Internal Assessment at a glance

Presentation

 

As schools are required to keep coursework submissions anonymous, students are asked to avoid using their
names or any other identifying information in their presentations. During the presentation, the student
should:
• provide a brief description of the visual stimulus
• relate the visual stimulus to the relevant theme from the course.
The presentation must be spontaneous and relate specifically to the content of the visual stimulus provided;
pre-learned presentations on generic aspects of a course theme that do not directly focus on the features of the visual stimulus provided will not score high marks.
In order to reassure students and help them focus on the requirements of the individual oral assessment, the
teacher should signal the changes between the respective parts through the use of an appropriate phrase.

​

The presentation should last 1–2 minutes, during which time the teacher should avoid interrupting
the student, unless it is clear that guidance is needed. At two minutes, if the student has not drawn the
presentation to a close, the teacher is expected to interrupt the presentation and make the transition to
the second part of the oral assessment, using a phrase such as: “I’m sorry to interrupt, but we need to move
on now”. This exact phrase does not need to be used, but it is good practice for teachers to prepare their
students before the day of the examination so that a necessary interruption in order to adhere to timings
does not unduly disturb the student.
 

Follow-up discussion based on the visual stimulus

 

Following the student’s presentation, the teacher initiates a discussion by asking questions about the theme
represented by the visual stimulus. These questions should:

• seek clarification or extension of observations made by the student in the presentation

• invite the student to respond to ideas presented by both the visual stimulus and the teacher

• encourage connections and comparisons with the student’s other cultural experiences

• provide the student with opportunities to demonstrate his or her understanding and appreciation of the target language culture(s)

• encourage the student to engage in authentic conversation to the best of his or her ability.

This section of the individual oral assessment should last 3–4 minutes and should offer the student the
opportunity to demonstrate the ability to engage in authentic discussion on a topic. The teacher should
ask open-ended questions in order to offer the student the opportunity for authentic engagement, thus
allowing an assessment of the student’s interactive skills.
 

General discussion

 

The teacher should signal that they are moving to the final section of the individual oral assessment in
order to prepare the student for the change of theme. The teacher may use a phrase such as: “Let’s move
on to the final section of the exam. First of all, I’d like to talk with you about [theme/topic]”. This section lasts
3–4 minutes and should:

• introduce at least one additional theme

• seek clarification or extension of observations made by the student in relation to the additional theme(s) broached

• invite the student to respond to ideas that arise in the general discussion

• encourage connections and comparisons with the student’s other cultural experiences

• provide the student with opportunities to demonstrate their understanding and appreciation of the target language culture(s)

• encourage the student to engage in authentic conversation to the best of his or her ability

• allow an assessment of the student’s interactive skills.