European Baccalaureate Language 2 key terms

The grade awarded before the European Baccalaureate examinations, based on formative and summative assessment throughout s7, including the Pre-Baccalaureate examinations. It counts as a set proportion of the final mark in each subject.

An internal examination sat in s7 before the European Baccalaureate session. Its result feeds into the preliminary mark rather than being a separate external qualification, and it is set and marked by the school's teachers.

Ongoing assessment whose purpose is to inform teaching and learning, typically through feedback, drafts and classroom tasks. It contributes to the preliminary mark through the teacher's professional judgement rather than through a single fixed score.

Assessment that produces a grade summarising attainment at a point in time, such as an end-of-unit test or term examination. In s7 these results are recorded and used when the preliminary mark is decided.

The seventh and final year of secondary education in the European Schools system, in which candidates prepare for and sit the European Baccalaureate. Assessment during this year generates the preliminary mark.

Awarding marks from work produced across the year, including class exercises, oral participation and written assignments, rather than from one final test. It is the main vehicle through which formative evidence reaches the preliminary mark.

The numerical range used to express results, running from 0 to 10 in the European Schools, with 5 as the pass threshold for a subject. Candidates should know where their own averages sit relative to it.

The minimum grade required to be considered successful in a subject, which is 5 out of 10 in the European Baccalaureate. Marks below it may need to be compensated by stronger results elsewhere.

The proportion of the final subject mark contributed by a particular component, such as the preliminary mark, the written examination or the oral examination. Weightings differ between subjects and between L2 course types.

The second language studied throughout secondary education in the European Schools, taken by all pupils. In the Baccalaureate it is examined both in writing and orally, with the written paper being compulsory for every candidate.

The official programme defining the skills, text types, grammar and cultural content taught in Language 2 across the secondary years. Examination papers are set within its scope, so candidates should check which options their section follows.

The externally set written paper in a subject, taken in the June session under invigilation. In Language 2 it is compulsory and its script is marked by two examiners independently.

The five written examinations taken by a European Baccalaureate candidate, normally comprising the compulsory subjects together with the chosen options. Language 2 is one of the compulsory written papers for every candidate.

The procedure whereby two examiners mark the same script or oral performance independently. If their marks diverge beyond a permitted tolerance, a third examiner or a moderation process resolves the difference.

An examination answer booklet identified only by a candidate number, with the name concealed from markers. This supports impartial double correction and prevents examiners recognising their own pupils.

The unique identifier assigned to each candidate for the examination session. It appears on scripts and oral record sheets instead of the candidate's name to preserve anonymity during marking.

The document specifying how marks are allocated across content, structure, language and accuracy in a paper. Familiarity with its criteria helps candidates understand what examiners reward and how bands are defined.

The stated qualities against which a response is judged, such as task achievement, organisation, range and accuracy. In Language 2 these criteria are applied to both written production and oral performance.

A short statement describing the typical performance at a given level of the marking scale. Markers select the descriptor that best fits the script, then adjust within the band.

The process of harmonising marks between examiners or schools so that standards are comparable. It may involve reviewing samples of marked scripts or reconciling discrepant double corrections.

The extent to which a response fulfils the instruction, covering all required points, respecting the word limit and adopting the specified register and format. Weak task achievement caps the marks available for language quality.

The level of formality appropriate to the task, ranging from informal personal writing to formal argument or correspondence. Choosing the wrong register is treated as a language and task error, not a minor stylistic slip.

A recognised genre the syllabus requires candidates to produce or analyse, such as a letter to the editor, article, blog post, review, report or formal essay. Each has conventional layout and language features examiners expect.

The prescribed length for a written production task, usually expressed as a range. Material far beyond the limit may be disregarded by markers, and short responses lose marks for insufficient development.

The section of the written paper testing understanding of unseen authentic or adapted texts through questions on detail, inference, vocabulary and attitude. Answers must be supported by evidence from the text.

A comprehension item asking what is implied rather than stated directly, for example about a writer's attitude or purpose. Answers should be justified by pointing to textual clues rather than by guessing.

The requirement to support an answer with a quotation or precise reference to the text. Markers award credit for relevant evidence, and unsupported assertions typically earn little or nothing.

Assessment of understanding spoken Language 2 through recordings played a set number of times, followed by questions. It may form part of school-based assessment or of the oral examination depending on the section.

The externally set speaking examination, conducted by teachers according to official procedures and subject to double correction. In Language 2 it involves three papers, typically a listening task, a prepared topic and an interaction based on a text.

The three components of the Language 2 oral examination: a listening comprehension task, a presentation on a topic studied during the year, and an interactive discussion arising from a document. Each contributes to the oral mark.

The supervised period before an oral examination during which the candidate reads the stimulus material and organises ideas, usually without access to notes or dictionaries. Using it to plan structure is essential.

The short text, image or recording provided as the starting point for the interactive part of the oral. Candidates are expected to describe, interpret and discuss it rather than merely summarise its content.

The subject chosen and prepared in advance for the oral examination, drawn from the cultural or literary content of the L2 syllabus. Candidates must be able to discuss it beyond a memorised script.

The dialogic phase of the oral in which examiners question the candidate and probe opinions. Marks depend on fluency, turn-taking, range and the ability to sustain and defend a position.

The ability to speak at a reasonable pace with natural pausing and without excessive hesitation or self-repair. It is assessed separately from accuracy, so a fluent performance can score well despite minor errors.

Correctness in grammar, vocabulary, pronunciation and intonation. In oral assessment it is judged alongside communicative effectiveness, so errors that impede meaning are penalised more heavily than slips.

A subject chosen by the candidate from the available list to complement the compulsory core. Options carry different weightings and some, including certain Language 2 arrangements, affect the total number of written papers.

The principle whereby a weak mark in one subject can be offset by strong marks in others when the overall result is calculated. It does not remove the need to reach the pass mark in each examination.