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English 33 BulUtin Updau English 33 BulUtin Updos English 33 Bulletin Updos English JJ BuUetin Updau English 33 BsdUtin Updos EnOglisCh T33 B ulls nn Updos EngU Bulletin UpdOe English 33 BulUtin Updos English 33 BulUtin Update English 33 BulUtin Updos English 33 Bulletin Updos English 33 BulUtin Updals Engluh 33 Bulletin Updos 1992-93 School Year English 33 BulUtin Updats Englis Updos English 33 BulUtin Updos EngU English 33 i U pdate English 33 BulUtin Update Diploma Examinations Program i 3 3 BulUtin Updats English 33 BulUtin Updos Bulletin Update English 33 BulUtin Update Englis Updos English 33 BulUtin Updos EngU ulletin Update English 33 BulUtin Update English 33 BulUtin Updau English 33 BulUtin Update English 33 Bulletin Update English 33 BulUtin Updau English 33 Bulletin Updos English 33 BulUtin Update English 33 BulUtin Updos English 33 Bulletin Updau English 33 Bulletin Updau English 33 Bulletin Updos English 33 BulUtin Updau EngU ulletin Updau EngUsh 33 BulUtin Updau English 33 BulUtin Updau English 33 BulUtin Updos English 33 Bulletin Updau EngUsh 33 BulUtin Updau English 33 BulUtin Updos English 33 BulUtin Updau English 33 BulUtin Updoe EngUsh 33 Bulletin Updau EngUsh 33 BulUtin Updau English 33 BulUtin Updos EngUsh 33 BulUtin Updau EngU ulletin Updos EngUsh 33 BulUtin Updoe EngUsh 33 BulUtin Updau English 33 BulUtin Updos EngUsh 33 Bulletin Updos English 33 BulUtin Updau English 33 BulUtin Updos English 33 BulUtin Updau English 33 BulUtin Updoe English 33 Bulletin Updoe EngUsh 33 BulUtin Updau English 33 BulUtin Updos EngUsh 33 BulUtin Updoe EngU ulletin Updau English 33 BulUtin Updoe English 33 BulUtin Updau English 33 BulUtin Updoe EngUsh 33 BUlstin Updoe EngUsh 33 BulUtin Updau English 33 BulUtin Updoe /Liberia EDUCATION English 33 BulUtin Updau English 33 BulUtin Updos EngUsh 33 Bulletin Updau EngUsh 33 Bulletin Updau English 33 BulUtin Updoe EngUsh 33 BulUtin Updau EngU ulletin Updau EngUsh 33 BulUtin Updau EngUsh 33 BulUtin Updau English 33 BulUtin Updoe English 33 Bulletin Updau English 33 BulUtin Updau English 33 BulUtin Upda Digitized by the Internet Archive in 2016 https://archive.org/details/diplomaexaminati1992albe English 33 Diploma Examinations Program Update for 1993 The following information provides an update for teachers and students of English 33 regarding • 1 993 dates of the diploma examination administrations • marker information • n otes of interest - modifications to assignments and scoring guides - reminders for students and teachers • revised scoring guide • p erformance standards Detailed bulletins of the English 33 Diploma Examination Program, including the basic design and the blueprint of the examination (unchanged from 1989), are available from the Student Evaluation Branch, 11160 Jasper Avenue, Edmonton, T5K 0L2. Telephone: 427-2948. Please direct any inquiries regarding this information update or the detailed bulletin to Tom Dunn, Acting Co-ordinator, or Elana Scraba, Assistant Director, Humanities Diploma Examinations, Student Evaluation Branch. 1993 Dates of the English 33 Diploma Examination Administrations January 1993 Part A - Written Response Wednesday, January 13, from 9 t o 1 1:30 a.m. PartB - Reading Tuesday, January 26, from 1 t o 3 p .m. June 1993 Part A - Written Response Monday, June 14, from 9 t o 1 1:30 a.m. PartB - Reading Wednesday, June 23, from 1 t o 3 p .m. August 1993 Part A - Written Response Monday, August 16, from 9 t o 11:30 a.m. PartB - Reading Monday, August 16, from 1 t o 3 p .m. Marker Information English 33 Part A: Written Response is scored by English 33 teachers selected from those who have been recommended as markers to the Student Evaluation Branch by their superintendents. To qualify for recommendation by a s uperintendent, a t eacher must have taught English 33 for two or more years (or four semesters), be currently teaching English 33, and have a P ermanent Professional Certificate. Teachers who wish to be recommended as markers for January 1993 should contact their superintendents before October 1, 1992. Teachers who wish to be recommended as markers for June and August 1993 should contact their superintendents before March 2, 1993. More teachers are recommended as markers by superintendents than are required by the Student Evaluation Branch for any one marking session. The following criteria are considered when markers are selected for a p articular marking session: •experience as a m arker (generally, first-time markers are given priority) •regional representation (by zone, jurisdiction, and school) •student population (proportional representation) 1993 Scoring Dates — English 33 Part A: Written Response will be scored on the following dates: January Examination — January 25 to 30 (Group Leaders January 23) June Examination — July 2 t o 9 (Group Leaders June 30) — August 20 August Examination 2 Notes of Interest Modifications to the Response to Visual Communication Assignment The photograph that serves as a p rompt for student writing will be printed in color on the 1993 examinations. Students should be prepared to discuss the effects of color in the photograph provided. Also, the assignment has been reworded as follows: What idea(s) does the photograph communicate? Explain how the details in the photograph and the photographer’s choices reinforce the idea(s). Modifications to the Scoring Guide In July 1992, a c ommittee of teachers met to examine all descriptors in the scoring guide. Revisions were made for all three assignments. Please note the revised scoring guide on the following pages. A c hange to the scoring guide format has been made for Section II: Functional Writing. In 1993, the Organization scale will be omitted as a s eparate entity; however, some elements of organization are incorporated into the Thought and Detail scale. In the opinion of many teacher-markers, scoring organization on the Functional Writing assignment was inappropriate because the organizational framework used by students was inherent in the assignment itself. Section II: Functional Writing will still carry a t otal of 15 marks; 10 marks for Thought and Detail and 5 m arks for Writing Skills. Reminders for Students Part A: Written Response — Planning and Drafting pages are provided as an aid for students to organize their ideas and plan their writing. The most successful writing is that which is p lanned. If students wish to make revisions to their writing on the Revised Work pages, these changes should be clearly indicated for the markers. Students who apply for a r escoring of their examination should be sure to check with their principals first to obtain the distribution of their marks in Part A a nd Part B o f the examination. The rescored mark is the final mark awarded. Part B: Reading — Multiple-choice questions require careful reading of the selections, questions, and alternatives. Take time to read quotations in context and to check answers by re-reading the text. Continued Reminders for Teachers Samples of Students’ Writing — A S amples of Students’ Writing document for English 33 was distributed to schools in March 1992. Based on papers from the June 1991 examination administration, this document focuses on examples and discussions of student writing that received scores of “3” Satisfactory and “5” Excellent, and includes a summary section of conclusions and suggestions. Please note that the scoring guide in this Samples of Student Writing document is no longer current. Inservices and Presentations — Student Evaluation Branch staff are available, on a limited basis, to provide inservices or presentations related to student evaluation. Please call Tom Dunn or Elana Scraba at 427-2948 for information. 4 Revised Scoring Guide Please ensure that all English 33 students have access to this scoring guide. Section I: Personal Response to Literature — Scoring Guide It is important to recognize that student responses to the Personal Response Assignment will vary from writing that treats personal views and ideas analytically and rather formally to writing that explores ideas experimentally and informally. Consequently, evaluation of the personal response on the diploma examination will be in the context of L ouise Rosenblatt’s suggestion : The evaluation of the answer would be in terms of the amount of evidence that the [student] has actually read something and thought about it, n ot a q uestion of whether necessarily he has thought about it in the way an adult would, or given an adult’s “correct” answer. 1 Thought and Detail (curriculum concepts 1, 3, 4, 6, 7, 8, 9, 12) When marking Thought and Detail, the marker should consider how effectively • the assignment is addressed • the detail supports and/or clarifies the response 5 EXCELLENT: An insightful understanding of the reading selection(s) is effectively demonstrated. The student’s opinion, whether directly stated or implied, is perceptive and is appropriately supported by specific details. Support is p recise and thoughtfully selected. 4 PROFICIENT: A w ell-considered understanding of the reading selection(s) is appropriately demonstrated. The student’s opinion, whether directly stated or implied, is thoughtful and is supported by details. Support is well defined and appropriate. 3 SATISFACTORY: A d efensible understanding of the reading selection(s) is clearly demonstrated. The student’s opinion, whether directly stated or implied, is conventional but is p lausibly supported. Support is g eneral but functional. 2 LIMITED: A v ague understanding of the reading selection(s) is evident but is not always defensible or sustained. The student’s opinion may be superficial, and support is scant and/or vague, and/or redundant. 1 POOR: An implausible conjecture concerning the reading selection(s) is suggested. The student’s opinion, if p resent, is irrelevant or incomprehensible. Support is inappropriate, inadequate, or absent. INS INSUFFICIENT: The marker can discern no evidence of an attempt to fulfil the assignment, or the writing is so deficient in length that it is not possible to assess thought and detail. Continued ^Rosenblatt, Louise. “The Reader’s Contribution in the Literary Experience.” An interview with Lionel Wilson in The English Quarterly 1 ( Spring, 1981): 3-12. 5 Section I: Personal Response to Literature — Scoring Guide (continued) Organization (curriculum concepts 2, 3, 4) When marking Organization, the marker should consider how effectively the writing demonstrates • unified and consistent development • clear and coherent order 5 EXCELLENT: The beginning is constructed to provide direction for the reader and/or to encourage further reading. The ideas and situations are developed by sentences and paragraphs that flow smoothly and coherently to an appropriate and effective conclusion. 4 PROFICIENT: The beginning is constructed to provide direction for the reader. The ideas and situations are developed by sentences and paragraphs that are coherently related. The conclusion is appropriate. 3 SATISFACTORY: The beginning, development, and conclusion are functional. Sentences and paragraphs are generally related, but coherence may falter on occasion. 2 LIMITED: The beginning and/or conclusion are nonfunctional. Relationships between sentences and between paragraphs are frequently unclear. 1 POOR: The beginning is vague and/or unfocused. The conclusion, if p resent, is vague and/or unfocused. Sentences and paragraphs are not coherently related. Continued 6 Section I: Personal Response to Literature — Scoring Guide (continued) Matters of Choice (curriculum concepts 3, 4) When marking Matters of Choice, the marker should consider the extent to which the writing demonstrates effectiveness of • d iction, including connotative language, imagery, idiomatic expressions, dialect • syntax, including such choices as parallelism, balance, inversion, sentence length and variety 5 EXCELLENT: Diction is appropriate and precise. Many sentences have been successfully structured for effect Choices evident in the writing are usually effective and sometimes polished. 4 PROFICIENT: Diction is appropriate and generally effective. Many sentences appear to have been purposefully structured for effect. Choices evident in the writing are often effective. 3 SATISFACTORY: Diction is appropriate but may be general rather than specific. Sentence structure is g enerally straightforward and clear. Choices evident in the writing are occasionally effective. 2 LIMITED: Diction is imprecise and/or inappropriate. Sentence structures are frequently ineffective and/or awkward. Choices evident in the writing are often ineffective. 1 POOR: Diction is inaccurate and/or vague. Sentence structures are misused to such an extent that clarity suffers. Choices evident in the writing are usually ineffective. Continued 7 Section I: Personal Response to Literature — Scoring Guide (continued) Matters of Convention (curriculum concepts 3, 4) When marking Matters of Convention, the marker should examine the writing for correctness of • mechanics (spelling, punctuation, capitalization, indentation, etc.) • grammar (agreement of subject-verb/pronoun-antecedent, pronoun reference, etc.) PROPORTION OF ERROR TO COMPLEXITY AND LENGTH OF RESPONSE MUST ALSO BE CONSIDERED. 5 EXCELLENT: This writing is essentially free from errors in mechanics and grammar. Errors that may be present do not reduce the clarity of communication. 4 PROFICIENT: This writing is essentially free from errors in mechanics and grammar. Seldom do any errors that may be present reduce the clarity of communication. 3 SATISFACTORY: This writing has occasional errors in mechanics and grammar. A few of these errors may reduce the clarity of communication. 2 LIMITED: This writing has frequent errors in mechanics and grammar. Many of these errors reduce the clarity of communication. 1 POOR: This writing has numerous errors in mechanics and grammar that are both noticeable and jarring. Most of these errors severely reduce the clarity of communication. 8