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Pentaksiran Tingkatan 3
Introduction ................................................................................................................................... 3
Notes............................................................................................................................................12
THIS BOOKLET
This manual is to be used by all teachers who are involved in the delivery and assessment of the
Pentaksiran Tingkatan 3 (PT3) Writing test.
Please note that there are separate documents that you will also need to refer to in the training
and delivery of assessments. Where relevant, these are noted in this booklet.
Examinations Syndicate (ES) welcomes feedback on this booklet. Teacher-examiners who would
like to pass on comments may do so via the examiner hierarchy system or directly to ES.
Given that the teacher is engaged as an examiner, from this point onwards the term used in this
booklet will be ‘examiner’ but this also refers to all ‘teacher-examiners’ who assess PT3 Writing.
All test materials are restricted to examiners. Examiners are responsible for the security of
materials at all times when the materials are in their possession.
Examiners must not discuss the test materials with anyone other than a fellow ES Examiner.
During and after live marking, examiners must not, under any circumstances, divulge information
about the performance of candidates or the scores awarded until notified that they are allowed to
do so.
ES examining process uses a hierarchical structure where more experienced examiners are
expected to support and monitor the performance of less experienced examiners.
EXAMINATION PERSONNEL
ES
KPK (National
Chief Examiner)
PMP (Examiner)
All Writing Examiners (WEs) must complete an annual training phase prior to the live Writing test.
This may be conducted face-to-face or remotely. Regardless of mode of delivery, the following
must be covered in training:
Standardisation of Assessment
This focuses on ensuring that examiners are able to interpret the assessment scales
consistently and appropriately.
The assessment scales (excluding Content) are all derived from a wider CEFR-aligned scale. The
diagram below illustrates how each exam part covers various CEFR levels.
C2
C1
B2 Band 5
B1 Band 5 Band 3
A2 Band 3 Band 1
A1 Band 1
Pre A1
The overarching aim of the test and the scales is to provide as broad a level of coverage as is
feasible within the practical limits of the paper-based test.
Two distinct tasks are developed to cover an extended range of abilities (A2-B1 primarily). The
first is typical of A2 task types, the second is typical of B1. The first task is focused primarily on
the A1-B1 range, the second is focused primarily on the A2-B2 range. Each task is marked using
scales to reflect the ability levels it targets and these assessment scales overlap as a result.
The Part 1 scale is focused on the A2 CEFR level. The Part 2 scale is focused on the B1 CEFR
level.
In this way, the scales (and their performance descriptors) have been developed as a continuum
as opposed to individual ‘stand-alone’ scales. It is important to interpret the scales in this way, as
illustrated below.
Part 1 Part 2
Cont Comm Org Lang Cont Comm Org Lang
C1 5 5 5 5 5 5 5 5
5 5 5 5 5 5 5 5
B2 5 5 5 5 5 5 5 5
5 5 5 5 4 4 4 4
B1 5 5 5 5 3 3 3 3
4 4 4 4 2 2 2 2
A2 3 3 3 3 1 1 1 1
2 2 2 2 0 0 0 0
A1 1 1 1 1 0 0 0 0
0 0 0 0 0 0 0 0
Below 0 0 0 0 0 0 0 0
As can be seen in the chart above, a Band 3 in Part 1 is focused on the CEFR A2 level of
performance because the task aims to elicit A2 features. In Part 2, Band 3 is focused on the
CEFR B1 level of performance because the task aims to elicit B1 features.
No traditional ‘weighting’ of marks is applied because the scales have an in-built weighting which
recognises the relative demand of both tasks. For example, a typical A2 ability candidate would
achieve mid-scores in Part 1 but lower scores in Part 2. Their cumulative score (i.e. in the region
of 16-20 total raw marks out of 40 total marks available across both tasks) would therefore
accurately reflect performance, adjusted for the dual focus of the test across A2 and B1 CEFR
levels.
FOCUS OF EVALUATION
Analytic criteria will inevitably overlap to some extent. They are divided so that a different focus is
brought to evaluating a composition. Briefly, the following is the focus of evaluation for each of
the sub-scales:
CONTENT
The focus is on fulfilment of task requirements, e.g. content elements are addressed
appropriately. If they are asked to give advice, they must do this rather than ask for advice.
COMMUNICATIVE ACHIEVEMENT
The focus is on the appropriateness of the writing given the communicative task, e.g. the correct
genre and register is used for the given task. Communicative Achievement also focuses on tone
and the appropriateness of language selected, which can include register, but also tone. For
example, a message can be formal, yet friendly, informal and yet rude etc.
ORGANISATION
The focus is on the way the text is put together, e.g. how coherent a piece of writing is and how
the ideas have been linked.
LANGUAGE
The focus is on the lexical and grammatical aspects of writing, e.g. range and control of
grammatical structures and accuracy.
In every instance, the primary consideration is: which descriptor best describes the
composition being evaluated. If you are unsure about other considerations (e.g. this
seems to be covered under both sub-scale x and y; I may be penalising the candidate
more than once; but what about feature x? ; would this candidate pass or not; why is no
one getting a 5), go back to asking this fundamental question.
Positive phrasing of descriptors does not mean that a performance at that level has no
weaknesses. By comparing a descriptor to those adjacent to it, above and below, it
should be evident what level of ability and weakness is being described. For descriptors 1
and 5 in a particular level’s scale, the adjacent lower and higher descriptor may be found
in the overall scale.
Candidates may achieve high marks on one criterion but low marks on another criterion;
they should be marked accordingly. For example, a composition may cover and develop
all content elements, but use the wrong genre and register. In that case, it may get a 5 for
Content and a 1 for Communicative Achievement.
Score points 2 and 4: There are two ways for compositions to receive the undefined
levels (2 and 4): (1) a performance that reflects part of the higher descriptor and part of
the lower descriptor, and (2) a performance is clearly better than the lower descriptor and
also clearly worse than the higher descriptor.
Base evaluations on the totality of the writing presented. For example, do not overly focus
on any one particular instance of a spelling error, and do not let that one particular
instance over-influence the candidate’s mark for Language.
When in doubt about some aspect of a performance, look for evidence elsewhere in the
performance that might remove the ambiguity. For example, to determine if a vocabulary
or grammatical mistake is a slip or a systematic error, look for other instances of the
word or structure.
Lifting from the input beyond key words and phrases: Candidates should not be given
credit for parts of their response that have been lifted from the input. Lifted output may
however provide negative evidence about candidates’ abilities and should be considered
and evaluated accordingly.
Varieties of English: Candidates are expected to use a particular variety of English with
some degree of consistency in areas such as spelling, and not for example switch from
using a British spelling of a word to an American spelling of the same word in the same
written response to a given task.
It is important that WEs contact an experienced examiner if they are unsure about any aspect of
their marking or the application of the Assessment Scales so that a decision can be made quickly
and appropriately.
The following definitions and notes are provided in order to support interpretation of the scale
content. It is not exhaustive and if you are ever unsure of any assessment-specific terminology
you should consult your Team Leader in the first instance.
a good degree of control able to use the correct forms and structures consistently.
a limited number of minimal usage. (e.g. words/phrases are repeated or used only once or
twice).
a range of everyday vocabulary able to use common words and phrases in the relevant context (i.e.
usage of high frequency vocabulary and absence of less common lexis)
a variety of cohesive devices a wide range of or no overuse of sophisticated words and phrases (i.e.
able to use different cohesive devices in each paragraph).
communicates simple ideas in able to convey relevant ideas with minimum development.
simple ways
communicating successfully able to convey the intended message in the most appropriate manner.
complex grammatical forms complex items (i.e. complex tenses other than the simple tenses (e.g. the
perfect tense, the progressive tense), passive forms, adverbs clauses,
etc. )
punctuation the use of capitalisation, full stop, exclamation mark and apostrophe,
etc.
reasonably moderately/in a satisfactory way.
reasonably well ideas are communicated fairly well using the correct genre/format.
Content is totally
irrelevant.
0 Performance below Band 1
Target reader is not
informed.
Uses a range of
everyday vocabulary
with occasional
Uses the conventions of
inappropriate use of
All content is relevant the communicative task Text is generally well-
less common lexis.
to the task. to hold the target organised and
Uses a range of simple
5 reader’s attention and coherent, using a
and some complex
Target reader is fully communicate variety of cohesive
grammatical forms with
informed. straightforward ideas. devices.
a good degree of
control.
Errors do not impede
communication.
Content is totally
irrelevant.
0 Performance below Band 1
Target reader is not
informed.