ESOL Level 2. Speaking and Listening. Benchmark Assessment and Mark Sheet

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1 ESOL Level 2 Speaking and Listening Benchmark Assessment and Mark Sheet SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 1 of 19

2 General Instructions At Level 2 the learner will complete three tasks. The ESOL Speaking and Listening standards will be met in full across all three tasks, although each task may not meet all the standards. A record of each learner s performance must be made on individual mark sheets and each task must be passed to achieve an overall pass at the level. Where a learner fails a task, a different version of the task must be completed. Any tasks which have already been passed do not need to be repeated. At least an additional two weeks teaching must be completed before attempting a new assessment task. The tasks must be completed under controlled conditions. The evidence produced must be the learner s own unaided work. Centres may design their own assessments, but these must be submitted to NOCN for standardisation no less than 15 working days before the first planned assessment date. The NOCN mark scheme must still be used. The assessment tasks may take place on different days to help centre management of the assessments but the total amount of time available to learners must not exceed the permitted duration of the assessment. Assessments can take place in the classroom, although learners should not be disadvantaged by the environment. To successfully pass the Speaking and Listening assessment, the learner must achieve a pass for the paper. Centres must retain records of failed assessments as well as those which are passes. Tutors must sign and date the completed Assessment Mark Sheet. Introduction - Speaking and Listening Level 2 This unit assesses the skills and knowledge required to meet the national standards at Level 2 for Speaking and Listening. At this level, learners can: listen and respond to spoken language, including extended information and narratives, and follow detailed explanations and multi-step instructions of varying length, adapting response to speaker, medium and context. speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting speech and content to take account of the listener(s), medium, purpose and situation. engage in discussion with one or more people in a variety of different situations, making clear and relevant contributions that produce outcomes appropriate to purpose and topic. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 2 of 19

3 Tutors will need to teach Speaking and Listening using methods that are inclusive and appropriate and which take account of the cultural and learning experiences of learners. Guidance on appropriate activities with examples of application and level can be found in the ESOL Core Curriculum. Learners should be provided with appropriate support throughout. Opportunities for learners to discuss progress should be provided at all stages of the learning process. The context and mode of delivery is flexible and should reflect the needs of the learners and the context in which they are learning. Unit Assessment The unit of assessment includes the learning outcomes and assessment criteria and is mapped to the national standards and component skills and knowledge in the ESOL Core Curriculum. This unit is assessed through externally set tasks that are internally marked, internally quality assured and externally quality assured. These are available at the end of this External Assessment Pack. Learners not achieving the unit can be reassessed provided a different set of external assessment tasks are used. These will be provided by NOCN. A two-week period must have elapsed from the learner s previous attempt. Quality Assurance The ESOL tutor should mark the assessments in line with the mark scheme guidance. A sample of assessed work should be internally quality assured by an Internal Quality Assurer. This should be a minimum of 10% of all the assessments ensuring that the sample includes all tutors. A further 10% of assessments must be observed by an Internal Quality Assurer (IQA) who must complete an Observation of Performance report. Each recording should be clearly labeled with: o o o the name of the learner. the name of the tutor. the date of the assessment. Tutor and IQA Observation Records must be clear and well-presented and indicate on what basis the assessment decisions have been made. Tutor records must contain notes on non-verbal signs used by the learner to attract attention, seek clarification or reinforce meaning. Following internal quality assurance, the centre should request an external quality assurance visit to agree the assessment decisions and to recommend that the achievements are certificated. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 3 of 19

4 Assessment Mark Sheet and Performance Descriptors The Assessment Mark Sheet is mapped to the learning outcomes and assessment criteria from the unit of assessment and enables the recording of learner achievement for the external assessment. The performance descriptors for Speaking and Listening take account of differential performance of learners at Level 2. They also identify the qualities of a performance that may fall just below the required level. These bands are provided to assist tutors in making a final judgement when faced with the range of achievement demonstrated by learners at this level. The bands are not identified on the learner s certificate but may assist feedback to the learner on strengths and areas for further development. Satisfactory Achievement is the minimum a learner must demonstrate at this level to gain credits for Speaking and Listening. To achieve an overall Satisfactory, the learner must achieve Satisfactory or above for each task. To achieve an overall Secure, the learner must achieve Secure for each task. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 4 of 19

5 Mapped to the ESOL Core Curriculum. CC Ref Lr/L2.1a Lr/L2.2a Lr/L2.2b Lr/L2.2c Learning Outcomes The learner will: 1. Be able to obtain information from verbal communication. Assessment Criteria The learner can: 1.1 Follow the gist of extended verbal communication. 1.2 Obtain relevant detail from extended verbal communication. 1.3 Follow multi-step verbal instructions correctly for a given purpose. Sc/L2.1a Sc/L2.1b Sc/L2.4d Sc/L2.4a Sc/L2.1c Sd/L2.2b Sc/L2.5a Sc/L2.4b Sc/L2.4c Sc/L2.4d Sc/L2.4f Sc/L2.3a Sc/L2.3b Sc/L2.1b Sc/L2.1c Sc/L2.2a Sd/L2.1a Sd/L2.2a Sd/L2.3a Sd/L2.4a Sd//L2.5a 2. Be able to speak English to communicate. 2.1 Use clear pronunciation to convey intended meaning. 2.2 Use appropriate language in context according to formality. 3. Be able to convey information. 3.1 Present information in a logical sequence for a given purpose. 3.2 Provide a verbal account with relevant information confidently for a given audience. 3.3 Convey relevant detail during verbal communication. Lr/L2.4a Lr/L2.4b Sd/L2.2a Sd/L2.2b Sd/L2.2d Sc/L2.1b Sc/L2.1c Sc/L2.2a Sd/L2.1a Sd/L2.2a Sd/L2.2d Sd/L2.3a Sd/L2.4a Sd//L2.5a Sd/L2.2c Sd/L2.4d Sd/L2.2b Sc/L2.4e 4. Be able to engage in discussion with others. 4.1 Contribute constructively to discussion 4.2 Express views constructively during verbal communication. 4.3 Respond to others constructively to move discussion forward. 4.4 Obtain relevant information from others. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 5 of 19

6 Instructions for Tutors on Support, Guidance and Assessment Evidence The tutor should ensure that: the learner has sufficient information to complete the task before commencing. the learner has sufficient time to prepare for the task. the learner understands the task. The tutor must explain the nature of the task and should read out the questions, but they must not help the learners with any part of the listening element of the tasks. Learners must form and express their spoken responses to any part of the assessment task itself without assistance, prompting, input or intervention of the tutor. Where tutors are participating in the task, it is recommended that these particular tasks are recorded to enable the tutor to listen again and confirm their judgements against the Assessment Mark Sheets. If a learner does not achieve the task, they must be given another assessment. The context and/or situation must be changed to ensure the task is not simply repeated. The tutor must ensure that, where learners are being assessed in pairs or groups for a task, each learner has a fair opportunity to be assessed on all parts of the task. If necessary, the tutor may need to intervene and take on a role within a task to ensure equal opportunity for assessment. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 6 of 19

7 General Instructions The tutor must read the text in italics to the learner. A record of each learner s responses must be made on individual mark sheets and each task must be passed to achieve an overall pass at the level. Where a learner fails a task, a different version of the task must be completed. Any tasks which have already been passed do not need to be repeated. Task One Tutor Instructions (5-6 minutes) A recording must be prepared prior to the assessment with the information in the box below recorded by someone other than the class tutor. Listen to this information. You will hear the information twice, but I will not stop the recording until it is finished. As you listen the first time, think about Question 1. Listen carefully. When you have listened once, answer the first question. Is this mostly about using the internet, watching TV or using a mobile phone? Answer: Using the internet. The tutor will play the recording. Recorded Text: More than half the people in Britain use the internet to watch TV, films and online video, according to a recent survey. If you use the internet to do this, do you still need to watch a normal TV? You don't need a TV licence to watch catch-up TV like the BBC's iplayer. So, unless you're watching or recording a programme in real time, you do not need to pay the annual fee. Don't forget, if you watch TV as it happens, even online, then you do need a licence. If you buy music on the internet and store it on your MP3 player or even your phone, then maybe it's time to throw away your CD collection. If you move quickly, you could sell your CDs on Ebay before we all go entirely digital. My mobile handset has internet access. I can read every non-subscription newspaper online for free, so I haven't bought a physical paper for more than a year. This doesn't just save money, it cuts down on paper waste and lets me read news and articles from more than one place. This allows me to look at news stories from different viewpoints. Your phone can even download an entire paper overnight from the internet, so you can read the news when you have no phone reception. Now listen again. When it is finished, answer these two questions. When do you have to have a TV licence? State two ways that using the internet can save you money. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 7 of 19

8 The tutor must make a note of the responses on the mark sheet. Question 2: When do you have to have a TV licence? Accept any reasonable response from the text e.g. You need a licence to watch TV in real time. You have to have a licence to watch programmes in real time even on the internet. Question 3: State two ways that using the internet can save you money. Accept: You could sell your CDs on EBay. You can download newspapers. You can read non-subscription newspapers for free. You may not need a TV licence. You can watch catch-up TV. Any other valid response based on the text. Task Two Tutor Instructions (10 minutes) Introduce the activity to the learner. You have been asked to give a presentation about the benefits of new technology. Think about what piece of modern technology has changed your life. This could be any equipment used around the house or at work or study, computers, the Internet or even your mobile phone. Explain to a small group of people what impact this piece of technology has had on your life. Give examples of the changes that have taken place over the last few years. Most importantly try to persuade the group that they would benefit from using the technology too if they do not already use it. You have up to five minutes to prepare for the task. You can make notes but may not speak to other people in the group or have support from me. Tell me when you are ready to begin. Make notes to record the key points of the learner s presentation and complete the assessment record sheets to show the level of achievement. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 8 of 19

9 Task Three Tutor Instructions (7-10 minutes) Introduce the activity to the learner. You have two minutes to prepare for the task. The discussion will last around five to eight minutes. You will take part in a group discussion about the way that digital technology is changing our everyday and working lives. You could discuss the impact on our everyday and working lives of: Mobile phones or text messages The Internet Digital cameras/camcorders MP3 players You could explain whether life was better for you with or without this technology and give justification about why this is the case. Within the group, choose one of the pieces of technology and decide how to use it more effectively in your everyday lives, including at work or when studying. You may make notes on your task sheet. You have up to two minutes to prepare for the task. You can make notes but may not speak to other people in the group or have support from me. Tell me when you are ready to begin. Make notes to record the learner s comments and complete the assessment record sheets to show the level of achievement. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 9 of 19

10 Assessment Mark Sheet Learner Name Tutor Name Centre Name Start time of Assessment End time of Assessment Date of Assessment Task One Listening Activity Assessment Question Criteria Is this mostly about using the internet, watching TV or using a mobile phone? Accepted Responses Using the internet Learner s response: Tell me when you have to have a TV licence. Accept any reasonable response from the text. Tick any that match or list learner s response. You need a licence to watch TV in real time, even on the internet. You have to have a licence to watch programmes in real time even on the internet. Learner s response: State two ways how using the internet can save you money. Accept any two of the following. Tick any that match or list learner s response. You could sell your CDs on Ebay. You can download newspapers. You may not need a TV licence. You can watch catch up TV. You can read non-subscription newspapers for free. Any other valid response based on the text. Learner s responses: Learners must answer at least one question per criteria to pass the task. No correct answers per criteria - demonstrates Did Not Achieve. One correct answer per criteria - demonstrates Satisfactory Achievement. Two correct answers per criteria - demonstrates Secure Achievement. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 10 of 19

11 Assessment Criteria Meets Satisfactory Meets Secure Did not achieve 1.1 Follow the gist of extended verbal communication. 1.2 Obtain relevant detail from extended verbal communication. SAMPLE - Speaking and Listening Level 2 Set A - V4 Page 11 of 19

12 ESOL Skills for Life Level 2 (QCF) Speaking and Listening Task Two Presentation and Task Three - Group Discussion Please complete the assessment sheets giving actual examples from the discussion or presentation to show how the criteria have been met. Summary of the key points raised in the presentation: Summary of the key points raised in the group discussion: Task Two and Three Complete the table, indicating the level of achievement and giving examples of how the standards have been met. Assessment Secure Achievement Satisfactory Achievement Did not achieve Criteria 1.3 Follow multi-step verbal instructions correctly for a given purpose. Follows complex instructions given in a face-toface interaction to complete an activity. Learner recognises a range of ways in which speakers may give a reason, state a condition using if or unless or use discourse markers to emphasise a point, e.g. most importantly. Completes the activity fully, following all instructions. Follows complex instructions given in a faceto-face interaction to complete an activity but may have to ask for clarification. Undertakes the activity set, following the instructions but may not realise the importance of some of the discourse markers used. Uses knowledge of a variety of sequence markers to help to understand a set of instructions. Learner follows instructions given to complete the activity but they have not always done this in an appropriate order or fully. Speaking and Listening Level 2 Set A - Version 4 Page 12 of 19

13 ESOL Skills for Life Level 2 (QCF) Speaking and Listening 2.1 Use clear pronunciation to convey intended meaning. Speech is clear, comprehensible and wellpaced. Good intonation and stress when required e.g. asking or answering questions or expressing feelings. Individual sounds are consistently accurate and assimilation and elision are used consistently. Speech is clear, comprehensible and wellpaced although there is some need for clarification and repetition. Some intonation and stress is used but patterns are not always natural. Individual sounds are accurate but there may be some problems with assimilation and elision. Individual sounds are not always accurate but can be understood without difficulty. Intonation does not follow normal patterns and may sound stilted. 2.2 Use appropriate language in context according to formality. Consistently able to construct complex sentences, questions and responses. Able to use language to persuade and convince as well as giving clear explanations. Good command of use of colloquialisms and idiom and a wide range of vocabulary to suit the context. Appropriate use of register. Learner relies on straightforward exchanges. Limited use of language to persuade. An adequate range of vocabulary may be used but not always used appropriately. Register used is appropriate to context with only one or two lapses which do not impact on the activity or other learners. Lexical gaps may cause hesitation or a change of approach. Register used may be inappropriate at times and impacts on the activity and other learners. Speaking and Listening Level 2 Set A - Version 4 Page 13 of 19

14 ESOL Skills for Life Level 2 (QCF) Speaking and Listening 3.1 Present information in a logical sequence for a given purpose. Presentation of information fully meets the requirements of the activity. All contributions are relevant and effective. Uses formal markers for making the structure of a discourse clear, and elaborates on main points by giving examples, explaining cause and effect and purpose. Pauses at appropriate points to check listeners' understanding. Presentation of information meets the requirements of the activity with only one or two errors. The contributions are relevant to the task. Does not fully elaborate on main points but does give some examples to clarify. Makes use of some discourse markers to structure the presentation, but this is not maintained throughout. Information presented has significant errors in the use of sequencing devices such as intonation to show a narrative is continuing and discourse markers to show progression through ideas which have an impact on the activity or other learners. Verbs with time markers are not used effectively throughout. 3.2 Provide a verbal account with relevant information confidently for a given audience. All contributions are relevant and effective. Learner provides information confidently and fluently, using open body language to support the verbal account. Learner addresses the set topic. Contributions are relevant and effective and any lapses do not impact on the activity or other learners. Presentation is given confidently and fluently with some evidence that the learner is aware of the audience s views through use of positive body language and any lapses do not impact on the activity or other learners Learner may speak with a little hesitation while searching for words but the intention of the learner is mostly clear. May use very short phrases to convey information. Speaking and Listening Level 2 Set A - Version 4 Page 14 of 19

15 ESOL Skills for Life Level 2 (QCF) Speaking and Listening 3.3 Convey relevant detail during verbal communication. Construction of sentences and delivery of exchanges is consistent throughout. Grammar and phrases used are accurate and tense and discourse markers are used competently throughout. Information given in verbal communication is relevant to the activity. Information is focused and is well developed to show depth of understanding and knowledge. One or two minor errors in construction of sentences and delivery of exchanges but these do not impede on understanding. Grammar and phrasing is suitable to context and learner self-corrects where required. Information is related to the topic but may lack focus and may not always show depth of understanding and knowledge. Some significant errors in construction of sentences and delivery of exchanges which may impede on understanding. Learner attempts to self-correct grammar and phrasing although may not always be successful. Information given may not always directly relate to the topic being discussed, but this does not affect understanding. Speaking and Listening Level 2 Set A - Version 4 Page 15 of 19

16 ESOL Skills for Life Level 2 (QCF) Speaking and Listening 4.1 Contribute constructively to discussion. Learner s contributions to the discussion fully meet the requirements of the activity. All contributions are relevant and effective and show a clear level of empathy with others in the group. Extended contributions are given fluently and with no hesitation. Learner s contributions meet the requirements of the activity. Learner addresses the set topic. Contributions are relevant and effective and show an acceptable level of fluency but do not demonstrate empathy with others in the group consistently. Some of contributions are extended and any shorter exchanges are effective in moving the discussion forward. Learner may respond with a little hesitation while searching for words but the intention of the learner is mostly clear. Extended contributions are given but they may not always have a clear introduction or end. 4.2 Express views constructively during verbal communication. Clearly expresses own views to persuade others. Opinions are justified and learner is able to provide reasonable suggestions and solutions to problems. Consistently able to construct complex sentences, questions and responses. Able to use language to persuade and convince as well as giving clear explanations. Learner relies on straightforward exchanges to express views with some use of language to persuade being demonstrated. Views are justified and evidence is shown of examples to explain own views.. Views expressed fulfil some of the requirements of the activity. Opinions are not fully justified or elaborated upon and learner does not give examples where they may have been useful to clarify or justify own views and opinions. Speaking and Listening Level 2 Set A - Version 4 Page 16 of 19

17 ESOL Skills for Life Level 2 (QCF) Speaking and Listening 4.3 Respond to others constructively to move discussion forward. Learner responds without hesitation or request for repetition. Fully engages in the discussion and makes extended responses to other learners contributions and expands on them when appropriate. Turn taking strategies are used effectively and the learner uses strategies to move the discussion forward. Learner responds with a little hesitation and responses to other contributors sometimes lack detail but overall this does not impact on the activity or other learners. Uses effective turn taking strategies and makes an attempt to move the discussion forward. Turn taking strategies are not used effectively with some inappropriate interruptions which may disrupt the discussion. 4.4 Obtain relevant information from others. Good understanding of use of colloquialisms and idiom and a wide range of vocabulary to suit the context. Learner recognises and uses inference to obtain information. Learner recognises feelings expressed through vocabulary and structures used or through intonation and pitch, and responds appropriately. May ask for help to clarify understanding and reach conclusions. A range of vocabulary may be understood but this does not fully extend to understanding the use of colloquialisms and idiom. Learner recognises inference and uses this information to respond Learner recognises feelings expressed either through the use of words or body language but does not always respond to this. Learner recognises where a speaker is stating a fact or expressing an opinion, and responds appropriately most of the time. However, any errors may impact on the activity or other learners. Learner may recognise feelings expressed through vocabulary or body language but does not use this information to adjust own response or information given. Speaking and Listening Level 2 Set A - Version 4 Page 17 of 19

18 ESOL Skills for Life Level 2 (QCF) Speaking and Listening Speaking and Listening Level 2 Set A - Version 4 Page 18 of 19

19 Speaking and Listening Summary Result Sheet The learner must achieve a tick in all the boxes at Satisfactory or above for an overall Satisfactory Achievement, or a tick in all boxes at Secure for Secure Achievement in each task. Task Satisfactory Secure Did Not Achieve One Two Three Overall Result Tutor Name: Tutor Signature: Date of Assessment: Internal Quality Assurer Name: Internal Quality Assurer Signature: Date of Internal Quality Assurance Activity: External Quality Assurer Name: External Quality Assurer Signature: Date of External Quality Assurance Activity: NB Internal and External Quality Assurer if sampled Speaking and Listening Level 2 Set A - Version 4 Page 19 of 19

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