Modul Latihan Pemasangan Dan Pemeriksaan Instrumen Buku 1 (8)

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    LEMBAGA PEPERIKSAAN

    KEMENTERIAN PENDIDIKAN MALAYSIA

    ARAS 1,2,5-13, Blok E 11

    Kompleks Kerajaan Parcel EPusat Pentadbiran Kerajaan Persekutuan

    62604 PUTRAJAYA

    BAHASA INGGERIS(12)

    PENTAKSIRAN TINGKATAN 3 (PT3)

    MODUL LATIHAN

    PEMASANGAN DAN PEMERIKSAAN INSTRUMEN

    BUKU 1

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    BOOK 1CONTENT:

    Section AAdministration

    Guidelines to use the moduleMeeting schedule

    Section BAssembling The Instrument

    Format of instrumentGuidelines to assemble the instrument

    Flow chart on how to assemble the PT3 English Language

    Section C

    Sample instrumentsMark scheme and marking symbols

    Marking procedure

    Flow chart on marking procedures and moderation of scores

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    SECTION A

    ADMINISTRATION

    Guidelines to use the module

    Meeting schedule

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    1. MODULE GUIDELINES

    INFORMATION AND INSTRUCTIONS FOR EXAMINERS

    (I) Refer to the flow chart on how to conduct the Pentaksiran

    Tingkatan 3 (PT3) in Section C (5) to get an overview of theassessment.

    (2) Read and understand the sample papers (Paper 1, 2 and 3 and the

    requirements of the tasks) in Section C (1).

    (3) Then, read and understand the mark scheme in Section C (2).

    (4) Next, read and understand the marking procedures in Section C (3).

    (5) You should refer to the sample scripts in Section C (4) which

    provides you with examples of each band. The marks awarded for

    these scripts have been agreed by the assessors. The comments on

    each question will help you to understand how the band descriptors

    have been applied.

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    ROLE OF AN EXAMINER:

    PAPER 1 (WRITTEN TEST)

    Your task as an examiner is to become familiar with the examination

    materials which include:

    a) The assessment objectivesb) The question paper

    c) Form 13 Literature Component

    d) The mark scheme

    Before you start marking, read and understand the mark schemethoroughly.

    PAPER 2 ( SPEAKING TEST)

    Your task as an examiner is to become familiar with the examination

    materials which include:

    a) the assessment objectivesb) Section A : the reading aloud text

    c) Section B : Spoken interaction

    d) The mark scheme

    Before you award the marks, read and understand the mark schemethorou hl .

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    PAPER 3 ( LISTENING TEST)

    Your task as an examiner is to become familiar with the examination

    materials which include:

    a) The assessment objectivesb) The question paper

    c) The mark scheme

    d) A PA system

    Before you start marking, read and understand the mark scheme

    thoroughly.

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    SECTION B

    ASSEMBLING THE QUESTION PAPER

    Format of instrument

    Guidelines to assemble the instrument

    Flow chart on how to assemble the PT3 English Language

    INSTRUMENT FORMAT FOR PENTAKSIRAN TINGKATAN 3

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    INSTRUMENT FORMAT FOR PENTAKSIRAN TINGKATAN 3,ENGLISH LANGUAGEWRITTEN TEST (12)

    NO ITEM DESCRIPTION

    1 Type of Instrument Written Test

    2 Type of Items a) Limited response

    b) Open response

    c) Guided writing3 Number of Questions

    Answer all

    questions

    Section A (Error Identification of a text)

    1 question

    Section B (Comprehension of a non-linear text and information

    transfer)

    2 questionsSection C(Comprehension of a linear text and poem)

    2 questions

    Section D(Guided Writing and Novel)

    2 questions

    4 Marks 100 marks5 Duration 2 hours

    6 Constructs a) Knowledge of the language system

    b) Information processing skills (reading comprehension)

    c) Language application skills (writing)

    d) Creativity and language appreciation (reading and writing)7 Marking Method Analytic and Holistic

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    INSTRUMENT FORMAT FOR PENTAKSIRAN TINGKATAN 3

    EGLISH LANGUAGEORAL TEST (13)

    NO ITEM DESCRIPTION

    1 Type of Instrument Speaking Test Listening Test

    2 Type of Items (a) Limited response

    (b) Open Response

    (a) Multiplechoice questions

    (b) Limited response

    3 Task Type Individual Individual

    4 Number of Questions

    Answer all

    questions

    Section A (Reading Aloud)

    1 text

    Section B (Spoken

    Interaction)

    1 Theme

    Section A (Recorded Texts)

    10 MCQs

    Section B (Extended recorded

    texts)

    10 limited response questions

    5 Marks 30 marks 20 marks

    Total : 50 marks

    6 Duration 10 minutes 30 minutes

    7 Constructs (a) Oral Reading skills

    (b) Verbal

    communication

    skills

    Language skills and information

    processing skills(listening

    comprehension)

    8 Marking method Holistic Analytic and dichotomous

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    MULA

    TAMAT

    CARTA ALIR PEMASANGAN DAN VERIFIKASI INSTRUMEN OLEH KPK, KPN, KPKw DAN PKw(PERSONEL PENTAKSIRAN)

    Guru M/p T3 menyerahkan instrumen kepada KP untuk

    diverifikasi

    KP membuat verifikasi instrument bagi memastikan

    instrument menepati Panduan Pemasangan Instrumen

    KP menyerahkan Instrumen kepada PersonelPentaksiran untuk diverifikasi

    Personel Pentaksiran membuat verifikasi instrumen

    bagi memastikan instrument menepati PanduanPemasangan Instrumen

    Instrumen menepati Panduan Pemasangan Instrumen

    Tidak

    Personel Pentaksiran membut verifikasi Instrumen

    Ya

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    MULA

    Guru M/P

    memasang

    semulainstrumen

    TAMAT

    CARTA ALIR PEMASANGAN DAN VERIFIKASI INSTRUMEN OLEH KETUAPANITIA

    Sekolah memuat turun item dan Panduan PemasanganInstrumendari Aplikasi PT3

    Guru M/P Ting 3 yang dilantik oleh pengetua

    membuat pemasangan instrument berdasarkanPanduanPemasangan Instrumen

    Guru M/P Ting 3 menyerahkan instrumen kepada KPuntuk diverifikasi.

    KP membuat verifikasi instrument bagi memastikan

    instrumen menepati Panduan PemasanganInstrumen

    Tidak

    Instrumen menepati panduan Pemasangan Instrumen

    KP membuat verifikasi instrumen.

    Guru M/P memperbanyakkan instrumen

    Ya

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    SECTION C

    MARKING THE SCRIPTS

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    SAMPLE QUESTION PAPERS

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    MARK SCHEME AND MARK SYMBOL

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    PT3 2014PENTAKSIRAN TINGKATAN 3

    UJIAN BERTULIS 2 JAM

    SKEMA PEMARKAHAN INSTRUMEN CONTOH

    B

    ahasa

    Inggeris

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    Mark Scheme For Section A

    Question 1

    (10 Marks)

    Assessment Objectives

    This part assesses studentsability to :

    Show understanding of the use of correct grammar incontext.

    Identify and correct grammatical errors in the text.

    Marks are awarded as follows:

    Note: if the candidate identifies two or more errors in a line, nomarks will be awarded

    SECTION A : QUESTION 1

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    SECTION A : QUESTION 1

    Error Correction

    Question Answer Mark Question Answer Mark

    a whom 1 mark a who 1 mark

    b looked 1 mark b looking 1 mark

    c was 1 mark c were 1 mark

    d his 1 mark d their 1 mark

    e name 1 mark e names 1 mark

    f quick 1 mark f quickly 1 mark

    g above 1 mark g on/in 1 mark

    h checked 1 mark h check 1 mark

    i meet 1 mark i met 1 mark

    j went 1 mark j gone 1 mark

    Identifications Of

    Errors

    Correction of Errors Total

    10 Marks 10 Marks 20 2 = 10 Marks

    Example 1 : 14 2 = 7 Marks

    Example 2 : 7 2 = 3.5 = 4 Marks

    Error identified Error corrected Marks

    / / 2

    / x 1

    x / 0

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    M k S h F S i B

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    Mark Scheme For Section B

    (30 Marks)

    Question 2

    (10 Marks)

    Assessment ObjectivesThis part assesses students ability to:

    * Read and understand the text

    * Identify and transfer the correct information from one text type to

    another accurately.

    Note :

    1. Do award marks for answer with minor grammatical errors. Correct

    spelling is mandatory if the word exist in the text.

    2. Do not award marks for lifting that includes irrelevant sections of the

    text.

    3. There should only be one answer for each question. If a student writes

    more than one answer, take the first answer into consideration.

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    SECTION B : Question 2

    Question Key / Answer Marka Businessman 1 Mark

    b Surgeon 1 Mark

    c Amazed 1 Mark

    d Confused 1 Mark

    e

    f

    Go to school

    Do well

    Gain knowledge (accept any two)

    1 Mark

    1 Mark

    g Wash the car 1 Mark

    h Water the plants 1 Mark

    i

    j

    Watch TV

    Read a book

    Play football (accept any two)

    1 Mark

    1 Mark

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    Question 3

    (20 marks)

    Assessment Objectives:

    This part assesses students ability to :

    * Read and understand a non- linear text.

    * Respond to a non-linear text using established reading skills.

    * Write a postcardi. Recommending one of the popular destination

    ii. Providing appropriate reasons to visit the selected

    destination

    Note :

    1. Do award marks for answers with minor grammatical and spelling

    errors that do not disrupt meaning.

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    3. Do award full marks for intelligent lifting.

    4. Do not award marks for over lifting that includes

    irrelevant sections of the text.

    5. Do not award marks for answers where meaning is

    totally unintelligible

    2. Doremember to use your discretion and good

    judgement for correct answers that appear

    different from suggested answers especially for

    questions that require a personal response.

    .

    Answers for Questions ai

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    Q

    a. False 1m

    b. True 1m

    c. True 1md. False 1m

    e. Penang 1m

    f. They can see Langkawi Island from a higher ground / It would be exciting. 1m

    (accept any relevant response)

    g. a. A birds eye view 1m

    b. Malaysian cuisine 1m

    h. Acitivities such as jungle trekking and camping are outdoor activities whichprovide fun / a challenge 1m

    (accept any relevant response)

    i. To prevent water / wild animals from entering the house. 1m

    (accept any relevant response)

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    General Guidelines For Marking Question j

    1. Marked on a 5band impression scale with marks ranging from 1

    10.2. Read and understand the instructions about the following :-

    A. How writing is assessed and

    B. What is expected of students (Refer to Mark Scheme for Section D)

    3. Read the response provided for relevance to task and assessment

    objectives specified for the question.

    4. Check whether response fulfils the criteria specified in a given band.

    5. Indicate merit and demerit expressions.

    6. Look for additional details which make the writing interesting.

    i. Responses which are generally free from serious errors should beplaced in the upper band.

    ii. Responses with frequent minor and serious errors should be

    placed in the lower bands.

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    7. Place a response with total or almost wholesale

    lifting in the lower bands. For responses with

    intelligent lifting, award marks accordingly based

    on the given criteria.

    8. Students are allowed to use the points in the

    brochure when writing out their responses.

    9. Readthe response again to confirm or change

    bands

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    .

    10. If there is a change in the band, readthe response again to

    check the general criteria specified in the new band selected.

    11. Award marks accordingly.

    Note:

    The general criteria in the bands are common to all taskswith specific examples to aid the examiners. All responses

    must be marked using the criteria carefully for all five

    bands BEFORE marking.

    The length of the response should not be a criteria in

    awarding marks. Award marks based on the quality and

    relevance of the response.

    Marking Criteria for Question J

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    Marking Criteria for Question J

    Band /Mark

    Criteria

    A B C D E

    Task Fulfilment Fulfilled Fulfilled FulfilledPartially

    fulfilled

    Hardly

    fulfilled

    Language

    accuracyAccurate

    Largely

    accurate

    Sufficiently

    accurate

    Partially

    accurate

    Hardly

    accurate

    Organisation and

    development

    Wellorganised

    & well developed

    Organised &

    developed

    Sufficiently

    organised with

    some details

    Lacking

    organisation &

    details

    Hardly any

    organisation

    and details

    Sentence

    structureVaried & effective

    Largely

    variedSome variety Lack variety

    Distorted

    sentence

    structures

    Lifting from text Hardly any liftingA little

    lifting

    Some lifting

    Almost

    wholesale

    lifting

    Total lifting

    Note:

    -Award 0 mark when there is:

    no response or response written in language other than English; or

    mindless lifting of irrelevant chunks from other sources including rubrics

    When awarding marks , apply the best fitprinciple. No script will fit neatly into any one of the bands. To determine the

    appropriate mark , identify the band the response belongs to and refer to the criteria in the band. Examiners should assessthe script holistically and always refer to the coordinated scripts for consistency.

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    Mark Scheme For Section C

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    Mark Scheme For Section C

    (20 Marks)

    Assessment Objectives

    This part assesses students ability to :

    read and understand a linear text.

    demonstrate understanding of a poem

    respond appropriately to the comprehension task use language competently to convey meaning in the

    task.

    Note :1. Do award marks for answers with minor grammatical

    and spelling errors that do not disrupt meaning.

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    2. Do remember to use your discretion and good judgement

    for correct answers that appear different from the

    suggested answers especially for questions that require a

    personal response.

    3. Doaward full marks for intelligent lifting.

    4. Do not award marks for over lifting that includesirrelevant sections of the text.

    5. Do not award marks for answers where meaning is

    totally unintelligible.

    Question 4

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    (15 marks)

    Answers for Questions ai

    a. Deepavali 1 M

    b. To ask for advice on how to prepare for the examination. 1 M

    c. i. Help each other 1 M

    ii. Share notes / exchange ideas have discussions 1 M

    (accept any relevant response)

    d. By borrowing books without buying them. 1 M

    e.

    f. A library is a quiet place where one can study without

    any disturbance / A library has many books for one to

    refer to while studying. 1 M

    g. She can do well in her exam / She can excel in her exam. 1 M

    (Accept any relevant response)

    Word / Phrasei. around the corner 1 M

    ii. a fortnight 1 M

    iii. avoid 1 M

    iv. at the eleventh hour 1 M

    h. i. She might neglect her studies 1 M

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    g g

    ii. She might end up spending too

    much time chatting with her friends. 1 M(Accept any relevant response)

    i. i. Plan a timetable. 1 M

    ii. Attend tuition classes. 1 M

    (Accept any relevant response)

    Note : do not accept ideas that are lifted from text.

    E.g: Form a study group.

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    Question 5(5 M k )

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    (5 Marks)

    Answers for Question ad

    a. The persona is curious. ( 1 M)

    b. He is wondering who taught the birds to build a nest. (1 M)

    c. The stars / Stars. (1 M)

    d. Yes because I would like my child to understand nature /No because I do not have any illogical answer (2 M)

    (Accept any other relevant response)

    Note: Refer to the table below.

    Answer Marks

    Yes / No with reason 2

    Yes/ No not mentioned but can be implied

    through the reason

    1

    No attempt

    Yes / No without reason

    0

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    Mark Scheme For Section D

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    (40 Marks)

    Assessment Objectives

    This part assesses the students ability to:

    write based on the given notes using correct and appropriate language.

    write using coherent and cohesive structures to convey meaning effectively.

    add more information, opinions and elaborate ideas.

    write an appropriate response based from to novel to support their response.

    i. Write about a character who shows determination.

    Ii. Provide relevant evidence from the novel to support their response.

    A. How writing is assessed

    In the assessment of writing skills at the lower secondary school level, students

    are assessed on their ability to demonstrate the following skills in their written

    responses.

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    The emphasis is on how well the response fulfils the set task and the level of language

    used. Accuracy of the language in terms of grammar, sentence structures and

    mechanics of writing is essential for effective communication. The examiner must be

    able to understand and follow the presentation of ideas or events conveyed in the

    students responses. Creativity is important but should not be the sole criterion in

    the assessment of writing.

    reading skills in understanding the rubrics and fulfilling the requirements of the

    writing task.

    thinking skills to reflect depth and maturity of thinking by giving ideas, reasons

    and supporting them with appropriate elaboration.

    Language skills in terms of using language appropriately to provide the

    correct tone, form and content as required by the task.

    B What is expected of students

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    B. What is expected of students

    A student must at least be able to :

    identify the requirements of the task

    provide the appropriate content according to the task specified

    use an appropriate format

    give evidence / reasons to support given response (novel).

    use correct grammar , sentence structures and mechanics of writing.

    use paragraphs to organise ideas.

    elaborate and develop ideas, e.g by adding details, giving reasons or examples to makeresponses more interesting

    C. General instructions to examiners for marking Section D

    1. Marked on a 5band impression scale with bands ranging from AE.

    2. Read the responses provided for relevance to task and assessment objectives specified

    for the question.

    3. Indicate merit and demerit expressions.

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    4. Check whether response fulfils the criteria specified in a given band.

    5. Look for details which make the writing more interesting.

    i. Responses which are generally free from serious errors should be

    placed in the upper band.

    Ii. Responses with frequent serious and minor errors should be

    placed in the lower bands.

    6. Read the responds again to confirm or change bands.

    7. If there is a change in band, read the response again to check the

    general criteria specified in the new band selected.

    8. Award marks accordingly.

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    Marking Criteria For Question 6

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    Note:

    -Award 0 mark when there is:

    no response or response written in language other than English; or

    mindless lifting of irrelevant chunks from other sources including rubrics

    When awarding marks , apply the best fitprinciple. No script will fit neatly into any one of the bands. To determine the appropriate mark ,

    identify the band the response belongs to and refer to the criteria in the band. Examiners should assess the script holistically and always referto the coordinated scripts for consistency.

    BAN

    D

    A

    EXCELLENT

    B

    GOOD

    C

    SATISFACTORY

    D

    WEAK

    E

    VERY WEAK

    DE

    S

    C

    R

    I

    P

    T

    O

    R

    S

    Task is fulfilled Task is fulfilled Task is fulfilled Task is partially

    fulfilled

    Task is hardly

    fulfilled

    Ideas are well-

    developed and well-

    organised with

    supporting details

    Ideas are

    developed and

    organised with

    supporting details

    Ideas are sufficiently

    developed and some

    organisation with

    supporting details

    Ideas are partially

    developed and lack

    organisation.

    Ideas are not

    developed and

    not organised.

    Language is accurate

    with few first draft

    slips.

    Language is largely

    accurate with

    some minor errors.

    Language is

    sufficiently accurate.

    Errors are mostly

    SWEs.

    Language is partially

    accurate . Errors are

    mostly MWEs.

    Language is

    inaccurate.

    Sentence structures

    are varied and used

    effectively

    Sentence

    structures are

    mostly varied

    Sentence structure

    are sufficiently

    varied

    Sentence structures

    lack variety and

    repetitive

    Sentence

    structures are

    distorted.

    Vocabulary is wide

    and precise

    Vocabulary is wide

    enough and mostly

    precise

    Vocabulary is

    sufficient but lacks

    precision

    Vocabulary is limited Vocabulary is

    inappropriate

    Interest is arousedand sustained

    Interest is largelyaroused

    Interest is sufficientlyaroused

    Interest is partiallyaroused

    Interest is hardlyaroused

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    Marking Criteria For Question 7

    BAN A B C D E

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    Note:

    -Award 0 mark when there is:

    no response or response written in language other than English; or

    mindless lifting of irrelevant chunks from other sources including rubrics

    When awarding marks , apply the best fitprinciple. No script will fit neatly into any one of the bands. To determine the appropriate mark ,

    identify the band the response belongs to and refer to the criteria in the band. Examiners should assess the script holistically and always referto the coordinated scripts for consistency.

    BAN

    D

    A

    EXCELLENT

    B

    GOOD

    C

    SATISFACTORY

    D

    WEAK

    E

    VERY WEAK

    DE

    S

    C

    R

    I

    P

    T

    O

    R

    S

    Task is fulfilled Task is fulfilled Task is fulfilled Task is partially

    fulfilled

    Task is hardly

    fulfilled

    Ideas are well-

    developed and well-

    organised

    Well supported with

    evidence from text

    Ideas are developed

    and organised

    Largely supported

    with evidence from

    text

    Ideas are sufficiently

    developed but lack

    organisation

    Supported with some

    evidence from the text

    Ideas are partially

    developed and lack

    organisation

    Minimal evidence

    from the text

    Hardly any

    ideas

    Language is accurate

    with few first draft

    slips.

    Language is largely

    accurate with some

    minor errors.

    Language is sufficiently

    accurate. Errors are

    mostly SWEs.

    Language is partially

    accurate . Errors are

    mostly MWEs.

    Language is

    inaccurate.

    Sentence structures

    are varied and used

    effectively

    Sentence structures

    are mostly varied

    Sentence structure are

    sufficiently varied

    Sentence structures

    lack variety and

    repetitive

    Sentence

    structures are

    distorted.

    Vocabulary is wide

    and precise

    Vocabulary is wide

    enough and mostly

    precise

    Vocabulary is sufficient

    but lacks precision

    Vocabulary is limited Vocabulary is

    inappropriate

    Interest is arousedand sustained

    Interest is largelyaroused

    Interest is sufficientlyaroused

    Interest is partiallyaroused

    Interest ishardly aroused

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    MARKING PROCEDURES

    E i d d t th b l i t

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    Examiners are recommended to use the symbols given to ensure

    consistency in marking and for ease of moderation

    Marking Symbols Meaning of Symbols

    ME

    R

    I

    T

    Meritused to indicate apt vocabulary,good expression and structure where it

    occurs.

    D

    E

    M

    ER

    I

    T

    Gross errors

    Minor errors

    // Irrelevance, incomprehensible

    L Lifting

    ^Omission

    R Repetition

    S Stringing

    Inverse word order (transpose)

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    Mark Scheme For Section A

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    Assessment Objectives

    This part assesses students ability to :

    listen to and understand a variety of texts and respond to the listening task

    Answers for Questions 110

    Question Answer Mark

    1 C 1 mark

    2 D 1 mark3 A 1 mark

    4 B 1 mark

    5 C 1 mark

    6 B 1 mark

    7 D 1 mark

    8 A 1 mark

    9 B 1 mark

    10 A 1 mark

    Mark Scheme For Section B

    A Obj i

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    Assessment Objectives

    This part assesses students ability to :

    listen to and understand a variety of text and present the information in written

    form.

    Please take note of the following:

    Award marks for spelling that does not distort meaning

    award marks for numbers that are spelt out ( for questions 16 20) award marks for proper nouns that sound like the word but may be spelt

    incorrectly.

    Example : Diamond Hall - 1 mark

    Daimen Hall - 1 mark award marks for proper nouns that are written in lower cases

    Example : Lisa - 1 mark

    lisa - 1 mark

    Answers for Questions 1620

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    Question Answer Mark

    11 Public Speaking 1 mark

    12 5 October 1 mark

    13 Diamond Hall 1 mark

    14 14 1 mark

    15 Lisa 1 mark

    16 6 1 mark17 7 1 mark

    18 5 1 mark

    19 4 1 mark

    20 2 1 mark

    PT3 2014

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    PT3 2014PENTAKSIRAN TINGKATAN 3

    UJIAN BERTUTUR 10 MINITSKEMA PEMARKAHAN INSTRUMEN CONTOH

    Bahasa

    Ingger

    is

    Mark Scheme For Section A

    Assessment Objectives

    This part assesses students ability to :

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    This part assesses students ability to :

    read the text aloud using correct pronunciation, intonation and stress and show an awareness of

    audience, purpose and context.

    GENERIC MARKING DESCRIPTORS FOR SECTION A - READING ALOUD

    Award a mark of 0 only if the candidate is unable to read even a single word from the given text.

    Assessment Criteria

    for Reading Aloud

    Band Descriptors

    - Pronunciation and

    articulation

    - Fluency and

    rhythm

    - Awareness of

    audience, purpose

    and context

    A

    Accurate pronunciation, articulation and intonation

    Delivery is almost flawless

    Excellent awareness of audience, purpose and context

    B

    Almost accurate pronunciation, articulation and intonation but there may be

    occasional slips

    Delivery is smooth with minimal hesitation and pauses

    Clear awareness of audience, purpose and context

    C

    Reasonably accurate pronunciation, articulation and intonation. If there are

    errors , they do not impede understanding.

    Delivery is uneven with some hesitations and pauses.

    Fairly clear awareness of audience, purpose and context

    D

    Poor pronunciation, articulation and intonation and a high number of errors

    impedes understanding Delivery is slow and disjointed with a high degree of hesitations and unnecessary

    pauses

    Limited awareness of audience, purpose and context

    E

    Very poor pronunciation, articulation and intonation leads to incomprehensibility

    Delivery is fractured with extensive hesitation and pauses

    Hardly any awareness of audience, purpose and context

    Mark Scheme For Section BAssessment Objectives

    This part assesses students ability to :

    t k t i i l i t ti t id i i d th ht

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    take part in social interaction to express ideas, opinions and thoughts

    GENERIC MARKING DESCRIPTORS FOR SECTION B - SPOKEN INTERACTION

    Award a mark of 1 if an other lan ua e is used redominantl 0 if the candidate does not ive res onse in En lish

    Assessment Criteria

    for Reading Aloud

    Band Descriptors

    - Personal response

    - Fluency

    - Language accuracy

    - Pronunciation

    A

    Personal responses are well-developed Fluent and excellent ability to sustain the conversation

    Wide range of vocabulary with variety of sentence structures

    Accurate grammar except for first draft slip

    Accurate pronunciation

    B Personal responses are well-developed

    Generally fluent and able to sustain the conversation

    sufficient range of vocabulary with variety of sentence structures

    Grammar is adequately accurate but mistakes at word level

    Largely accurate pronunciation

    C Personal responses are reasonably developed

    Fairly fluent and adequate ability to sustain the conversation

    A reasonable range of vocabulary with variety of sentence structures

    A few grammatical errors at word level and sentence level meaning is not obscured

    Reasonably accurate pronunciation

    D Personal responses are poorly developed

    Lack of fluency and conversation sufficiently sustained Simple range of vocabulary with repetitive sentence structures

    Many grammatical errors which hinder understanding

    Mispronunciation may cause some confusion

    E Personal responses are limited

    Very poor fluency and unable to sustain conversation. Use of L1

    A limited range of vocabulary which fractured sentence structures

    Serious grammatical errors that impede reading

    Poor pronunciation impedes understanding

    3. MARKING PROCEDURES

    Marking procedures for Paper 1 (Written Test) and Paper 3 ( Listening Test )

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    Marking procedures for Paper 1 (Written Test) and Paper 3 ( Listening Test )

    1. Print the mark scheme.

    2. The English Language panel should have a moderation marking session before the

    actual scripts are marked(approximately a variety of 10 scripts.)

    How to conduct a moderation session:

    i) The English Language panel should read and understand the question paper and

    the mark scheme.

    Ii) Choose 10 scripts and make copies of them for the moderation exercise

    iii) Read and explain the mark scheme provided by the examination syndicate (LPM)

    vi) Discuss the marks given for the script that has been marked

    vii) Award the final markviii) Repeat step Iviii for the remaining scripts

    Note :

    At the end of this session, there should be marked scripts of various bands (A E) for

    the writing tasks

    M ki P d f P 2 ( S ki T t)

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    Marking Procedures for Paper 2 ( Speaking Test)

    1. Refer to the mark scheme in the question paper.

    2. The English language panel should have a moderation session based on the

    video provided.

    How to conduct the moderation session :

    i) The English Language panel should read and understand the mark scheme

    carefully.ii) Explain the mark scheme to the examiners.

    iii) Watch the video and place the candidate in the correct band.

    iv) Discuss the band given to the candidate and come to a consensus.

    v) Award the final band for the candidate.

    Note :

    The moderation for the speaking test should be conducted before the speaking

    assessment

    MULA

    CARTA ALIR MODERASI PEMERIKSAAN DAN VERIFIKASI SKOR OLEHKETUA PANITIA

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    Guru M/P

    memeriksa

    semula

    skripjawapan

    calon

    TAMAT

    Sekolah memuat turun Aplikasi PT3 yang mengandungi item danPanduan Penskoran

    Guru M/P Ting 3 yang dilantik oleh pengetua memeriksa skripjawapan calon berpandukan Panduan Penskoran

    Guru M/P Ting 3 menyerahkan skrip jawapan calon kepada KPuntuk dimoderasi pemeriksaan dan diverifikasi skor

    KP membuat moderasi pemeriksaan dan verifikasi skor bagimemastikan pemeriksaan menepati Panduan Penskoran

    Tidak

    Pemeriksaan menepati Panduan Penskoran

    Guru mata pelajaran meneruskan pemeriksaan skripjawapan calon

    Ya

    MULA

    CARTA ALIR MODERASI PEMERIKSAAN DAN VERIFIKASI SKOR OLEHPERSONEL PENTAKSIRAN

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    Guru M/P

    memeriksa

    semula

    skripjawapan

    calon

    Guru m/p T 3 menyerahkan skrip jawapan calon kepada KP untukdimoderasi pemeriksaan dan diverifikasi skor

    KP membuat moderasi pemeriksaan dan verifikasi skor bagimemastikan pemeriksaan menepati Panduan Penskoran.

    KP menyerahkan skrip jawapan calon kepada personelpentaksiran untuk dimoderasi pemeriksaan dan diverifikasi skor.

    Personel Pentaksiran membuat moderasi pemeriksaan dan

    verifikasi skor bagi memastikan pemeriksaan menepatiPanduan Penskoran

    Tidak

    Pemeriksaan menepati Panduan Penskoran

    Personel Pentaksiran membuat verifikasi skor

    Ya