informative text (non-fiction) Text with a Reading Q1 5% 1 …demonstrate variety of understanding of Q2 5% 1 (semi-) conjunctions in the text Q3 10% 2 closed and Q4 5% 1 …demonstrate open understanding of Q5 5% 1 questions relationships (e.g. Q6 10% 2 reference words) between sentences in the text 40% 8 Interpretation and/or explain Q7 20% 4 …grasp the source text’s main intention and/or summarise Q8 10% 2 the intention of different Q9 10% 2 paragraphs in the text (in own words) 40% 8 Subject the type of Q10 20% 4 …identify competence text, understanding and/or using appropriate terminology 20% 4 100% 20 Points Grades The designer of this Test Matrix wants to focus on 19-20 A Excellent in this S2-test, on recognizing certain features in ‘Reproduction’ 17-18 B Very good or intentions of the text. Even though only 3 questions are devoted to the competence’ versus 6 to the 15-16 C Good ‘Interpretation competence’, both competences are equally weighted ‘Reading 13-14 D Satisfactory in the test. Only one question is devoted to the ‘Subject 11-12 E Sufficient competence’, but its weight is substantial. Mastering certain 8-10 F Failed (Weak) objectives at this stage is valued higher than others. If a pupil is capable of grasping the main intention of the text, 4 points are 1-7 Fx Failed (Very weak) awarded, whereas understanding the relationship between two Translation points to grades sentences is considered as something that pupils should by now be familiar with and therefore awarded only 1 point each. 5.3.4 Marking schemes In assessment, it is extremely important that student work/tests/assessment products be corrected or judged in a similar way. Corrections and judgements must be fair, reliable and as objective as possible. Irrespective of the pupil concerned and irrespective of the corrector involved, similar products must lead to similar grades or marks. A marking scheme helps to achieve this. A marking scheme offers instructions for how to judge or correct performances in response to the stimuli in a test. This can simply be an overview of the correct answers, e.g. in case of
informative text (non-fiction) Text with a variety of (semi-) closed and open questions Reading …demonstrate understanding of conjunctions in the text Q1 5% 1 Q2 5% 1 Q3 10% 2 …demonstrate understanding of relationships (e.g. reference words) between sentences in the text Q4 5% 1 Q5 5% 1 Q6 10% 2 40% 8 Interpretation …grasp and/or explain the source text’s main intention Q7 20% 4 and/or summarise the intention of different paragraphs in the text (in own words) Q8 10% 2 Q9 10% 2 40% 8 Subject competence …identify the type of text, understanding and/or using appropriate terminology Q10 20% 4 20% 4 100% 20 Points Grades 19-20 A Excellent 17-18 B Very good 15-16 C Good 13-14 D Satisfactory 11-12 E Sufficient 8-10 F Failed (Weak) 1-7 Fx Failed (Very weak) Translation points to grades The designer of this Test Matrix wants to focus on ‘Reproduction’ in this S2-test, on recognizing certain features in or intentions of the text. Even though only 3 questions are devoted to the ‘Interpretation competence’ versus 6 to the ‘Reading competence’, both competences are equally weighted in the test. Only one question is devoted to the ‘Subject competence’, but its weight is substantial. Mastering certain objectives at this stage is valued higher than others. If a pupil is capable of grasping the main intention of the text, 4 points are awarded, whereas understanding the relationship between two sentences is considered as something that pupils should by now be familiar with and therefore awarded only 1 point each. 5.3.4 Marking schemes In assessment, it is extremely important that student work/tests/assessment products be corrected or judged in a similar way. Corrections and judgements must be fair, reliable and as objective as possible. Irrespective of the pupil concerned and irrespective of the corrector involved, similar products must lead to similar grades or marks. A marking scheme helps to achieve this. A marking scheme offers instructions for how to judge or correct performances in response to the stimuli in a test. This can simply be an overview of the correct answers, e.g. in case of
2017-05-D-29-en-2.docx