range of vocabulary and grammatical structures, generally accurately

t uses clear pronunciation and intonation, which makes communication easy




Language B guide46





below.

12 The student:

t has difficulty understanding messages, main ideas and supporting details in simple visual texts dealing with familiar situations

t makes a limited attempt to recognize some basic conventions in visual texts dealing with familiar situations


with own experiences and attitudes


34 The student:

t shows understanding of some messages, main ideas and supporting details in simple visual texts dealing with familiar situations

t recognizes some basic conventions in visual texts dealing with familiar situations




56 The student:

t shows understanding of most messages, main ideas and supporting details in simple visual texts dealing with familiar situations

t recognizes most basic conventions in visual texts dealing with familiar situations

t usually engages with the visual text by identifying ideas, opinions and attitudes in the text and makes ample connections with own



Language B guide 47



78 The student:

t shows understanding of messages, main ideas and supporting details in simple visual texts dealing with familiar situations

t recognizes basic conventions in visual texts dealing with familiar situations

t engages with the visual text by identifying ideas, opinions and attitudes in the text and makes substantial connections with own



Language B guide48





below.

12 The student:

t has difficulty understanding basic facts, main ideas and supporting details in texts with familiar language

t has difficulty recognizing basic aspects of format and style, and authors purpose for writing




t identifies some basic facts, main ideas and supporting details in texts with familiar language

t recognizes some basic aspects of format and style, and authors purpose for writing




t identifies most basic facts, main ideas and supporting details in texts with familiar language

t recognizes most basic aspects of format and style, and authors purpose for writing




Language B guide 49



78 The student:

t identifies basic facts, more complex ideas and supporting details, and draws conclusions in texts with familiar language

t recognizes aspects of format and style, and authors purpose for writing

t engages with the text by identifying ideas, opinions and attitudes in the textand making substantial connections with own experiences

and attitudes




Language B guide50





below.

12 The student:

t makes a limited attempt to write simple text to express ideas and feelings in a limited range of familiar situations. Ideas are basic and

repetitive; they are not always relevant and little or no detail is given

t has difficulty organizing information and ideas and using a range of basic cohesive devices; there is little or no structure, making the ideas

difficult to follow

t has difficulty using basic vocabulary, grammatical structures and conventions; frequent errors interfere with communication

t makes a limited attempt to write with a sense of audience.34 The student:

t writes some phrases in a simple text to express ideas and feelings in a limited range of familiar situations. Ideas are usually relevant, though

they can contain limited detail

t organizes some information and ideas and uses a range of basic cohesive devices; there is a reasonable attempt at structure

t uses a basic range of vocabulary, grammatical structures and conventions; some errors and inappropriate word choice interfere

with communication

t writes with some sense of audience.56 The student:

t writes a range of phrases and expressions in a simple text to communicate ideas and feelings in a limited range of familiar

situations. Ideas are relevant and contain some detail and examples

t usually organizes information and ideas and uses a range of basic cohesive devices; there is a logical structure

t makes good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; errors do not interfere with

communication

t usually writes with a sense of audience.

Language B guide 51



78 The student:

t writes a wide range of phrases and expressions in a simple text effectively to communicate ideas and feelings in a limited range of

familiar situations. Ideas are relevant, detailed and include examples

t organizes information and ideas and uses a range of basic cohesive devices; there is a logical structure and cohesive devices add clarity to the

message

t makes excellent use of a basic range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not

interfere with communication

t writes with a sense of audience.

Language B guide52






below.

12 The student:

t has difficulty understanding information in familiar and some unfamiliar situations

t makes a limited attempt to respond appropriately to spoken texts in familiar and some unfamiliar situations

t makes a limited attempt to interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some

unfamiliar situations

t makes a limited attempt to communicate information containing relevant ideas and some details in familiar and some unfamiliar

situations


t uses pronunciation and intonation that are inaccurate and consistently interfere with comprehensibility


t shows understanding of some information in familiar and some unfamiliar situations

t responds to some spoken texts in familiar and some unfamiliar situations; some responses are inappropriate

t occasionally interacts in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar

situations

t communicates some information containing relevant ideas and some details in familiar and some unfamiliar situations

t uses a range of vocabulary and grammatical structures, with some inappropriate word choice and errors

t makes mistakes in pronunciation and intonation that sometimes interfere with comprehensibility


Language B guide 53



56 The student:

t shows understanding of most information in familiar and some unfamiliar situations

t responds appropriately to most spoken texts in a range of familiar and some unfamiliar situations

t usually interacts in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar

situations

t communicates ample information containing relevant ideas and some details in familiar and some unfamiliar situations

t makes good use of a range of vocabulary and grammatical structures, generally accurately

t makes occasional mistakes in pronunciation and intonation but these rarely interfere with comprehensibility


t shows understanding of information in familiar and some unfamiliar situations

t responds appropriately to spoken texts in a range of familiar and some unfamiliar situations

t interacts in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations

t communicates substantial information containing relevant ideas and some details in familiar and some unfamiliar situations

t makes excellent use of a range of vocabulary and grammatical structures, generally accurately

t makes occasional mistakes in pronunciation and intonation but these do not interfere with comprehensibility




Language B guide54





below.

12 The student:

t has difficulty understanding information, main ideas and supporting details in visual texts dealing with familiar and some unfamiliar

situations

t makes a limited attempt to understand some conventions in visual texts dealing with a limited range of familiar and some unfamiliar

situations


with own experiences, attitudes and points of view


34 The student:

t shows understanding of some information, main ideas and supporting details in visual texts dealing with familiar and some


t understands some conventions in visual texts dealing with a limited range of familiar and some unfamiliar situations


own experiences, attitudes and points of view


56 The student:

t shows understanding of most information, main ideas and supporting details, and draws conclusions in visual texts dealing with familiar and

some unfamiliar situations

t understands most conventions in visual texts dealing with a limited range of familiar and some unfamiliar situations


experiences, attitudes and points of view


Language B guide 55



78 The student:

t shows understanding of information, main ideas and supporting details, and draws conclusions in visual texts dealing with familiar and

some unfamiliar situations

t understands conventions in visual texts dealing with a limited range of familiar and some unfamiliar situations




Language B guide56





below.

12 The student:

t has difficulty understanding information, main ideas and supporting details in a limited range of texts with familiar and some unfamiliar

language

t has difficulty understanding aspects of format and style, and authors purpose for writing




t shows understanding of some information, main ideas and supporting details in a limited range of texts with familiar and some

unfamiliar language

t understands some aspects of format and style, and authors purpose for writing




t shows understanding of most information, main ideas and supporting details, and draws conclusions in a limited range of texts

with familiar and some unfamiliar language

t understands most aspects of format and style, and authors purpose for writing




Language B guide 57



78 The student:

t shows understanding of information, main ideas and supporting details, and draws conclusions in a limited range of texts with familiar

and some unfamiliar language

t understands aspects of format and style, and authors purpose for writing

t engages with the text by identifying ideas, opinions and attitudes in the textand making substantial connections with own experiences,

attitudes and points of view




Language B guide58





below.

12 The student:

t makes a limited attempt to express ideas and opinions in familiar and some unfamiliar situations. Communication is incoherent; ideas are

generally irrelevant and repetitive; opinions are unsupported

t has difficulty organizing information and ideas logically; uses a limited range of basic cohesive devices; there is little or no structure,

making the ideas difficult to follow

t has difficulty using vocabulary, grammatical structures and conventions; frequent errors interfere with communication

t writes with little sense of audience or purpose.34 The student:

t expresses some ideas and opinions in familiar and some unfamiliar situations. Communication is sometimes incoherent; ideas are

sometimes irrelevant or repetitive; opinions are often unsupported

t organizes some information and ideas logically; uses a range of basic cohesive devices; there is a reasonable attempt at structure

t uses a range of vocabulary, grammatical structures and conventions; some errors and inappropriate word choice interfere with

communication

t writes with some evidence of a sense of audience and purpose.56 The student:

t expresses clearly a range of ideas and opinions in familiar and some unfamiliar situations. More complex ideas are sometimes not clear

but are generally relevant; opinions are sometimes justified

t usually organizes information and ideas logically and uses a range of basic cohesive devices; there is an appropriate structure

t makes good use of a range of vocabulary, grammatical structures and conventions, generally accurately; errors do not interfere with

communication

t writes with a sense of audience and purpose.

Language B guide 59



78 The student:

t effectively expresses a wide range of ideas in familiar and some unfamiliar situations; ideas are relevant and opinions are supported

by examples and illustrations

t organizes information and ideas and uses a range of basic cohesive devices; there is a logical structure, and cohesive devices add clarity

and coherence to the message

t makes excellent use of a range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not interfere with

communication

t clearly writes with a sense of audience and purpose.

Language B guide60






below.

12 The student:

t makes a limited attempt to construct meaning in familiar and unfamiliar situations

t makes a limited attempt to respond appropriately to spoken texts in familiar and unfamiliar situations

t makes a limited attempt to engage in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of

personal and global significance

t makes a limited attempt to communicate information containing relevant and developed ideas and justified opinions in a variety of

situations


t uses pronunciation and intonation that are inaccurate and consistently interfere with comprehensibility


t at times constructs meaning in familiar and unfamiliar situationst responds to some spoken texts in familiar and unfamiliar situations;

some responses are inappropriate

t occasionally engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and

global significance

t communicates some information containing relevant and developed ideas and justified opinions in a variety of situations

t uses a limited range of vocabulary and grammatical structures, with some inappropriate word choice and errors

t makes mistakes in pronunciation and intonation that sometimes interfere with comprehensibility


Language B guide 61



56 The student:

t usually constructs meaning in familiar and unfamiliar situationst responds appropriately to most spoken texts in a range of familiar

and unfamiliar situations

t usually engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global

significance

t communicates ample information containing relevant and developed ideas and justified opinions in a variety of situations


t makes occasional mistakes in pronunciation and intonation; these rarely interfere with comprehensibility


t constructs meaning in familiar and unfamiliar situationst responds appropriately to spoken texts in a range of familiar and


t engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global

significance

t communicates substantial information containing relevant and developed ideas and justified opinions in a variety of situations

t makes excellent use of a wide range of vocabulary and varied grammatical structures, generally accurately

t makes occasional mistakes in pronunciation and intonation; these do not interfere with comprehensibility




Language B guide62





below.

12 The student:

t makes a limited attempt to construct meaning from information, main ideas and supporting details in visual texts dealing with familiar


t makes a limited attempt to interpret some conventions in visual texts dealing with a range of familiar and unfamiliar situations


with own experiences, attitudes and points of view


34 The student:

t at times constructs meaning and draws some conclusions from information, main ideas and supporting details in visual texts dealing

with familiar and unfamiliar situations

t interprets some conventions in visual texts dealing with a range of familiar and unfamiliar situations




56 The student:

t usually constructs meaning and draws conclusions from information, main ideas and supporting details in visual texts dealing with familiar


t interprets most conventions in visual texts dealing with a range of familiar and unfamiliar situations




Language B guide 63



78 The student:

t constructs meaning and draws conclusions from information, main ideas and supporting details in visual texts dealing with familiar and


t interprets conventions in visual texts dealing with a range of familiar and unfamiliar situations




Language B guide64





below.

12 The student:

t has difficulty constructing meaning from stated and implied information, main ideas or supporting details in texts with familiar

and unfamiliar language

t has difficulty interpreting aspects of format and style, and authors purpose for writing




t constructs meaning by identifying some stated and implied information, main ideas and some supporting details in texts with

familiar and unfamiliar language

t interprets some aspects of format and style, and authors purpose for writing




t constructs meaning by identifying most stated and implied information, main ideas and supporting details, and drawing

conclusions in texts with familiar and unfamiliar language

t interprets most aspects of format and style, and also interprets the authors purpose for writing




Language B guide 65



78 The student:

t constructs meaning by identifying stated and implied information, main ideas and supporting details, and drawing conclusions in texts

with familiar and unfamiliar language

t interprets aspects of format and style, and authors purpose for writing

t engages with the text by identifying ideas, opinions and attitudes in the textand making substantial connections with own experiences,

attitudes and points of view


Language B guide66





below.

12 The student:

t makes a limited attempt to write simple and complex texts to express ideas and opinions in familiar and unfamiliar situations.

Communication is incoherent; ideas are generally irrelevant and

repetitive; opinions are unsupported

t has difficulty organizing information and ideas into a well-structured text; uses a limited range of cohesive devices; the ideas are difficult to

follow


t writes with little sense of audience or purpose.34 The student:

t writes simple and complex texts to express some ideas and opinions in familiar and unfamiliar situations. Communication is sometimes

incoherent; ideas are sometimes irrelevant or repetitive; opinions are

often unsupported

t organizes some information and ideas into a well-structured text; uses a variety of cohesive devices; the ideas are easy to follow

t uses a range of vocabulary, grammatical structures and conventions; some errors and inappropriate word choice interfere with

communication

t writes with some evidence of a sense of audience and purpose.56 The student:

t writes simple and complex texts to express clearly a range of ideas and opinions in familiar and unfamiliar situations. More complex

ideas are sometimes not clear but are generally relevant; opinions are

sometimes justified

t usually organizes information and ideas into a well-structured text; uses a variety of cohesive devices; ideas are clear

t makes good use of a range of vocabulary, grammatical structures and conventions, generally accurately; errors do not interfere with

communication

t writes with a sense of audience and purpose.

Language B guide 67



78 The student:

t writes simple and complex texts effectively to express a wide range of ideas in familiar and unfamiliar situations; ideas are relevant and

opinions are supported by examples and illustrations

t organizes information and ideas into a well-structured text; uses a wide range of cohesive devices that add clarity and coherence

t makes excellent use of a range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not interfere with

communication

t clearly writes with a sense of audience and purpose.

Language B guide68






below.

12 The student:

t makes a limited attempt to construct meaning in social and some academic situations, integrating complex details and ideas

t makes a limited attempt to respond appropriately to spoken texts in social and some academic situations

t makes a limited attempt to engage in rehearsed and unrehearsed exchanges to share developed and well-organized ideas on some

topics of personal and global significance

t makes a limited attempt to communicate information containing relevant and focused ideas supported by examples and illustrations in

a variety of situations


t uses inaccurate intonation and frequently hesitates, which interferes with comprehensibility


t at times constructs meaning in social and some academic situations, integrating complex details and ideas

t responds to some spoken texts in social and some academic situations; some responses are inappropriate

t occasionally engages in rehearsed and unrehearsed exchanges to share developed and well-organized ideas on a range of topics of

personal and global significance

t communicates some information containing relevant and focused ideas supported by examples and illustrations in a variety of

situations


t makes some errors in intonation and shows some lapses in fluency, which sometimes interferes with comprehensibility


Language B guide 69



56 The student:

t usually constructs meaning in social and some academic situations, integrating complex details and ideas

t responds appropriately to most spoken texts in a range of social and some academic situations

t usually engages in rehearsed and unrehearsed exchanges to share developed and well-organized ideas on a range of topics of personal

and global significance

t communicates ample information containing relevant and focused ideas supported by examples and illustrations in a variety of

situations


t makes some errors in intonation and shows some lapses in fluency; this does not interfere with communication


t constructs meaning in social and some academic situations, integrating complex details and ideas

t responds appropriately to spoken texts in a range of social and some academic situations

t engages in rehearsed and unrehearsed exchanges to share developed and well-organized ideas on a range of topics of personal


t communicates substantial information containing relevant and focused ideas supported by examples and illustrations in a variety of

situations


t speaks with intonation and fluency that contribute effectively to communication




Language B guide70





below.

12 The student:

t makes a limited attempt to analyse information, main ideas and supporting details in visual texts dealing with social and some

academic situations

t makes a limited attempt to analyse some conventions in visual texts dealing with a range of social and some academic situations


with own experiences, attitudes, points of view and global

perspectives


34 The student:

t at times analyses and draws some conclusions from information, main ideas and supporting details in visual texts dealing with social and

some academic situations

t analyses some conventions in visual texts dealing with a range of social and some academic situations


own experiences, attitudes, points of view and global perspectives


56 The student:

t usually analyses and draws conclusions from information, main ideas and supporting details in visual texts dealing with social and some

academic situations

t analyses most conventions in visual texts dealing with a range of social and some academic situations


experiences, attitudes, points of view and global perspectives


Language B guide 71



78 The student:

t analyses and draws conclusions from information, main ideas and supporting details in visual texts dealing with social and some

academic situations

t analyses conventions in visual texts dealing with a range of social and some academic situations



t shows perceptive understanding of the content of the visual, spoken and written text as a whole.

Language B guide72





below.

12 The student:

t makes a limited attempt to analyse information, main ideas and supporting details, and draw conclusions in texts dealing with social

and some academic situations

t has difficulty analysing aspects of format and style, and also the authors purpose for writing




t at times analyses and draws some conclusions from information, main ideas and supporting details in texts dealing with social and some

academic situations

t analyses some aspects of format and style, and authors purpose for writing




t usually analyses and draws conclusions from information, main ideas and supporting details in texts dealing with social and some

academic situations

t analyses most aspects of format and style, and authors purpose for writing




Language B guide 73



78 The student:

t analyses and draws conclusions from information, main ideas and supporting details in texts dealing with social and some academic

situations

t analyses aspects of format and style, and authors purpose for writingt engages with the text by identifying ideas, opinions and attitudes in

the textand making substantial connections with own experiences,

attitudes, points of view and global perspectives

t shows perceptive understanding of the content of the text as a whole.

Language B guide74





below.

12 The student:

t has difficulty writing complex texts to express ideas and opinions in social and some academic situations. Shows little depth in

understanding of the topic. Ideas are irrelevant and repetitive;

opinions have little or no relevant support

t has difficulty organizing information and ideas into a well-structured text; uses a limited range of cohesive devices; lapses in structure

interfere with the development of the text


t writes with little sense of register, purpose or style.34 The student:

t writes complex texts to express some ideas and opinions in social and some academic situations. Shows some depth in understanding of

the topic, though some of the message remains superficial; ideas are

not always relevant and opinions are insufficiently supported

t organizes some information and ideas effectively; text is structured appropriately and allows for the development of some ideas; uses a

variety of cohesive devices

t uses a range of vocabulary, complex grammatical structures and conventions; some errors and inappropriate word choice occasionally

interfere with communication

t writes with some sense of register, purpose and style.56 The student:

t writes complex texts to express clearly a range of ideas and opinions in social and some academic situations. Shows satisfactory depth

in understanding of the topic; ideas and opinions are relevant and

generally supported

t usually organizes information and ideas effectively into a well-structured text; makes good use of a variety of cohesive devices to

develop ideas

t makes good use of a range of vocabulary, complex grammatical structures and conventions; errors do not affect comprehensibility

t writes effectively with a sense of register, purpose and style.

Language B guide 75



78 The student:

t writes complex texts effectively to express a wide range of ideas and opinions in social and some academic situations; shows good

depth in understanding of the topic; ideas and opinions are relevant,

focused and supported by examples and illustrations

t organizes information and ideas into a clear and effective structure; uses a wide range of cohesive devices that enhance the development

of ideas

t makes excellent use of a range of vocabulary, complex grammatical structures and conventions to write effectively and accurately

t writes effectively with a clear sense of register, purpose and style.

Language B guide76






below.

12 The student:

t makes a limited attempt to analyse the important information, details and ideas in social and academic interactions

t makes a limited attempt to respond appropriately to a wide range of spoken texts in social and academic situations

t makes a limited attempt to engage in unrehearsed and complex exchanges on a wide range of topics of personal and global

significance

t makes a limited attempt to communicate information containing complex ideas in a wide variety of situations


t makes a limited attempt to use some oratory techniques.34 The student:

t at times analyses the important information, details and ideas in social and academic interactions

t responds to some spoken texts in social and academic situations; some responses are inappropriate

t occasionally engages in unrehearsed and complex exchanges, giving some analysis and explanation, on a wide range of topics of personal


t communicates some information containing complex ideas in a wide variety of situations


t speaks with a limited level of competence in oratory technique.

Language B guide 77



56 The student:

t usually analyses the important information, details and ideas in social and academic interactions

t responds appropriately to most spoken texts in a wide range of social and academic situations

t usually engages in unrehearsed and complex exchanges, giving analysis and explanation, on a wide range of topics of personal and

global significance

t communicates ample information and complex ideas in a wide variety of situations


t speaks with an adequate level of competence in oratory technique.78 The student:

t analyses the important information, details and ideas in social and academic interactions

t responds appropriately to spoken texts in a wide range of social and academic situations

t engages in unrehearsed and complex exchanges, giving detailed analysis and explanation, on a wide range of topics of personal and

global significance

t communicates substantial information containing complex ideas and some sophisticated language in a wide variety of situations


t speaks with a good level of competence in oratory technique.



Language B guide78





below.

12 The student:

t makes a limited attempt to evaluate information, main ideas and supporting details in visual texts dealing with social and academic

situations

t makes a limited attempt to evaluate some conventions in visual texts dealing with a range of social and academic situations

t makes a limited attempt to engage with the visual text by synthesizing ideas, opinions and attitudes in the text; makes minimal

connections with own experiences, attitudes, points of view and

global perspectives


34 The student:

t at times evaluates and draws some conclusions from information, main ideas and supporting details in visual texts dealing with social

and academic situations

t evaluates some conventions in visual texts dealing with a range of social and academic situations

t occasionally engages with the visual text by synthesizing ideas, opinions and attitudes in the text and making some connections with



56 The student:

t usually evaluates and draws conclusions from information, main ideas and supporting details in visual texts dealing with social and

academic situations

t evaluates most conventions in visual texts dealing with a range of social and academic situations

t usually engages with the visual text by synthesizing ideas, opinions and attitudes in the text and making ample connections with own



Language B guide 79



78 The student:

t evaluates and draws conclusions from information, main ideas and supporting details in visual texts dealing with social and academic

situations

t evaluates conventions in visual texts dealing with a range of social and academic situations

t engages with the visual text by synthesizing ideas, opinions and attitudes in the text and making substantial connections with own


t shows perceptive understanding of the content of the visual, spoken and written text as a whole.

Language B guide80





below.

12 The student:

t makes a limited attempt to evaluate information, main ideas and supporting details, and draw conclusions in a wide range of texts

dealing with social and academic situations

t makes a limited attempt to evaluate texts but has difficulty making inferences and interpreting the authors choice of style, format and

ideas to suit an intended audience and purpose

t makes a limited attempt to engage with the text by synthesizing ideas, opinions and attitudes in the text; makes minimal connections

with own experiences, attitudes, points of view and global

perspectives


t at times evaluates and draws some conclusions from information, main ideas and supporting details in a wide range of texts dealing

with social and academic situations

t evaluates texts by making some inferences that are supported with details from the text and by superficially interpreting the authors

choice of style, format and ideas to suit an intended audience and

purpose

t occasionally engages with the text by synthesizing ideas, opinions and attitudes in the text and making some connections with own



t usually evaluates and draws some conclusions from information, main ideas and supporting details in a wide range of texts dealing with

social and academic situations

t evaluates texts by making inferences that are supported with details from the text and by interpreting the authors choice of style, format

and ideas to suit an intended audience and purpose

t usually engages with the text by synthesizing ideas, opinions and attitudes in the text and making ample connections with own



Language B guide 81



78 The student:

t evaluates and draws some conclusions from information, main ideas and supporting details in a wide range of texts dealing with social

and academic situations

t evaluates texts by making inferences convincingly supported with details from the text and by interpreting the authors choice of style,

format and ideas to suit an intended audience and purpose

t engages with the text by synthesizing ideas, opinions and attitudes in the text and making substantial connections with own experiences,

attitudes, points of view and global perspectives

t shows perceptive understanding of the content of the text as a whole.

Language B guide82





below.

12 The student:

t has difficulty writing texts to express ideas and opinions supported by examples and illustrations in a wide range of social and academic

contexts. Shows little depth in understanding of the topic; ideas are

irrelevant and repetitive; opinions have little or no relevant support

t has difficulty organizing information and ideas clearly and effectively into a logical and well-structured text; uses a limited range of

cohesive devices

t has difficulty using a range of vocabulary, complex grammatical structures and conventions; frequent errors interfere with

communication

t writes with little effect or creativity; there is little sense of register, purpose or style.

34 The student:

t writes texts to express some ideas and opinions in a wide range of social and academic contexts. Shows some depth in understanding of

the topic, though some of the message remains superficial; ideas are

not always relevant and opinions insufficiently supported

t organizes some information and ideas clearly and effectively into a logical and well-structured text; uses a range of cohesive devices

effectively

t uses a range of vocabulary, complex grammatical structures and conventions; some errors and inappropriate word choice occasionally

affect comprehensibility

t writes with some effect and creativity and some sense of register, purpose and style.

56 The student:

t writes complex texts to express clearly a range of focused ideas and opinions in a wide range of social and academic contexts. Shows

satisfactory depth in understanding of the topic; ideas and opinions

are relevant and generally supported

t usually organizes information and ideas clearly and effectively into a logical and well-structured text; uses a wide range of cohesive

devices effectively

t makes good use of a range of vocabulary, complex grammatical structures and conventions; errors do not affect comprehensibility

t writes with considerable effect and creativity and a clear sense of register, purpose and style.

Language B guide 83



78 The student:

t writes sophisticated, complex texts effectively to express a wide range of focused ideas and opinions in a wide range of social and

academic contexts. Shows a sophisticated, in-depth understanding of

the topic; ideas and opinions are relevant, focused and supported by

examples and illustrations

t organizes information and ideas clearly and effectively into a logical and well-structured text; uses a wide range of cohesive devices

effectively

t makes excellent use of a wide range of vocabulary, complex grammatical structures and conventions to write effectively and

accurately

t writes with a high degree of effect and creativity and a clear sense of register, purpose and style.

Language B

Documents

phases of myp language

assessment criterion

limited attempt

myp language b course

languaget b

nonverbal language t

students ability

students development