L'évaluation finale : choisir la bonne preuve
In Unit 4, a student, Mei, must demonstrate achievement of outcomes in speaking and writing, including the capacity to present and justify ideas and to respond to a text or stimulus. Over the year she has completed: a detailed written analysis scoring well, a group presentation in which she spoke briefly, and a final individual oral in which she presented a viewpoint and answered questions but became flustered on one question. Her teacher must decide whether the evidence is sufficient to award a high level, and whether the group presentation can count towards the individual oral judgement. The school requires that judgements rest on sufficient, current and individual evidence across the outcomes.
1. Assess whether Mei's evidence is sufficient and appropriate to support a high-level judgement, identifying any gaps.
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The evidence is partly sufficient but has gaps.
Strengths:
- The written analysis is strong, current and individual: good evidence for the writing outcome.
- The individual oral provides direct evidence of presenting and justifying a viewpoint and responding to questions, which is the core of the speaking outcome.
Gaps and concerns:
- The group presentation is weak evidence for an individual oral judgement because her speaking time was brief and the contribution is not clearly attributable to her alone.
- Being flustered on one question is a single data point; it does not by itself show inability to respond, but it means the evidence for responding under pressure is thin.
Conclusion: there is enough for a solid judgement, but a high level needs stronger, clearly individual evidence of sustained speaking and of responding to a stimulus.
2. Recommend what further evidence the teacher should gather and explain how it would close the gaps identified.
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Recommendations:
- A short individual oral task (present a viewpoint for two to three minutes, then answer two or three unseen questions). This gives current, individual evidence of presenting, justifying and responding, and tests whether the flustered moment was isolated.
- An individual response to a written or visual stimulus in French, matching the 'respond to a text or stimulus' element of the outcome.
- A brief written justification of her viewpoint, to confirm the writing evidence is not a one-off.
How this closes the gaps: each task produces evidence that is attributable to Mei alone, recent, and directly aligned to a stated outcome. Together they let the teacher distinguish a solid from a high level on the basis of demonstrated performance rather than inference from group work. The teacher should also record which criterion each piece of evidence supports, so the final judgement is transparent and defensible.