e-Learning Jamaica Company Limited
in collaboration with the Ministry of
Education, Jamaica
Grade 9 Diagnostic Test:
ENGLISH
Guidelines for the
Internal Assessment Tasks
2013 Examinations
Contractor: Caribbean Examinations Council (CXC)
December 2012
TABLE OF CONTENTS
1. Introduction …………………………………………….…………..3
2. The 2013 Administration…………………………………………….5
a. Types of items & weighting
b. The Multiple-Choice Paper
c. Internal Assessment Tasks
3. Internal Assessment tasks …………………………………………..6
a. Purpose
b. Suggested tasks
c. Recording marks (Exam View)
d. Standardization
4. Details of each task…………………………………………………..7
Task 1: Essay Writing
Task 2: Summary Writing
Task 3: Writing a letter in response to a stimulus
Task 4: Oral Language
5. Instructions for Administering Tasks #4…………….........................14
6. General Descriptors for Marking (all tasks)…..……………………..17
7. Recording and submitting marks ……………………………………18
a. Interim Mark Sheet
b. Notes on entering marks using the EXAMVIEW software
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1. INTRODUCTION
Background
The Continuous Assessment Component is one of the five components under the eLearning Jamaica Company Ltd. project. The main aim of this component is:
to influence the standardization of the curriculum and
programmes at the Grades 7 to 9, level in Jamaican
Secondary and Technical High Schools
A critical part of the influencing standardization is the administration of common
assessment instruments.
Benefits
There are many benefits to having standardized programmes, and assessment at the lower
secondary level. Benefits span the school system: schools, administrative units, other
agencies and the general public.
Some of these are:
I.
Providing information about students’ performance in order to have data
for:
a. the evaluation of e-Learning project activities, and
b. the early identification of the need for remedial action;
II.
Improving the country results for the CXC/CSEC examinations, which are
taken within another two years, at the end of secondary schooling (Grade
11);
III.
Providing information to schools to assist in areas such as:
a. the movement of students from one school to another,
b. standardized grading procedures, and
c. the development of standards, and interventions which are needed
to meet agreed standards;
IV.
Informing the Ministry of Education in the formulation of the Lower
Secondary policy and programmes and in establishing standards and
benchmarks for performance at the Grades 7 -9 level.
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Nature of the Tests
Based on discussions with officers from the Ministry of Education, and with school
principals and other personnel, the agreement was reached that these common tests
would:
I.
target students at the end of Grade 9,
II.
be diagnostic in structure and use, and
III.
be based on the National Curriculum for Grades 7-9 (1998), developed under the
Reform of Secondary Education (R.O.S.E.) Phase 1.
How do these tests relate to other Grade 9 tests?
Prior to 2007, the MOE administered The Junior High School Certificate Examination
and the Grade Nine Achievement Test, with papers in Mathematics and English common
to both examinations. However the MOE now uses the Grade Nine Achievement test as a
transfer/placement mechanism for students in All-Age and Primary & Junior High
Schools, to enter Secondary, Technical and Vocational High schools, as the Junior High
School Certificate Examination was discontinued in 2007.
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2: THE 2013 ADMINISTRATION
A test paper in English will be administered in June 2013. All secondary level High,
Technical and Vocational schools have been invited to participate. All items and tasks
will be based on objectives in the National Curriculum for Grade 9 (ROSE I). These
objectives are available on the website of the Ministry of Education www.moe.gov.jm.
a) Types of items & weighting
For the test of English, there will be a Multiple-Choice paper contributing 80%
of total marks, and two Internal Assessment Tasks, which will together
contribute 20% to the total marks.
b) The Multiple-Choice Paper




This paper will have 45 questions, to be completed in 1 hour 30 minutes.
A timetable will be sent to schools giving further details of the day and time
of the English examination.
The multiple-choice papers will be prepared and printed by the e-Learning
project and sent to schools for administration.
Schools will organize the notification of students, the invigilation of the paper,
and the marking of the answer sheets.
c) Internal Assessment Tasks

These tasks are to be administered at any time during the period January 7,
2013 through May 24, 2013.

Teachers may use the marks from these tasks as a part of the regular
course/class-work marks for students and also include them in the final mark
for the 2013 Grade Nine Diagnostic Test in English.

The tasks with guidelines for administering and marking are given on the
following pages.

A mark sheet and guidelines for entering the marks in the ExamView software
are included on pages 18 & 19.
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3: INTERNAL ASSESSMENT TASKS
Purpose
The tasks given on this paper will assess expressive language skills that are difficult to
assess using multiple-choice items. It is very important that the tasks be administered in
each class under the similar conditions, and marked using the given criteria so that the
marks can be reasonably comparable within each school and across all schools.
Suggested Tasks
This booklet includes three (3) writing tasks and one (1) Oral Language task.
Students are to do two (2) tasks: ONE writing task and ONE Oral Language task.
Recording Marks
Use copies of the interim mark sheet provided, or your own mark book to record the
marks from these tasks, and then enter the marks on the computer using the ExamView
software, or as advised by the e-learning project.
Moderation
Standardization and moderation begins at the school. Before marking, all teachers who
will mark the scripts for the Grade 9 students are to meet to discuss the mark scheme,
application of the mark scheme, and possible answers.
If possible, identify from among the scripts, or as posted on the e-learning website, a
sample of six to ten scripts that each person will mark, and come to an agreement on the
assigned marks in order to standardize the marking exercise.
After the marks have been submitted, a sample of scripts, which are to be sent in for
review, will be identified from each school.
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Task 1: Essay Writing
Do not be a litter bug!
Write a brief paper on the negative effects resulting from improper disposal
of used articles. The aim of the paper is to persuade persons in the
community to observe rules for the proper disposal of used articles.
In your paper, recommend to the community method (s) that could be used
to address /correct one (1) of the negative effects you mentioned.
Limit 150 – 200 words
How to administer
This task should be administered under examination conditions [as an in-class test], with
prior preparation of the content. Students may be given the task to prepare an outline or
notes of the content and during the class period will be allotted 30 minutes to write the
essay from the notes or outline that was prepared.
Mark scheme [10 marks]
Negative Effects may include
i. Language use (4 marks)
the following as well as other
a. Correct use of writing conventions:
consideration:
appropriate use of punctuation, capital letters, Explaining how
subject/verb agreement [2 marks]
a) drains could be blocked, or
b. Clarity of writing: choice of words, phrases,
the sea shore become
construction of sentences, precise use of
unsightly with garbage
words. [2 marks]
especially things made from
plastic.
b) unhygienic conditions could
ii. Content (3 marks)
a. Relevance of information [1 marks]
be created
b. Sufficiency of information/ideas [2 marks]
c) diseases could be spread
iii. Organization (3 marks)
a. Use of correct format/paragraphing [1 marks]
b. Coherence of writing: use of linkages,
sequencing, & flow of ideas. [2 marks]
The recommendations must be
practical (doable) and relate to
the area that it is to address.
How to mark, & record marks
Before marking, all teachers who will mark the scripts for the Grade 9 students are to
meet to discuss the mark scheme, and possible answers. If possible, identify from among
the scripts, or as posted on the e-learning website, sample of scripts that each person will
mark, and come to an agreement on the assigned marks in order to standardize the
marking exercise.
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Task 2: Summary Writing
All about the coconut!
Read the Article below about the coconut tree. In about 80 words write
a summary about how persons obtain income from the coconut nut
(seed).
The coconut tree is a very important plant in Jamaican culture. The green nut is sold for
food. The water inside the nut is a very popular drink which may be bought from street
vendors or formal businesses like the Coconut Industry Board. The refrigerated water
makes a cool, refreshing drink. The soft meat or jelly is scooped from inside the nut and
eaten.
The more mature or dry coconut nut is also a source of income. The shell is removed
and the thick flesh inside is grated or blended and juiced and the milk is used to flavour
soups and rice and peas, or boiled in a big pot to get coconut oil. Coconut oil is used for
cooking, and to put in the hair. Bottles of coconut oil are often sold in the market or
found on the shelves of many supermarkets, and may also be exported.
The thick flesh inside the dried coconut can also be used to make tasty treats that children
and adults like to eat. When diced, boiled and mixed with ginger and sugar it is used to
make coconut cakes or “drops”. If sugar and colouring are added to the boiled grated
fleshy part we make grater cake. You can buy these treats in the market, in restaurants
or from vendors by the side of the road.
Parts of the branches of the tree are sometimes used for roofing and walls in thatched
houses. The trunk had also been used as building material. The dried branch has been
used as a broom, to make baskets and floor brushes have been made from the dried husk.
Limit: Approximately 80 Words
How to administer
This task can be administered as an in-class test. Print one copy of this task for each
child. Students should be allotted 35 minutes for this task.
8
Mark scheme [10 marks]
i. Language use (4 marks)
a. Correct use of writing conventions:
appropriate use of punctuation, capital letters,
subject/Verb agreement [2 marks]
b. Clarity of writing: choice of words, phrases,
construction of sentences, precise use of
words. [2 marks]
ii.
Content (3 marks)
a. Relevance of information [1 marks]
b. Sufficiency of information/ideas [2 marks]
iii.
Organization (3 marks)
a. Use of correct format/paragraphing/story
elements [1 marks]
b. Coherence of writing: use of linkages,
sequencing, & flow of ideas. [2 marks]
Example of a summary on the
uses of the coconut nut (seed)
for an income.
Both the green and the dry
coconut nut are used as a source
of income. The green nut is sold
for its water, while the dry nut is
used when cooking soups or rice
and peas or tasty treats that can
be sold in the markets, and
restaurants. Oil made from the
dried coconut nut is also sold and
sometimes exported to be used
for cooking.
How to mark, & record marks
Before marking, all teachers who will mark the scripts for the Grade 9 students are to
meet to discuss the mark scheme, and possible answers.
If possible, identify from among the scripts, or as posted on the e-learning website, a
sample of scripts that each person will mark, and come to an agreement on the assigned
marks in order to standardize the marking exercise.
9
Task 3: Letter Writing
Read or review the attached stimulus material and write a letter in response to the given
stimulus.
Teacher, please provide a stimulus – picture, newspaper heading or a letter to the editor.
Give specific details of the letter students should write.
Limit 150 – 200 words
How to administer
This task can be administered as an in-class test. Students should write the letter during a
class period (30 minutes).
Mark scheme [10 marks]
i.
Language use (4 marks)
a. Correct use of writing conventions:
appropriate use of punctuation, capital letters,
subject/Verb agreement [2 marks]
b. Clarity of writing: choice of words, phrases,
construction of sentences, precise use of
words. [2 marks]
ii. Content (3 marks)
a. Relevance of information [1 marks]
b. Sufficiency of information/ideas [2 marks]
iii.
Organization (3 marks)
a. Use of correct format/paragraphing [1 marks]
b. Coherence of writing: use of linkages,
sequencing, & flow of ideas. [2 marks]
Points made may include any
of the following or other
considerations.
a) Direct reaction to the stimulus
material.
b) If it is a persuasive piece:
elements of persuasion need
to be included.
c) Make at least 3 points in the
letter.
d) Each point/conclusion made
must be supported by
sufficient details.
How to mark, & record marks
Before marking, all teachers who will mark the scripts for the Grade 9 students are to
meet to discuss the mark scheme, and possible answers.
If possible, identify from among the scripts, or as posted on the e-learning website, a
sample of scripts that each person will mark, and come to an agreement on the assigned
marks in order to standardize the marking exercise.
10
Task 4: Oral Language
Select one of the topics listed below and think about what you wish to say on the topic.
You will have approximately 10 minutes, to think about and write down ideas on the
selected topic. I will allow you another 5 minutes to review your notes then ask you to hand
to me the information you have written.
At the time at which you are scheduled to speak on the topic, you will address the other
members of the class who will make up your audience. I will ask you questions about the
topic you selected, to begin, and continue a conversation with you.
Your response should reflect your knowledge of Standard English language, your ability to
clearly articulate your own ideas, and your ability to converse fluently for 3-4 minutes using
standard English conventions. I will also make notes on your posture - how you stand as you
make your presentation and how well you project your voice.
You have 15 minutes to prepare ideas about any one of the topics listed below.
Topic 1.
Tell us about a musical artist whom you admire as a person, and as a musician. What effect
do you think his/her music has on you?
Topic 2.
You have the opportunity to choose a cellular phone of your dream. Say what type of phone
you would select and give reasons for you selection. How would this phone benefit you?
Topic 3.
We must protect the environment for future generations! What do persons now do that would
make the environment safe/unsafe for the future?
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Task 4: Oral Language
How to administer
This task has to be organized for individual (one student at a time) administration.
For greater class control, it is suggested that this be done in the class sessions, having the
students as audience (perhaps three consecutive classes could be used to ensure that all
students do their presentation). Students may be asked to present in alphabetical order of
first names, at random by picking their names out of a hat or by identifying the first child and
then asking each presenter to call the name of another student to be the next presenter.
Whatever procedure is used to identify the order in which students are to present should be
fully explained to the students.
Students will be scored immediately after or during the testing time, and so the mark scheme
and mark sheets need to be available to the teacher and for the class (audience) at the time of
testing each student. Having students score each other will keep them engaged, and focused,
and may improve their skills.
Detailed guidelines of how to administer this task are given on pages 17 -18.
Mark scheme [10 marks]
Points made may include any
i.
Language use (4 marks)
of the following or other
a. Correct use of standard conventions: appropriate
considerations.
use of punctuation,(pauses, expressions),
subject/Verb agreement [2marks]
a) Responses will bring out
b. Clarity of expression: choice of words,
factual information, opinions,
phrases, construction of sentences, pronunciation. reasoning and logical skills, and
[2 marks]
b) Conversations should be
sustained for 3-4 minutes
ii. Content (3 marks)
a. Relevance of information showing understanding during which time students will
of topic [1 marks]
demonstrate their ability to use
b. Sufficiency of information/ideas [2 marks]
standard English language
conventions.
iii. Organization (3 marks)
a. Logic of arguments and reasoning [1marks]
b. Coherence of information given: use of
linkages, sequencing, & flow of ideas, etc. [2
marks]
How to mark, & record marks
Before marking, all teachers who will mark this task could meet to discuss the mark scheme,
possible answers, and to practice administering and scoring.
If possible, identify possible scenarios, and come to an agreement on the assigned marks in
order to standardize the marking exercise. For example, a) What happens when the student
will not sustain the conversation even though you have tried? b) Is it possible to give more
time? Under what conditions?
12
Instructions for administering
Task#4: Oral Language
General Instructions
1. This task has to be organized for individual (one student at a time) administration.
Time needs to be scheduled accordingly.
2. All students should do one oral task. This may give some students the opportunity to
demonstrate an area of strength.
3. Where possible, teachers of English should administer the examination to his/her own
students.
4. Below are questions which could be asked on each topic to bring out factual
information, reasoning and logical skills. Try not to go for yes and no questions, as
you need a sustained conversation to judge use of language, ability to hold a
conversation etc.
5. Schools/Teachers should ensure that:
a) each student knows the date, time and place of the oral examination;
b) all arrangements to administer the task are satisfactory: The examination room (or
the classroom) should have a teacher’s desk and chair, and a podium for the
student.
c) the students in the class who will make the audience have been instructed about
their role and the procedures to follow, such as:
ii) being quiet and attentive while one student is being assessed,
iii) using a blank score sheet for rating each others’ performance in the
identified categories – Language use, content, organization.
d) the teacher’s score sheet the mark sheet/score sheet, is opened and ready for use
to score the students’ responses immediately after or during the administration of
the task.
e) Copies of the instructions for the task, with the topics and what students are asked
to do are to be made available to each teacher and students. Each teacher will also
have one copy of these instructions.
6. All copies of the final mark sheet are to be submitted to the e-Learning Jamaica
Company Ltd. as directed.
13
Materials
Each teacher will need:



Copies of what the student is being asked to do, and the topics, sufficient for the
class (students could share the instruction sheet).
One copy of :
o Instructions for administering the task
o Scoring sheets and procedures
The Mark Sheet (pg. 18)
Suggested procedures
1.
Agree on a date and time for students to gather for the test. To avoid students
being left un-attended for long periods keep the class together and have them
engaged in the process, as outlined above. (Testing for ten students should be
completed in about 30 minutes.)
2.
As each student moves to the front of the class for the assessment greet the
student and use general conversations to put him or her at ease. Remind him/her
that he had recorded the ideas he/she had wished to share. Hand the student his
sheet to review and then ask the questions for that topic to initiate and sustain the
discussion particularly where the student needs prompting.
Greeting and Introduction
a. Good Morning/Afternoon (use the students’ name). How are you?
b. Tell me something about yourself. (Possible areas are name, age, class, sports you
play, clubs joined etc.)
c. What topic will you be sharing with us today? You may begin. Remember that I
may ask questions to sustain the conversation for about four minutes.
Questions by topic
Topic 1.
Tell us about a musical artist whom you admire as a person, and as a musician. What
effect do you think his/her music has had on you?
1. Who is the musical artiste you admire. Give us his/her name and tell us a little about
the kind of music he/she is involved with.
2. Tell us why you admire this artiste as a person. Explain.
14
3. What do you admire about his or her music?
4. Comment on the effect this artiste music has on you as a teenager.
Topic 2
You have the opportunity to choose a cellular phone of your dream. Say what type of
phone you would select and give reasons for you selection. How would this phone
benefit you?
1. We are in the cellular phone age. Do you have one? If you do, which brand?
2. Is there a special phone that you ever dream you would have?
3. Well, you have been given the opportunity to choose the cellular phone of your dream.
Say which phone you would select and give reasons for your selection.
4. Tell us how this phone will benefit you.
Topic 3
We must protect the environment, for future generations.
1. What is your environment? (Ask other questions to try to bring out the physical:
rivers, forests, gullies; school, and cultural environments in Jamaica.)
2. What does having respect for your environment mean?
3. Why should we protect the environment?
4. Give me one practical example of how a student can:
a) Protect the school environment.
b) Protect the physical environment in Jamaica
Ending
Thank you ______(use the students name)! Please sit.
Who is next? Please come to the front of the class.
15
MARK SCHEME
Profile 1:
Language Use
Very Competent
Score: 4 marks
Maximum score
=4
Correctly and consistently
uses the all the conventions.
Profile 2:
Content
Maximum score
=3
General descriptors for marking tasks
Competent
Struggling
Score: 3 marks
Score: 2
Correctly uses the
conventions for the most
part, but may make
consistent mistakes in the
use of one or two
conventions.
Meaning is conveyed clearly,
as words are used precisely,
and as is necessary to convey
exact meaning.
Meaning is evident but more
details could be conveyed
with precise choice of
words.
Very Competent
Score: 3 marks
Ideas, concepts, and
information in the student’s
response are relevant to
topic/ideas in given task.
Competent
Score: 2.5 marks
Ideas, concepts, and
information in the student’s
response are relevant to
topic/ideas in given task.
Main ideas, points of
information etc. are clearly
presented, with sufficient
supporting details. For
example, in the story: all
elements of the story: plot,
characters, etc. are well
developed, and believable.
Main ideas, sufficient points
of information are clear, but
may not be supported with
sufficient details. For
example, in the story: only
one or two elements of the
story: plot, etc. are well
developed, and believable.
16
Very weak
Score: 1
There are a few areas of
accurate language, but
there are errors in the use
of many standard
conventions.
There are errors in the
use of most of the
standard conventions.
It is difficult to understand
what is being
communicated
It is very difficult to
understand what is
being communicated
Struggling
Score: 2 marks
Ideas, concepts, and
information in the
student’s response may be
somewhat relevant to
topic/ideas in given task.
Very weak
Score: 1
Ideas, concepts, and
information in the
student’s response are
insufficient to judge
relevance.
One or two main ideas,
points of information etc.
are given, and these may or
may not be fully supported.
For example, in the story:
elements of the story: plot,
etc. may be weak, and
unrealistic, or absent.
One idea is given which
is not supported, or the
same idea is repeated.
For example in the
story: events are stated
with no connection etc.
Blank/few scribbles
Score: 0
Scripts are blank
with no attempt at
writing or
speaking.
Or there are just
lists of words or
scribbles on the
paper.
Blank/few scribbles
Score: 0
Scripts are blank
with no attempt at
writing.
Or
There are only lists
of words or
scribbles on the
paper.
Profile 3
Organization
Maximum score
=3
Very Competent
Score: 3 marks
Formats and/or features of
the genre: story, letter,
persuasive, report etc. are
correctly or effectively used.
Competent
Score: 2.5 marks
Formats and/or features of
the genre: story, letter,
persuasive, report etc. are
partially correct or effective.
Writing/speaking is coherent,
with appropriate sequencing
of ideas, or use of
paragraphs. There is also
smooth transitioning/flow
from one sentence to the next
and one paragraph to the
next.
Writing/speaking is not
always coherent, and may
have inappropriate
sequencing of ideas.
Transitioning/flow from one
sentence to the next and one
paragraph to the next may
be choppy in sections.
17
Struggling
Score: 2
Formats and/or features of
the genre: story, letter,
persuasive, report etc. are
not correct or effective.
Writing/speaking is not
fully coherent, with many
lapses in sequencing of
ideas. There is very little
attempt to transition /flow
from one sentence to the
next and one paragraph to
the next.
Very weak
Score: 1
No evidence that the
formats and/or features
of the genre: story,
letter, persuasive, report
etc. are understood.
Writing/speaking is not
coherent. There is no
attempt to
transition/flow from
one sentence to the next
and one paragraph to
the next.
Blank/few scribbles
Score: 0
Scripts are blank
with no attempt at
writing.
Or there are just
lists of words or
scribbles on the
paper.
INTERIM MARK SHEET
Name of school: _____________________________
Subject: English
Name of teacher: ________________________________
Class: _______________
Exam LAST FIRST Task#
Task
Both tasks together
Marks
Marks
ID
NAME NAME
#
Lang Content Organi- Total
Lang Content Organiza- Total Lang Content Organiza- Total
Use
zation
Use
18
tion
Use
tion
ENTERING MARKS USING EXAM VIEW SOFTWARE
Use the structure of the Interim Mark Sheet on page 18 to record the marks as the task is
done, then enter the marks using the ExamView® software for which the E-Learning
Project purchased licenses and supplied to the schools.
General instructions for entering marks on ExamView® software
1. Speak to the Grade 9 Test Coordinator or the Systems Administrator, and note whether you
have to follow step 2 and step 3. If there is more than one Grade 9 class, each teacher should
NOT CREATE his/her own test and assignment for entering the marks.
2. Create the test in ExamView® Test Generator and link it with an assignment in ExamView®
Test Manager.
 In ExamView® Test Generator, create a test and name it – “English IA”
o Type: Essay
o Question 1: Language Use
Answer LU
8 points (click “info” button to put in
number of points)
o Question 2: Content
Answer C
6 points
o Question 3: Organization
Answer Org
6 points
(The software will automatically give the total for this assignment as 20 points.)
o Save the file in ExamView® as a “English IA.tst”.
 In ExamView® Test Manager: Open the existing Grade 9 Class file with students’ names
and IDs for the examination, then if the assignment for “English IA” has not been created,
create a new assignment giving it the same title as the test file you created as “English IA”.
Link the assignment with the test file you created in ExamView® Test Generator.
3. Enter students’ marks on the class file which has the Assignment “English IA”.
 Your Interim Mark Sheet has marks for TWO tasks, each out of a total of 10 marks, with
Language Use – 4 marks, Content -3 marks and Organization – 3 marks. Before you enter
these marks in ExamView® software, add the marks for Language Use on both tasks
together, the marks for Content on both tasks together and the marks for Organization on
both tasks together. If there are marks for only one task, use the marks for this task alone.
 When the assignment on the class file has linked with the test file, begin entering the marks
by selecting the first student on your list and double-clicking under the assignment. The
screen will come up for you to enter the combined marks for Language Use (question 1),
Content (question 2) and Organization (question 3).
 You can use this same screen and just scroll down to the next student on the list to enter the
marks for another student.
 Remember to save your entries.
The examination coordinator will give specific instructions regarding the structure of the results
files, for the Grade 9 Diagnostic Test, such as whether there will be a separate file for each subject,
or whether all the Internal Assessment marks will be on one file, and all the Multiple- Choice
marks will be on a separate file.
19