GRADE 12 IOC .....ASSESSMENT CRITERIA RUBRIC SL HL

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IB ENGLISH LITERATURE INDIVIDUAL ORAL COMMENTARY RUBRIC

Internal assessment criteria—SL  Individual oral commentary

There are four assessment criteria at SL.

Criterion A Knowledge and understanding of the extract 10 marks

Criterion B Appreciation of the writer’s choices 10 marks

Criterion C Organization and presentation 5 marks

Criterion D Language 5 marks

Total 30 marks

Criterion A: Knowledge and understanding of the extract

• How well is the student’s knowledge and understanding of the extract demonstrated by their interpretation?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 There is virtually no knowledge, demonstrated by irrelevant and/or insignificant references to the extract.

3–4 There is some knowledge, demonstrated by very limited interpretation, but with some relevant references to the extract.

5–6 There is adequate knowledge and understanding, demonstrated by interpretation supported by mostly appropriate references to the extract.

7–8 There is good knowledge and understanding, demonstrated by interpretation

supported by relevant and appropriate references to the extract.

9–10 There is very good knowledge and understanding, demonstrated by careful

Criterion B: Appreciation of the writer’s choices

• To what extent does the student appreciate how the writer’s choices of language, structure, technique and style shape meaning?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 There is virtually no reference to the ways in which language, structure, technique and style shape meaning in the extract.

3–4 There is some reference to the ways in which language, structure, technique and style shape meaning in the extract.

5–6 There is adequate reference to, and some appreciation of, the ways in which language, structure, technique and style shape meaning in the extract.

7–8 There is good appreciation of the ways in which language, structure, technique and style shape meaning in the extract.

9–10 There is very good appreciation of the ways in which language, structure, technique and style shape meaning in the extract.

Criterion C: Organization and presentation

• To what extent does the student deliver a structured, well-focused commentary?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1 The commentary has virtually no structure and/or focus.

2 The commentary has limited evidence of a planned structure and is only occasionally focused.

3 The commentary shows some evidence of a planned structure and is generally focused.

4 The commentary has a clearly planned structure and is focused.

5 The commentary is very clearly structured and the focus is sustained.

Criterion D: Language

• How clear, varied and accurate is the language?

• How appropriate is the choice of register and style? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the commentary.)

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1 The language is rarely clear and appropriate, with many errors in grammar and sentence construction and little sense of register and style.

2 The language is sometimes clear and appropriate; grammar and sentence construction are generally accurate, although errors and inconsistencies are apparent; register and style are to some extent appropriate.

3 The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and sentence construction; the register and style are mostly appropriate.

4 The language is clear and appropriate, with a good degree of accuracy in grammar and sentence construction; register and style are effective and appropriate.

5 The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and sentence construction; the register and style are consistently effective and appropriate.

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HL Internal Assessment Criteria- Individual oral commentary and discussion
0 Marks 1 Marks 2 Marks 3 Marks Criterion A: Knowledge 4 Marks 5 Marks
and understanding of
the poem
• How well is the
student’s knowledge
and understanding of
the poem demonstrated
by their interpretation?
The work does not reach a
standard described by the
descriptors below
There is limited knowledge
and little or no
understanding, with poor
interpretation and virtually
no relevant references to the
poem.
There is superficial
knowledge and some
understanding, with limited
interpretation occasionally
supported by references to
the poem.
There is adequate
knowledge and
understanding,
demonstrated by
interpretation supported by
appropriate references to
the poem.
There is very good
knowledge and
understanding,
demonstrated by careful
interpretation supported by
well-chosen references to
the poem.
There is excellent
knowledge and
understanding,
demonstrated by individual
interpretation effectively
supported by precise and
well-chosen references to
the poem.
Criterion B: 0 Marks 1 Marks 2 Marks 3 Marks 4 Marks 5 Marks
Appreciation of the
writer’s choices
• To what extent does
the student appreciate
how the writer’s choices
of language, structure,
technique and style
shape meaning?
The work does not reach a
standard described by the
descriptors below
There are few references to,
and no appreciation, of the
ways in which language,
structure, technique and
style shape meaning in the
poem.
There is some mention, but
little appreciation, of the
ways in which language,
structure, technique and
style shape meaning in the
poem.
There is adequate
appreciation of the ways in
which language, structure,
technique and style shape
meaning in the poem.
There is very good
appreciation of the ways in
which language, structure,
technique and style shape
meaning in the poem.
There is excellent
appreciation of the ways in
which language, structure,
technique and style shape
meaning in the poem.
Criterion C: 0 Marks 1 Marks 2 Marks 3 Marks 4 Marks 5 Marks
Organization and
presentation of the
commentary
• To what extent does
the student deliver a
structured, well-focused
commentary?
The work does not reach a
standard described by the
descriptors below
The commentary shows
little evidence of planning,
with very limited structure
and/or focus.
The commentary shows
some structure and focus.
The commentary shows
evidence of a planned
structure and is generally
focused.
The commentary is clearly
structured and the focus is
sustained.
The commentary is
effectively structured, with
a clear, purposeful and
sustained focus.
Criterion D: 0 Marks 1 Marks 2 Marks 3 Marks 4 Marks 5 Marks
Knowledge and
understanding of the
work used in the
discussion
• How much knowledge
and understanding has
the student shown of the
work used in the
discussion?
The work does not reach a
standard described by the
descriptors below.
There is little knowledge or
understanding of the
content of the work
discussed.
There is some knowledge
and superficial
understanding of the
content of the work
discussed.
There is adequate
knowledge and
understanding of the
content and some of the
implications of the work
discussed.
There is very good
knowledge and
understanding of the
content and most of the
implications of the work
discussed.
There is excellent
knowledge and
understanding of the
content and the
implications of the work
discussed.
Criterion E: Response 0 Marks 1 Marks 2 Marks 3 Marks 4 Marks 5 Marks
to the discussion
questions
• How effectively does
the student respond to
the discussion questions?
The work does not reach a
standard described by the
descriptors below
There is limited ability to
respond meaningfully to the
discussion questions.
Responses to the discussion
questions are sometimes
relevant.
Responses to the discussion
questions are relevant and
show some evidence of
independent thought.
Well-informed responses to
the discussion questions
show a good degree of
independent thought.
There are persuasive and
independent responses to
the discussion questions.
Criterion F: Language
• How clear, varied and
accurate is the
language?
• How appropriate is the
choice of register, style
and terminology?
(“Register” refers, in this
context, to the student’s
use of elements such as
vocabulary, tone,
sentence structure and
terminology
appropriate to the
0 Marks 1 Marks 2 Marks 3 Marks 4 Marks 5 Marks