Caribbean Secondary Education

Certificate
English
School Based Assessment

Candidate Name:

Candidate Number: 090025_ _ _ _

Centre Number: 090025

School: Hope Secondary School

Territory: Guyana

Name of Teacher: Ms. Abigail Giddings

Date of Submission: 2022/01/3rd

Year of Examination: 2021

Sub-topic:
TABLE OF CONTENTS
CONTENT PAGE #

Plan of investigation…………………………………………………………………….. 3

Stimuli

● Piece #1…………………………………………………………………………. 4

● Piece #2 ………………………………………………………………………….

● Piece #3 …………………………………………………………………………

Reflection……………………………………………………………………………….

Oral presentation plan ……………………………………………………………………

Written report ……………………………………………………………………………

Reference………………………………………………………………………………….`

Appendix …………………………………………………………………………………. 11

PLAN OF INVESTIGATION

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STIMULI

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Piece #1

Type of evidence:

Title of evidence:

Name of (poet, writer, singer, author etc):

Date of publication:

Link:

Piece #2

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Type of evidence:

Title of evidence:

Name of (poet, writer, singer, author etc):

Date of publication:

Link:

Piece #3

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Type of evidence:

Title of evidence:

Name of (poet, writer, singer, author etc):

Date of publication:

Link:

REFLECTION

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How the materials I have selected shaped my thinking on the topic

Discussion on the use of language in the materials selected

How the process of doing this SBA helped me to become a better person

ORAL PRESENTATION PLAN

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The genre of my oral presentation piece will be in the form of a _______________. This form

was chosen because _____________________. My presentation will be about ____________.

The language techniques that will be used in my (the form of your oral piece ) are __________.

These/this language techniques(s) was/were chosen because it/they will____________________.

How do you intend to gather information for your oral presentation piece? It is hoped that my

presentation will _______________ (what aims/goals do you have for your presentation).

Type of Register

Formal Register: Uses technical language. It is very cordial and used in very

official settings.

Informal Register: Uses slang and rather casual language. It is very common

among friends and used in social setting.

Consultative Register: Comprises two-way participation. It uses question

and answer and allow for interactions. It is commonly seen in the interaction

between teacher and student.

WRITTEN REPORT

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APPENDIX

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The following are the three pieces of evidence used for the written report of the English

School Based Assessment:

MARK SCHEME

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 HOPE SECONDARY SCHOOL
ENGLISH A SBA
INDIVIDUAL SCORE SHEET

Name of Student:
Candidate Number: 090025

Component of the How Each Marks My CSEC

English SBA Component Is English SBA
Allocated
Presented and Grades
Assessed
Plan of Investigation Individual
Written Piece
5 Marks
Participation Measure Group
Orally Assessed 5 Marks
Quality of Group Activity Group
Orally Assessed 10 Marks
Written Report Group
Written Piece 10 Marks
Three
Reflections Individual 5 Marks
Written Pieces

Oral Presentation Individual 10 Marks

Orally Assessed
Total 45

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 CRITERIA FOR MARKING THE SCHOOL-BASED ASSESSMENT

A. SCORING RUBRIC FOR PLAN OF INVESTIGATION

Name of Student:

Date:

Rating Fina
Ar Scale
0 1 2 3 l
ea
Scor
s
e
No reason
and title Reason given Original
Reason for choosing Appropriate
given or is vague or and
( the topic and
obscure weak;
reason and
insightful
/3
a selection of title title given
reason with appropriate reason and
)
inappropria title given title given
te
title
Benefits are
Benefits
Benefits clearly
Expected benefits to are
given are expressed,
( you as a student of No benefits
not clearly but they are
clearly /3
b English given expresse
stated, few not all
) d, sound
are sound, most
and
attainable are
attainable attainab
le
Material to Material to
be collected be collected
stated (type stated (type
Material to or nature of or nature of /2
be collected material) material)
not stated Limited list Various
of sources sources for
given possible
material
Proposal for given
(
collection and use of
c Use of the Use of the
material Use of the
) English English /2
English
Language Language
Language
skills skills clearly
skills to be
outlined and outlined and
used in
an attempt clear
analyzing the
made to indication of
material not
indicate how they will
stated
how be used
they provided.
will be
used.

/10

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Total marks for Plan of Investigation=10 marks
Scale down to 5 marks
10100
Score awarded = = _ ____

Name of Teacher: ____A. Giddings____ Time/Date:

B. SCORING RUBRIC FOR INDIVIDUAL PARTICIPATION

Name of Student:
Date:

The total mark for Individual Participation will be 5 marks based on the responses
obtained from the sessions conducted by the teacher.

Are Questions for students Fina

as l
scor
e
Do/Did you know what you are/were expected to
1. /
do to work
1
well in a team?
2. Are you able to focus on what is taking place in /1
your group?
How do /did you feel in the group? I feel self- /1
3.
confidence, self-
esteem and self-efficacy.
Do/Did you know how to manage how you behave /1
4.
in the
group?
5. Do /Did you manage your tasks on time and /1
thoroughly?
Total score /5

Name of Teacher: A. Giddings Time/Date: 2021/

10

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NOTE:
This scale should be completed by the teacher in discussion with the
student on two different occasions. After the first assessment, discussion
should take place and feedback should be given to the student to allow for
improvement. The second assessment should produce the final mark out
of five agreed on by the teacher and student.

C. SCORING RUBRIC FOR QUALITY OF WITHIN- GROUP ACTIVITIES

Name of Group:
Date:

Rating Scale
Facets of process Final Score
0 1 2 3

Plan of work not known by all
group members
1 Communication
The plan of work exists and All members have seen , read
most group members have and discussed the plan of
/2
seen , read and discussed it work

No awareness of what Some awareness of what Members seek out and are /2
members of the group are members of the group are aware of what all members
2 Collaboration
doing doing of the group are doing

Group members show no

evidence of reflecting on their
6 Reflection*
work
Group members engaged in Group members engaged in Group members engaged in /3
reflection on work at the end reflection on work at the end reflection on work at the end of
of some of the activities or of most of the activities or all of the activities or sessions
sessions sessions

There is obvious Members attempt to resolve

misunderstanding among
members. Group unable to
*THIS IS NOT AN ASSESSMENT OF THE THREE ENTRIES
Members are actively /3
issues and problems to
creating interaction with
ensure a comfortable Members respect and

Name of Teacher: A. Giddings Time/Date: 2021/

NOTE TO TEACHER: The mark awarded is a group mark. All students receive the same mark.

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 D. SCORING RUBRIC FOR WRITTEN REPORT

Rating Scale
Facets of Task
1 2 3 4
Does not meet the The required number of stimuli Contexts in/from which the Contexts in/from which the stimuli
required number of has been selected but some of stimuli are chosen are explicitly are chosen are explicitly given.
pieces the issues are only implied. given.
There is clear evidence of the
Stimuli chosen are of little Some tasks are noted but There is evidence of the procedure used in selecting the three
relevance or a weak attempt is generally there seems to be procedures used in selecting the stimuli
made to force relevance inadequacy, and lack of three stimuli
1. Content clarity. Issues raised (in the stimuli) are
Only one or two Some of the issues associated clearly defined and fully explored
tasks attempted The report indicates an with the stimuli are not clearly
understanding of tasks stated (more information is All relevant tasks (processes,
but execution is needed) procedures) which should have been/
insufficient are to be, performed by group
There is indication of the tasks to members and described in the
be done but some aspects are left reporting are noted and defined.
out
Weak response to the Analysis focuses on some of Excellent response to the
tasks: (focus, summary, the key issues. tasks: (focus, summary,
analysis analysis)
Good evidence of research
Issues are not clearly Analysis focuses on the key issues.
identified Good handling of
documentation with the Findings of discussions and
Inadequate occasional error. research of the relevance to the
evidence of research stimulus material are clearly
2. Evidence
stated
of
investiga
All sources of the various stimuli
tion
are acknowledged and
documented.

Any comments on the stimuli, apart

are appropriately acknowledged

and documented
The report: The report: The report:

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

Total marks for Written Report = 10 marks

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 Score awarded = + + =
Name of student:
Name of assessor: A. Giddings

Time/Date of assessment: /__2021/

Time Date

E. SCORING RUBRIC FOR ORAL PRESENTATION

Rating
Facets of Tasks Scale
0 1 2 3 4
awkward but
choppy Intelligible;
acceptable
1. Fluency of delivery jerky, fragment clear; smooth;
intonation; well-paced flow
halting ary long continuous;
pauses natural
connections with
topic/issue Clear organisation
unclear; Limited of ideas;
2. Structure, Connections Coherent;
incomprehensibl comprehension lacks Sustained treatment
Comprehensibilit with topic/issue Key issues well
e; elaboration; Slightly of
y, and unclear; developed Well
key issues not incoherent in parts; topic/theme/issues;
development of Very incoherent in expressed in many
depicted; style of Somewhat limited; Style very effective
topic parts; Utterance parts; very effective
presentation does not and impactful in
incorrect style
always aid in depicting communicating
the key issues.
Adequate style of
Ideas limited to
presentation
inadequate words Accurate use of
lacks basic Basic sentences are
and jargon grammar Effective use
3. Language use and words; lack used; Control of basic
Lacks specificity of grammar and
vocabulary specificity; very grammatical
Limited range of vocabulary;
many errors in structures; Reliance on
grammar High degree of
words and sentences practical expressions;
fluency; Rich
vocabulary

Score awarded = + + =

Name of student:
Name of assessor: A. Giddings

Time/Date of assessment: /__2021/

Time Date

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 A. SCORING RUBRIC FOR REFLECTION

The assessment of this component will be based on the following:

Theme factors critical knowledge related to theme, how material
shaped thinking Language factors analysis of language, good
organization.
Process factors personal value, benefits clearly identified
Reflection on topic/issue/ theme, use of language, process and its effects

Descriptors Marks Final

Score
Candidate produces an excellent reflection comprising
THREE entries which 5 /
● discusses how the THREE pieces of material have marks 5
affected e issue
● examines the use of language in the three pieces
● discusses the process and its effect on the
candidate
Candidate produces a very good reflection which
● integrates the treatment of the issue in the 4 /
three pieces marks 4
● provides a very good examination of the use
of language
● discusses the process and its effect
Candidate produces a good reflection which
● addresses the treatment of the issue in the three
pieces 3 /
● provides a good examination of the use of marks 3

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 language
●gives little discussion of the process and its
effects
Candidate produces a limited reflection which
● provides a limited treatment of the issue in 2 /
the three pieces marks 2
● attempts to provide an examination of the
use of language with limited success
● gives very little or no discussion of the process
and its effect
Candidate produces a weak reflection 1 mark
which mentions the issue /
● very weak examination of the use of 1
language OR none provided
● no discussion of the process and its effect.

5 /
marks 5

Name of Teacher: A. Giddings Time/Date: 2021/

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