Module 2 — Assessment for Learning: Mark Schemes, Tiers & Calibration

1. What is the primary purpose of mark scheme descriptors in the 0520 syllabus?

2. How should a teacher interpret command words during a listening task?

3. In the 0520 Speaking criteria, what distinguishes the highest band from the middle band?

4. What is the primary benefit of the calibration process?

5. When should formative feedback be provided according to Assessment for Learning (AfL) principles?

6. What does 'accuracy' refer to in the 0520 assessment criteria?

7. Why is peer-moderation recommended for 0520 teachers?

8. What characterizes 'range' in language assessment?

9. How do command words influence a student's score?

10. What is a key outcome of mapping an activity to a syllabus objective?

1. You find that your departmental colleagues are consistently marking higher than the official specimen standards. What is your immediate next step?

2. A student asks why they received a lower band for speaking despite speaking for three minutes. What do you say?

3. You are creating your two-week scheme of work. How do you integrate assessment?

4. During a mock exam, a student fails to address the command word 'justify'. What is the pedagogical correction?

5. A teacher wants to improve student accuracy. What strategy is most effective?

6. What evidence should you include in your portfolio to show you understand mark schemes?

7. How should you respond to a student who produces a long but grammatically incorrect response?

8. What is the best way to handle a student's frustration with feedback?

9. If you are unsure of how to mark a specific script, what is the professional expectation?

10. Your goal is to prepare students for the Speaking test. How does moderation help?