LEMBAGA PEPERIKSAAN

KEMENTERIAN PENDIDIKAN MALAYSIA

ARAS 1,2,5-13, Blok E 11
Kompleks Kerajaan Parcel E
Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA

BAHASA INGGERIS
(12)
PENTAKSIRAN TINGKATAN 3 (PT3)

MODUL LATIHAN
PEMASANGAN DAN PEMERIKSAAN INSTRUMEN
BUKU 1

BOOK 1 CONTENT:
Section A Administration
Guidelines to use the module
Meeting schedule
Section B Assembling The Instrument
Format of instrument
Guidelines to assemble the instrument
Flow chart on how to assemble the PT3 English Language

Section C
Sample instruments
Mark scheme and marking symbols
Marking procedure
Flow chart on marking procedures and moderation of scores

SECTION A
ADMINISTRATION
Guidelines to use the module
Meeting schedule

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 the
assessment.

(2)

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

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.

the

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 objectives
b) The question paper
c) Form 1 3 Literature Component
d) The mark scheme
Before you start marking, read and understand the mark scheme
thoroughly.
PAPER 2 ( SPEAKING TEST)
Your task as an examiner is to become familiar with the examination
materials which include:
a) the assessment objectives
b) 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 scheme
thoroughly.

PAPER 3 ( LISTENING TEST)

Your task as an examiner is to become familiar with the examination
materials which include:
a) The assessment objectives
b) The question paper
c) The mark scheme
d) A PA system
Before you start marking, read and understand the mark scheme
thoroughly.

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,

ENGLISH LANGUAGE WRITTEN TEST (12)

NO
1
2

ITEM
Type of Instrument
Type of Items

Number of Questions

DESCRIPTION
Written Test
a) Limited response
b) Open response
c) Guided writing
Section A (Error Identification of a text)
1 question
Section B (Comprehension of a non-linear text and information
transfer)

Answer all
questions

2 questions
Section C(Comprehension of a linear text and poem)
2 questions

Section D (Guided Writing and Novel)

4
5
6

Marks
Duration
Constructs

2 questions
100 marks
2 hours
a) Knowledge of the language system
b) Information processing skills (reading comprehension)
c) Language application skills (writing)

Marking Method

d) Creativity and language appreciation (reading and writing)

Analytic and Holistic

NO
1
2
3
4

INSTRUMENT FORMAT FOR PENTAKSIRAN TINGKATAN 3

EGLISH LANGUAGE ORAL TEST (13)
ITEM
DESCRIPTION
Type of Instrument
Speaking Test
Listening Test
Type of Items
(a) Limited response
(a) Multiple choice questions
Task Type
Number of Questions

Answer all
questions

Marks

6
7

Duration
Constructs

Marking method

(b) Open Response

Individual
Section A (Reading Aloud)

(b) Limited response

Individual
Section A (Recorded Texts)

1 text

10 MCQs

Section B (Spoken
Interaction)

Section B (Extended recorded

texts)

1 Theme
30 marks

10 limited response questions

20 marks
Total : 50 marks
10 minutes
30 minutes
(a) Oral Reading skills Language skills and information
processing skills(listening
(b) Verbal
comprehension)
communication
skills
Holistic
Analytic and dichotomous

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

MULA
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 Personel
Pentaksiran untuk diverifikasi
Personel Pentaksiran membuat verifikasi instrumen
bagi memastikan instrument menepati Panduan
Pemasangan Instrumen

Tidak

Instrumen menepati Panduan Pemasangan Instrumen

Ya

Personel Pentaksiran membut verifikasi Instrumen

TAMAT

CARTA ALIR PEMASANGAN DAN VERIFIKASI INSTRUMEN OLEH KETUA

PANITIA

MULA

Sekolah memuat turun item dan Panduan Pemasangan

Instrumen dari Aplikasi PT3
Guru M/P Ting 3 yang dilantik oleh pengetua
membuat pemasangan instrument berdasarkan
Panduan Pemasangan Instrumen
Guru M/P Ting 3 menyerahkan instrumen kepada KP
untuk diverifikasi.

KP membuat verifikasi instrument bagi memastikan

instrumen menepati Panduan Pemasangan
Instrumen
Guru M/P
memasang
semula
instrumen

Tidak

Instrumen menepati panduan Pemasangan Instrumen

Ya

KP membuat verifikasi instrumen.

Guru M/P memperbanyakkan instrumen
TAMAT

SECTION C
MARKING THE SCRIPTS

SAMPLE QUESTION PAPERS

MARK SCHEME AND MARK SYMBOL

PT3 2014
PENTAKSIRAN TINGKATAN 3
UJIAN BERTULIS

2 JAM

Bahasa Inggeris

SKEMA PEMARKAHAN INSTRUMEN CONTOH

Mark Scheme For Section A

Question 1
(10 Marks)
Assessment Objectives
This part assesses students ability to :

Show understanding of the use of correct grammar in

context.
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, no
marks will be awarded

SECTION A : QUESTION 1
Error identified
/
/
x

Identifications Of
Errors
10 Marks

Error corrected
/
x
/

Correction of Errors
10 Marks

Marks
2
1
0

Total
20 2 = 10 Marks
Example 1 : 14 2 = 7 Marks
Example 2 : 7 2 = 3.5 = 4 Marks

Question
a
b
c
d
e
f
g
h
i
j

Error
Answer
whom
looked
was
his
name
quick
above
checked
meet
went

Mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark

Question
a
b
c
d
e
f
g
h
i
j

Correction
Answer
who
looking
were
their
names
quickly
on/in
check
met
gone

Mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark
1 mark

Mark Scheme For Section B

(30 Marks)
Question 2
(10 Marks)
Assessment Objectives
This 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.

SECTION B : Question 2

Question

Key / Answer

Mark

Businessman

1 Mark

Surgeon

1 Mark

Amazed

1 Mark

Confused

1 Mark

e
f

Go to school
Do well
Gain knowledge

1 Mark
(accept any two)

1 Mark

Wash the car

1 Mark

Water the plants

1 Mark

i
j

Watch TV
Read a book
Play football

1 Mark
(accept any two)

1 Mark

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 postcard
i. 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.

2. Do remember to use your discretion and good

judgement for correct answers that appear
different from suggested answers especially for
questions that require a personal response.
. award full marks for intelligent lifting.
3. Do
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

Answers for Questions a i

a. False

1m

b. True

1m

c. True

1m

d. 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

b. Malaysian cuisine

1m

1m

h. Acitivities such as jungle trekking and camping are outdoor activities which
provide fun / a challenge

1m

(accept any relevant response)

i. To prevent water / wild animals from entering the house.
(accept any relevant response)

1m

General Guidelines For Marking Question j

1. Marked on a 5 band 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 be
placed in the upper band.
ii. Responses with frequent minor and serious errors should be
placed in the lower bands.

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. Read the response again to confirm or change
bands

.
10. If there is a change in the band, read the 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 tasks
with 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

Band /Mark
A

Criteria
Task Fulfilment

Fulfilled

Fulfilled

Fulfilled

Partially
fulfilled

Hardly
fulfilled

Language
accuracy

Accurate

Largely
accurate

Sufficiently
accurate

Partially
accurate

Hardly
accurate

Organisation and
development

Well organised
& well developed

Organised &
developed

Sufficiently
organised with
some details

Lacking
organisation &
details

Hardly any
organisation
and details

Varied & effective

Largely
varied

Some variety

Lack variety

Distorted
sentence
structures

Hardly any lifting

A little
lifting

Some lifting

Almost
wholesale
lifting

Total lifting

Sentence
structure
Lifting from text

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 fit principle. 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 refer to the coordinated scripts for consistency.

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.

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. 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.

Question 4
(15 marks)
Answers for Questions a i
a. Deepavali
b. To ask for advice on how to prepare for the examination.
c. i. Help each other
ii. Share notes / exchange ideas have discussions
(accept any relevant response)
d. By borrowing books without buying them.
e.
Word / Phrase
i. around the corner

1M

ii. a fortnight

1M

iii. avoid

1M

iv. at the eleventh hour

1M

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.
g. She can do well in her exam / She can excel in her exam.
(Accept any relevant response)

1M
1M
1M
1M
1M

1M
1M

h. i. She might neglect her studies

1M

ii. She might end up spending too

much time chatting with her friends. 1 M
(Accept any relevant response)
i. i. Plan a timetable.
ii. Attend tuition classes.

1M
1M

(Accept any relevant response)

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

E.g: Form a study group.

Question 5
(5 Marks)
Answers for Question a d
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
(Accept any other relevant response)
Note : Refer to the table below.
Answer

Marks

Yes / No with reason

Yes/ No not mentioned but can be implied

through the reason

No attempt
Yes / No without reason

(2 M)

Mark Scheme For Section D

(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.

 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.

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.

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 make
responses more interesting

C. General instructions to examiners for marking Section D

1. Marked on a 5 band impression scale with bands ranging from A E.
2. Read the responses provided for relevance to task and assessment objectives specified
for the question.

3. Indicate merit and demerit expressions.

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.

Marking Criteria For Question 6

BAN
D

D
E
S
C
R
I
P
T
O
R
S

A
EXCELLENT

B
GOOD

C
SATISFACTORY

D
WEAK

E
VERY WEAK

Task is fulfilled

Task is fulfilled

Task is fulfilled

Task is partially
fulfilled

Task is hardly
fulfilled

Ideas are welldeveloped and wellorganised 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 aroused
and sustained

Interest is largely
aroused

Interest is sufficiently
aroused

Interest is partially
aroused

Interest is hardly
aroused

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 fit principle. 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 refer
to the coordinated scripts for consistency.

Marking Criteria For Question 7

BAN
D

D
E
S
C
R
I
P
T
O
R
S

A
EXCELLENT

B
GOOD

C
SATISFACTORY

D
WEAK

E
VERY WEAK

Task is fulfilled

Task is fulfilled

Task is fulfilled

Task is partially
fulfilled

Task is hardly
fulfilled

Ideas are welldeveloped and wellorganised

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 aroused
and sustained

Interest is largely
aroused

Interest is sufficiently
aroused

Interest is partially
aroused

Interest is
hardly aroused

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 fit principle. 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 refer
to the coordinated scripts for consistency.

MARKING PROCEDURES
Examiners are recommended to use the symbols given to ensure
consistency in marking and for ease of moderation
Marking Symbols

M
E
R
I
T

Meaning of Symbols

Merit used to indicate apt vocabulary,

good expression and structure where it
occurs.

Gross errors

D
E
M
E
R
I
T

Minor errors

//
L

Irrelevance, incomprehensible

Lifting

Omission

Repetition

Stringing
Inverse word order (transpose)

PT3 2014
PENTAKSIRAN TINGKATAN 3
UJIAN MENDENGAR

30 MINIT

Bahasa Inggeris

SKEMA PEMARKAHAN INSTRUMEN CONTOH

Mark Scheme For Section A

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 1 10

Question

Answer

Mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

10

1 mark

Mark Scheme For Section B

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 16 20

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

1 mark

17

1 mark

18

1 mark

19

1 mark

20

1 mark

PT3 2014
PENTAKSIRAN TINGKATAN 3
UJIAN BERTUTUR

10 MINIT

Bahasa Inggeris

SKEMA PEMARKAHAN INSTRUMEN CONTOH

Mark Scheme For Section A

Assessment Objectives
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
Assessment Criteria
for Reading Aloud
-

Pronunciation and
articulation
Fluency and
rhythm
Awareness of
audience, purpose
and context

Band

Descriptors

Accurate pronunciation, articulation and intonation

Delivery is almost flawless
Excellent awareness of audience, purpose and context

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

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

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

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

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

Mark Scheme For Section B

Assessment Objectives
This part assesses students ability to :
take part in social interaction to express ideas, opinions and thoughts
GENERIC MARKING DESCRIPTORS FOR SECTION B - SPOKEN INTERACTION
Assessment Criteria
for Reading Aloud
-

Band

Descriptors

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

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

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

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

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

Personal response
Fluency
Language accuracy
Pronunciation

Award a mark of 1 if any other language is used predominantly, 0 if the candidate does not give response in English

3. MARKING PROCEDURES
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 mark

viii) Repeat step I viii 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

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

CARTA ALIR MODERASI PEMERIKSAAN DAN VERIFIKASI SKOR OLEH

KETUA PANITIA

MULA

Sekolah memuat turun Aplikasi PT3 yang mengandungi item dan

Panduan Penskoran

Guru M/P Ting 3 yang dilantik oleh pengetua memeriksa skrip

jawapan calon berpandukan Panduan Penskoran

Guru M/P Ting 3 menyerahkan skrip jawapan calon kepada KP

untuk dimoderasi pemeriksaan dan diverifikasi skor

KP membuat moderasi pemeriksaan dan verifikasi skor bagi

memastikan pemeriksaan menepati Panduan Penskoran
Guru M/P
memeriksa
semula
skrip
jawapan
calon

Tidak
Pemeriksaan menepati Panduan Penskoran
Ya
Guru mata pelajaran meneruskan pemeriksaan skrip
jawapan calon

TAMAT

CARTA ALIR MODERASI PEMERIKSAAN DAN VERIFIKASI SKOR OLEH

PERSONEL PENTAKSIRAN

MULA

Guru m/p T 3 menyerahkan skrip jawapan calon kepada KP untuk

dimoderasi pemeriksaan dan diverifikasi skor

KP membuat moderasi pemeriksaan dan verifikasi skor bagi

memastikan pemeriksaan menepati Panduan Penskoran.

KP menyerahkan skrip jawapan calon kepada personel

pentaksiran untuk dimoderasi pemeriksaan dan diverifikasi skor.

Personel Pentaksiran membuat moderasi pemeriksaan dan

verifikasi skor bagi memastikan pemeriksaan menepati
Panduan Penskoran
Guru M/P
memeriksa
semula
skrip
jawapan
calon

Tidak
Pemeriksaan menepati Panduan Penskoran
Ya
Personel Pentaksiran membuat verifikasi skor

TAMAT