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European Baccalaureate Language 2 study materials
European Baccalaureate Language 2 study resources

European Baccalaureate Language 2 practice questions

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Question 1Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

In the European Baccalaureate, the preliminary mark awarded in Language 2 for s7 is primarily intended to represent which of the following?

  1. The score obtained only in the written Pre-Baccalaureate examination, with class work excluded
  2. The student's continuous performance in class work and tests during s7, taken into account before the final Baccalaureate examination Correct answer.
  3. A prediction of the final examination grade produced solely by the external examiner
  4. The average of the s6 and s7 end-of-year report cards combined

Explanation

The preliminary mark is a school-based assessment that reflects the student's ongoing attainment and progress in Language 2 across s7, including class tests and the Pre-Baccalaureate examinations. It is recorded separately from the final written and oral examinations and is not a prediction made by external examiners.

Question 2Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A Language 2 teacher in s7 wants the preliminary mark to be defensible if challenged. Which practice best supports this?

  1. Awarding the preliminary mark from the student's own self-assessment without teacher moderation
  2. Basing the mark on the student's participation in class discussions alone
  3. Keeping only the final aggregate mark in the register to avoid disputes about individual tasks
  4. Recording marks for each assessed task with the date and the criteria applied, so the final mark can be reconstructed Correct answer.

Explanation

A preliminary mark is credible when it can be traced back to documented assessments with stated criteria and dates. This transparency allows the teacher, the school and any review body to verify how the aggregate was reached.

Question 3Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which statement correctly describes the relationship between the Pre-Baccalaureate examinations and the preliminary mark in Language 2?

  1. The Pre-Baccalaureate examinations are optional and carry no weight in s7
  2. The preliminary mark is calculated after the final Baccalaureate examinations and supersedes them
  3. The Pre-Baccalaureate examinations replace the preliminary mark entirely
  4. The Pre-Baccalaureate examinations are one formal assessment opportunity whose results inform the preliminary mark Correct answer.

Explanation

Pre-Baccalaureate examinations are set during s7 and provide a standardized assessment point whose results contribute to the preliminary mark. They do not abolish the need for continuous assessment, nor do they replace the final examinations.

Question 4Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

In assessing Language 2 writing during s7, which combination of criteria is most consistent with Baccalaureate practice?

  1. Spelling accuracy alone, with content disregarded
  2. The student's oral fluency, since writing is assessed only in the final examination
  3. Handwriting speed and number of words only
  4. Task achievement, coherence and cohesion, range and accuracy of vocabulary and grammar Correct answer.

Explanation

Language 2 writing is assessed holistically against criteria covering content, organization and linguistic range and accuracy. Isolated features such as spelling or length cannot capture communicative competence.

Question 5Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A student's Language 2 preliminary mark is being discussed at a subject meeting. Which factor should carry the most weight in the final decision?

  1. A single very high mark obtained in one oral presentation
  2. The student's reputation from previous years in the school
  3. The pattern of attainment shown across the range of assessed tasks during s7 Correct answer.
  4. The teacher's personal impression of the student's personality

Explanation

The preliminary mark should rest on the overall pattern of evidence gathered across the year, not on one isolated result. Consistency across tasks gives the most reliable estimate of attainment.

Question 6Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which of these best characterizes summative assessment in the s7 Language 2 preliminary marking?

  1. It judges attainment at a point in time against defined criteria and contributes to the recorded mark Correct answer.
  2. It is used exclusively to group students for the following lesson
  3. It provides feedback only, with no mark recorded
  4. It replaces the need for any formative feedback

Explanation

Summative assessment measures attainment against criteria and feeds into the recorded preliminary mark. Formative assessment, by contrast, is feedback-oriented and does not itself produce a grade.

Question 7Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

In a Language 2 s7 course, which activity is most clearly an example of formative assessment?

  1. An oral examination recorded and marked for certification
  2. A draft essay returned with comments on how to improve cohesion, before the graded version is written Correct answer.
  3. A Pre-Baccalaureate examination whose result is entered in the register
  4. An end-of-term test whose mark counts towards the preliminary mark

Explanation

Formative assessment is designed to give feedback that the student can act on before a graded performance. The commented draft serves learning directly, whereas the other options produce marks for recording.

Question 8Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

When a Language 2 teacher sets the weighting of components for the s7 preliminary mark, which principle is most important?

  1. The weighting should reflect the relative importance of the skills taught and be communicated to students in advance Correct answer.
  2. The weighting should be identical in every subject of the Baccalaureate
  3. The weighting should be changed secretly each term to keep students alert
  4. The weighting should favour whichever component the teacher enjoys marking

Explanation

Weightings should be transparent and aligned with the course's learning objectives, so that students understand what is valued. Announcing them in advance supports fairness and defensibility.

Question 9Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A student performs strongly in continuous class assessment but poorly in the Pre-Baccalaureate written examination in Language 2. What is the most defensible approach for the preliminary mark?

  1. Average the two results without considering the published weightings
  2. Award the mark from the Pre-Baccalaureate result alone, since it is the most formal test
  3. Weigh all the documented evidence according to the published scheme rather than letting a single result dominate Correct answer.
  4. Ignore the Pre-Baccalaureate result because it contradicts the class work

Explanation

The preliminary mark should follow the published weighting scheme and take account of all evidence. Neither ignoring a poor result nor letting one examination override everything is legitimate.

Question 10Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which descriptor best matches a Language 2 s7 student at the top of a criterion-referenced scale for spoken interaction?

  1. Initiates and sustains discussion on complex topics, adapting register and repairing breakdowns fluently Correct answer.
  2. Repeats memorized phrases with occasional prompting
  3. Answers simple questions with frequent pauses and limited vocabulary
  4. Reads aloud prepared sentences with accurate pronunciation

Explanation

A top-level spoken interaction descriptor emphasizes spontaneous, sustained discourse on complex topics with flexible register and self-repair. The other options describe lower levels of communicative control.

Question 11Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Why is moderation of Language 2 preliminary marks across parallel classes important?

  1. It removes the need for written assessment criteria
  2. It helps ensure that comparable performance receives comparable marks regardless of the teacher Correct answer.
  3. It allows teachers to raise all marks to improve the school's results
  4. It transfers responsibility for the mark to the students

Explanation

Moderation compares judgements across teachers so that standards are applied consistently. This protects students from unfair variation caused by differences between individual markers.

Question 12Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

In a s7 Language 2 reading comprehension task, which question type best assesses inference rather than simple retrieval?

  1. Listing the items mentioned in a single sentence
  2. Explaining what the writer implies about the reader's likely reaction Correct answer.
  3. Copying the definition of a term given in the text
  4. Locating the year in which an event is stated to have happened

Explanation

Inference requires the reader to construct meaning that is implied but not stated directly. Retrieval tasks, by contrast, can be answered by locating explicit information.

Question 13Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A Language 2 teacher uses a rubric with four bands for a s7 argumentative essay. Which design choice most improves the reliability of the marks?

  1. Bands are adjusted for each student according to their effort
  2. The bands are labelled only with grades such as A, B, C and D without descriptions
  3. The teacher chooses the band that feels right after reading each essay
  4. Each band is described with observable features of the essay and applied to all students in the same way Correct answer.

Explanation

Reliability improves when band descriptors specify observable features and are applied uniformly. Undescribed bands and impressionistic judgements introduce uncontrolled variation.

Question 14Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

What is the main purpose of keeping a portfolio of a student's Language 2 work during s7?

  1. To serve as the official certificate issued by the Baccalaureate authorities
  2. To replace all tests with unmarked student work
  3. To rank students against one another publicly
  4. To provide a body of evidence supporting the preliminary mark and showing progress over time Correct answer.

Explanation

A portfolio collects assessed work that documents progress and supports the teacher's judgement. It is evidence for the preliminary mark rather than a certificate or a ranking device.

Question 15Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A student's Language 2 preliminary mark is challenged. Which document would most directly support the teacher's decision?

  1. The list of textbooks used in class
  2. The minutes of the parents' association meeting
  3. The school's timetable for the year
  4. The assessment plan showing tasks, dates, criteria and weightings used during s7 Correct answer.

Explanation

The assessment plan links each recorded mark to a task, a date and stated criteria, allowing the aggregate to be verified. The other documents do not record attainment.

Question 16Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which approach best integrates formative feedback into preparation for the Language 2 Pre-Baccalaureate examination?

  1. Students sit the formal assessment first and receive feedback only after marks are final
  2. Feedback is given only to the highest-achieving students
  3. Students complete a practice task, receive criteria-based feedback, then revise the same type of task before the formal assessment Correct answer.
  4. Students are given the mark without comments so they focus on the grade

Explanation

Formative feedback is most effective when students can apply it to a similar task before the graded assessment. This closes the gap between current and desired performance.

Question 17Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

When awarding the preliminary mark, how should a teacher treat a student's strong oral performance but weak written accuracy in Language 2?

  1. Choose whichever skill gives the higher mark in order to reward effort
  2. Award the mark from the oral performance because speaking is more visible in class
  3. Report the profile across skills using the published weightings, so strengths and weaknesses are both represented Correct answer.
  4. Award the mark from written accuracy because it is easier to measure

Explanation

Language 2 assessment covers several skills, and the preliminary mark should reflect the published balance between them. Selecting a single skill or the more favourable result distorts the judgement.

Question 18Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which statement about the timing of the preliminary mark in Language 2 is correct?

  1. It is set by the student's parents in consultation with the teacher
  2. It is set after the final written examination has been marked externally
  3. It is determined during s7 and communicated through the school's procedures before the final examinations Correct answer.
  4. It is determined at the end of s5 and carried forward unchanged

Explanation

The preliminary mark is a school-based judgement formed during s7 and handled through the school's internal procedures. It precedes and is distinct from the externally marked final examinations.

Question 19Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A teacher notices that the class's Pre-Baccalaureate Language 2 results are much lower than their continuous assessment marks. What is the most appropriate professional response?

  1. Review whether the examination and the class tasks assess comparable skills and standards before finalizing marks Correct answer.
  2. Lower the examination marks further to preserve the gap
  3. Disregard the examination results entirely
  4. Raise all continuous assessment marks so the totals match the examination

Explanation

A large discrepancy may signal that tasks differ in difficulty, criteria or skill coverage. Reviewing comparability before finalizing marks is a sound quality-assurance step.

Question 20Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

In a s7 Language 2 listening assessment, which task design best measures comprehension rather than memory?

  1. Students repeat the last sentence they heard
  2. Students transcribe the recording verbatim from memory
  3. Students answer questions requiring them to summarize the speaker's main argument after hearing the recording twice Correct answer.
  4. Students guess the topic from the title alone

Explanation

Summarizing the main argument requires understanding of gist and structure rather than recall of exact wording. Verbatim transcription and repetition test memory and phonological copying.

Question 21Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A school wants to ensure equity in Language 2 preliminary marks for students with diagnosed learning difficulties. Which approach is most consistent with Baccalaureate assessment principles?

  1. Assess them only orally regardless of the skill being tested
  2. Lower the criteria for these students so they receive higher marks
  3. Exempt these students from the preliminary mark altogether
  4. Apply the school's approved access arrangements, such as extra time, while keeping the assessment criteria unchanged Correct answer.

Explanation

Access arrangements remove barriers created by a disability without altering what is being assessed. Changing criteria or exempting students would compromise the meaning of the mark.

Question 22Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which situation most clearly undermines the validity of a Language 2 preliminary mark?

  1. The mark is based mainly on a task that assessed memorization of a text rather than the communicative skills in the course objectives Correct answer.
  2. The criteria were shared with students at the start of the year
  3. A second teacher reviewed a sample of marked work
  4. The mark is supported by several tasks covering reading, writing and speaking

Explanation

Validity concerns whether the assessment measures what the course intends. A task requiring memorization does not evidence communicative competence, so a mark dominated by it misrepresents attainment.

Question 23Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Two teachers of parallel s7 Language 2 classes apply the same rubric but their mark distributions differ markedly. Which action best addresses this?

  1. Publish both distributions so students can see which class was marked more generously
  2. Ignore the difference because the rubric was identical
  3. Jointly mark a sample of scripts from both classes and reconcile differences in interpretation of the descriptors Correct answer.
  4. Apply a statistical adjustment to the lower class without examining the scripts

Explanation

Discrepancies between markers using the same rubric usually reflect differing interpretations of descriptors. Joint marking of a sample reveals and resolves these differences at the source.

Question 24Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A teacher must decide how much weight the Pre-Baccalaureate examination should carry in the Language 2 preliminary mark. Which consideration is most relevant to that decision?

  1. The amount of time the teacher spent marking the scripts
  2. The number of students who achieved high marks in the examination
  3. The extent to which the examination samples the full range of course objectives and skills Correct answer.
  4. The availability of a spare classroom for the examination

Explanation

The weight given to an assessment should reflect how well it samples the intended learning outcomes. An examination that covers only part of the course should not dominate the preliminary mark.

Question 25Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A student claims that the Language 2 preliminary mark penalized her for a single weak performance. Which evidence would best test this claim?

  1. The teacher's recollection of the student's attitude during the year
  2. The class average for the year
  3. The student's own estimate of her ability
  4. The full record of assessed tasks showing the proportion of the final mark contributed by that performance Correct answer.

Explanation

The claim can be tested by examining how much the weak performance actually contributed under the published weightings. If its share is small, the mark cannot plausibly be driven by it.

Question 26Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

In the European Baccalaureate, the Language 2 preliminary mark for s7 is formally determined by which body?

  1. The student's own self-assessment submitted at the end of the year
  2. The class council, based on the teacher's proposed mark Correct answer.
  3. The school's head of modern languages alone
  4. The external examiner who conducts the Baccalaureate oral

Explanation

The preliminary mark is awarded by the class council (conseil de classe) on the basis of the Language 2 teacher's assessment throughout the year. It is not set by an external examiner or by the student. This body ensures collegial validation of the mark.

Question 27Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which component is normally included in the Language 2 preliminary mark for s7?

  1. The mark obtained in the s5 end-of-year examination
  2. The mark obtained in the Baccalaureate written examination
  3. The mark obtained in the Pre-Baccalaureate examination Correct answer.
  4. The mark obtained in the Baccalaureate oral examination

Explanation

The preliminary mark in Language 2 draws on continuous assessment and on the Pre-Baccalaureate examinations taken during s7. The Baccalaureate written and oral examinations are separate final examinations and do not contribute to the preliminary mark. The s5 examination belongs to an earlier stage of the cycle.

Question 28Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

What is the primary function of the Pre-Baccalaureate examinations in Language 2?

  1. To determine eligibility for the Baccalaureate oral examination
  2. To provide a summative assessment that contributes to the preliminary mark Correct answer.
  3. To replace all continuous assessment for the year
  4. To rank students for university admission

Explanation

The Pre-Baccalaureate examinations are summative assessments held in s7 that contribute to the preliminary mark. They do not replace continuous assessment, nor do they determine eligibility for the Baccalaureate oral or rank students for university admission. Their purpose is to certify achievement within the school's assessment framework.

Question 29Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which statement best describes the relationship between formative and summative assessment in the s7 Language 2 preliminary marking?

  1. Formative assessment is recorded for the preliminary mark, while summative assessment is used only for feedback.
  2. Both types are used exclusively for ranking students at the end of the year.
  3. Summative assessment is optional in s7 and may be replaced by formative evidence alone.
  4. Formative assessment informs teaching and learning, while summative assessment contributes evidence for the preliminary mark. Correct answer.

Explanation

Formative assessment is designed to guide learning through feedback, whereas summative assessment provides evidence of achievement that can contribute to the preliminary mark. The two serve complementary purposes and are not interchangeable. Summative assessment is not optional for the preliminary mark.

Question 30Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A Language 2 teacher wants to ensure that the s7 preliminary mark reflects achievement across all four skills. Which approach is most appropriate?

  1. Base the mark solely on oral participation observed during lessons.
  2. Use a weighted profile that assigns explicit weight to listening, speaking, reading and writing. Correct answer.
  3. Base the mark solely on the written Pre-Baccalaureate examination.
  4. Average only the marks from the two best skills.

Explanation

A weighted profile ensures that each skill contributes transparently to the preliminary mark, in line with the requirement to assess all four skills. Relying on a single examination or on oral participation alone would under-represent other skills. Selecting only the best skills would distort the overall achievement record.

Question 31Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which of the following best illustrates a criterion-referenced approach to the s7 Language 2 preliminary mark?

  1. The teacher ranks students and assigns marks according to a fixed distribution.
  2. The teacher adjusts marks so that the class average matches previous years.
  3. The teacher uses the highest-performing student as the reference point for all others.
  4. The teacher compares each student's performance against defined descriptors of achievement. Correct answer.

Explanation

Criterion-referenced assessment judges each student's performance against explicit descriptors, independent of other students' results. Norm-referenced approaches, by contrast, rank students or force a distribution. Adjusting marks to match previous averages is a form of norm-referencing.

Question 32Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

When planning formative assessment in s7 Language 2, which strategy best supports students in preparing for the Pre-Baccalaureate examination?

  1. Assessing only grammar exercises because they are easy to mark.
  2. Withholding all feedback until the end of the year to avoid confusion.
  3. Providing regular feedback on tasks that mirror the format and criteria of the Pre-Baccalaureate. Correct answer.
  4. Replacing classroom tasks with past examination papers from the first week.

Explanation

Formative assessment is most effective when it gives timely feedback on tasks that resemble the target examination and use its criteria. Withholding feedback or assessing only grammar limits development. Replacing all classroom tasks with past papers from the outset may undermine broader learning.

Question 33Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A student's s7 Language 2 preliminary mark is based on a single end-of-year test. Which principle is most clearly violated?

  1. The requirement to rank students within the class
  2. The obligation to use only norm-referenced assessment
  3. The need to keep marks confidential from students
  4. The use of multiple sources of evidence over time Correct answer.

Explanation

A valid preliminary mark should draw on multiple assessments conducted over the year, not a single test. This provides a more reliable picture of achievement. Ranking, confidentiality and norm-referencing are not governing principles for the preliminary mark.

Question 34Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which action best demonstrates the use of assessment for learning in the s7 Language 2 classroom?

  1. The teacher gives written comments on a draft essay and allows students to revise it. Correct answer.
  2. The teacher sets a test and files it without analysis.
  3. The teacher records a mark in the register without returning the paper.
  4. The teacher announces the final preliminary marks at the end of the year.

Explanation

Assessment for learning involves using feedback to help students improve before the final assessment. Commenting on a draft and allowing revision is a clear example. Recording marks without feedback or filing tests without analysis does not support learning.

Question 35Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

When the class council meets to confirm Language 2 preliminary marks, what is the teacher's main responsibility?

  1. To assign marks based on students' behaviour in class.
  2. To ensure that the class average matches a predetermined target.
  3. To defer all decisions to the external examiner.
  4. To present evidence supporting each proposed mark and be ready to justify it. Correct answer.

Explanation

The teacher presents the evidence behind each proposed mark so that the class council can confirm it fairly. The preliminary mark must be based on achievement evidence, not on a predetermined average or on behaviour. The external examiner is not involved at this stage.

Question 36Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which document is most important for a teacher to consult when deciding how to weight the components of the s7 Language 2 preliminary mark?

  1. A colleague's personal marking habits
  2. The school's internal assessment policy aligned with European Schools regulations Correct answer.
  3. The previous year's class average
  4. A commercial textbook's suggested grading scheme

Explanation

The school's assessment policy, aligned with European Schools regulations, sets out the required weighting and procedures. Textbooks, past averages and personal habits are not authoritative sources. Consistency with official policy ensures fairness and comparability.

Question 37Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A teacher wants to improve the reliability of oral assessment for the Language 2 preliminary mark. Which measure is most effective?

  1. Using a common rubric with clearly defined criteria and moderated samples Correct answer.
  2. Assessing each student only once, at the end of the year
  3. Allowing each teacher to design a personal scale
  4. Basing oral marks on general impression without criteria

Explanation

Reliability in oral assessment is enhanced by a shared rubric with explicit criteria and by moderation of samples. A single assessment occasion, personal scales or impressionistic marking increase inconsistency. Moderation ensures that different teachers apply the same standards.

Question 38Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

In the context of the s7 Language 2 preliminary mark, what does moderation primarily aim to achieve?

  1. Consistency of standards across different classes and teachers Correct answer.
  2. A higher average mark for all students
  3. A reduction in the number of assessments
  4. The elimination of oral assessment

Explanation

Moderation compares and adjusts marks to ensure that the same standards are applied across classes and teachers. It is not intended to raise averages, reduce assessments or eliminate oral assessment. Its purpose is fairness and comparability.

Question 39Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which of the following is the best example of a summative assessment task suitable for contributing to the s7 Language 2 preliminary mark?

  1. A voluntary reading log kept without assessment
  2. A homework exercise corrected in class with peer feedback
  3. A brainstorming session during which the teacher observes participation
  4. A formal argumentative essay written under controlled conditions and marked with the agreed rubric Correct answer.

Explanation

A formal essay written under controlled conditions and marked with an agreed rubric provides reliable summative evidence of achievement. Brainstorming, peer-corrected homework and unassessed reading logs are formative in nature. Summative tasks require standardised conditions and criteria.

Question 40Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A student consistently performs well in class but poorly in timed examinations. How should the teacher treat this discrepancy when awarding the preliminary mark?

  1. Consider the full range of evidence and apply the agreed weighting without adjusting for a single factor. Correct answer.
  2. Ignore the examination results entirely.
  3. Award the highest mark obtained in any single assessment.
  4. Penalise the student for inconsistency.

Explanation

The preliminary mark should reflect the agreed weighting of all evidence, not a selection of the best result or an emotional adjustment. Ignoring examination results or penalising inconsistency would distort the mark. The teacher applies the policy consistently.

Question 41Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which statement about the timing of the Language 2 preliminary mark is correct?

  1. It is determined solely by the Baccalaureate oral examination.
  2. It is set at the beginning of s7 based on s6 results.
  3. It is finalised before the Baccalaureate examinations and communicated to students in accordance with school procedures. Correct answer.
  4. It is calculated after the Baccalaureate results are published.

Explanation

The preliminary mark is finalised before the Baccalaureate examinations and communicated according to school procedures. It is not calculated after the Baccalaureate results, nor set at the start of s7. The Baccalaureate oral does not determine it.

Question 42Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A teacher uses a portfolio of s7 Language 2 work as evidence for the preliminary mark. Which feature most strengthens its validity?

  1. Inclusion of only the student's favourite pieces
  2. Inclusion of work without any teacher annotation
  3. Inclusion of assessed tasks with dates, criteria and teacher feedback Correct answer.
  4. Inclusion of work from other subjects

Explanation

A valid portfolio contains assessed tasks with clear dates, criteria and feedback, showing progress and achievement. Selecting only favourite pieces or omitting annotations weakens its evidential value. Work from other subjects is not relevant to Language 2.

Question 43Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which of the following best describes the role of self-assessment in the s7 Language 2 preliminary marking process?

  1. It replaces teacher assessment for the oral component.
  2. It is prohibited in European Schools.
  3. It supports formative development but does not directly determine the preliminary mark. Correct answer.
  4. It is the sole basis for the preliminary mark.

Explanation

Self-assessment helps students reflect on their learning and supports formative development, but the preliminary mark is awarded by the teacher and class council. It does not replace teacher assessment or serve as the sole basis. It is not prohibited.

Question 44Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

In Language 2, a teacher wants to assess intercultural competence as part of the s7 preliminary mark. Which task is most appropriate?

  1. Reciting a poem from memory without commentary
  2. Completing a gap-fill exercise on prepositions
  3. Copying vocabulary lists related to cultural topics
  4. Analysing a cultural text and comparing its perspectives with the student's own experience Correct answer.

Explanation

Intercultural competence involves interpreting cultural products and reflecting on perspectives, which is best assessed through analysis and comparison. Copying lists, gap-fills and recitation without commentary assess other skills. The task should require reflection and interpretation.

Question 45Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which of the following is an example of a norm-referenced practice that should be avoided when awarding the s7 Language 2 preliminary mark?

  1. Applying the same rubric to all students
  2. Adjusting marks so that a fixed percentage of students receive each grade Correct answer.
  3. Basing marks on multiple assessments
  4. Moderating marks across parallel classes

Explanation

Forcing a fixed percentage of students into each grade is a norm-referenced practice that conflicts with criterion-referenced assessment. Applying a common rubric, using multiple assessments and moderating across classes are appropriate practices. The preliminary mark should reflect achievement against criteria.

Question 46Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A teacher notices that the s7 Language 2 class performs much better in coursework than in the Pre-Baccalaureate examination. What is the most appropriate first step?

  1. Raise all coursework marks to reduce the gap.
  2. Ignore the discrepancy because coursework is more important.
  3. Review the alignment between coursework tasks and examination demands, and check marking consistency. Correct answer.
  4. Lower the Pre-Baccalaureate marks to match coursework.

Explanation

A discrepancy between coursework and examination performance calls for a review of alignment and marking consistency. Adjusting marks artificially or ignoring the gap would undermine validity. The teacher should investigate whether tasks and criteria are comparable.

Question 47Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which factor is most likely to threaten the validity of a Language 2 preliminary mark based on continuous assessment?

  1. Including both oral and written tasks
  2. Recording assessment dates and criteria
  3. Using a rubric shared across parallel classes
  4. Assessing only a narrow range of skills because of timetable constraints Correct answer.

Explanation

Validity requires that the assessment covers the intended construct, which in Language 2 includes all four skills. Narrowing the range of skills because of constraints undermines validity. Shared rubrics, recorded dates and a mix of oral and written tasks support validity.

Question 48Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

What is the main purpose of the Pre-Baccalaureate examination in Language 2?

  1. To determine university admission
  2. To provide a summative assessment that contributes to the preliminary mark Correct answer.
  3. To replace continuous assessment entirely
  4. To certify language proficiency for external employers

Explanation

The Pre-Baccalaureate examination is a summative assessment that contributes to the preliminary mark. It does not replace continuous assessment, determine university admission or certify proficiency externally. Its role is internal to the school's assessment framework.

Question 49Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

A teacher wants to ensure that the s7 Language 2 preliminary mark is fair to students with diagnosed learning difficulties. Which approach is most appropriate?

  1. Exclude them from oral assessment.
  2. Give those students automatically higher marks.
  3. Use a separate, easier rubric without documentation.
  4. Apply the school's approved access arrangements consistently and document them. Correct answer.

Explanation

Fairness requires applying approved access arrangements consistently and documenting them, so that students can demonstrate achievement without unfair disadvantage. Automatically raising marks or using an undocumented easier rubric would undermine validity. Excluding students from oral assessment would reduce coverage.

Question 50Preliminary mark (formative and summative assessment during s7, including Pre-Baccalaureate examinations)

Which statement best describes the role of the Language 2 teacher in the preliminary marking process?

  1. The teacher sets the preliminary mark after the Baccalaureate results are known.
  2. The teacher's marks are automatically overridden by the head of school.
  3. The teacher has sole authority and no need to justify marks.
  4. The teacher proposes marks based on evidence and defends them before the class council. Correct answer.

Explanation

The teacher proposes marks based on evidence and is responsible for justifying them to the class council. The teacher does not act without accountability, nor are marks automatically overridden. The preliminary mark is set before the Baccalaureate results.