Frequently asked questions for managing the DP

language B and language ab initio listening

comprehension examinations
Frequently asked questions for managing the DP
language B and language ab initio listening
comprehension examinations
 Diploma Programme
Frequently asked questions for managing the DP language B and
language ab initio listening comprehension examinations

First edition published April 2022

Second edition published November 2022

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Frequently asked questions for managing the DP language B
and language ab initio listening comprehension examinations

This frequently asked questions document is designed to support DP language acquisition listening
comprehension exams. It must be read in conjunction with the Language acquisition listening
comprehension examinations user guide, as well as the Conduct of examinations booklet for the
relevant session for those policies which apply to all DP examinations.

Specimen papers / resources

Are the specimens still those which were published in 2018 or are there new ones available?
In addition to the original specimen papers in English, French and Spanish, which are still available,
the most current and up-to-date set of specimen papers can be found in the "Further specimen
assessments in all languages" folder on the Language B and the Language ab initio pages of the
programme resource centre. To see the languages available for the “further specimens,” please use
the dropdown menu which appears when clicking on “Resources in: English | 21 more languages” at
the top right of the page.

Will the IB create more specimens for our use?

There are no plans for further specimens to be made available. The specimens which are currently
available can be accessed from the Language B and the Language ab initio pages of the programme
resource centre. The relevant links are in the “Assessment” section of the page, in the right most
column.

Are there transcripts of the specimen listening comprehension audio texts available?
Transcripts are currently available on the programme resource centre and can be found in the
"Further specimen assessments in all languages" folder on the Language B and the Language ab
initio pages.

Do the existing listening specimen papers reflect the level expected of real exams?
The sets of specimen papers in the "Further specimen assessments in all languages" folder are
reflective of this expectation as they were prepared for “live” exams and were subjected to the full
process of examination publishing and standardization.

Will past listening papers which are made available for purchase include the audio recordings?
The published versions of the listening examination papers will include the mark scheme, audio file
and transcripts of the audio texts.

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Why was I unable to hear the recording after I downloaded the specimen audio?
To be able to play the audio recording, the file must be unzipped and the password entered—
please consult Specimen listening comprehension guide (read before downloading zipped audio files).

Assessment
Why do candidates get 5 minutes reading time before the start the exam, as well as extra reading
time as part of the exam audio file?
The 5 minutes reading time before the start of the examination is given to all Diploma Programme
structured and unstructured examination papers. This is to allow candidates to review the paper
and to ensure that there are no issues; candidates are not permitted to write on or annotate the
paper in any way. During the reading times within the examination audio file, candidates are
encouraged to read the relevant questions in detail and to make notes or underline key words in
order to prepare themselves for answering questions on the audio that is about to play. Therefore,
the two reading times serve different functions.

Can candidates only look at Text A questions during the silences for Text A, or can they look ahead
to Texts B and C?
Once the audio file is started and the examination begins, candidates are free to use the built-in
silences in any way they wish. It is good practice for candidates to use the silences around Text A to
read, answer and check their responses for Text A. However, if they wish to review questions for
other texts in this time, they are free to do so.

How are questions structured? Are they in chronological order?

The exact number of questions per text may vary. However, Text A is always worth 5 marks and
Texts B and C are worth 10 marks each. Text A will feature one question type. Texts B and C will each
feature two question types: the first question type on the first half of the audio, and the second on
the second half of the audio. There will be a natural break in the audio to signal the two halves. The
questions will follow the order in which information is presented in each text (i.e., Q1 answer will be
heard first, followed by Q2 answer then Q3 answer etc.) Please see examples in the “Further
specimen assessments in all languages” on the programme resource centre.

Do the listening examinations across levels use the same texts and questions?
While questions may vary, there is one common audio text between language ab initio and
language B SL of the same language, and another between language B SL and language B HL.
Therefore, if not all candidates for the same language sit the examination paper at the same time,
schools must arrange for the candidates to be supervised until all examinations for the same
language has concluded.

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How are written answers assessed? Do candidates need to use the exact words in the audio?
Where words are required as answers, it is recommended that candidates use the words they hear in
the audio text. However, other words with the same meaning will also be accepted. Spelling errors
are accepted, provided the answer can be understood, and the error does not change the meaning
of the answer.

For Chinese B and Mandarin ab initio, can candidates answer using Pinyin if they cannot remember
how to write the characters?
The amount of writing required in all listening examination is kept to a minimum, with many
questions only requiring candidates to write down a letter (A, B, C etc.). However, where words are
required in Chinese B or Mandarin ab initio listening examinations, they must be in simplified or
traditional characters. Examiners will accept minor slips in forming the characters, provided they are
recognizable and the slips do not change the meaning of the answer.

How can teachers provide feedback on the examination if we must delete the audio file
immediately after the examination?
All audio files copied onto devices used for the examination (e.g. the individual devices used by
candidates) must be deleted. However, the original download on the main device may be retained.
This must be kept securely on a restricted drive. 24 hours after the examination, the audio file and
the question paper should be made available to the subject teachers so that they can submit their
feedback using the appropriate form.

Logistics
Will Paper 2 Listening comprehension and Paper 2 Reading comprehension examinations be sat on
the same day?
No, the Paper 2 listening comprehension examination is scheduled for a different day to the written
production (Paper 1) and reading comprehension examinations. This is to enable schools to focus
on managing the logistics of delivering the listening comprehension examinations on the day.
Please refer to the examination schedule in the relevant session folder in the Assessment section of
the DP resources page of the programme resource centre.

When should invigilators conclude the examination, exactly?

The end of the examination is signalled by a triple beep at the end of the audio file. The total length
of the audio file will be the examination time for the paper, plus approximately 2 minutes 10
seconds for the brief instructions in English, French and Spanish at the beginning, which confirms
the session, subject and level of the audio file.

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How do we conclude the examination if candidates are using headphones and we cannot hear the
triple beep?
We recommend that the invigilator makes note of the total running time of the audio file (visible on
the audio progress bar) so that they can bring the exam to a close at the appropriate time. We
recommend that they allow an extra 10 seconds, in case of minor timing differences on individual
devices. Candidates may also be asked to close their question and answer booklets when they hear
the triple beep.

Do we need permission from the IB to stagger the start times of the listening exams, so that a single
room can be used for multiple exams?
Permission does not need to be requested. However, schools must arrange appropriate supervision,
with no access to phones or internet, if not all candidates for the same language are sitting the
examination at the same time.

Can a language teacher invigilate the examination?

Teachers of the subject and language of the examination must not invigilate. For example, a teacher
of French ab initio cannot invigilate French ab initio nor French B but can invigilate German ab initio
or any other language. Likewise, a teacher of DP History in French can invigilate French ab initio
and/or French B.
In the event of a major problem (e.g. power cut, earthquake etc.), what is the procedure to follow?
Prior to the listening examination, schools should ensure that all devices are fully charged, and that
there is emergency power available in case of events such as a power cut as we cannot compensate
candidates for technical problems.
In the case of an emergency situation, such as an evacuation, please refer to the guidance given in
the “Emergencies” section of the Language acquisition listening comprehension examinations user guide.

What should be done about minor interruptions that occur whilst the recording is playing (e.g.
school bell rings, object falls, coughing, sneezing, etc.)?
The school must endeavour to avoid risk of controllable minor interruptions that might take place
during the exam (e.g. turning off school bells). If brief minor interruptions occur (e.g. an object falls),
the exam can continue as normal. If persistent minor interruptions occur (e.g. constant coughing),
the point of interruption should be noted, and the affected candidate should be allowed to resume
the examination from thereon after the break. If the candidate was part of the ‘’group delivery’’, they
would need to resume the examination in a separate room. If other candidates in the ‘’group
delivery’’ are impacted by the interruption, the invigilator would need to pause the examination
until the affected candidate has left the room and the conditions are ready for the examination to
be continued.

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Can individual candidates each choose their preferred method of delivery (broadcast /
headphones)?
The IB does not prohibit this – it is the school’s responsibility to determine the method of delivery
best suited to their context.

Technical
What are the requirements for the use of individual laptops for the exam?
Candidates are permitted to use individual laptops. However, these will need to be set up in
advance by the school and only made available to candidates in the examination room (candidates
cannot simply arrive for the examination with a laptop). Candidates are not permitted to interact
with the device during the examination (i.e. the device should be turned away from them). The
audio file must be deleted from any individual devices used for the examination prior to them being
handed back to candidates.

If we are delivering the audio individually, via headphones connected to individual laptops, do we
need to disable internet access to avoid the use of translation sites or other computer apps or
programmes?
When using individual candidate devices, invigilators must control all aspects of the device, and the
screen/keyboard must be turned away from the candidate during the examination. Since the
invigilator will be ensuring that the candidate does not interact with the device, it is not necessary
to disable internet connection.

Can a candidate use their own mp3 players or wireless headphones/earbuds players in the listening
exam?
This is only allowed if the device is managed and supplied by the school.

Do you advise that we download the audio files onto each candidate’s device, or download once
then copy the file to each candidate’s device?
The audio file should be downloaded and unzipped once (7 days before the exam) and then put
onto the individual candidate devices (24 hours before the exam). It must be noted that if individual
devices are used, schools must keep these devices secure and, after the exam has ended, ensure
that the audio files are immediately deleted from any device used for the exams.

What if there is a technical issue with the candidate’s device or headphones? Can we replace these
during the exam? Do we give that candidate extra time?
We recommend that the school have back-up devices available. In the event that a technical issue
occurs, the audio should be paused, the point of interruption noted, and the device replaced as
quickly as possible. The audio should be started from the point of interruption and the candidate
allowed to resume the examination. If the device cannot be replaced before the scheduled end of
the examination, the school must contact support@ibo.org.

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Once we download the audio files, can we listen to them to make sure they are correct and that they
work?
Audio files should be checked for recording and sound quality in the examination room on the day
of the examination, before the candidates arrive. The recordings must not be played in full, and the
check should end after the trilingual instructions confirming the session, subject, and the
functionalities of the ‘beeps’. Once the check is conducted, the audio file should be reset, to ensure
that the full audio is played to candidates.

Can schools use web-based systems (e.g. Chromebooks) for the examinations?
Yes, the mp3 files can be hosted on a secure/restricted part of the school’s network. Candidates
must not be permitted access until they are in the examination room and the exam is about to
begin.

Can iPods / iPads be used for the listening exams?

This is only allowed if the device is supplied and managed by the school.

Who is responsible for downloading the audio files and putting them onto the devices?
Only the DP coordinator or the DP Admin Assistant will have permission to access the files on IBIS
and to download these. Once the files are downloaded, electronic examination materials must be
handled in the same way that all confidential IB examination materials are handled and secured—
including controlling who has access to these materials.

Access and inclusion

What is the difference between additional time for writing, and additional time for listening?
Candidates who are approved additional time for producing written responses are permitted to
extend the pauses in the audio file. The audio file must not be paused while the audio text is
playing, and the candidate is not permitted to rewind or repeat the audio.
Candidates who are approved additional time for listening are permitted to pause, rewind and
repeat the audio at any point during the audio track.

Will the audio file include extended time?

The IB will only supply one version of the audio file for each subject and level. Therefore, if a
candidate has been approved additional time, this will not be added to the audio file. The school
will need to manage any additional time approved for individual candidates.

Is it the invigilator who manipulates the audio file, or the candidates themselves?
It is up to the individual candidate to decide when and how they interact with the audio file, within
the scope of what is approved for them, as well as how they distribute the additional time across the
three audio texts of the examination. The invigilator must oversee the candidate’s use of their access
functionalities to ensure that they conform to what has been approved by the IB.

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What is a ‘prompter’, and which candidates should have one?
The IB recommends the use of a prompter for all candidates who are authorized additional time but
may require support with time management during the listening comprehension examinations.
This is to help candidates with time management, so they successfully use the pause, rewind or
repeat functionalities in a way that is not detrimental to the completion of the examination.
Access to a prompter would specifically support candidates that have difficulty with attention,
planning and/or organization. Candidates who require the support of a prompter should have
access to this during practice so that it is their usual way of working.

Why can’t candidates with inclusive access arrangements use a laptop for writing their answers in
the listening exam?
During the listening examination, the candidate’s attention will be taken up by listening to the
audio and looking at their questions. We believe that navigation between the audio and a word
processor, in addition to listening and reading, would be too onerous.
Instead, for candidates who require access to writing, additional time and a scribe can be requested.
If there is a reading challenge, support can be given with either a human reader or an examination
reading pen.

What arrangements do we need to make for candidates requiring a scribe?

The candidate must take the examination in a separate room, as the dictated responses of the
candidate must not be overheard by other candidates. Prior to the examination, the coordinator
should provide an opportunity for the candidate and a scribe to practise working together. Please
refer to section “Flexibility in response”, and subheading “Scribe: Rules”, in the Access and inclusion
policy, available on the programme resource centre for further information.

Does a scribe write the words correctly, or as the candidate pronounces them?
The scribe should transcribe candidate responses verbatim. The candidate is not required to spell
individual words, however the scribe can ask for clarification if they are unclear. The candidate
should state all punctuation such as a comma or full stop. The scribe may read back answers at the
request of the candidate and alter or delete answers at the request of the candidate. Please refer to
section “Instructions for a scribe” in the Access and inclusion policy for further information.

What documents do we need to apply for additional time?

Please refer to section “Supporting documentation” in the Access and inclusion policy for information
on what documents are required.

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When and how will the script reader for lip reading candidates receive the scripts?
The script for the script reader will be emailed to the school as a PDF file at 7am on the day of the
listening comprehension examination. The script reader must then practise with this script before
the actual examination with the candidate. The school must ensure that this script is handled
securely before, during and no less than 24 hours after the examination is concluded. Further
guidance for script readers can be found in the document Instructions for the script reader (for lip
reading) as well as in the section “Instructions for a script reader (for lip reading)”, in the Access and
inclusion policy.

The candidate has been granted inclusive access arrangements for their written examinations. Does
it also apply to the listening exam?
Additional time for the written examinations and additional time for the listening comprehension
examination are two different access arrangements and must be requested separately.

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