External Evaluation of the European Baccalaureate (Annexes)

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in the legend of the map (one page, divided into 3 parts, giving the structure of the study), and a mastery of that specific tool in geography that is a map. • In the scripts marked above the average the defaults are: a good legend, with a real problematic, but an inability to draw the map correctly; a legend more descriptive than problematic (the examiner asks: “what does that mean?”); rather big gaps in knowledge. • In the scripts under 10/20, the question is dealt with very superficially (both map and legend), although information provided is not incorrect. The examiner underlines problems of method. • In the worst scripts, the marks are very bad, in a “série” where the weighting factor of History and Geography is very high (x5) there is nothing to say, the question is not dealt with : the point is that I cannot know whether at the end the candidate has passed or not. Marking As to the marking scheme, the enforcement of which I can check in these scripts, the impression is that: • The judgment of the examiner does not seem irrelevant : the differences between the four sets of scripts are obvious, although the reasons for the scripts to get under 10/20, for instance, are of course various; • The fact that we have just an overall mark H+G is not satisfactory, as we can wonder for instance if the examiner is not influenced by his/her judgment about the historical part of the script when he/she begins the geographical one. A separate marking, at least the necessity to clearly identify each subject should be introduced. • There is just one examiner: the scripts are not well marked, but seem very seriously evaluated, as the examiner writes down a lot of comments on the paper itself. • There is no eliminatory marking: one can wonder if it is acceptable to give the exam to a candidate who obviously ignores everything in geography and does not hesitate to put Boston in Eastern Siberia…But we can argue that in the EB such a candidate would not have chosen Geography (that is compulsory at French Bac). 3.2 3.2. The EB scripts The impression is that of long scripts, long texts, showing the ability of students to make a protracted effort in writing. The question paper requested the production of some pie charts or bar charts: when they have not been produced, and replaced by a text there is no obvious sanction. The calculator was permitted, but the students seem not to have used it to produce the very rough graphics in evidence. Obviously the abundance of questions is a help for students who are not very skilled but who can try to answer all the questions, and get some points from this accumulation: the absence of very bad marks is the perhaps a consequence of this structural feature of the assessment. These students are not required to write up autonomously an essay: in the French exam, they will be more penalized. If a very precise number of points are attributed to each sub-question, the marking inside each sub-question is opaque. May be here a clear marking would be more necessary: if the scripts lacks this or that information, what is the consequence in terms of marking? The double marking of the scripts is more a factor of opacity than other: whereas the scripts at French Bac are commented in details by the examiner, at EB the absence of any mention may open the door to some subjective attitude that the double marking should have eliminated. The gaps between the two examiners are often above 1 point/10, but the scale used is very short: 131
French test: from 3/20 to 19/20 i.e. 4/5 of the scale; EB: from 5/10 to 9.2/10 before double marking, from 5.7 to 8.85 after, i.e. less than 2/5 of the scale. 3.3 Conclusion: Compared to the assessment of Geography at French Baccalauréat, assessment in Geography at EB: • Has a poor curriculum in 7 th year; students concentrated on European Union only. Not acceptable; • Assessment that does not test nor encourage the autonomy of students; a test divided into too many short sub-questions; • Assessment that is redundant and that has not integrated the logic of being nothing but a survey, a relevant drilling. 132
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External Evaluation of the European
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1.9.3 1.4 Comparison bet LC Higher
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That said, the standards of languag
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conclusion” Produce a written nar
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on a literary passage giving rise t
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Coursework assessment None in the c
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1.9.1 Doc 1.1 Mapping Table - Europ
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Content included in IBD French B HL
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criteria for marks to be awarded in
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Synoptic assessment None specified,
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Writing: Produce a written argument
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three comprehension questions - 20
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EB candidates, even some of the wea
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1.9.1 Doc 1.4 Mapping Table - Europ
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Contextual variation Yes Language c
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EB focuses on analysis of literary
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The fact that the EB syllabus gives
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three comprehension questions - 20
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None in the conventional sense of i
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will draw on / test knowledge gaine
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Maths 1.9.2 Doc 1.1 Maths Comparati
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ANALYSIS Real functions of a real v
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GEOMETRY IN 3-D Vectors in 3-D spac
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• Expected value, variance and st
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and the geometry of a sphere, where
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out of the class room. If the class
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DIFFEREN TIATION • Of the product
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3-D space • Linear combination of
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TRIGONO- METRY 56 • Complete the
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chosen at AS. Two Mechanics options
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1.9.2 Doc 1.2 EXAMINATION PAPER ANA
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1 2 3 4 5 6 7 Compulsory question C
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General skills: 1 manipulation, arg
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In this test, candidates must answe
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that the disciplinary knowledge sho
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EB syllabus content Present in core
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- circular functions: sine, cosine,
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any extremum, asymptotes on the gra
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- Integration by inspection. - Inte
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Distance between two lines. Angle b
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Page 97 and 98: Oral examination Synoptic assessmen
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Page 131: asked from the docs, although linke
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Page 161 and 162: muscular contraction (sliding filam
Page 163 and 164: EB syllabus content Year 7 Cell mem
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Page 171 and 172: Evidence and applicability of scien
Page 173 and 174: Structure of the human brain and fu
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Comparison Table for comparison of
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Coursework assessment ‘A’ marks
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Summary conclusions 186 Each questi
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Biology Annex - Comparability Study
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Biology Annex - Comparability Study
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In the recall questions, candidates
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1.95 Doc 1.4 EB- French Baccalauré
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In the EB, the ability to develop s
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model of enzyme action factors that
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Year 6 core option clonal selection
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Mendelian genetics chromosome theo
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hereditary diseases: gene mutations
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• • See separate documents Page
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Page of 216 candidates choose one q
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BACC Leaving Certificate 2 period y
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Leaf structure Balance of gas excha
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Sex-linkage - Haemophilia and colou
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Unit 2 Sub-unit 2.1: Cell Structure
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External Evaluation of the European Baccalaureate (Annexes)

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