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Problems are also caused by simply inadequate or inaccurate analysis. Examples from this
year include falsely attributing a selection of transitive phrasal verbs as intransitive, calling
adjectives adverbs (and vice versa) and many examples of incomplete, arguable or plainly
inaccurate phonemic transcriptions.
The grade profile for a Pass Background Essay includes:
The analysis of the area and the discussion of learning problems and teaching
issues are mostly accurate, cover some key points and show reasonable and
generally accurate understanding supported by reference to key sources and
relevant classroom experience and observation.
Seriously inaccurate analysis of the area in focus invariably leads to a fail grade for the
Background Essay.
Criterion 3b is only slightly less problematic than 3a. The reasons for this criterion being
recorded as Not met are almost always of three kinds:
i.
ii.
iii.
Examples from this year include discussion of a learner difficulties with dummy subjects (in an
essay focused on phrasal verbs), falsely identifying normal uses of prepositions with problems
forming phrasal verbs, focusing on only two issues and stating problems in an
overgeneralised manner (for example, that novice writers have difficulty with text
organisation).
Section 4
This section of the criteria for the Background Essay contains three out of the four most
frequently Not met criteria and is the most problematic section of all. The criteria are:
4.
b)
c)
Criterion 4c
This is the criterion most frequently recorded as Not met in failed Background Essays.
The single most important reason for assessors noting this criterion as Not met is the failure
to link the suggestions to the identification of issues for learners and the analysis. There
needs to be an explicit and clearly discernible follow-through from the identification of learner
problems to linked teaching suggestions.
Criterion 4a
For the Background Essay, this is the second most frequently recorded Not met criterion.
A key reason for this is a failure to note the term relevant in the criterion.
Typical issues identified by assessors are:
i.
ii.
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iii.
iv.
v.
Less frequently, it is an obvious lack of familiarity with the ideas suggested which leads to a
Not met entry. The following comment from an assessor identifies both the problems
prevalent under this criterion.
Published materials were referred to but again the impression is not given that the
candidate has used them (4a).
He also drifts into the area of written forms
e. g., negative inversion and the passive when talking about classroom issues,
but the whole point of the assignment is to do with spoken grammar.
Criterion 4b
This criterion is often Not met for the simple reason that no, or far too little and vague,
evaluation of the suggestions for teaching is attempted.
Common issues are:
i.
ii.
iii.
Even when this criterion is not recorded as Not met, it is often only Partially met as this
assessor comment indicates:
4b: Suggestions are insufficiently explained and therefore what the evaluation
sections are referring to is often unclear. Evaluation also relies on reference to
sources rather than being based the candidates own experience or intuition.
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Centres and candidates need to focus very clearly on meeting the criteria in Section 4. This
means:
o
Explicitly linking the suggestions to the problems identified and the analysis
presented.
There are errors in the analysis with regard to transitive and intransitive verbs.
use language which is accurate and appropriate for the teaching and
learning context
b)
adapt their own use of language to the level of the group and individuals
in the group
c)
d)
e)
When criteria 7a and 7b are Not met, they are often Not met in tandem through candidates
simply being unable to modify their own production to take account of the learners level.
Such failure also impinges on criterion 6a (showing sensitivity to the learners level). 7a is
very rarely Not met because of an inability to use adequately accurate language. Likewise,
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