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Flashcards · IB Middle Years Programme Language Acquisition (MYP) · Topic 5
MYP eAssessment structure and proficiency levels flashcards
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Topic 5: MYP eAssessment structure and proficiency levels
- What is the structure of the MYP Language Acquisition eAssessment?
- An on-screen examination with three tasks: comprehending spoken multimodal texts (A), comprehending written multimodal texts (B) and writing in response to multimodal texts (D), 24 marks each. Speaking (C, 24 marks) is a separate examination.
- How is the speaking examination assessed?
- It is an interactive task marked internally by your teacher against the published year 5 speaking criteria, then moderated by the IB, which samples each school and can adjust marks.
- Classroom scale versus eAssessment blueprint
- Classroom: each criterion 0–8, total 0–32. eAssessment blueprint: 24 raw marks per criterion, total 96, and the marks per task may vary by up to three from the blueprint.
- What are the three eAssessment proficiency levels?
- Emergent, capable and proficient. A student is examined at one of these levels, reflecting actual progress in the language, not year group.
- Six proficiency phases versus three proficiency levels
- The six phases form a teaching continuum; students enter and leave a phase individually as their proficiency grows, not by age or year group. The three levels (emergent, capable, proficient) are a coarser scale used for reporting eAssessment results.
- What is a multimodal text?
- A text that combines two or more modes — written, spoken, visual, spatial, aural — such as a poster, web page, video, infographic, comic or social media post.
- What does interplay mean in multimodal texts?
- The brief's idea that the aspects of a text (words, images, layout, sound) work together to convey ideas, values and attitudes. Say what each visual or spatial choice adds to the words.
- What topics can the on-screen examination draw on?
- Any topic from the language acquisition list your school works from, set within the six global contexts. The brief does not say which topic will appear, so build thematic word banks across contexts.