CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION

ENGLISH E-SBA (MAY/JUNE 2020)

MARK SCHEME AND RUBRICS FOR ENGLISH E-SBA

APPLYING THE RUBRICS

Note the following:

 Apply the rubric facet by facet, and keep track of the scores. ‘Failure’ in one area does not mean failure in all other areas.

 Three rubrics are scored by classroom teachers and the marks are accepted.

 The rubrics to be moderated are: A - Plan of Investigation

D - Scoring Rubric for the Written Report
F - Scoring Rubric for Reflection

 Markers must be careful to enter the FULL mark (3 moderated A, D, F + 3 others B, C, E) according to the teachers’ assessment.

 When the total score for A (Plan of Investigation) divided by 2 leaves a remainder of 1 (.50), award a mark.

 When the total score for F (Reflection) divided by 3 leaves a remainder of 1 (less than .50), do not award a mark. If the remainder is .50 or higher (e.g.
2/3) award a mark.

NB: 1. Marks are to be awarded based on information within the first 100, 150 and 300 words for the plan, reflective pieces and the written
report respectively as instructed in the syllabus.
2. Each SBA should contain SIX pieces of material (3 chosen by the individual and 3 chosen by the group for the Written Report)
 A. SCORING RUBRIC FOR PLAN OF INVESTIGATION
NB: Marks are to be awarded based on information within the first 100 words as instructed in the syllabus.

NB: 1. Sources may be actual or proposed 2. No plan present (0 marks)

 F. SCORING RUBRIC FOR REFLECTION
NB: Marks are to be awarded based on information within the first 150 words of EACH reflection as instructed in the
syllabus.
REFLECTION 1
 An excellent reflection, which discusses the THREE pieces of material, showing how each piece, has affected the candidate’s thinking about the
subject/issue. (5 marks)

{“Excellent” can be interpreted to mean (e.g.) the details in the piece prompt the student to ask questions about the truth, importance, relevance, increase his/her
understanding…;he/she is able to express reactions clearly in Standard English.}

 A very good reflection, which discusses the THREE pieces of material, showing how each has affected the candidate’s thinking about the
subject/issue. (4 marks)

{“Very Good” can be interpreted to mean (e.g.) the details in the piece prompt the student to ask questions about the truth, importance, relevance, increase his/her
understanding…but he/she is unable to achieve the highest level of clarity in the language.}

 A good reflection, which addresses the treatment of the issue in the three pieces. (3 marks)

{A “good” reflection misses some aspects and may be faulty in clarity and language.}

 A limited reflection which mentions and comments on very little of the content (less than half of the details in the three pieces.) (2 marks)

{A “limited” reflection misses most aspects and may be very flawed in clarity and language.}

 A weak reflection, which simply mentions the issue. (1 mark)

{A “weak” reflection fails to make any meaningful comment.}

NB: No Reflection present (0 marks)

 REFLECTION 2
 An excellent reflection, which fully examines the language in the THREE pieces of material. (5 marks)

Examines the language means – recognizing (by identifying) and commenting on the different types of language used (Standard English, dialect, slang,
jargon, literary devices, figurative language).

NB: The language of pictures refers to the impression given by the gestures, facial expressions and body language of the characters.

{“Excellent” can be interpreted to mean (e.g.) the student identifies and comments on the strategies used to send the message. He/she is able to use language effectively.}

 A very good reflection, which examines most of the language in the THREE pieces of material. (4 marks)

{“Very Good” can be interpreted to mean (e.g.) the student identifies and comments on most of the strategies used to send the message. He/she is able to use language
effectively.}

 A good reflection, which notes and comments on some of the language in the THREE pieces of material. (3 marks)

{A “good” reflection misses some aspects and may be faulty in clarity and language.}

 A limited reflection, which mentions and comments on very little of the kind of language and the techniques used (less than half of the language
in the three pieces). (2 marks)

{A “limited” reflection misses most aspects and may be very flawed in clarity and language.}

 A weak reflection which simply mentions the language used. (1 mark)

{A “weak” reflection fails to make any meaningful comment.}

NB: No Reflection present (0 marks)

 REFLECTION 3

 An excellent reflection, which fully discusses the process and its effects. (5 marks)

Examines the process (of THE SBA or AN SBA) and its effects can be interpreted to mean the personal value and the benefits – the research process, the
knowledge gained from the topic, how he/she has been inspired to act AND/OR the experience gained from the oral presentation AND/OR the experience
gained from working in a group.

{“Excellent” can be interpreted to mean (e.g.) the student explains and comments on how he/she was affected ... He/she is able to use language effectively.}

 A very good reflection, which fully discusses the process and its effects. (4 marks)

{“Very Good” can be interpreted to mean (e.g.) the student explains and comments.... He/she is able to use language effectively.}

 A good reflection, which partially addresses the process and its effects. (3 marks)

{A “good” reflection partially addresses the process AND the effects and is faulty in clarity and language.}

 A limited reflection that gives very limited discussion of the process and its effects. (2 marks)

{A “limited” reflection addresses EITHER the process OR the effects and may be flawed in clarity and language.}

 A weak reflection, which simply uses vague terms. (1 mark)

{A “weak” reflection fails to make any meaningful comment.}

NB: No Reflection present (0 marks)

 Reflection 3 may be interpreted in two ways:

- A discussion on how completing the English SBA has helped the student to ‘become a better person’ - more willing to look at things from different
sides/more willing to gather information before giving a judgement…

- How doing his/her particular (specific) SBA topic has brought about ‘ improvement’

‘Improvement’/ ‘better person’ indicates a personal impact which could be psychological, social, physical, educational, etc.

Add the marks for each reflection then divide by 3 for the final mark (See Applying the Rubrics if necessary)

Please note that a student may have incorrectly written the THREE reflective pieces as ONE long essay. You are to mark it as
you would have marked the three, looking for the elements in each reflection.
 D. SCORING RUBRIC FOR WRITTEN REPORT
NB: Marks are to be awarded based on information within the first 300 words as instructed in the syllabus
Facets of task POINT VALUE
1 2 3 4
1. Content Does not meet the required number The required number of stimuli has Contexts in/from which stimuli are chosen Contexts in/from which stimuli are chosen are
of pieces (THREE pieces are been selected but some of the issues are explicitly given (i.e. name of piece, explicitly given
required) are only implied author and/or source/ location)
Clear evidence of the procedure used in
Stimuli chosen are of little relevance Some of the tasks are noted but There is evidence of the procedures used in selecting the three stimuli
or a weak attempt is made to force generally there seems to be selecting the three stimuli (how/why were
relevance inadequacy, and lack of clarity these 3 chosen) Issues raised (in the stimuli) are clearly
defined and fully explored
Only one or two tasks attempted The report indicates an Some of the issues associated with the
understanding of tasks, but execution stimuli are not clearly stated (more All relevant tasks (processes, procedures)
is insufficient information is needed) which should have been/are to be performed
by group members and described in the
There is indication of the tasks to be done reporting are noted and defined
but some aspects are left out
2. Evidence of Weak response to the tasks: (focus, Analysis focuses on some of the key Excellent response to the tasks: (focus,
Investigation summary, analysis) issues summary, analysis)
Analysis focuses on the key issues
Issues are not clearly identified Good evidence of research
Findings of discussions and research of the
Inadequate evidence of research Good handling of documentation with relevance to the stimulus material are
the occasional error clearly stated

All sources of the various stimuli are

acknowledged and documented

Any comments on the stimuli, apart from

students’ original comments, are
appropriately acknowledged and
documented

3. Language Use and Good control of basic grammar, Very good control of language Excellent use of Standard English in the
Vocabulary vocabulary, and mechanics (grammar and vocabulary) – errors appropriate tone and register
do not suggest lack of capacity
Competent sentence structure but The vocabulary shows excellent knowledge
lacking in maturity of expression of and interaction with the issues and
context

Score awarded = __________ + _________+ _________ = __________ (maximum 10)

NB: No Written Report present (0 marks)

GUIDELINES FOR THE E- MODERATION OF THE SCHOOL BASED ASSESSMENT (SBA)

The principles of fairness, accuracy and reliability are paramount in the moderation exercise; these relate to SBAs being consistently awarded the merited scores -
irrespective of all extraneous factors. In order to ensure consistency in marking across all centres and territories, CXC institutes a system of moderation. In this
system, a sample of candidates’ work marked by each teacher is reviewed by CXC-trained moderators. Feedback is also a very important aspect of this exercise
as the aim is to ensure capacity building of the teachers within the region, bringing all to one common standard over a period of time.

The Moderator shall

1. Mark the standardisation scripts using the mark scheme provided by each school or, where this is not available, the generic mark scheme that has been
uploaded in the RM Assessor3.

2. Discuss with the Assistant Chief Examiner (SBA), any nuances or issues in the marking of the standardisation scripts

3. Mark the candidates’ scripts using the mark scheme and cover sheets provided by the school, where applicable, or the generic mark scheme provided by
CXC

4. Provide feedback using the on-screen comments section of the RM Assessor tool according to the following guidelines:

 State whether the project was unsatisfactory, satisfactory, good or excellent.

 State the aspects of the project which were good (Use will be made of existing moderation feedback reports to indicate the areas)
 State how the project may be improved (Use will be made of existing moderation feedback reports to write a point/points for improvement)
 Comment on whether the teacher’s marking was unsatisfactory, satisfactory, good or excellent.
 Indicate the aspects of the teacher’s marking which could be improved