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Webinario C1 - Contenido educativo

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Subido el 10 de mayo de 2021 por Certamenesypremios

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Información proporcionada en el Webinario sobre las pruebas de nivel C1

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Good afternoon to everyone. Thank you very much for joining the seminar this afternoon. 00:00:03
I'm Marius Malfetas. I'm the executive director at Language Search. 00:00:09
And with me, I have Robin Gravina, who is a country manager, and Janet Golding, who's going to be the actual presenter today. 00:00:14
Janet is one of the lead academic consultants that we have at PeopleSearch. 00:00:22
Before we start the presentation you have with us, Gretchen Buprot from the Comunidad. 00:00:28
Unfortunately, Gretchen is out without the camera, but I hope that you'll all be able to hear Gretchen perfectly well. 00:00:35
Gretchen? 00:00:43
Yes, I'm here. 00:00:44
I'm sorry you can't see me. 00:00:45
I'm having technical difficulties with my camera. 00:00:47
But very briefly, I just wanted to introduce myself. 00:00:50
I'm the deputy director, as Maria said, of the bilingual program here in Madrid. 00:00:54
I wanted to thank you, welcome you to this session, and to thank you for coming, for taking your time to be here this afternoon. 00:01:01
This session is going to focus on the format and the different parts of the exam, which I'm sure will be very helpful for you. 00:01:10
I just wanted to remind you that if you were to have any doubts or questions, you can either contact PeopleCert or you can write a message or call one of the members here in the Balingo program in the Comunidad de Madrid, and we will be happy to help you. 00:01:20
I think that's all I have to say. 00:01:43
One more thing, that the sessions as of tomorrow, the recorded sessions will be posted on the bilingual webpage. 00:01:45
So if you would like to see them again or if you know someone who couldn't attend the meeting this afternoon, 00:01:55
you could tell them that they can check our webpage and watch the sessions which have been posted there. 00:02:02
So, anyway, enjoy this session, and please contact us if you have any doubts or trouble. 00:02:11
Okay? 00:02:18
Thank you. 00:02:19
Sorry I can't see you. 00:02:20
I'm talking to an empty screen. 00:02:21
Thank you, Gretchen. 00:02:25
We can hear you very well. 00:02:26
Good. 00:02:28
That's what's most important. 00:02:30
Thank you. 00:02:31
Everybody heard you well and understood. 00:02:33
We've got to run a few sessions. 00:02:36
Janet is going to talk to you through the logistics of the actual presentation. 00:02:38
But be reassured that we're monitoring all the questions. 00:02:41
We will be able to respond and our team is in contact with the schools to discuss all the logistical aspects of the exams. 00:02:46
So we are on top of it and we're working on this a lot. 00:02:54
And this session is focused a lot in the specifics of the exam themselves. 00:02:57
But as Janet will explain, we are here to answer any questions that you have outside of this presentation. 00:03:02
Before I ask Janet to start her presentation, we have a small reader from our Head of Assessment 00:03:11
Strategy, Nigel Pike, saying a few words about LanguageCert and about this project in specific. 00:03:20
Switch off my camera. 00:03:27
Hello and welcome to the seminar on the LanguageCert AESOL examinations for teachers in the Comunidad 00:03:34
de Madrid project. 00:03:43
I'm very pleased to be able to introduce the seminar and start your introduction to Language 00:03:46
Cert. 00:03:51
My name is Nigel Pike and I've been heavily involved in English language testing for over 00:03:53
30 years. 00:03:58
I've been working for Language Cert for the past five years as the Assessment Strategy 00:04:00
Manager. 00:04:04
I work closely with the Language Cert Assessment Unit and advise on the ongoing development 00:04:06
of existing assessment products and the development of new tests. 00:04:10
To begin with today, I'd like to introduce PeopleCert and LanguageCert as organisations 00:04:17
to you. PeopleCert has been a global leader in certification 00:04:21
for the past two decades, and delivers web and paper-based tests across 10,000 testing 00:04:27
locations around the globe, and is present in virtually every country in the world. 00:04:32
The initial work of PeopleCert was to certificate professionals in areas like IT, project management 00:04:40
the like. LanguageCert is a UK based part of the PeopleCert organisation and was set up around 10 00:04:46
years ago to develop and deliver high quality language tests. Tests are available in several 00:04:56
languages with LanguageCert partnering with renowned organisations worldwide. For example, 00:05:02
LanguageCert runs a test in Spanish where we work together with the University of Salamanca. 00:05:09
English language testing, however, is the main focus of LanguageCert's work. 00:05:14
The English language examinations such as the IESOL examinations that will be used in your schools 00:05:22
are of high quality and are all accredited and regulated by Ofqual, the UK regulator of quality 00:05:28
examinations. The LanguageCert assessment staff are all highly qualified and very experienced 00:05:35
in developing tests in line with the CEFR specifications. In 2020, LanguageSearch started 00:05:42
delivering secure English language examinations on behalf of the UK government. These examinations 00:05:50
are delivered worldwide and are used by the UK Home Office for visa and immigration purposes. 00:05:58
I think these examples of accreditation and high-stakes use of our English language examinations 00:06:05
indicates the high quality and robustness of the IESOL test that will be used in the school's 00:06:11
project in Madrid. All our examinations are carefully matched to the CEFR and we only use 00:06:17
the most experienced examination materials writers to develop our test materials. 00:06:25
The test materials are high quality and measure accurately and fairly at each of the CEFR levels 00:06:30
from A1 through to C2. The tests are of course subject to ongoing validation and research 00:06:37
activity. This activity is led by Professor David Coniam who joined LanguageCert from the 00:06:44
Education University of Hong Kong. So LanguageCert is, you could say, a relatively young testing 00:06:51
organisation with the highest quality staff and our examinations are used worldwide in rapidly 00:07:00
increase in numbers. In Spain, the Language Cert AESOL examinations are recognised by CRWI 00:07:06
and ACLES for university graduation, Erasmus, Master's study and so on. 00:07:14
A majority of the regional governments accept Language Cert qualifications for recruiting 00:07:23
bilingual teachers, including Madrid, Catalunya, the Basque Country and Andalusia. The exams are 00:07:27
also accepted for public employment by several entities in Spain, including Correos and the Bank 00:07:37
of Spain. I hope that gives you some useful background to PeopleCert and LanguageCert. 00:07:43
Before our presenters go into more detail about the tests themselves, I'd just like to explain 00:07:52
briefly why I feel they are ideal for your students in the Madrid bilingual project. 00:07:57
I should say at this point that I have a personal attachment to Madrid, as I taught in a state secondary school for a while back in the 1980s. 00:08:02
A long, long time ago, but a great experience. 00:08:13
And in a previous job role, when I was Director of Assessment at Cambridge Examinations, I got to know the Madrid project reasonably well. 00:08:18
I visited schools and went into classrooms to see the project in action. 00:08:27
I've always been so impressed by the Madrid Bilingual Project. 00:08:33
It is groundbreaking in so many ways and I'm sure brings many benefits to the students in the programme and to the Comunidad de Madrid. 00:08:38
The ASIL tests themselves are very suitable for school pupils. 00:08:50
They do not require much specific preparation at all compared to other English language tests, and they very much focus on a skills based and communicative approach. 00:08:53
Your students will carry out realistic tasks and the test materials, especially at the higher levels, are very suitable for students following a CLIL classroom approach. 00:09:05
approach. The examination materials are readily accessible to teenagers and the 00:09:16
task types will be familiar from activities you use in the classroom with 00:09:24
a wide range of sub skills being tested in speaking, listening, reading and 00:09:29
writing. So to conclude my introduction to the seminar I'd just like to express 00:09:34
how honoured I feel and LanguageCert feels to be able to play a role in such 00:09:42
prestigious project. I hope the information you get in the seminar is useful and interesting 00:09:48
and we look forward to providing tests for your students. Thank you. 00:09:56
So as Janet is preparing the presentation we do hope that you can all hear us well. 00:10:18
Well, Janet, if you're ready to go, we're waiting for you so that you can start the presentation. 00:10:25
Thank you, Marius. Hello, everybody. My name's Janet. 00:10:36
I'm one of the academic consultants at LanguageCert. 00:10:43
And today we're going to have a look through the IESOL C1 qualification for your learners. 00:10:47
first of all we're going to have a look at an overview of the exams including some information 00:10:54
about the format key features and the marking of this exam then we're going to have a detailed 00:11:04
look through the exam tasks taken from current practice papers then i'll talk you through the 00:11:12
sort of support that we can offer you while you're preparing your learners. And we are aware you've 00:11:21
got quite a short window at the moment to do this. And then finally, we'll look at some next steps 00:11:27
for you to take after watching this seminar. So just to let you know, you're most welcome to ask 00:11:34
questions throughout the presentation. Could you please put them in the chat box and then we'll 00:11:44
leave some time at the end of the presentation to answer some of your questions. Right, let's go. 00:11:50
So, first of all, let's go to talk about the overview of the exams, starting with some key 00:12:00
features. And you may or may not be aware that there are two exams for the candidates to take. 00:12:11
So, first of all, let's have a look at the written exam. The written exam is comprised of three different sections, testing, listening, reading and writing. 00:12:21
One of the main things about our exams, our written exams from Language Third, is that the grammar and vocabulary that the learners will have competence in and want to demonstrate will be integrated within the different skills, tasks that we provide in the exam. 00:12:33
So they won't be tested separately, but in a natural, authentic manner throughout the exam within the different sections. 00:12:56
It's a really student and teacher friendly exam because all levels, in fact, 00:13:08
but including C1 are calibrated to the Common European Framework descriptors. 00:13:15
It means that you can use any material you currently use, course book material, supplementary material, 00:13:22
even material that you might have used to prepare for other exams in the past. 00:13:29
Obviously, you need to get to know our exam tasks themselves. 00:13:34
But beyond that, we are testing exactly the same sorts of things as would happen if you were doing any other exam. 00:13:40
We pride ourselves in assessing real life communicative skills. 00:13:49
and when you see the samples in a few moments you'll see we use lots of real life everyday 00:13:55
contexts and as we've said this is one exam within that exam time you do three different 00:14:01
things you do your listening then your reading and your writing so let's now have a little look 00:14:09
at the main features of speaking so the actual spoken exam where we test speaking on its own 00:14:15
we have topics and four tasks actually at every level not just at c1 very practical tasks that 00:14:23
people would be used to doing in class and in a version of them in the outside world as well 00:14:32
so giving personal information taking part in role plays doing an interactive task 00:14:40
And then a long turn where the candidate will speak about a topic selected by an interlocutor. 00:14:49
And on that note, the exam arrangement is extremely friendly. 00:14:59
We have one candidate with an interlocutor. 00:15:05
So the candidate is not examined within pairs or groups, but on their own. 00:15:08
And in fact, they work with a language that trained interlocutor who's monitored and standardised by us. 00:15:13
And the interlocutor facilitates the spoken exam, but they don't actually assess the learner. 00:15:25
So that frees them up to focus on all the other parts of what makes up the exam itself. 00:15:33
The exam is audio recorded, not video recorded, so audio recorded by the interlocutor and then it's sent up for marking by an independent language search, standardised and trained marker. 00:15:40
So those are the key elements of the spoken exam. 00:15:58
Now, let's move on to looking at the exam format now. 00:16:02
as you can see here for C1 specifically we have listening we've got four parts to the listening 00:16:06
and we are going to go into this in quite a lot of detail but there are four parts with 26 questions 00:16:15
and then we have and that's 30 minutes of doing some listening then all within one exam paper 00:16:22
then the candidate will move on to reading and writing now the great thing about this these two 00:16:33
parts of the test is you can work in any order and it's sort of an uninterrupted part of the test 00:16:40
so if your candidate prefers if your learner prefers to get their writing over and done with 00:16:46
first they could or they could start in the order that the exam paper is presented it really doesn't 00:16:51
matter as long, of course, that they leave enough time to do everything to the best of their ability. 00:16:57
And you'll see here we actually have four parts of the reading and 26 questions as well. The writing 00:17:04
has two tasks for the candidate to complete and if you add up the reading and writing part of the 00:17:11
whole exam, we give them two hours 40 minutes and an additional 10 minutes for the candidate to check 00:17:19
All the different things to make sure they haven't missed anything. 00:17:27
And a very important note, although you get a question paper, you need to have your answers on an answer sheet. 00:17:31
And we will look at answer sheets shortly. But on the answer sheet, the candidate needs to complete everything. 00:17:38
The listening, the reading, answers and the writing tasks written in pencil. 00:17:45
We will come back to practice papers and answer sheets in a little while. 00:17:50
OK, let's move on to a little bit about spoken. So we have a one to one exam set up, as we mentioned already, with four parts again, actually. 00:17:55
And at this level, the candidate takes 15 minutes to complete the exam with the interlocutor. 00:18:10
OK, now, I'm sure you'll be interested to know a bit about how we mark. 00:18:20
So let's have a look at writing and speaking assessment criteria. 00:18:25
But can I just give a word to you first about listening and reading that both of these attract one mark per item for all the listening answers and all the reading answers. 00:18:30
As you would expect for writing and speaking tasks, though, we have to analyse the performance through different criteria. 00:18:44
For writing, these terms should be quite familiar to you from you working with other boards, I would expect. 00:18:55
But we work with task fulfilment, accuracy and range of grammar, accuracy and range of vocab and organisation. 00:19:02
And the marker will allocate zero to three for each of these per task. 00:19:14
So that would be 12 marks maximum. For each of the two tasks, so 24 in total. 00:19:22
And just to give you a bit of an idea, if somebody was given zero for one of these assessment criteria, 00:19:32
it would equate to nothing has been presented or an insufficient sample, more or less. 00:19:40
If somebody got a one, it would be below standard. A two would be to the standard of the level 00:19:49
required, what we have demonstrated language for the level of that they've been entered for, 00:19:57
let's say, and three would be an above standard performance. Now, there's lots of detail about 00:20:04
what this means for a C1 learner in writing. Please do have a look at our qualification 00:20:12
handbook for more details. But also, we've got some other documentation that I will mention later 00:20:20
that gives you far more detail, because there's a specific mark scheme for each level, as you can 00:20:26
imagine. These are just the generic explanations. And then just so you know a little bit more about 00:20:32
this, we allocate 26 marks for reading and listing. As I mentioned, it's one mark each and 24 for 00:20:39
writing. Those are all then scaled up out of 50 per skill and the total possible score then would 00:20:47
be 150. The candidate would then attain fail, pass, or high pass, and the pass rate is 50%. 00:20:56
Now, let's have a little look at speaking. So, with the speaking assessment criteria, 00:21:06
reasonably similar to what you've seen already, a few little differences, as you would imagine, 00:21:16
because we're testing speaking. So, we have task fulfillment and coherence, 00:21:20
accuracy and range of grammar, accuracy and range of vocabulary, and then a criteria called pronunciation, intonation and fluency. 00:21:25
Now, a little bit different to the written. This time, these marks of 0, 1, 2 or 3 per assessment criteria are allocated holistically across the whole performance. 00:21:43
So the maximum marks of the whole of the test, raw marks, are 12. 00:21:57
And as you would expect, if somebody was given zero, it's an insufficient sample, it fails to meet the task requirements, too limited and so on. 00:22:03
One would be where the candidate is below the standard required, too limited and fails to meet most of the requirements, in fact. 00:22:18
Whereas two means they are to the standard required for C1. 00:22:28
And so mostly OK with limited control, perhaps. 00:22:34
Three is above standard where they show an effective and sufficient range and control. 00:22:38
Don't forget, obviously, these are sort of generic explanations. 00:22:45
you can look at the mark scheme specifically in other material to know exactly what you would have to get for each of these marks for C1 level, 00:22:50
which is obviously a higher level. OK, let's have a look at the results that candidates receive. 00:22:59
So for the spoken exam, as we mentioned earlier, candidates will get a holistic mark. 00:23:09
So the total possible would be 12, which is then scaled up to 50. And again, it's 50% as the pass rate. 00:23:18
So the candidate will either get fail, pass or high pass. 00:23:26
And then if we just have a little look at the way the candidate receives their results. 00:23:34
So the statement of results, and this one gives you an example for the written exam, but the statement of results will show that you got a failed pass or high pass. 00:23:41
And it will also give indication of your marks or your performance in the three different skills if it's written exam, but you have an overarching pass or high pass for that. 00:23:55
and it would be similar for spoken you would get fail pass or high pass as we said already 00:24:08
and then your certificate will show either the spoken exam performance so your pass or high pass 00:24:17
or your written pass or high pass by the way if somebody does fail C1 either in the written or 00:24:24
have spoken, they wouldn't get B2. And if they got a high pass in C1, that doesn't mean they would 00:24:34
get a C2 certificate. Basically, we are very much about level specific exams, testing that you're 00:24:42
able to perform and demonstrate language of that particular level. OK. Now, let's have a more 00:24:49
detailed look at C1. Different tasks that we have in our exam papers, based on the current practice 00:25:00
papers that you can access on our website, more about that in a moment. Skill by skill. You'll 00:25:09
notice that all the different things we require the learner to do are very typical types of context, 00:25:18
item types that they would encounter in class or preparing for other exams actually. So here's a 00:25:26
quick overview then of C1 listening. We mentioned there are 26 items and four sections to listening 00:25:33
and at this level you have multiple choice or filling in gaps to do and for the first part 00:25:41
that you can see here, there will be six unfinished conversations, short ones, and there'll be multiple 00:25:49
choice questions to complete. And the candidate will hear two speakers in that part. In the second 00:25:57
part, again, they'll hear two speakers and they'll hear three longer conversations. They're not 00:26:05
connected with each other and they attract two multiple choice questions each. Moving on to part 00:26:11
three which is a monologue at this level the candidate will listen and then use a notepad 00:26:19
with seven gaps to fill in the words and it has to be one to five words maximum. Bear in mind you 00:26:26
might be filling in your answers on the question paper but remember you've got to put your answers 00:26:36
on the answer sheet later or at the time it's up to the learner. And then part four is a conversation 00:26:40
with two speakers followed by seven multiple choice questions 30 minutes in total let's have 00:26:48
a look then in a bit more detail at some samples by the way we may not include particularly in the 00:26:55
listening reading every single question per part just for space and time today but if you look at 00:27:01
our practice papers you can see the full range of things you'd be asked per part so here you've got 00:27:07
A typical part one, see you are listening. Candidates will hear some short conversations twice and then choose the correct answer to complete each conversation. 00:27:15
OK, now let's have a look at part two. Remember, we haven't got all the conversations here or questions they have to answer. 00:27:34
So they'll hear some conversations twice and then choose the correct answers. 00:27:42
And here you've got that multiple choice we spoke about earlier. 00:27:49
OK, now let's have a look at listening part three. 00:28:01
So remembering there's a note, some sort of notepad, they hear someone talking and they hear them twice and then they complete the information on the notepad. 00:28:10
Remember, they need to put that information on the answer sheet as well, because that's the thing that's going to be marked, not the question paper. 00:28:19
So they definitely need to adhere to the point of answers of one to five words maximum. 00:28:28
OK, and then finally, part four, where the candidate will hear something twice, a conversation twice, and then choose the correct answers in a multiple choice activity. 00:28:37
okay okay now let's have a look at the reading within the reading remember we also have four 00:28:49
parts and 26 items and some very typical item types that candidates would be familiar with 00:29:03
like true false matching filling in gaps and so on so part one is where the candidate will have 00:29:10
something to read, followed by five true force statements. This is then followed in part two 00:29:18
by a reading text with six gaps, with eight sentences to choose from to complete the gaps. 00:29:26
Part three is all about four smaller pieces of reading to do, and then answering questions 00:29:37
and matching the question, which text is this in or that in? And I'll show you in a minute. 00:29:45
And part four is where there is a text with eight open-ended questions using one to five words. And 00:29:50
again, if it mentions a minimum or maximum number of words, you need to stick to that as the 00:29:58
candidate. So let's have a little look in a bit more detail. So here's a typical reading part one. 00:30:04
They would read that text. There are your true, false statements. 00:30:10
And you've got to indicate whether they're true or false. OK, now moving on to part two. 00:30:19
Here is another text. They will need to put the missing sentences back into the text. 00:30:35
And there are two extra ones, so they mustn't worry, they haven't, they've got too many, it's a deliberate activity that they need to choose the most appropriate ones, the six most appropriate ones. 00:30:43
OK. And then part three, you've got those four short texts where they need to then match in which text somebody has said or done something or more of that testing of the meaning of the text itself. 00:30:58
So they would indicate their answers for those seven items. 00:31:16
and then part four of the reading a longer text and then as we mentioned they need to answer the 00:31:24
questions using a maximum of five words for each question asked okay let's move on to the writing 00:31:38
now so at c1 you have two tasks there's no choice it's both of these particular tasks that you would 00:31:53
be presented with. Obviously, you can look at all the different practice papers to get an idea 00:32:01
of the different examples. But generally speaking, you're looking at first task, 00:32:08
the candidate writing a 150 to 200 word piece that would be neutral or formal in tone. 00:32:15
It could be a letter, a report, an argument. And they have to look at a written graphic or visual input. 00:32:23
And write it for a public audience. And then when they do task two, it's a 250 to 300 word informal piece of writing. 00:32:35
and it could be a personal letter and narrative and in fact if you want to know more about the 00:32:46
range that could be asked of the learner at this level qualification handbook is the best place to 00:32:53
start and then have a look at the qualification overview that would be really helpful for you to 00:33:00
refer to all the different text types and genres of writing we expect them to have command of at 00:33:08
this level. Okay, so just having a little look, just some samples for you here. So for writing 00:33:14
part one, if you have a little look at this, they do give space for you to write, but candidates 00:33:22
must remember that final version of their answer must be on the answer sheet, not on the question 00:33:30
paper so they could use this to do drafts or put bullet points but they really need to leave enough 00:33:38
time to write their full answer on the answer sheet and it will be in pencil and again have a 00:33:45
look here there's an example here of the part two question they can use this space to write ideas 00:33:52
brainstorm even a draft version if they write reasonably quickly perhaps but they must put 00:34:03
the final version on the answer sheet. OK, now let's have a look a bit more closely at the spoken 00:34:09
exam. At this level, it's a 15 minute test. So the first part is where the candidate gives personal 00:34:18
information generically. The second is where they do role plays. They communicate in everyday 00:34:26
situations with the interlocutor, and then they do an interactive task, followed by a long term. 00:34:33
So let's have a look in a bit more detail. So just for your information, every candidate at the 00:34:41
beginning of the test will have to answer two basic questions. Can you spell your family name 00:34:50
for me, please? And which country are you from? And then at this level, for candidates giving 00:34:56
personal information, they will need to answer questions chosen by the interlocutor. The 00:35:04
interlocutor will choose up to five questions from different topic areas. These are just samples 00:35:11
and you've got practice papers and you've got a whole range of topics for the level within our 00:35:19
qualification handbook as well. But this just gives you a flavour of what might come up in the 00:35:25
exam. In part two, we mentioned it involves role plays. The interlocutor will have a selection of 00:35:31
role plays, two different types, in fact, situation A, where the interlocutor will initiate the 00:35:44
discussion. And situation B, where the candidate will initiate. And the interlocutor will make 00:35:52
sure they do at least one A and one B. There might be time left to their discretion, in fact, 00:36:02
to do a third situation. But generally speaking, people tend to only have time for two. And you've 00:36:08
got some typical examples here so the practice papers actually for speaking might be a bit 00:36:18
different to what you used to for other boards they actually show you the great detail of what 00:36:24
the interlocutor would ask the learner on all the different options as well okay let's have a look 00:36:29
at part three remember this is an interactive task and at this level the candidate and the 00:36:37
interlocutor work together, they look at a task sheet, which you can see here, and 00:36:47
something to just let your learners know, they are given 20 seconds to have a look at the task 00:37:01
sheet before they need to start taking part in the conversation. So it just gives them a little 00:37:09
bit of time bit of thinking time before they start talking with the interlocutor and just 00:37:16
on the procedural side the task sheet would be handed over to the candidate given that 20 seconds 00:37:26
and then the sheet is taken back from them at the end of the task so you've just got a typical one 00:37:32
here okay part four the long turn is where the candidate will have to speak about something that 00:37:39
the interlocutor chooses and at this level for two minutes in fact so here is a typical one the 00:37:48
problems and benefits of being famous and the procedure is the candidate would be given a piece 00:37:55
of paper and a pen or pencil and 30 seconds to prepare. The interlocutor would then ask them to 00:38:01
start. The candidate would give their long term and then the interlocutor will ask them some 00:38:11
follow-up questions based on the same topic. So you've got something here that follows in that 00:38:17
vein. Okay now what can we do to support you particularly in the in the current stage of 00:38:27
your preparation for the learners well there's lots of things you can have a look at on our 00:38:39
website and you may well have already looked but as you may have gathered I would say the most 00:38:44
important things are the practice papers and then some other documents I'll come back to in a moment 00:38:51
so the practice papers are key because you'll then become more familiar with the format and 00:38:56
typical types of question asked and the different contexts and also the learner could become more 00:39:02
comfortable and maybe you might do some mocks with them as well. The typical things that you 00:39:08
will see on our website are the question paper itself, the questions booklet, you'll get a 00:39:14
detailed transcript for the listenings, all audio recordings, I mean you might not get that normally 00:39:20
when you look at their papers from other boards, you get a key for the listening and reading and a 00:39:26
sample of the answer sheet and I think that's just another opportunity to remind you that it's 00:39:32
really, really important that candidates get used to seeing what this looks like and understand 00:39:37
what they're going to do on it, i.e. they have to use a pencil, they need to fill in different 00:39:42
circles and squares and whatnot, depending on the level, and they need to also be doing their 00:39:50
writing on there as well. So do have a look at those answer sheets per C1 level and other levels 00:39:55
if you teach other levels. And I've actually put on there to find these quickly on our website, 00:40:04
go to the preparation section at the top of the website set of options, then go to practice 00:40:09
material and then to the IESOL section, you'll see loads of material there. In the same 00:40:15
section of the website, you will also find some of these really, really helpful books. So, 00:40:22
for example, the qualification handbook, which I would say is the most important document for 00:40:29
you. It covers everything about the level, the competencies based on the Common European Framework 00:40:34
descriptors, the format, the key features, and then more importantly, perhaps the range of topics and 00:40:41
functions and grammar the candidate needs to have a command of at the particular level, in this case 00:40:48
C1. Assessing Writing is a really good book as well. It gives marking samples, mark schemes, 00:40:54
examiner comments we also have a spoken assessment document which shows assessment criteria and 00:41:02
different mark schemes at different levels there's a really good book if you see it on the right hand 00:41:12
side preparing for speaking with activities examiner tips extra practice papers and that 00:41:17
qualification overview on the far left which gives loads of great detail for writing sorry for the 00:41:24
written tasks format and marks so that's really really helpful selection of material and you 00:41:31
access them the same way as I just mentioned for the practice papers. Now what to do next 00:41:38
these are just some of the suggestions that we would recommend for you at this stage 00:41:47
you've got this recording that you can watch again and I believe they will be released 00:41:52
regularly on the CAM project website so do have a look for those go straight to the key website 00:42:02
resources the practice papers and the qualification handbooks for written and spoken and I've mentioned 00:42:12
those already where you find those in the preparation section and then additional resources 00:42:18
we've got some FAQs we've got lots of other things up there so do have a look at that material as 00:42:25
well as our own YouTube channel. Obviously, you have access to the academic support team, 00:42:31
which includes myself. So please email us with any academic queries. And just generally speaking, 00:42:39
I know you will be keen to become familiar with the exam itself and perhaps work on exam etiquette 00:42:46
with your learners and perhaps do some mocks. So leave yourself time to do that as well. 00:42:52
Here are some key contact details. So the academic support email address where you can get hold of me and my colleagues. 00:42:59
We also have up here the website address. And don't forget, if you go to the preparation section, that's where you'll find all the main important information that will help you prepare your learners. 00:43:11
And you may want to follow us on Facebook or LinkedIn as well. 00:43:23
OK, thanks so much for listening. 00:43:32
I hope you found that a helpful introduction and you've got some ideas of what to do next. 00:43:38
Let's move on to an opportunity for you to ask questions. 00:43:46
So if you want to have a look now, if you want to put some sorry, if you want to put some questions in the question box, please do so. 00:43:53
Thank you, Janet. 00:44:14
Thank you. I'm just going to have a look myself as well, but I know Marius will have looked at these. 00:44:15
Right, I've been having a quick look at the questions, so I'll give it a try as you start, Janet, and as you have a look. 00:44:26
First of all, as I said in the beginning, Robin and the Madrid team will be in contact with the schools regarding the actual logistics of the exams, 00:44:34
meaning the exam schedule, the room allocation, the dates, so please be patient and we will reach out 00:44:48
on this in the coming days. The exams will be paper-based, we at Langogeo we have online exams, 00:44:58
we have computer-based exams, but the choice for these exams now is that they're going to be 00:45:07
paper-based incorporation with the comunidad. The role plays on the speaking exams. They are 00:45:13
pre-prescribed on a couple of scenarios that the interlocutors have. We believe that there are 00:45:25
scenarios that the candidate should be able to adapt, although there should be some options if 00:45:31
for some reason the candidate is not very happy on a specific project. The interlocutors are quite 00:45:38
well trained up in order to make the candidates react and engage into a 00:45:43
communication activity and the materials are adapted to the age groups in the 00:45:53
further extent possible obviously in this level which is a c1 level and they 00:45:59
are adopted but as you can imagine the level is that that means the candidate 00:46:04
need to be able to demonstrate quite a big level of knowledge of English 00:46:09
language. The students will receive the certificate, depending on when the exam 00:46:14
is, approximately 20 business days after the exams. Spelling is taken in part 3, if 00:46:21
you're referring to the filling the gap part, the listening and the reading 00:46:31
parts of the exam, we do not examine grammar or spelling as Janet explained, and therefore, 00:46:37
as long as the answers are comprehensible, they will not be penalised for a spelling mistake. 00:46:42
And there's another one here, somebody asked about why the written exam is done in the order 00:46:51
listening, reading, writing. Marius, have we got a historical or academic reason for that? 00:46:57
No, it's a logistical reason, nothing more, nothing less. So, the exam starts with the listening 00:47:02
because this enables all students to listen at the listening file all together and once this 00:47:09
is finished the candidates can navigate into the writing in the reading part of the exam 00:47:16
in the way that we teach them and we prepare them and they can accommodate their time as they 00:47:21
deem fit. And as we said you can do it in any order just don't forget to if you do jump around 00:47:25
if the candidate does jump around not to forget that they haven't completed something but they 00:47:33
They can, in theory, do a writing task, then go back to reading and then go to writing as long as they get all their answers on the answer sheet by the end of the exam. 00:47:37
OK, there's another question regarding the adaptations. The team will be in contact with you. 00:47:50
So you speak with your responsible person of the school and I do apologise if that is you. 00:47:56
And we will try to manage the adaptations as appropriate. 00:48:02
so that means for everybody's understanding if a candidate due to any learning difficulty needs 00:48:05
extra time and everything so we will work with you in order to accommodate these needs 00:48:12
the candidates will get the marks approximately 20 days after the exam and i've got one uh do 00:48:16
students have to use their own pencils for the exam no the invigilator at the center the school 00:48:31
will provide the pencils and paper, depending which exam it is. 00:48:36
Maris, that's correct, isn't it, for the written as well? 00:48:43
I believe so. 00:48:46
Yeah. 00:48:47
The exam is driven by the examiner, but he gets prompts. 00:48:47
As Janet said, and I apologise if I'm mistaken, 00:48:52
they have some questions in Part D. 00:48:55
They do get a picture or another type of prompt in Part 3, 00:48:57
and they get this topic with the extended monologue in Part 4. 00:49:02
so they get several prompts and as Janet again explained the marks are allocated 00:49:06
with a total performance so if a candidate does not perform well or in 00:49:12
any part of the exam is very much encouraged to continue performing to the 00:49:17
best of his ability throughout the rest of the exam the exam is one one on one 00:49:21
The speaking exam is one-on-one, one candidate and one interlocutor. 00:49:30
Somebody's asking, do candidates need to get a pass in each of the skills to get a certificate? 00:49:41
With the written, although you get a mark per skill, it's an overarching cumulative mark to decide whether you get pass, fail or high pass. 00:49:47
In the part where they need to answer four or five words, the exam needs to be complete. 00:50:02
We do not apply a closed answer, so we don't expect a specific answer. 00:50:08
We will review the answer, but the answer needs to be complete. 00:50:14
Somebody's asking if the speaking is recorded. Yes, it's audio recorded. 00:50:21
We don't give the stress of people being video recorded. That would be quite uncomfortable for them. 00:50:26
But obviously, it has to be recorded because it's then uploaded to our systems to be marked by an independent marker. 00:50:30
So the speaking will be recorded on special electronic devices provided at the centre. 00:50:38
Somebody's asking, are the writing tasks to be written in pencil? Yes, on the answer sheet. 00:50:50
I mean, if people want to write in pen on the question paper, but obviously that's not where you put your final version. 00:50:56
And you should only use capitals where appropriate. Write it in the way you normally would write a piece of, where you would write a piece of writing, not all in uppercase, because that wouldn't be a natural thing to do. 00:51:01
The question about the listening answers being collected before the writing and reading, the answer is no. 00:51:21
It's one answer sheet with all the answers, and the answer sheet will be collected at the end of the session. 00:51:26
You will receive several, like, I apologize, we might be spamming you and your schools the next days, 00:51:35
but you will receive a lot more information from us on these, the following days. 00:51:42
Somebody else has said, are there any specific grammar transformations or rephrasing? 00:51:49
No, that's not something we do in the way we test. 00:51:54
We're testing in a skills-based manner. 00:51:58
There are a couple of questions. 00:52:04
I might not be understanding them well. 00:52:06
What devices do you prepare for the listening task? 00:52:09
If that is a logistical question, meaning what type of equipment you will use for the listening, 00:52:11
We will deliver the listening with USB files, so you will need to have a device that supports this. 00:52:18
But again, the people from the exam management team will be in contact with you in the coming days to review these things. 00:52:24
They can use erasers to correct their answers. 00:52:34
Yes, absolutely. 00:52:40
if if a language would be making an offer for candidates that did not have the opportunity to 00:52:42
sit the exam last year but that's outside of the specifics of this conversation and it's not part 00:52:49
of this tender procurement project somebody's asking do candidates have to transfer the answers 00:52:58
after the listening part or do at the end if you want if they prefer to use the question paper 00:53:06
They can write their answers on the question paper, but they just need to remember they've got to get them on the answer sheet at some stage. 00:53:11
So it might be part of your exam etiquette practice with them on what's best, what would suit them best as individuals or as a class. 00:53:20
As you know them well, what would help them cope the most without getting too anxious. 00:53:28
So, you know, obviously they need to put their answers somewhere straight away because they'll never remember them otherwise. 00:53:34
But they could put them on the question paper to start with as long as they transfer them to the answer sheet. 00:53:39
There's no break between the listening, reading and writing. 00:53:47
Basically, everybody does the listening and then it's followed by the reading and the writing. 00:53:51
So they need to be prepared to be in the room for the full amount of time. 00:53:57
And regarding the COVID protocol, of course, we need to abide by the protocols and the law. 00:54:02
Again, the operations team will be liaising with the school administration to help setting up the rooms, etc. 00:54:07
Just checking if there's anything else. 00:54:25
Somebody's asking about the distinction, Maris, between the statement of result and the certificate. 00:54:30
Yes, the statement of results has a bit more detailed feedback on the performance per scale, 00:54:36
whereas the certificate is an overall classification of the achievement. 00:54:42
and obviously everybody gets the result whether you fail or pass whereas only people that pass 00:54:47
or get a high pass will get the certificate and both the certificate and the statement 00:54:54
result can be verified online for whichever reason yeah i'm so sorry anna i see this question 00:54:59
about part three where they're supposed to use capital letters i'm not sure i don't really 00:55:09
understand this they can use block capital letters or lowercase letters i don't think 00:55:14
there is any prescription of people using a specific form of letters whatever makes it 00:55:21
easier for the candidate and readable to us i'm just having a look through a sample paper 00:55:27
yeah i i echo what marissa said you just need to write it in the way that's most straightforward 00:55:32
forward for you but obviously the the poor marker needs to be able to read it so sometimes when I've 00:55:39
done marking myself it's it is depending on person's handwriting it's very hard of everything 00:55:45
is in uppercase so it does depend but the main point is that it's legible so that they can get 00:55:50
their marks is there anything else just to finish on let's have a look um Maris there's an interesting 00:55:57
one here if there are difficulties because of wearing the face mask will the interlocutor help 00:56:19
the candidate it's it's a tough question i don't know the answer on this and i think because we're 00:56:24
talking about the big exam period that the interlocutors in the schools will need to apply 00:56:34
some good common sense into this abiding by the rules but i cannot advise in any other format 00:56:39
Mm-hmm. Thank you. And just one, a couple more. 00:56:48
We will send the invigilation, the personnel to the schools. So this is up to us to organize. 00:56:54
And if I'm not mistaken, the certificates will be sent to the schools as well, and not to the 00:57:03
students themselves. There are a couple of questions regarding the pencils and the erasers. 00:57:08
I'm sorry, I don't want to jump into conclusions. I don't believe erasers will be provided, 00:57:16
and we said that pencils will be provided. 00:57:20
As a matter of fact, I don't want to swear a note on this. 00:57:22
So please encourage your candidates to have their pencils with them in any case. 00:57:26
But we will send instructions in writing. 00:57:31
I'm sorry, myself and Janet do not get involved in great details regarding the logistics. 00:57:34
I know, just for your understanding, that each candidate will have an envelope 00:57:40
with their question paper and the answer sheet. 00:57:44
So it's going to be named. 00:57:47
There are a couple of questions regarding the seating arrangements. 00:57:48
Again, I'm not 100% sure about this. 00:57:55
I believe we have received some seating arrangements according to the bubbles 00:57:58
and the classes that have been provided by the comunidad and by the schools. 00:58:01
Robin, I do not know if you're here or if you can add more questions about this. 00:58:07
But in general, the overall instruction that we've given to the teams is because 00:58:12
it's a bit unclear to us exactly how all these measures 00:58:17
are implemented in the variety of schools, but the members of staff, the team 00:58:21
will have some flexibility in order to 00:58:25
accommodate each school needs. Robin, do you have anything to add on this? 00:58:28
Let me just add that we know that the bubbles are in primary 00:58:33
but that in secondary there's a lot of alternating 00:58:37
face-to-face classes with online classes. So what 00:58:41
we're doing is calling up to understand the situation of each school and offering alternatives 00:58:45
for for doing the exam one of which is to actually do the exams in the afternoon 00:58:50
um if that's suitable with you and if the director requests that so that that's one way in which we're 00:58:54
kind of being able to manage the spaces and keeping the separation to to the covid rules 00:59:01
but um somebody will be calling you if they haven't already called very soon to talk about 00:59:06
there is to kind of work out a solution 00:59:11
that fits in with your needs. 00:59:13
We are sorry we cannot answer 00:59:18
too many more questions because we have another webinar 00:59:19
in a few minutes, but answering 00:59:22
a couple of last questions, 00:59:24
the instruction is to use pencil 00:59:26
and not pens, 00:59:29
so I strongly urge you to support 00:59:31
the students in this. That does not 00:59:33
mean that if you send us an email that the student 00:59:36
has used a pen that 00:59:37
we will disqualify necessarily the candidate. 00:59:39
We will do our best to accommodate these needs, but please try and support the instructions 00:59:41
as much as possible. 00:59:48
They will need to bring their ID cards, again the team will inform you of this thing, and 00:59:49
the candidates will need to come to the school to do the exam, so the schedule will accommodate 00:59:54
the blended sessions, if I understand correctly. 01:00:00
We thank you very much for your attention and the very nice questions, and the team, 01:00:04
As we said before, it will be available to answer more questions as you familiarize yourselves with the exams. 01:00:10
Thank you very much and have a good afternoon. 01:00:17
Thank you, everybody. And very good luck to your learners. Bye bye. 01:00:19
Bye. 01:00:25
Idioma/s:
en
Autor/es:
Subdirección General de Bilingüismo y Calidad
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Fecha:
10 de mayo de 2021 - 11:08
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Centro:
EST ADMI D.G. DE BILINGÜISMO Y CALIDAD DE LA ENSEÑANZA
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1h′ 00′ 34″
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