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Guide to Marking English Essay Assignments from Your Students

Do you have a hard time marking the English essay assignments from your students?

Well, this can be quite a common headache for tutors as language can be a rather subjective language.

What you perceive as interesting and well written might not be the same for other readers.

Moverover, you need to keep in mind the Cambridge marking scheme when it comes to N/O/A Levels.

Having a very different essay marking scheme as compared to Cambridge marking schemes can potentially be hazardous to your student’s grades due to the different marking styles and expectations.

But fret not, in this article, I’ll be breaking down the information you need to know on how to mark English essay assignments.

Read on to find out!

1) PSLE Essay Marking Scheme

I’ll be going through the PSLE marking scheme with you first as PSLE is not marked and graded by Cambridge.

As you should already know, students sitting for PSLE English Essay will be given a topic with 3 pictures that provides different interpretations.

Students will be required to write an essay consisting of at least 150 words .

And the total score of the PSLE essay is 40 marks .

When marking PSLE essay scripts, you should primarily focus on 2 key areas;

– Content (20 marks)

– Language (20 marks)

When you’re marking content, you should be looking out for the relevance of the story and ideas with relation to the given topic.

If the flow of ideas in the story is;

portrayed in a very clear and logical way with relevance to the topic
the story is very well developed

The range of marks awarded should be from 18 marks to 20 marks .

If the flow of ideas in the story is;

portrayed in a clear and logical way with relevance to the topic
the story is well developed

The range of marks awarded should be from 15 marks to 17 marks .

portrayed in a rather clear and logical way
is appropriate for the topic
story being generally developed

The range of marks awarded should be from 11 marks to 14 marks .

unclear at some parts of the script
only has slight relevance to the topic,
has poor development

The range of marks awarded should be from 6 marks to 10 marks .

confusing,
has no logic
all over the place
is not relevant to the topic
with very poor development

The range of marks awarded should be from 1 marks to 5 marks .

When you’re marking language, you should be looking out for the grammar, vocabulary, spelling, and punctuation.

The flow of the idea, paragraphing, and sequence of events is also something you should look out for.

If there is;

little to no grammatical, spelling, and punctuation errors
wide use of vocabulary
excellent paragraphing and sequencing

If there is;

few grammatical, spelling, and punctuation errors
adequate use of vocabulary
good paragraphing and sequencing

The range of marks awarded should be from 14 marks to 16 marks .

a number grammatical, spelling, and punctuation errors
limited use of vocabulary
average paragraphing and sequencing

The range of marks awarded should be from 10 marks to 12 marks .

quite a number of grammatical, spelling, and punctuation errors
limited and wrong use of vocabulary
poor paragraphing and sequencing

The range of marks awarded should be from 6 marks to 8 marks .

grammatical, spelling, and punctuation errors everywhere
language used causes confusion to readers

The range of marks awarded should be from 2 marks to 4 marks .

Grammar, Spelling, and Punctuation

For students to score for language, they must ensure that there should be little to no grammatical errors.

Followed by little to no spelling errors.

With proper use of punctuations.

If there are numerous grammatical, spelling, and punctuation errors, the marks should be deducted accordingly.

When it comes to vocabulary , you’re assessing your students based on how proficient their English language is by looking at their use of words.

Note that you shouldn’t just award higher marks just because there is a wide use of fancy words, make sure the words are used in appropriate context before awarding the marks.

Paragraphing and Sequencing

For this section, you should be looking out for the flow of the ideas.

There should be a smooth transition from one paragraph to another with no abrupt stop.

Depending on how the student arranges his idea and thoughts, you should penalise the student if the flow of the story causes confusion and is illogical.

2) O Level Marking Scheme

For students sitting for O Level English , their scripts will be marked and graded by Cambridge.

Which brings about the importance of you marking their essays based on the Cambridge Marking Scheme.

For Paper 1, it contains Situational Writing , and Continuous Writing (Essay).

Both Situational Writing and Continuous Writing contain 30 marks respectively.

When marking Situational Writing scripts, you should primarily focus on 2 key areas;

– Task Fulfillment

– Language

When marking Continuous Writing scripts, you should primarily focus on flow and language.

Task Fulfillment

good understanding of purpose
clear awareness of context and audience
excellent structure and correct format used
required points are well developed
excellent use of given information and visual stimulus

The range of marks awarded should be 9 marks to 10 marks .

an understanding of purpose
an awareness of context and audience
proper structure and format used
required points are developed
good use of given information and visual stimulus

The range of marks awarded should be 7 marks to 8 marks .

adequate understanding of purpose
some awareness of context and audience
appropriate structure and format used
required points are addressed but not developed
not much use of given information and visual stimulus

The range of marks awarded should be 5 marks to 6 marks .

only a slight understanding of purpose
slight confusion to context and audience
wrong structure and use of format
some required points are left out
very little use of given information and visual stimulus

The range of marks awarded should be 3 marks to 4 marks .

misunderstanding of purpose
confusion to context and audience
every required point is left out
no use of given information and visual stimulus

The range of marks awarded should be 1 mark to 2 marks .

Language (applicable for both Writings)

high accuracy of grammar, spelling, and punctuations
excellent use of tenses
excellent paragraphing
appropriate tone

The range of marks awarded should be 18 marks to 20 marks .

good accuracy of grammar, spelling, and punctuations with slight errors
good use of tenses
good paragraphing

The range of marks awarded should be 16 marks to 17 marks .

substantial accuracy of grammar, spelling, and punctuations with errors that don’t really affect clarity of communication
some tense error
some paragraph have weak or inappropriate links
appropriate tones with some errors

The range of marks awarded should be 13 marks to 15 marks .

substantial accuracy of grammar, spelling, and punctuations with errors that slightly affect clarity of communication
errors in verb forms and tenses
paragraphing lacks unity
tones may be uneven

The range of marks awarded should be 11 marks to 12 marks .

bare accuracy of grammar, spelling, and punctuations with frequent errors that can hamper precision and distract reader from content
tones may be inappropriate

The range of marks awarded should be 8 marks to 10 marks .

many grammar, spelling, and punctuation errors
frequent errors in verb forms and tenses
repetitive sentences in paragraphs
poor paragraphing

The range of marks awarded should be 6 marks to 7 marks .

many grammar, spelling, and punctuation errors that require readers to re-read multiple times
poor language skill set

The range of marks awarded should be 1 mark to 5 marks .

For more in depth information on the marking scheme of O Level English Essays, click on this link .

3) A Level General Paper (GP) Essay Marking Scheme

As a JC tutor , when marking GP essays , you should primarily focus on;

– content

– use of english

GP Paper 1 comprises 12 questions and students have to answer any one of the 12 questions.

The word count range should be between 500 to 800 words.

The content section takes up 30 marks of Paper 1.

When marking the scripts based on the content, the relevance of whatever is written is very important.

If the content written is not related to the topic chosen, then you’ll have to fail it.

This section contains 20 marks of Paper 1.

The language of the script should contain as little grammar, spelling, and punctuation error in order to score well.

If you spot any of these errors when marking the scripts, you should penalise accordingly.

For more information, click on this link .

4) Plagiarism

Teaching GP Tuition and having to mark long essays is not easy.

But you can’t afford to let your students get away with plagiarism.

When it comes to essays, plagiarism is a very serious offence.

Plagiarism occurs when students write their essays online completely based on someone’s else.

You may notice that the words and sentences used are identical to model essays.

Make sure to use a tool to check plagiarism .

According to Cambridge, students will score 0 if they plagiarise other people’s essays!

Here you have it, I hope this article is able to help you mark your student’s essays better.

By following these tips, I’m sure your marking style will be almost identical to the markers at Cambridge!

Thanks for reading!

Here are some related articles you might like to read:

How To Structure An English Literature Essay For Singapore …

Star Tips For Scoring Economics Essays In Your A-Levels

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Marking: How we mark your essay to improve your grade

Since 2006, oxbridge essays has been the uk’s leading paid essay-writing and dissertation service.

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

The essay marking service we provide here at Oxbridge Essays seeks to provide students with a better insight into their own essay writing so they can, in turn, improve their grades. But how do we go about marking your essay, dissertation or other assignment? What do we look at? What feedback do we give? How do we arrive at an estimated grade for your work? How can all of this help you in your own writing? And, how does this compare to the marking process your university tutor or lecturer will use? If you're interested in knowing how the academic marking process really works (and you should be – it will help you immensely), then read on.

When writing essays, it can be challenging to take a step back and read your work as the audience would. For students, this audience is usually a lecturer or tutor: a person with the power to give good or bad grades. That's why having a professional pair of eyes review your work before you submit it can be invaluable.

What we look for in a great essay is likely to be the same as what your tutor is looking for. Where we differ is in the level of attention devoted to providing feedback. We are not just seeking to critique your essay – our ultimate aim is to help you improve your essay to its very best potential.

The marking process

It may sound obvious, but no two markers are the same. We are human beings, after all. We may have different stylistic preferences, and what interests us will vary. Despite this, there are certain constant elements that go into writing a great essay . We look for these elements during the marking process and then give feedback on any areas that need attention. In this sense, we are the critical reader to you as an academic writer .

1. The brief

The first thing a marker will likely do is examine the writer’s brief. This indicates essay type, subject and content focus, word limit and any other set requirements. The brief gives us the guidelines by which to mark the essay. With these expectations in mind, critical reading of your essay begins. There are five key elements that we examine, all of which form the basis of any great essay :

2. Structure

A well-crafted essay will have a clear sense of structure. This is the template upon which to hang your message. Get your structure right and you’re well on the way to creating a great essay. Getting it right is all about organisation and ensuring you include all the necessary elements. The essential structural components of any essay should be an introduction, the main body and a conclusion.

An effective introduction sets the scene immediately. Within the first few sentences, it should be obvious what the rest of the essay is about. The context of the question and, therefore, the overall scope of the essay should also be explicit. This manages the reader’s expectations for the rest of their experience reading, and marking, your piece of work. The more satisfying introductions justify both the question itself and any areas of particular focus.

So, while seeking to improve an essay, we look for whether the writer has answered the what, where, who and why questions in the introduction. What is the writing about? Yes, the essay title gives us some idea but here is where we expect to see it made explicit. Who is it written for, and why? Where is it relevant?

Of course, the question of how tends to be the focus of the main body of the essay. And the main body forms the bulk of your assignment. Its organisation will depend on the type of exercise you have undertaken, and what requirements and constraints have been set by your assessors. We always take these points into consideration when marking. Markers are also aware of formatting conventions and are sensitive to these when developing critical feedback. Independent of these constraints, we check your work to determine how well different sections relate to each other and that there is a logical flow of content. This flow is the primary demonstrator that you have understood what you are writing about and how you should be presenting it. Logical flow can easily make the difference between grades. When marking your work, we aim to give you pointers on how to strengthen this area.

A strong essay conclusion serves to summarise to your assessor how well you can reflect on what you have written about. It is another vital part of the whole picture that we look to ensure you’ve mastered. We check to see if your ideas have been brought together and are coherent. If we see it, your assessor will too.

3. Knowledge and understanding

Here is where we assess how well you have understood the question and how much you know about the subject. We do more than simple fact checking (though we do ensure you have got your stuff right). We want to see how clear things are and if they’ve been linked together in the right way. We ask, how well is your message conveyed?

Often, in academic writing, it can be tempting to cram as much detail into a sentence as possible. Or to include every single point of view on the topic in hand. Really, this is the wrong way to go. At first glance, it may seem a point of style, but the best way to show your understanding of a subject is to lay your knowledge and research out in plain terms. And keep your work focused. This level of clarity is something we examine. You can find some helpful tips on perfecting your essay writing style here .

Despite a need for focus, we do expect to see breadth and depth of knowledge. This means you provide a suitable level of detail to answer the question but also evidence of a wider understanding of the subject. In short, has the detail been put into context?

Is it clear that you understand what you talk about? We have mentioned this already, but it’s the main thing your examiners are looking for, so it bears repeating. The facts you’ve researched, the way you’ve worded and structured them, the logical flow between them, and any insights you’ve discussed all contribute towards this. Your level of comprehension is foremost in the marker’s mind.

Have all things been considered? Are there any issues left out or missed? Sometimes, you’ll intentionally omit an area, and so this should be indicated when you talk about scope in the introduction. But if you’ve missed something and it seems like you’ve just forgotten it, we will remind you.

Focus – do things stay on track or are there any digressions? There’s nothing wrong with tangents, as long as they add to the story. We assess exactly the value of each phrase in the work and let you know if anything is diluting your message. Remember, your marker is knowledgeable in your area of study. If we don’t understand it, chances are your tutors won’t either.

4. Argument and critical thinking

To get the good grades, this is an area to give attention to. Convincing the reader of your argument is, essentially, what essay writing is all about. This is about how you’ve used the information to tell your story or make your point. What we look for here are coherence and evidence. Argument needs to be seen strongly throughout the work. Do you follow your line of argument right through and are counterarguments presented? We’ll let you know if, and where, your particular argument is well-formulated and substantiated. Most important for you, we give feedback on any holes in your logic.

As said, we look to see if the argument is solid, well-reasoned, examined from all angles and supported by evidence. This support comes from the literature. As we cast a critical eye on your writing, we check to see if you have, in turn, done the same to the literature. Can you discuss critically complex, even abstract, ideas and concepts? Evidence of clarity and independent thought is great to see. Going beyond what the accepted norms are is a clear indicator of your capabilities.

5. Use of sources

We examine the type and range of sources used in the construction of your essay. The best of essays will demonstrate analysis beyond any core texts to include current, respectable works, and maybe even discuss controversial ones.

All information sources must be cited in your work. This is more than simply showing where you gathered your information from. A well-placed citation gives the reader confidence in what has been claimed by the writer. So, here we look to see how suitable the sources are in supporting your text. In other words, have their contents been properly understood and are they appropriately represented?

Of course, we check to see that sources are accurately referenced in your bibliography .

6. Style and presentation

This is all about how you have packaged your content. You could have the best story to tell but it may be missed if hidden by poor presentation.

We examine the usual mechanisms of English, such as spelling, punctuation, grammar and sentence construction. Stylistic factors such as tone, formatting and quality of figures, are also considered. What we’re really looking for, is whether you’re giving your examiner a tiring read or an easy ride. We also check conventions related to reference style, data presentation, quote placements and so on.

One of the most important elements in presentation is consistency. It is essential to maintain high standards throughout and we pay close attention to this detail.

How Oxbridge Essays can help you

Your tutor or lecturer will grade your work. Few have the liberty of time to feedback, in great detail, on how they arrived at this decision. But our marking process is thorough and detailed. From our notes on your work, we compile a report that explains our thoughts and, importantly, gives guidance on any areas that could be improved.

What did you do well? We’ll tell you. This is more than a simple exercise in making you feel good. Knowing where your strengths lie gives you the opportunity to refocus your energies to areas more in need of attention, and also learn from your successes.

This is where we lay it all out. To improve your work , it is vital to know the parts that need some attention. This applies when editing the current work, but also in deciding which skills to focus on developing as you progress further in your career.

List of suggested improvements

Here, we don't just list of things we had trouble with. As markers, we identify problem areas and make actionable suggestions for how these could be altered to make your essay stronger. This expands on the weaknesses section but is specific and, as mentioned, actionable. We order this by value. Most impactful changes first; least impactful last. This means you can work through the list from top to bottom, and even if you don’t manage to make all the changes by hand-in date, you’ll be safe in the knowledge that obvious weaknesses have been turned into strengths.

As well as an overall grade, part of our marking process involves assessing different components of the work. Each of the five main areas, mentioned above, are given scores (from 1-5, very poor to excellent), to let you know how you rate.

In addition, we gauge your merits in other areas, such as originality, creativity, readability and independent thought. It is strength in these areas that, generally, separate the good work (B) from the great work (A).

Your overall grade is a guide. We follow similar criteria that academic institutions do, so you can be sure to have a good idea of how you are doing. An excellent essay will demonstrate strong critical and accurate analysis of a wide range of appropriate subject material, clear and substantiated arguments, independent thought, impeccable presentation, organisation and expression. The very best of these will show a level of originality beyond the expected.

Our summary is the take-home message: a little round-up of how your work was viewed by a critical reader.

What this means for you

While there’s a lot of detail and formality in the work we do to grade your essay, what we’re really trying to give you is some useful advice on how to raise the quality of your work . Ultimately, our marking service is there to help you – no matter your current skill level, subject area or level of study – get closer to achieving the grades you need.

Marking: the difference between right and wrong

Marking: from a marker’s perspective

Understanding feedback from your essay marker

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Cambridge B2 First (FCE): How your writing is marked

How your writing is marked

One of the big mysteries about the FCE exam is how the writing exam is marked. Many of my students ask me about this and, to be honest, it is pretty complex. However, let me break it down for you and let’s go from simple to complex so at the end of the article you will feel more confident and understand what you need to do in order to get great marks in the writing paper.

The four marking scales

2. communicative achievement.

To get high marks in Communicative Achievement you firstly need to show that you understand who is going to read your text. You might think that, of course, it is the examiner, but I’m talking about more of an imaginary reader. Let’s look at two more examples. Who is going to read your text? You got it, your English teacher is the one.

In our first example, we would try to keep it light and rather informal because students are going to be the ones reading it. In the report, on the other hand, we would choose more formal language and stay a little bit more serious than, let’s say, in a review of your favourite film. Make sure that this becomes clear in your choice of grammar and vocabulary as well as some other stylistic features like contractions (I’m vs I am) etc.

Let’s put this all together before we move on to the next point. Communicative Achievement looks at your ability to use an appropriate style and tone, the correct features for each specific task like title, subheadings, etc. as well as how well you express your ideas and hold the readers attention. It is a lot of stuff, but if you prepare and study these things a little bit, I see no reason why you wouldn’t rock it.

3. Organisation

4. language.

For example, if you are writing about travelling you should show a wide range of vocabulary specific to this topic. For a task about the environment the vocabulary changes. I guess that makes sense. The more pointed towards the task your words and expressions are, the better it is for your marks.

Writing is not as bad as it seems

I hope this article helps you understand better how the writing exam works and, more importantly, what happens after you finish the exam. As always, don’t wait until it’s too late. Tackle your problems now and you will improve. If you start today, I’m sure there won’t be a problem once you are in the examination room and your pen is going to fly over the paper.

Exam marking, results and ranking

Exam marking
Exam results
Overall marks and rankings (OMAR)

Introduction

After the exam, scripts will be delivered according to instructions provided by the Chair of examiners. The next steps are as follows:

Marking – there is a considerable amount of guidance regarding marking and adjudication available in the Examinations and assessments framework (EAF) . Some particular problems that may arise are summarised in this handbook.
Mitigating circumstances notices for examiners – students who feel that their performance was affected by mitigating circumstances may submit a notice to their examiners via their college. A subset of the board of examiners should meet to discuss all information received on mitigating circumstances.
Record retention – a summary of the relevant policies is given in this handbook, but you are advised to also consult Examinations and assessments framework (EAF) .

Candidate numbers

Students are allocated their candidate number once their University card forms are processed (the number is generated automatically by an overnight system process). Students can look up this number on Student Self Service once they enrol, or on their Individual Candidate Timetable, once they receive it. The candidate number will remain the same throughout a student’s studies at Oxford, unless it has to be changed due to a breach in confidentiality.

This text is taken from the Proctors' Information and Guidance for Examiners "An individual number is allocated to each candidate as part of the means of ensuring anonymity in Examinations. If there are any queries about candidate numbers Chairs should contact the Academic Records Office. Chairs should not attempt to change the numbering (even if there are gaps in the sequence as a result of withdrawals), as this could cause considerable confusion."

Please note that the Candidate Reports contain both the candidates' names and their candidate numbers. Candidate Reports will be sent to the Chair of Examiners and the relevant administrator(s) only. These reports should not be circulated to anyone else. Examiners should not be given access to any documentation that would reveal a student's identity (e.g. documents that contain both the candidate's name and number).

Information regarding the marking of scripts and adjudication can be found in the Examinations and assessments framework (EAF) .

Please take note of these particular issues that may arise during marking:

Illegible Scripts: If a chair considers a script to be illegible, he or she must inform the Senior Tutor of the candidate’s college as quickly as possible. If there is a dispute between the Chair and the Senior Tutor as to the illegibility of a script or scripts, the question should be referred to the Proctors for a ruling. Chairs will need to return any illegible scripts, by hand, to the candidate’s college asking for them to be typed. The college will either make arrangements to use the Examinations and Assessments team transcription service or else will contact the Proctors for permission to type the script(s) in house. Chairs will be informed about the arrangements. The cost of the typing and invigilation shall not be a charge on the University.
Missing or incomplete scripts: If an examiner or assessor finds that a script is missing from the delivered package, or that a script is conspicuously incomplete, the chair should be notified immediately, so that a check can be initiated with the Examinations and Assessments team and other markers. The Proctors should be informed promptly if it is not found.
Scripts with inappropriate content: Where examiners feel that the content of a candidate’s script indicates that s/he may require professional help, the chair should contact the Proctors’ Office for advice.

Related pages: Exam papers

Record retention

Right to access of personal data.

The Data Protection Act entitles an individual to obtain a copy of any personal data held about them. University policy sets out what information in relation to a student’s assessment may be released directly by departments and what requires a formal Subject Access request

For further guidance refer to the Examinations and assessments framework (EAF) .

Retention of records

The Data Protection Act requires that personal data should not be kept for longer than is necessary to meet the purpose for which it is being processed. Supervisory bodies should ensure that all examiners acting on their behalf are aware of the Proctorial requirements relating to the retention of records.

Proctors instructions for examiners with regards to the retention of records can be found in the Examinations and assessments framework (EAF) . A summary is given below, but you are advised to also read the relevant section in the Examinations and assessments framework (EAF) .

All examiners and assessors should hand over any material pertaining to the marking of the exam to the chair. They must sign a declaration that they no longer have such material.
The chair should retain these records, and records relating to the adjudication of candidates, including records of remarked scripts or on which the external examiner’s advice was sought, and the outcome; all medical evidence including a note, countersigned by external examiner(s), of any actions taken in reaching the final marks and degree results; the declarations of examiners. All this material must be deposited with the nominated administrative officer and retained for two years. Duplicates and confidential waste must be destroyed (this means shredded, not put intact in a bin).
Records should not be destroyed if an appeal to the Proctors is in progress
If any automated processing or weighting of results takes place, the chair should be able to provide a formal statement that explains the logic behind such processing.
Raw marks should not be disclosed to colleges or candidates.
If it is necessary to retain records in electronic form these should only include data to which there would be no objection to a candidate’s having access. This data should be retained for two years after the final examiners’ meeting. It may be kept beyond this time limit provided the information is depersonalised, or does not contain items that should be divulged.

Records for the future

The nominated administrative officer should retain copies of all agreed marks, and any notes relating to them, for two years after the final meeting.

Outgoing chairs should keep records for the assistance of future chairs on matters such as special problems encountered and arrangements made with the Head of Examinations and Assessments. The records should take the form of a chair’s book, which can be passed on each year. It is very important that chairs transmit to their successors any medical certificates and ongoing permissions for candidates likely to be resitting the examination, or any element of it. Reports are available via SITS of all approved alternative arrangements. It is advisable to leave these materials with a member of the Faculty/Departmental administrative staff who will pass them on to future chairs.

Security, deposit and retention of scripts/submissions

Scripts and other exam submissions in the possession of examiners and assessors must be locked away, particularly before they have been marked.

Faculties and departments can retain scripts and submissions, rather than storing these in the Examination Schools, if they can provide suitable storage space. Scripts/submissions can still be stored in the Examination Schools if preferred, but will be destroyed six months after the publication of results.

Scripts and submissions sent to the Examination Schools should be packaged securely in boxes, clearly labelled with the name of the exam and the term and year, with the course code/paper numbers and in candidate number order.

The Academic Records Office (ARO) will produce a results template for each Board of Examiners' meeting. Once results are submitted to ARO they are processed, checked and then made available to students and college/departmental staff.

Results template

The Academic Records Office (ARO) will endeavour to send a results template and declaration form to course administrators in plenty of time for the examiners’ meeting (where the date of the meeting has been logged on eVision). These will be provided via the approved online platform. Normally, this will be after the assessments have taken place so that late changes are accounted for.

The results template should be completed by the course administrator/Chair of Examiners with both the individual Assessment Unit marks or grades and Year Outcomes. Please note that only whole numbers should be used for results reported as marks, and these should be on the 100 point scale.

It is essential that the results template is returned in the correct format, so course administrators are strongly advised to consult the results guidance provided under the 'Guidance & Resources' area of the ARO departmental SharePoint site prior to uploading any results documentation.

Submitting and processing the results

The completed results template and declaration form must be uploaded to the secure approved online platform.

On receipt of these, the ARO will upload the results as soon as they can, but this can be delayed if there are problems with the submitted documents. As a result, chairs and examiners are strongly advised not to inform candidates that results will be issues at a certain date and time. They must not inform individuals of their results before the results have been released.

Once uploaded, course administrators/Chairs of Examiners are then invited to review the results via the eVision Exam Board data-views. The course administrator/Chair of Examiners have 48 hours to check the results and confirm with ARO by email they are happy for results to be released to students. If a course administrator/Chair of Examiner wishes the results to be released later than 48 hours then they must discuss this with the ARO.

Once results are released, students receive an automatic email informing them of this and that they are available to view in Student Self-Service. Colleges also receive an automated email notification which is sent to an appointed College contact (please email ARO if you wish to update your appointed College contact).

Viewing the results

Students can view their results via Student Self Service (their Single Sign-On account should remain active for eleven months after the completion of their course). Any student who did not verify their details in Student Self Service during the Registration period, will be unable to access Student Self Service in order to see their results. This may affect students who have returned from suspension, as they will not have had the opportunity to register. Therefore students in this situation will need to obtain their results from their College or Department.

Staff with appropriate access can view Exam Results via data views in eVision: access is granted by Information Custodians .

Further information

Further information can be found in Part 17 of the Examination Regulation s and Section 4.3 and 12 of the Examinations and Assessment Framework .

For any help or further guidance please email [email protected] .

Examination Boards for First Public Examination and Final Honours School Examinations * which calculate overall marks and position in cohort/class should make this available to students as students have a right under GDPR to see data about them. To assist Examination Boards functionality exists in eVision to upload the data and make it available to students in Student Self-Service. Staff with appropriate access will be able to see the data eVision dataviews.

* This includes both classifications that are produced for students studying and completing four-year undergraduate Masters courses. Postgraduate taught degree courses are out of scope.

Before using OMAR you should work through the e-learning training package and review the Key Facts .
If you need support with the e-learning please contact [email protected] .

Support and correcting results

For general support with using OMAR please contact the Students Systems Support Centre (SSSC) to raise a ticket.

Correcting results

Once you have uploaded the data you will have a chance to review it in eVision before releasing it to students.

If you realise after releasing the data that there are errors then you can change it. If, however, the published data has been viewed by a student then you will need to complete a form available as an attachment below and send to the Data Quality Team within Student Registry to arrange for the data to be cleared. You will then be able to upload the corrected data.

Change in overall marks or ranking (updated May 2020)

Student Registry Examination Schools 75 – 81 High Street Oxford OX1 4BG

Academic Records Office: [email protected]

Examinations Team: [email protected]

Examiner Appointments and Payments: [email protected]

Schools & departments

The Common Marking Scheme and what constitutes each grade.

Degree examinations have a pass mark of 40% and are graded according to the University's Common Marking Scheme.

Common Marking Scheme

Assessed work is graded according to the University’s Common Marking Scheme:

Honours Classification	Mark (%)	Grade	Non-honours Description
1st	90-100	A1	Excellent
1st	80-89	A2	Excellent
1st	70-79	A3	Excellent
2.1	60-69	B	Very Good
2.2	50-59	C	Pass
3rd	40-49	D	Pass
Fail	30-39	E	Marginal Fail
Fail	20-29	F	Clear Fail
Fail	10-19	G	Bad Fail
Fail	0-9	H	Bad Fail

Guidance on what constitutes these grades follows.

A1 (90-100%)

An answer that fulfils all of the criteria for ‘A2’ and ‘A3’ (see below) and in addition:

Shows an exceptional degree of insight and independent thought.
Demonstrates true flair in tackling issues.
Is of outstanding quality, in terms of scholarship and originality.
Often faultless.
The work is well beyond that expected at the appropriate level of study.

A2 (80-89%)

An answer that provides a fully effective response to the question. It should:

Show excellent scholarship, with substantial knowledge of the field and an ability to integrate evidence from this in a critical way and go beyond it.
Achieve a high quality of analysis early on and sustain it through to the conclusion.
Use information and examples accurately and concisely to inform the answer.
Demonstrate a critical and committed argument, showing insightful scientific judgement and a balanced awareness of other interpretations but not afraid to question them.
Exhibit creativity or originality and academic maturity.
Be very well-written and presented - its use of English and presentation should be commensurate with the quality of the content.

A3 (70-79%)

A sharply-focused answer of high intellectual quality. An essay in this band should have major elements of the following:

Adopt a comprehensive approach to the question and maintain a sophisticated level of critical analysis and discussion throughout.
Provide a clear and coherent structure, showing logical, ordered thought.
Show knowledge of a comprehensive range of up-to-date material, handled in a professional way.
Contain appropriate diagrammatic information, incorporated in a manner which enhances the answer.
Deal confidently with the complexities and subtleties of the arguments, using information and examples creatively to arrive at independent conclusions.
Shows elements of personal insight / creativity / originality.
Contain few or relatively minor flaws.
Be well-written and presented, with a good command of English and grammar.

A very good answer that shows qualities beyond the merely routine or acceptable. An essay in this band should contain many of the following features:

Address the question directly and fully, showing clear focus on the subject with only trivial deviation.
Exhibit a clear and coherent structure, showing logical, ordered thought and clear presentation.
Exhibit knowledge of a very good range of up-to-date material, perhaps with some gaps, but handled in a professional way. 14
Display understanding and handling of key concepts: shows a firm grasp of the subject and current theory (but there may be gaps).
Show initiative, the ability to think clearly, to critically evaluate ideas, to bring different ideas together, and to draw sound conclusions.
Display evidence of further reading and appropriate use of examples and diagrams.
Contain no significant errors of fact or interpretation.
Develop a coherent analysis/argument proceeding to a convincing conclusion.
Be without major blemish in the quality of the writing and presentation.

A good answer with elements of the routine and predictable. An essay in this band should:

Show sound knowledge, although limited.
May contain occasional factual errors and misunderstandings of concepts but this should not be a dominant impression.
Be generally accurate - inaccuracies, if any, should be moderate.
Show understanding and handling of key concepts. There may not be a firm grasp and depth of understanding of all the key concepts.
Be focused on the subject, with relatively little irrelevant material.
Exhibit a limited degree of critical analysis and evaluation.
Be structured in a reasonably clear and coherent manner, generally presenting ideas and information in a logical way and often with some examples.
Generally be well-presented but there may be minor flaws in information, figures and standard of English.
Generally show a good quality of writing and presentation.

A passable answer which understands the question to a degree and displays some academic learning. An essay in this band is likely to exhibit a number of the following features:

Should display basic knowledge but may have significant factual inaccuracies and omissions. It may lack clarity of structure and show poor logical development of arguments.
Should be intelligible but may well have significant deficiencies, such as poor expression, irrelevancies to the question asked, deviation from the core issues, and limited conceptual components.
May show superficial understanding and handling of key concepts and there may be gaps in understanding, lack of detail, or explanation of key concepts and ideas; some may have been omitted.
Show limited critical analysis and discussion. The arguments and conclusions may be weak or lack clarity. The emphasis is likely to be more on description than analysis.
The presentation may show flaws in the overall standard of presentation or in specific areas such as figures and standard of English (e.g. repeated minor spelling, punctuation or grammatical errors).
May give a general impression of a rather poor effort, with weaknesses in conception or execution. It might also be the right mark for a short answer that at least referred to the main points of the issue.

An answer with evident and substantial weaknesses or inaccuracies of understanding but conveying the sense that with a fuller argument or factual basis it might have achieved a pass. An essay in this band is likely to:

Display limited knowledge, with inaccuracies.
Show insufficient understanding, with significant concepts omitted or poorly expressed.
Inadequately address the subject, with poor discussion and no real attempt to critically evaluate the work.
Lack a coherent structure.
Show a poor overall standard of presentation, with problems in writing style and expression (making it hard to follow the content), and a poor standard of English.
Show only a few number of clear and relevant sentences on the topic which are essentially correct and contain information appropriate to the specific question, possibly with a relevant diagram.

An answer showing seriously inadequate knowledge of the subject, with little awareness of the relevant issues. An essay in this band may contain:

Largely irrelevant or erroneous material and be very limited in scope consisting, for example, of just a 2-3 clear and relevant and essentially correct sentences on the topic but not necessarily centrally addressing the question.
Significant confusion.
Very limited, incorrect or no critical analysis and discussion.
Little or no attempt to order the material in a systematic way.

An answer that falls far short of a passable level by some combination of short length, irrelevance, lack of intelligibility, factual inaccuracy and lack of acquaintance with relevant academic concepts. An essay in this band may exhibit:

Very little knowledge of relevance to the question and irrelevant or erroneous material.
Minor evidence of understanding.
No coherent discussion.
No attempt to order the material in a systematic way.
Some relevant words, not explained very clearly, but going beyond simple paraphrasing of the question.
An answer without any academic merit which usually conveys little sense that the course has been followed or of the basic skills of essay-writing.
The presented work is of very little relevance to the subject in question or does not go beyond paraphrasing of the question.
Some attempt to use some relevant words
A blank answer or an answer with no text of relevance to the question should be awarded zero.

Overall the mark is greater than 40% but the student has failed a component which must be passed to pass the course (for example, an exam mark of <40%). The student must retake and pass the failed component to pass the course.

Credit allocation and conversion of grades

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Academic Quality and Policy Office

Academic Integrity
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2: Changes for 2024/25
3: Academic integrity
4: Academic awards and programme structures
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11: Conduct of assessment
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13. Submission and considering the impact of student circumstances
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15: Marking criteria and scales
17: Anonymity
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19: Pass marks
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30: Student progression and completion (UG modular)
31: Student progression and completion (UG non-modular)
32: Awards and classification (UG modular)
33: Awards and classification (UG non-modular)
34: Admission and study (PGT)
35: Programme structure and design (PGT)
36: Processing and recording marks (PGT)
38: Extension of study (PGT)
39: Awards and classification (PGT)
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Degree Outcomes Statement
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15. Marking Criteria and Scales

15.1 Marking criteria are designed to help students know what is expected of them. Marking criteria differ from model answers and more prescriptive marking schemes which assign a fixed proportion of the assessment mark to particular knowledge, understanding and/or skills. The glossary provides definitions for: marking criteria, marking scheme and model answer.

15.2 Where there is more than one marker for a particular assessment task, schools should take steps to ensure consistency of marking. Programme specific assessment criteria must be precise enough to ensure consistency of marking across candidates and markers, compatible with a proper exercise of academic judgment on the part of individual markers .

15.3 Markers are encouraged to use pro forma in order to show how they have arrived at their decision. Comments provided on pro forma should help candidates, internal markers and moderators and external examiners to understand why a particular mark has been awarded. Schools should agree, in advance of the assessment, whether internal moderators have access to the pro forma / mark sheets completed by the first marker before or after they mark a candidate’s work.

15.4 Detailed marking criteria for assessed group work, the assessment of class presentations, and self/peer (student) assessment must be established and made available to students and examiners.

15.5 In respect of group work, it is often desirable to award both a group and individual mark, to ensure individuals’ contributions to the task are acknowledged. The weighting of the group and individual mark and how the marks are combined should beset out in the unit specification .

University generic marking criteria

15.6 The common University generic marking criteria , set out in table 1, represent levels of attainment covering levels 4-7 of study. Establishing and applying criteria for assessment at level 8 should be managed by the school that owns the associated programme, in liaison with the faculty . A new level-specific University generic marking criteria ( UoB only ) has been agreed for introduction from 2024/25:

University marking criteria - level 4 (PDF, 173kB)

University marking criteria - level 5 (PDF, 184kB)

University marking criteria - level 6 (PDF, 163kB)

University marking criteria - level 7 (PDF, 218kB)

15.7 The common marking criteria are designed to be used for an individual piece of assessed student work. The descriptors give broad comparability of standards by level of study across all programmes as well as level of performance across the University. They reflect the QAA Framework for Higher Education Qualifications but need to be benchmarked against subject specific criteria at the programme level.

15.8 Faculties, with their constituent schools, must establish appropriately specific and detailed marking criteria which are congruent with the University-level criteria and, if appropriate, the level of study. All forms of programme-specific marking criteria must be approved by the Faculty .

Marking scales

15.9 Assessment must be marked and returned as an integer using one of the sanctioned marking scales, as follows:

0-100 marking scale
0-20 marking scale

or using a pass/fail marking scheme (see 10.33).

Any mark on the chosen marking scale can be used.

A five-point A-E marking scale is only available for programmes in the School of Education.

Standard setting in marking is permitted in programmes where it is a professional accreditation requirement.

15.10 Schools should utilise the marking scale that is best suited to the form of assessment. This and the marking criteria for the assessment should be established prior to its commencement.

15.11 Where the averaging of different component marks within an assessment or the outcome of two markers creates an assessment mark with a decimal point, markers should reconcile any significant difference in marks and make a deliberate academic decision as to the exact mark on the scale that should be awarded. Otherwise the mark will be rounded to the nearest integer and returned (if on the 0-20 marking scale, then this should take place before converting to a mark on the 0-100 scale).

Exceptions to the sanctioned marking scales

15.12 Highly structured assessments that are scored out of a total number less than 100 may be utilised where each mark can be justified in relation to those marks neighbouring it. In these cases, the mark must be translated onto the 0-100 point scale, mapped against the relevant marking criteria, and students informed of the use of this method in advance of the assessment in the appropriate medium (e.g. on Blackboard).

Reaching the ‘Unit Mark’ (see also Sections 29 and 37 )

15.13 Marks gauged on the 0-20 scale should be translated to a point on the 0-100 scale before entry into the VLE to calculate the overall unit mark for the purposes of progression and classification (see table 2 ).

15.14 The 0-20 point scale is a non-linear ordinal scale; for example, a mark on the 0-20 point scale IS NOT equivalent to a percentage arrived at by multiplying the mark by 5. Table 2 provides an equivalence relationship between the scales to enable the aggregation of marks from different assessment events to provide the overall unit mark which will be a percentage. This is illustrated below for a notional unit.

In this example, the MCQ uses all points on the 0-100 scale whereas all the other assessments use the 0-20 point scale .

To achieve the final unit mark each component mark needs to be adjusted as:


12 on 0-20 scale	8 on 0-20 scale	57 on 0-100 scale	15 on 0-20 scale
62/100	48/100	57/100	72/100
62 x 25 = 1550	48 x 35 = 1680	57 x 25 = 1425	72 x 15 = 1080

15.15 The overall unit mark must be expressed as a percentage as the University’s degree classification methodology is based on the percentage scale.

15.16 The final programme or taught component mark will be calculated by applying the agreed algorithm to the unit marks (see sections 32 and 39 ).

TABLE 1: Generic Marking Criteria mapped against the three marking scales


A	20 19 18	100 94 89
A	17 16 15	83 78 72
B	14 13 12	68 65 62
C	11 10 9	58 55 52
D	8 7 6	48 45 42
E	8 7 6	48 45 42
	5	35
	1-4	7-29
0	0	0

TABLE 2: Relationship between the three marking scales


20	A	100
19	A	94
18	A	89
17	A	83
16	A	78
15	A	72
14	B	68
13	B	65
12	B	62
11	C	58
10	C	55
9	C	52
8	D	48
7	D	45
6	E	42
5	E	35
1-4	E	7-29
0	0	0

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IB Extended Essay: Assessment Criteria

Research Questions
Past Essays
Notes & Outlines
Works Cited Page
In-Text Citations
Assessment Criteria
Reflections
Supervisor Info
Net Valley Library This link opens in a new window

Score Descriptors for each Criterion:

A - Focus and Method
B - Knowledge and Understanding
C - Critical Thinking
D - Presentation
E - Engagement

Printable: Full Rubric for all subjects

To view details for your SUBJECT, open the correct page below.

Choose "Interpreting the EE Assessment Criteria" on the sidebar to see how to score well in YOUR subject area

Language & literature (language A)

Language acquisition (language B)

Mathematics

Visual Arts

World Studies

Business Management

Grade Boundaries

What's Expected?

A: Focus/Method
B: Knowledge
C: Critical Thinking
D: Presentation
E: Engagement
A: Focus and Method (6 marks)
B: Knowledge and Understanding (6 marks)
C: Critical Thinking (12 marks)
D: Presentation (4 marks)
E: Engagement (6 marks)
Total marks possible: 34 (see grade boundaries below)
Printable: Full Rubric
Printable: A3 size with details
Printable: Details for each criterion , via the Oxford guide

Criterion A: Focus and Method (6 points)

What It Means: This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.

Questions to ask:

Does this essay meet the requirements for the subject for which you are registering it?
Is your research question stated as a question?
Have you explained how your research question relates to the subject that you selected for the extended essay?
Have you given an insight into why your area of study is important?
Is your research question feasible within the scope of the task? Could your research question be “answered” or it is too vague?
Did you refer to your research question throughout the essay (not only in the introduction and conclusion)?
Did you explain why you selected your methodology?
Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?
If you stated a particular methodology in the introduction of your essay, or specific sources, have you used them?
Are there any references listed in the bibliography that were not directly cited in the text?

(Source: Susan Trower, via West Sound Academy)

Criterion B: Knowledge and Understanding (6 points)

What It Means: This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question; or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied; and additionally, the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

Have you explained how your research question relates to a specific subject you selected for the extended essay?
Have you used relevant terminology and concepts throughout your essay as they relate to your particular area of research?
Is it clear that the sources you are using are relevant and appropriate to your research question?
Do you have a range of sources, or have you only relied on one particular type, for example internet sources?
Is there a reason why you might not have a range? Is this justified?

(Source: Oxford EE manual, p. 110)

Criterion C: Critical Thinking (12 points)

What It Means: This criterion assesses the extent to which critical thinking skills have been used to analyze and evaluate the research undertaken.

Have you made links between your results and data collected and your research question?
If you included data or information that is not directly related to your research question have you explained its importance?
Are your conclusions supported by your data?
If you found unexpected information or data have you discussed its importance?
Have you provided a critical evaluation of the methods you selected?
Have you considered the reliability of your sources (peer-reviewed journals, internet, and so on)?
Have you mentioned and evaluated the significance of possible errors that may have occurred in your research?
Are all your suggestions of errors or improvements relevant?
Have you evaluated your research question?
Have you compared your results or findings with any other sources?
Is there an argument that is clear and easy to follow and directly linked to answering your research question, and which is supported by evidence? Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?

(Source: Oxford EE Manual p. 111)

Handy Links:

Presentation One Pager via Catalina Bordoy
Presentation Checklist
Sample Title page (see below - top half of the page)

Criterion D: Presentation ( 4 points)

What It Means: This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.

Have you read and understood the presentation requirements of the extended essay?
Have you chosen a font that will be easy for examiners to read on-screen?
Is your essay double-spaced and size 12 font?
Are the title and research question mentioned on the cover page?
Are all pages numbered?
Have you prepared a correct table of contents?
Do the page numbers in the table of contents match the page numbers in the text?
Is your essay subdivided into correct sub-sections, if this is applicable to the subject?
Are all figures and tables properly numbered and labelled?
Does your bibliography contain only the sources cited in the text?
Did you use the same reference system throughout the essay?
Does the essay have less than 4,000 words?
Is all the material presented in the appendices relevant and necessary?
Have you proofread the text for spelling or grammar errors?

Criterion E: Engagement

Three reflections (best after meeting with your supervisor)
500 words TOTAL (100 + 150 + 250?)
Reflections are done in Managebac on your Reflection space
See the "Reflections" tab above for prompts to write about

(Source: Oxford EE Manual p.135)

(Source: Oxford EE Manual p.133)

Sample Reflections
Full chapter on Reflections from the Oxford Guide

Criterion E: Engagement (6 points)

What It Means: This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, after considering the student’s RPPF (Reflections on planning and progress form).

Have you demonstrated your engagement with your research topic and the research process?
Have you highlighted challenges you faced and how you overcame them?
Will the examiner get a sense of your intellectual and skills development?
Will the examiner get a sense of your creativity and intellectual initiative?
For prompts to deepen your reflections, go here and then to the bottom of the page
Presentation Quick Guide
<< Previous: In-Text Citations
Next: Reflections >>
Last Updated: Apr 9, 2024 9:39 AM
URL: https://sis-cn.libguides.com/ExtendedEssay

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The marks awarded to assignments such as essay, research paper or presentation is certainly a matter of assessment and judgment. Though it isn’t all subjective but holds a subjective component. Judging students through marks is inter-subjective as made by professor by dividing the task level into particular criteria. Marking schemes depends on how particular essay is created within its range. Either it is an essay or research paper, students face challenges to compose one. From understanding essay question to drafting well-structured one, they stuck at simple and easy steps. What’s could be the reason behind it? Is it due to poor subject knowledge or lack of interest in writing? Well, all these Marking Schemes problems are sorted out with reliable online assignment expert .

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What does below-mentioned words refers to in Marking Schemes? A Brief by Online Assignment Expert

Content; It direct to these elements:

Complete analysis and clear understanding of the topic
Awareness of purpose and familiarity with audience
Where relevant, make use of appropriate quotations
Originality of expression and ideas
Where relevant, provide accurate evidence of research and reading

Organization; It direct to these elements:

Well-defined thesis statement
Use of effective transitions to generate a flow in writing
Logical structure within the paragraph and overall content
Main ideas in the body paragraphs
An introduction, main body paragraphs and conclusion

Mechanics; It direct to these elements:

Correct spelling, consistent in usage
Capitalization, punctuation, grammar
Proper sentence formation; phrases and clauses appropriately connected
Verb tense, voice, mood and form
Subject-verb agreement
Pronoun, adverb form and appropriate adjective
Direct and indirect speech
Apt use of modifiers

Style; It direct to these elements:

Use of appropriate language level (formal, informal, general)
Appropriate writing by considering subject, content, audience and purpose
Demonstration of appropriate vocabulary
Complexity and length of sentences
Maintenance of consistent style

Example of Marking Scheme

The 1st Class Standard

This standard demonstrates the elements an outstanding essay should hold.

Provide concise but clear presentation
Argument originality and clarity on all aspects
Demonstrates comprehensive subject knowledge
Shows outstanding understanding of issues and debates
Confident on use of authentic sources and accurate interpretation of sources/materials
Present logical and convincing argument
Writing style reflects appropriate level of work
Articulate appropriate expression
Citation in proper format
Provide adequate evidence of judgment in answering the essay question

The 2:1 Standard

This 2:1 essay piece holds the following characteristics;

Well-developed, clear and richer argument as compare to 2:2, with well-argued conclusion. Shows the knack to range over appropriate areas of the discipline with proper analysis and intelligent challenges to question set
Provide thorough subject knowledge with few minor factual errors
Display good understanding of issues and debates
Ability to choose and interpret appropriate sources/material
Indicate solid creation of an argument
Right use of academic citations
Demonstrate clear expression
The answer to question is well considered and balanced

The 2:2 Standard

This 2:2 essay piece holds the following characteristics;

Argument showing few advantages and disadvantages, where suitable, with evidence
Demonstrate adequacy, though incomplete subject knowledge with few factual errors
Present understanding of issues and debates which are satisfactory
Ability to choose and interpret appropriate sources/material, even though flawed
Gaps in argument construction
Writing style reflects not entirely appropriate level of work
Unclear or poor expression
Inappropriate understanding of citation in proper format
Demonstrates incomplete or partial answer to the question

The 3rd Standard

This 3 rd standard essay piece shows the following characteristics;

Display some signs of utilizing relevant and appropriate evidence to tackle the essay question, although the treatment might be scant
Demonstrate incomplete subject knowledge with few factual errors
Shows little understanding of issues and debates
Unable or show difficulty in choosing and interpreting appropriate sources/material,
Wider knowledge gap in the argument construction
Writing style reflects inappropriate level of work
Demonstrates unclear expression
Incorrect use of citation
Incomplete answer to the question

Fail ; It is usually below 39%

This essay piece shows the following characteristics;

Demonstrate vagueness, errors, irrelevant content, lack of understanding
Display limited subject knowledge
Noteworthy factual errors are present
Actual misunderstanding of issues and debates
Fail to choose and interpret accurate sources and material
Illogical creation of arguments
Writing style is unsuitable for the level of work
Use of confusing, muddled, misleading and incoherent expression
Incorrect or no use of citation
Concise but inappropriate answer to the question

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English A: Language and Literature Support Site

Hle assessment criteria, criterion a: knowledge, understanding and interpretation.

To what extent does the essay show knowledge and understanding of the work or body of work?
To what extent are interpretations drawn from the work or body of work to explore the topic?
To what extent are interpretations supported by relevant references to the work or body of work?

Marks	Descriptor
1	The essay shows knowledge and understanding of the work or body of work. Interpretations are relevant to the topic and supported by references to the work or body of work.
2	The essay shows knowledge and understanding of the work or body of work. Interpretations are relevant to the topic and supported by references to the work or body of work.
3	The essay shows knowledge and understanding of the work or body of work. Interpretations are relevant to the topic and supported by references to the work or body of work.
4	The essay shows a knowledge and understanding of the work or body of work. Interpretations are to the topic and supported by appropriate references to the work or body of work.
5	The essay shows knowledge and understanding of the work or body of work. Interpretations are to the topic and supported by convincing references to the work or body of work.

Criterion B: Analysis and evaluation

To what extent does the essay show analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic?

Marks	Descriptor
1	The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic.
2	The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic.
3	The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic.
4	The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic.
5	The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic.

Criterion C: Coherence, focus and organisation

To what extent does the essay show coherence, focus and organisation?

Marks	Descriptor
1	The essay shows coherence, focus and organisation.
2	The essay shows coherence, focus and organisation.
3	The essay shows coherence, focus and organisation.
4	The essay shows coherence, focus and organisation.
5	The essay shows coherence, focus and organisation.

Criterion D: Language

To what extent is the student’s use of vocabulary, tone, syntax, style and terminology accurate, varied and effective?

Marks	Descriptor
1	The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective.
2	The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective.
3	The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective.
4	The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective.
5	The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective.

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The Complete IB Extended Essay Guide: Examples, Topics, and Ideas

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

A title page
Contents page
Introduction
Body of the essay
References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

Group 1: Studies in Language and Literature
Group 2: Language Acquisition
Group 3: Individuals and Societies
Group 4: Sciences
Group 5: Mathematics
Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

A check on plagiarism and malpractice
Your reflection on your project's successes and difficulties
Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
English: An Exploration of Jane Austen's Use of the Outdoors in Emma
Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
Math: Alhazen's Billiard Problem
Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

January/February of Junior Year: Come up with your final research topic (or at least your top three options).
February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

Criterion A: Focus and Method (6 points maximum)
Criterion B: Knowledge and Understanding (6 points maximum)
Criterion C: Critical Thinking (12 points maximum)
Criterion D: Presentation (4 points maximum)
Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.


30-34	Excellent: A
25-29	Good: B
17-24	Satisfactory: C
9-16	Mediocre: D
0-8	Elementary: E

Here is the breakdown of EE scores (from the May 2021 bulletin):


A	10.1%
B	24.4%
C	40.8%
D	22.5%
E	1.4%
N (No Grade Awarded)	0.7%

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

Business Management 1
Chemistry 1
Chemistry 2
Chemistry 3
Chemistry 4
Chemistry 5
Chemistry 6
Chemistry 7
Computer Science 1
Economics 1
Design Technology 1
Design Technology 2
Environmental Systems and Societies 1
Geography 1
Geography 2
Geography 3
Geography 4
Geography 5
Geography 6
Literature and Performance 1
Mathematics 1
Mathematics 2
Mathematics 3
Mathematics 4
Mathematics 5
Philosophy 1
Philosophy 2
Philosophy 3
Philosophy 4
Philosophy 5
Psychology 1
Psychology 2
Psychology 3
Psychology 4
Psychology 5
Social and Cultural Anthropology 1
Social and Cultural Anthropology 2
Social and Cultural Anthropology 3
Sports, Exercise and Health Science 1
Sports, Exercise and Health Science 2
Visual Arts 1
Visual Arts 2
Visual Arts 3
Visual Arts 4
Visual Arts 5
World Religion 1
World Religion 2
World Religion 3

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MATSEC Examinations Board

Marking Schemes

In considering marking schemes the following points should be noted:

The examination material is provided by MATSEC and is intended for use in the course of instruction, whether at school or elsewhere, by a teacher or pupil.

Users may retrieve examination material solely for their own personal, non-commercial use, and may download the material to their own hard disk or send it to a printer solely for that purpose. They may not otherwise copy, modify, or distribute the examination material, or publish, broadcast, transmit, or otherwise distribute any portion of this material without the express written authorisation of MATSEC. Any unauthorised use is strictly prohibited. MATSEC permits no unauthorised modifications, adaptations, or translations of the examination material.

The marking scheme is a guide to awarding marks to candidates’ answers and should not be considered as model answers.

In some instances only key words are given, words that must appear in the correct context in the candidate’s answer in order to merit the assigned marks. This does not preclude synonyms or phrases which convey the same meaning as the answer in the marking scheme.

There can be more than one equally acceptable answer. Although synonyms are generally acceptable, there may be instances where the scheme demands an exact scientific or technical term and equivalent non-scientific/technical or colloquial terms will not be accepted.

Descriptions, methods and definitions in the scheme may not be exhaustive and alternative valid answers may be acceptable.

Advanced Matriculation (AM)

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Intermediate Matriculation (IM)

Secondary education certificate (sec), secondary education applied certificate (seac).

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Marking Scheme For Writing (PT3)

PT3 Pentaksiran Tingkatan 3 Instructions to Writing Examiners To be used from 2019 Revised version CONTENTS Introduction ................................................................................................................................... 3 This booklet ............................................................................................................................... 3 A note about terminology ......................................................................................................... 3 Security and confidentiality ...................................................................................................... 3 The ES Examiner Management System....................................................................................... 3 CEFR coverage of writing assessment scales ............................................................................. 4 The two assessment scales used for PT3 Writing ...................................................................... 5 Guidance on Using the Assessment Scales ................................................................................ 6 Focus of evaluation ....................................................................................................................... 6 General instructions for marking ................................................................................................. 6 Marking Queries ............................................................................................................................ 8 Writing assessment – Glossary of terms ..................................................................................... 8 Part 1 Assessment Scales .......................................................................................................... 10 Part 2 Assessment Scales .......................................................................................................... 11 Notes ............................................................................................................................................ 12 © ES 2019 2 For Teacher-Examiner use only INTRODUCTION THIS BOOKLET This manual is to be used by all teachers who are involved in the delivery and assessment of the Pentaksiran Tingkatan 3 (PT3) Writing test. Please note that there are separate documents that you will also need to refer to in the training and delivery of assessments. Where relevant, these are noted in this booklet. Examinations Syndicate (ES) welcomes feedback on this booklet. Teacher-examiners who would like to pass on comments may do so via the examiner hierarchy system or directly to ES. A NOTE ABOUT TERMINOLOGY Given that the teacher is engaged as an examiner, from this point onwards the term used in this booklet will be ‘examiner’ but this also refers to all ‘teacher-examiners’ who assess PT3 Writing. SECURITY AND CONFIDENTIALITY All test materials are restricted to examiners. Examiners are responsible for the security of materials at all times when the materials are in their possession. Examiners must not discuss the test materials with anyone other than a fellow ES Examiner. During and after live marking, examiners must not, under any circumstances, divulge information about the performance of candidates or the scores awarded until notified that they are allowed to do so. THE ES EXAMINER MANAGEMENT SYSTEM ES examining process uses a hierarchical structure where more experienced examiners are expected to support and monitor the performance of less experienced examiners. The hierarchy is shown below. EXAMINATION PERSONNEL ES KPK (National Chief Examiner) KPN (State Chief Examiner) KPKw (District Chief Examiner) PKw (District Examiner) KPS (School Chief Examiner - Principal) KPMP (Subject Chief Examiner) PMP (Examiner) © ES 2019 3 For Teacher-Examiner use only TRAINING All Writing Examiners (WEs) must complete an annual training phase prior to the live Writing test. This may be conducted face-to-face or remotely. Regardless of mode of delivery, the following must be covered in training:  Standardisation of Assessment This focuses on ensuring that examiners are able to interpret the assessment scales consistently and appropriately. CEFR COVERAGE OF WRITING ASSESSMENT SCALES The assessment scales (excluding Content) are all derived from a wider CEFR-aligned scale. The diagram below illustrates how each exam part covers various CEFR levels. PT3 Part 1 PT3 Part 2 C2 C1 B2 Band 5 B1 Band 5 Band 3 A2 Band 3 Band 1 A1 Band 1 Pre A1 The overarching aim of the test and the scales is to provide as broad a level of coverage as is feasible within the practical limits of the paper-based test. © ES 2019 4 For Teacher-Examiner use only THE TWO ASSESSMENT SCALES USED FOR PT3 WRITING Two distinct tasks are developed to cover an extended range of abilities (A2-B1 primarily). The first is typical of A2 task types, the second is typical of B1. The first task is focused primarily on the A1-B1 range, the second is focused primarily on the A2-B2 range. Each task is marked using scales to reflect the ability levels it targets and these assessment scales overlap as a result. The Part 1 scale is focused on the A2 CEFR level. The Part 2 scale is focused on the B1 CEFR level. In this way, the scales (and their performance descriptors) have been developed as a continuum as opposed to individual ‘stand-alone’ scales. It is important to interpret the scales in this way, as illustrated below. Part 1 Part 2 Cont Comm Org Lang Cont Comm Org Lang C1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 B2 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 B1 5 5 5 5 3 3 3 3 4 4 4 4 2 2 2 2 A2 3 3 3 3 1 1 1 1 2 2 2 2 0 0 0 0 A1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 Below 0 0 0 0 0 0 0 0 As can be seen in the chart above, a Band 3 in Part 1 is focused on the CEFR A2 level of performance because the task aims to elicit A2 features. In Part 2, Band 3 is focused on the CEFR B1 level of performance because the task aims to elicit B1 features. No traditional ‘weighting’ of marks is applied because the scales have an in-built weighting which recognises the relative demand of both tasks. For example, a typical A2 ability candidate would achieve mid-scores in Part 1 but lower scores in Part 2. Their cumulative score (i.e. in the region of 16-20 total raw marks out of 40 total marks available across both tasks) would therefore accurately reflect performance, adjusted for the dual focus of the test across A2 and B1 CEFR levels. © ES 2019 5 For Teacher-Examiner use only GUIDANCE ON USING THE ASSESSMENT SCALES FOCUS OF EVALUATION Analytic criteria will inevitably overlap to some extent. They are divided so that a different focus is brought to evaluating a composition. Briefly, the following is the focus of evaluation for each of the sub-scales: CONTENT The focus is on fulfilment of task requirements, e.g. content elements are addressed appropriately. If they are asked to give advice, they must do this rather than ask for advice. COMMUNICATIVE ACHIEVEMENT The focus is on the appropriateness of the writing given the communicative task, e.g. the correct genre and register is used for the given task. Communicative Achievement also focuses on tone and the appropriateness of language selected, which can include register, but also tone. For example, a message can be formal, yet friendly, informal and yet rude etc. ORGANISATION The focus is on the way the text is put together, e.g. how coherent a piece of writing is and how the ideas have been linked. LANGUAGE The focus is on the lexical and grammatical aspects of writing, e.g. range and control of grammatical structures and accuracy. GENERAL INSTRUCTIONS FOR MARKING  In every instance, the primary consideration is: which descriptor best describes the composition being evaluated. If you are unsure about other considerations (e.g. this seems to be covered under both sub-scale x and y; I may be penalising the candidate more than once; but what about feature x? ; would this candidate pass or not; why is no one getting a 5), go back to asking this fundamental question.  Positive phrasing of descriptors does not mean that a performance at that level has no weaknesses. By comparing a descriptor to those adjacent to it, above and below, it should be evident what level of ability and weakness is being described. For descriptors 1 and 5 in a particular level’s scale, the adjacent lower and higher descriptor may be found in the overall scale.  Candidates may achieve high marks on one criterion but low marks on another criterion; they should be marked accordingly. For example, a composition may cover and develop all content elements, but use the wrong genre and register. In that case, it may get a 5 for Content and a 1 for Communicative Achievement. © ES 2019 6 For Teacher-Examiner use only  When achievement of descriptors varies, (e.g. stronger vocabulary coupled with weaker grammar, content elements covered but not appropriately developed), or not all parts of the descriptor achieved, the adjacent score point may be the most appropriate.  Score points 2 and 4: There are two ways for compositions to receive the undefined levels (2 and 4): (1) a performance that reflects part of the higher descriptor and part of the lower descriptor, and (2) a performance is clearly better than the lower descriptor and also clearly worse than the higher descriptor.  Base evaluations on the totality of the writing presented. For example, do not overly focus on any one particular instance of a spelling error, and do not let that one particular instance over-influence the candidate’s mark for Language.  When in doubt about some aspect of a performance, look for evidence elsewhere in the performance that might remove the ambiguity. For example, to determine if a vocabulary or grammatical mistake is a slip or a systematic error, look for other instances of the word or structure.  Overlength/underlength scripts: Length is not a criterion in the mark scheme. Scripts should be read in full and marked as presented. A response that is longer/shorter than the guideline number of words may be entirely appropriate, and its score should not be affected. On the other hand, an overlength script may result in irrelevance (assessed under Content) or have an adverse effect on the target reader (assessed under Communicative Achievement) and should be marked down as appropriate in those sub- scales. Similarly, an underlength script may not exhibit an adequate range of language, may not communicate effectively and/or provide adequate information, which would affect its score in the relevant sub-scales.  Lifting from the input beyond key words and phrases: Candidates should not be given credit for parts of their response that have been lifted from the input. Lifted output may however provide negative evidence about candidates’ abilities and should be considered and evaluated accordingly.  Varieties of English: Candidates are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word in the same written response to a given task.  Spelling is considered under the Language criterion.  Punctuation is one factor among others under the Organisation criterion.  “Generally” is a downshifting qualifier meaning ‘not in every way/instance’. Thus, ‘generally appropriately’ is not as good as ‘appropriately’.  “Flexible” and “flexibly” refer to the ability to adapt—whether language, organisational devices, or task conventions—evidencing better control and a wider repertoire of these. © ES 2019 7 For Teacher-Examiner use only MARKING QUERIES It is important that WEs contact an experienced examiner if they are unsure about any aspect of their marking or the application of the Assessment Scales so that a decision can be made quickly and appropriately. WRITING ASSESSMENT – GLOSSARY OF TERMS The following definitions and notes are provided in order to support interpretation of the scale content. It is not exhaustive and if you are ever unsure of any assessment-specific terminology you should consult your Team Leader in the first instance. a good degree of control able to use the correct forms and structures consistently. a limited number of minimal usage. (e.g. words/phrases are repeated or used only once or twice). a range of everyday vocabulary able to use common words and phrases in the relevant context (i.e. usage of high frequency vocabulary and absence of less common lexis) a variety of cohesive devices a wide range of or no overuse of sophisticated words and phrases (i.e. able to use different cohesive devices in each paragraph). appropriately suits the context. basic vocabulary words used for daily purposes. basic, high frequency linking words/ simple connectors (e.g. and, but, or, because, so, first of connectors all, finally, etc.). cohesive devices more sophisticated linking words and phrases. (e.g. for example, in conclusion, however, moreover, subsequently, furthermore, in other words, as a result, for that matter, etc.). communicates simple ideas in able to convey relevant ideas with minimum development. simple ways communicating successfully able to convey the intended message in the most appropriate manner. complex grammatical forms complex items (i.e. complex tenses other than the simple tenses (e.g. the perfect tense, the progressive tense), passive forms, adverbs clauses, etc. ) communicative task types of essays/text (e.g. letter, message, report, etc.) content the points/ideas provided by the candidates. conventions of the the way of writing a particular genre (the format, the tone, the register communicative task and function). For example, a message should have a friendly tone, an introduction and a closure. errors mistakes that occur repeatedly. fully informed content elements and/or task requirements are completely addressed (covered) and appropriately developed. generally not in every case but most cases/ almost always. © ES 2019 8 For Teacher-Examiner use only hold the target reader’s the quality of a text that keeps a reader interested and not easily attention distracted. impede meaning reading is hampered and effort is required from the reader to re-read and understand. irrelevances and/or the candidate has misunderstood the task requirement and included misinterpretation of task non-related content elements. isolated short units about disconnected patches of words, phrases or very short sentences that simple and concrete matters communicate basic ideas. isolated words and phrases disconnected patches of words and phrases. less common lexis lower frequency words that most students would not think of using in their writing (i.e. use of above-level lexis) limited control frequent grammatical errors. meaning can still be idea comes through despite errors. determined minimally informed content elements and/or task requirements are inadequately addressed (covered) and occasionally developed. minor irrelevances and/or some misunderstanding of task requirement and/or incomplete content omissions elements. Examiners should be careful not to penalise a candidate who has included extra information which adds to the response, such as a personal anecdote, even though this may not be required in the task. not informed inappropriate development of ideas and inappropriate expansion of required elements. noticeable errors that are clear which may or may not impede meaning . on occasion sometimes used but not often. on the whole informed target reader is able to understand despite minor irrelevances. punctuation the use of capitalisation, full stop, exclamation mark and apostrophe, etc. reasonably moderately/in a satisfactory way. reasonably well ideas are communicated fairly well using the correct genre/format. relevant ideas are related to the task. simple connectors use of simple linking words (e.g. simple connectors - and, or, but, so, because). simple grammatical forms words, phrases and basic forms of tenses. simple ideas concrete ideas. simple way ideas are conveyed directly. some degree of control generally able to use the correct forms and structures. straightforward ideas ideas connected to the topic are communicated in an appropriate way. target reader intended audience. totally irrelevant the content produced by the candidate has no link to the task. well-organised and coherent good flow of ideas. © ES 2019 9 For Teacher-Examiner use only PART 1 ASSESSMENT SCALES Form 3 Writing Part 1 Communicative Scale Content Organisation Language Achievement Uses basic vocabulary appropriately. Produces a text that Uses simple All content is relevant communicates connectors and a Uses simple to the task. grammatical forms with 5 straightforward ideas limited number of a good degree of using the conventions of cohesive devices Target reader is fully the communicative task appropriately. control. informed. While errors are reasonably well. noticeable, meaning can still be determined. 4 Performance shares features of Bands 3 and 5 Minor irrelevances Uses basic vocabulary and/or omissions may reasonably. be present. Produces a text that Text is connected using Uses simple 3 communicates simple basic, high frequency ideas in simple ways. connectors. grammatical forms with Target reader is on some degree of control. the whole informed. Errors may impede meaning at times. 2 Performance shares features of Bands 1 and 3 Irrelevances and/or Produces isolated short Production unlikely to Produces basic misinterpretation of units about simple and be connected, though vocabulary of isolated task may be present. concrete matters, not punctuation and simple words and phrases. 1 always communicating connectors (i.e. and) Produces few simple Target reader is successfully. may be used on grammatical forms with minimally informed. occasion. only limited control. Content is totally irrelevant. 0 Performance below Band 1 Target reader is not informed. © ES 2019 10 For Teacher-Examiner use only PART 2 ASSESSMENT SCALES Form 3 Writing Part 2 Communicative Scale Content Organisation Language Achievement Uses a range of everyday vocabulary with occasional Uses the conventions of All content is relevant the communicative task Text is generally well- inappropriate use of less common lexis. to the task. to hold the target organised and 5 reader’s attention and coherent, using a Uses a range of simple Target reader is fully communicate variety of cohesive and some complex grammatical forms with informed. straightforward ideas. devices. a good degree of control. Errors do not impede communication. 4 Performance shares features of Bands 3 and 5 Uses basic vocabulary Produces a text that appropriately. Minor irrelevances communicates Uses simple Uses simple and/or omissions may straightforward ideas connectors and a grammatical forms with be present. limited number of 3 using the conventions of a good degree of the communicative task cohesive devices control. Target reader is on reasonably well. appropriately. While errors are the whole informed. noticeable, meaning can still be determined. 2 Performance shares features of Bands 1 and 3 Uses basic vocabulary reasonably. Irrelevances and/or Uses simple misinterpretation of Produces a text that Text is connected grammatical forms with task may be present. some degree of 1 communicates simple using basic, high control. Target reader is ideas in simple ways. frequency connectors. Errors may impede minimally informed. meaning at times. Content is totally irrelevant. 0 Performance below Band 1 Target reader is not informed. © ES 2019 11 For Teacher-Examiner use only NOTES © ES 2019 12 For Teacher-Examiner use only

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Free Writing Mark Scheme
Rubric Grids: Essay Marking Made Easy!
Criteria For Marking Essay
Guidelines to Essay Marking Scheme
Criteria For Marking Essay
20 mark essay marking grid

COMMENTS

PDF Marking and Commenting on Essays
Figure 1. STEPS IN WRITING AN ESSAY. Choosing a topic or question Analysing the topic or question chosen Reading and noting relevant material Drawing up an essay plan Writing the essay Reviewing and redrafting. Marking and Commenting on Essays Chapter 6 Tutoring and Demonstrating: A Handbook53.
Guide to Marking English Essay Assignments from Your Students
The range of marks awarded should be 1 mark to 5 marks. For more in depth information on the marking scheme of O Level English Essays, click on this link. 3) A Level General Paper (GP) Essay Marking Scheme. As a JC tutor, when marking GP essays, you should primarily focus on; - content - use of english. Content
PDF Marking Criteria: Essays and Exams
Essays and Exams. 1st. 2.1. 2.2. 3rd. Fail. relevance to the question. precise grasp of the question or topic, addresses it directly and keeps it in focus throughout. shows a sound understanding of the question or topic and tackles it effectively.
Marking and grading
Every script needs the correct mark so that everybody gets the correct grade. Some exams are marked on paper and some (such as multiple-choice exams) are marked automatically by a computer. But for any exam, every student's work is marked in the same way. Cambridge examiners are teachers or experts in their subject, and they are carefully ...
Marking: How we mark your essay to improve your grade
1. The brief. The first thing a marker will likely do is examine the writer's brief. This indicates essay type, subject and content focus, word limit and any other set requirements. The brief gives us the guidelines by which to mark the essay. With these expectations in mind, critical reading of your essay begins.
PDF Assessing writing for Cambridge English Qualifications: A guide for
To prepare for the C1 Advanced exam, learners should: Read widely to familiarise themselves with the conventions and styles of different types of writing (i.e. reports, proposals, reviews, letters and essays). Write 10-minute plans for a variety of questions in past papers, so that planning becomes automatic and quick.
PDF B2 First for Schools Assessing writing for Cambridge English
The B2 First for Schools Writing paper has two parts and lasts for 1 hour and 20 minutes in total. Candidates have to show that they can write diferent types of text in English. Part 1: Writing an essay. Part 2: Writing an article, email, review or a story.
Cambridge B2 First (FCE): How your writing is marked
Cambridge B2 First (FCE): How to Write an Essay. 2. Communicative Achievement. The next marking scale is an interesting one because, in my opinion, it is easy to get good marks here, but at the same time, make mistakes just as easily. To get high marks in Communicative Achievement you firstly need to show that you understand who is going to ...
Exam marking, results and ranking
After the exam, scripts will be delivered according to instructions provided by the Chair of examiners. The next steps are as follows: Marking - there is a considerable amount of guidance regarding marking and adjudication available in the Examinations and assessments framework (EAF).Some particular problems that may arise are summarised in this handbook.
Marking Schemes and Exemplars
Find out more. Find out more. +356 2340 2814/5/6 [email protected]. MATSEC Examinations Board, University of Malta, Msida MSD 2080, Malta. Information about. L-Università ta' Malta (UM) Study. Research.
Grading
The Common Marking Scheme and what constitutes each grade. Degree examinations have a pass mark of 40% and are graded according to the University's Common Marking Scheme. ... An essay in this band is likely to exhibit a number of the following features: ...
Understanding university marking Schemes
good understanding of issues and debates. ability to select and interpret appropriate material/authority. solid development of an argument. a written style appropriate to the level of the work. clear expression. correct use of academic referencing. a balanced and well considered answer to the question.
15. Marking Criteria and Scales
All forms of programme-specific marking criteria must be approved by the Faculty. Marking scales. 15.9 Assessment must be marked and returned as an integer using one of the sanctioned marking scales, as follows: 0-100 marking scale; 0-20 marking scale; or using a pass/fail marking scheme (see 10.33). Any mark on the chosen marking scale can be ...
PDF FIRST LANGUAGE ENGLISH For examination from 2020
FIRST LANGUAGE ENGLISH. Paper 2 Directed Writing and Composition. MARK SCHEME. Maximum Mark: 80. cument hasUCLES 2017Generic Marking PrinciplesThese general marking principles must be applied. by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark sc.
Assessment Criteria
Criterion B: Knowledge and Understanding (6 points) What It Means: This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question; or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied; and additionally, the way in which this knowledge and understanding is ...
Essay Marking Schemes
Example of Marking Scheme. The 1st Class Standard. This standard demonstrates the elements an outstanding essay should hold. Provide concise but clear presentation. Argument originality and clarity on all aspects. Demonstrates comprehensive subject knowledge. Shows outstanding understanding of issues and debates.
PDF MARKING CRITERIA MML IB LONG ESSAYS
1. Examiners are reminded that Long Essays have been written during the Michaelmas and Lent terms and succeeding vacations, and may therefore display less breadth of knowledge than candidates can be expected to demonstrate by the end of the year. 2. As these essays are written with access to primary and secondary material, the adequacy ...
English A: Lang Lit: HLE Assessment criteria
Descriptor. 1. The essay shows little analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic. 2. The essay shows some analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic. 3. The essay shows adequate analysis and evaluation ...
The Complete IB Extended Essay Guide: Examples, Topics, Ideas
Body of the essay. Conclusion. References and bibliography. Additionally, your research topic must fall into one of the six approved DP categories, or IB subject groups, which are as follows: Group 1: Studies in Language and Literature. Group 2: Language Acquisition. Group 3: Individuals and Societies. Group 4: Sciences.
Marking Schemes
The marking scheme is a guide to awarding marks to candidates' answers and should not be considered as model answers. In some instances only key words are given, words that must appear in the correct context in the candidate's answer in order to merit the assigned marks. This does not preclude synonyms or phrases which convey the same ...
Past Papers & Mark Schemes
Past Papers. Our extensive collection of past exam papers is the perfect tool for students aiming to ace their exams and for teachers seeking reliable resources to support their students' learning journey. Here, you'll find an array of past exam papers, meticulously organised to simplify your search. View by level. GCSE Past Papers.
Marking Scheme For Writing (PT3)
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