European Baccalaureate Language 3 key terms

The timed, externally set paper in Language 3 that tests reading and writing skills under controlled conditions and contributes a fixed percentage to the final Baccalaureate mark.

The part of the written paper in which candidates read one or more authentic texts and answer questions showing they have understood content, structure, vocabulary and implied meaning.

The section of the written paper requiring candidates to compose an original text, such as a letter, article, report or essay, in the target language within a set time and word limit.

A genuine piece of writing, such as a newspaper article, blog post or literary extract, used as the source material for reading tasks rather than text written specifically for learners.

The genre or format a piece of writing belongs to, for example letter, article, review, speech or report, each carrying its own expected conventions and layout.

A comprehension item that asks what the writer implies or suggests rather than what is stated directly, requiring the candidate to read between the lines.

Two reading strategies: skimming means reading quickly for the general idea, while scanning means searching a text for specific details such as names, dates or figures.

The criterion assessing whether a written or spoken response fully addresses every part of the prompt, with relevant content and an appropriate length and format.

The quality of a text that makes it easy to follow: logical organisation of ideas plus linking devices, pronouns and paragraphing that connect sentences smoothly.

Connectors such as however, therefore, moreover or nevertheless that signal relationships between ideas and help the reader follow the argument of a text.

The level of formality and tone suited to a situation, ranging from informal colloquial language to neutral or formal written style, chosen to fit the audience and purpose.

The published set of criteria and band descriptors used by examiners to award marks, showing what performance at each level looks like across the assessed skills.

A short statement in the marking grid describing the typical performance at one score level, used to place a candidate's work in the right band.

The prescribed number of words for a written task; exceeding or falling well short of it can affect the mark because content and task achievement are judged against it.

Planning how to divide the limited examination time between reading the texts, answering comprehension items, planning, drafting and checking the written production.

The instructions and stimulus material for a task, stating the situation, the audience, the text type required and what points the response must cover.

The spoken component of the Language 3 assessment, conducted by an examiner, in which the candidate demonstrates interactive and presentational speaking skills.

The trained person who conducts the oral examination, asks the questions, manages turn-taking and awards marks using the published assessment criteria.

A short supervised period before the oral examination in which the candidate may read a stimulus text or prompt and organise ideas, usually with notes allowed.

The text, image, topic or short document given to the candidate as the starting point for the oral examination, on which the discussion and presentation are based.

A short uninterrupted monologue in which the candidate explains or argues a topic to the examiner, showing range of vocabulary, structure and fluency.

The conversational part of the oral examination in which examiner and candidate exchange views on the topic, testing the ability to respond and sustain a dialogue.

The ability to speak at a natural pace with reasonable continuity, without excessive hesitation, long pauses or repeated breakdowns that obstruct communication.

How clearly and accurately the candidate produces the sounds, stress and intonation of the target language so that meaning is understood without strain.

The rise and fall of the voice across an utterance, used to signal questions, emphasis, emotion and the structure of what is being said.

The convention of knowing when to speak, when to yield the floor and how to interrupt politely, essential for a smooth interactive discussion.

Techniques speakers use to keep going when a word is missing, such as paraphrasing, circumlocution, asking for clarification or using gestures and fillers.

The variety of vocabulary, grammatical structures and expressions a candidate can use, judged on how broad and how ambitious it is rather than merely how correct.

The degree to which a candidate's grammar, vocabulary and pronunciation are correct, judged by how far errors interfere with understanding.

The teacher's assessment of a candidate's work during the final school year, combining formative and summative evidence and contributing to the overall Baccalaureate grade.

Ongoing, low-stakes assessment during the year whose main purpose is to give feedback and guide improvement rather than to produce a final grade.

Assessment carried out at the end of a unit or term to measure what a candidate has achieved and to contribute evidence towards a grade.

Evaluation carried out by the candidate's own teachers within the school, following prescribed criteria, as opposed to externally set and marked examinations.

The process of reviewing and adjusting teachers' marks so that standards are consistent across classes and schools and comparable with external examination results.

Judging performance against fixed, published criteria or descriptors rather than against the performance of other candidates, so all can in principle reach the top band.

Specific information given to a candidate about the strengths and weaknesses of their work, intended to show what to improve before the next assessed task.

The candidate's own judgement of their work against the criteria, used to build awareness of strengths and to plan what to practise next.

A collected body of a candidate's work produced during the year, which may provide evidence for the preliminary mark and show progress over time.

The relative share of the total mark assigned to each component, such as written examination, oral examination and preliminary mark, shown as a percentage.