External Evaluation of the European Baccalaureate (Annexes)

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1.9.1 Doc 1.1 Report on the comparative study of the EB curriculum: French Language II The EB French Language II syllabus for Years 6 and 7 is a very traditional one in the classic francophone mould. It is heavily literary in emphasis, to the extent that all the assessment tasks in the papers considered are based in some way on literary texts. The tasks stress the importance of the analysis of literary material and the production of formal, reasoned, structured argument in the French tradition. As such, it is very different in content and emphasis from both the IB Diploma French B Higher Level course and the OCR A level, which are clearly language courses designed to promote first and foremost language acquisition and communicative skills. In both the IB and the A level courses, it is perfectly possible to undertake very little or no literary study at all, although both offer it as an option, and teachers are encouraged to ensure that students are exposed to high-quality texts during the course as an aid to their own powers of expression. A comparison of the stated objectives of the courses makes this distinction and difference of emphasis clear: The first of the IB Language B Higher Level objectives is to ‘communicate clearly and effectively in a wide range of situations’. The second is to ‘understand and use accurately oral and written forms of the language that are essential for effective communication in a range of styles and situations.’ Its other objectives concentrate largely on delivering and receiving the ‘message’, and it is not until the final objective that ‘awareness of, and sensitivity to, the culture(s) related to the language’ is mentioned. Nowhere is there any specific mention of literary study. Similarly, the first two of the Specification Aims of the OCR A level are to ‘develop understanding of the spoken and written forms of the foreign language from a variety of registers’ and ‘to communicate confidently, clearly and effectively in the foreign language through both the spoken and written word, using increasingly accurate, complex and varied language.’ The penultimate aim is to ‘develop critical insight into, and contact with, the contemporary society, cultural background and heritage of countries or communities where the foreign language is spoken’. Again there is no specific mention of literary study. The Specific Aims of the EB Language II programme are introduced by a statement that Language II studies are vital in providing the student with the means of access to European culture in its diversity, and (in a European School context) of being able to follow Human Sciences courses being taught in Language II. The stated aims are then to develop the ability of students to communicate effectively in both the spoken and written language, and to understand ‘messages’ (both spoken and written) of all kinds, including literary and cultural. When it comes to the specific objectives for Years 6 and 7 (the relevant years for this report), however, the only objectives mentioned are to ‘maîtriser la pratique de l’argumentation’, ‘développer une réflexion abstraite, critique et ouverte aux cultures européennes’, and ’développer un commentaire qui prenne en compte les spécificités littéraires’. In this sense, the EB course aims to do very different things from the other two (which share a good deal of common ground), which makes any comparative evaluation open to the criticism of not comparing like with like. The emphases of the EB course are so different that there is no merit in speculating as to how the IB or A level candidates would have fared on it, or of how the EB students would have fared on a course much more obviously orientated towards language acquisition. The EB programme is also very different from the other two in the narrowness of its range of assessment tasks, as well as the narrowness of its source materials and stimuli. 3
That said, the standards of language achieved in the sample scripts evaluated are not dissimilar and the level of French produced by the candidates on the different courses – even if they are writing in response to very different stimuli, on very different subjects and, it would appear, with very different objectives in mind – bears comparison. The courses are all demanding in their own ways – the EB ‘way’ being very significantly different from the IBD or A level ‘way’. Inevitably, there is a wide range of achievement within the cohorts, ranging from the very limited to the very polished, but many of candidates from each of the programmes under comparison demonstrate an ability to handle the language and the ideas expressed effectively, with a good range of vocabulary and idiom and, in the case of the best candidates, with impressive levels of fluency and accuracy whichever course they have followed. Michael Featherstone August 2008 4
Page 1 and 2: External Evaluation of the European
Page 3: 1.9.3 1.4 Comparison bet LC Higher
Page 7 and 8: conclusion” Produce a written nar
Page 9 and 10: on a literary passage giving rise t
Page 11 and 12: Coursework assessment None in the c
Page 13 and 14: 1.9.1 Doc 1.1 Mapping Table - Europ
Page 15 and 16: Content included in IBD French B HL
Page 17 and 18: criteria for marks to be awarded in
Page 19 and 20: Synoptic assessment None specified,
Page 21 and 22: Writing: Produce a written argument
Page 23 and 24: three comprehension questions - 20
Page 25 and 26: EB candidates, even some of the wea
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Page 29 and 30: Contextual variation Yes Language c
Page 31 and 32: EB focuses on analysis of literary
Page 33 and 34: The fact that the EB syllabus gives
Page 35 and 36: three comprehension questions - 20
Page 37 and 38: None in the conventional sense of i
Page 39 and 40: will draw on / test knowledge gaine
Page 41 and 42: Maths 1.9.2 Doc 1.1 Maths Comparati
Page 43 and 44: ANALYSIS Real functions of a real v
Page 45 and 46: GEOMETRY IN 3-D Vectors in 3-D spac
Page 47 and 48: • Expected value, variance and st
Page 49 and 50: and the geometry of a sphere, where
Page 51 and 52: out of the class room. If the class
Page 53 and 54: 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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General properties - discrete rando
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82 .0Σ∞=nnnxa series of the form
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84 infinite groups from Z, Q, R, C,
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88 diameter of an ellipse, locus of
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Content included in Irish Leaving C
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Coursework assessment Oral examinat
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points. The EB question required an
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Oral examination Synoptic assessmen
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Module 2: Development studies - ‘
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The variety of rural land use in Eu
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1.9.3 Doc 1.3 Content included in I
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Paris basin, and one continental/ s
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Part 2 Structured and Essay Qs. 320
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Global e.g.s 2m plus 2m Plate tecto
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1.9.3 Doc 1.6 Evaluation - Geograph
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48. G.I. (Field work) compulsory. M
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All cover a range of scales from lo
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(economic and quality of life/healt
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wide range of topics such as plate
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2 3 the Europeans tourism and trans
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c.ii 10 major agricultural problems
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Area II : China in Change 1 natural
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world supply and demand of drinking
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The curriculum is written up as a l
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asked from the docs, although linke
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French test: from 3/20 to 19/20 i.e
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• To assess the complexity of thi
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• To recognise ethnic groupings a
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Assessment Model Oral examination B
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Plan and draft in limited time Yes
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Oral examination Synoptic assessmen
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argue, entertain explore, literary
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Oral Work Synoptic assessment Gener
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1.94 Doc 1.2 Mapping Table - Europe
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Coursework assessment Oral Work Syn
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1.94 Doc 1.3 Comparability Study Ma
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Content included in Irish Leaving C
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texts and resources. For the purpos
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1.95 Doc 1.1 Comparability Study Bi
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muscular contraction (sliding filam
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EB syllabus content Year 7 Cell mem
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EB syllabus content Year 7 Present
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Evidence and applicability of scien
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Structure of the human brain and fu
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Distribution of vascular tissue T
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Microbiology and biotechnology Prod
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Feeding relationships (trophic leve
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Topic Present in OCR A level Presen
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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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