Review of CPD course; How to assess Spanish Speaking CA tasks (Edexcel) - Natalia Palmero

The focus of this course was linked to understanding and applying the marking criteria. To practise it, we listened to recordings and marked scripts at a range of grade levels, both individually and with other colleagues. We also checked our marks against those awarded by the moderators which was reassuring and showed consistency in our marking.

Moreover, we tried out different methods of marking. All suitable and recognised by Edexcel, to find the one we feel more comfortable with. In my case is using the ‘Assessment Criteria sheets’ in Unit 2, Edexcel GCSE in Spanish.

Finally, we evaluated controlled assessment tasks and focused on the importance of the quality and quantity of its wording (to help students to remember all the relevant information) and to write them in English. In reference to this, we were reminded to use the word ’may’ instead of ‘must’ in the sentence: You ‘may’ want to include the following points(…) to avoid our students being penalised if they do not answer all of them.

There were several other key points that were more general but just as thought provoking which came out of the day. These included;

·         We have to encourage spontaneity in our Speaking CA. Consequently, pauses are natural and they expect to hear them. Also, some utterances expressing doubt like, ‘let see…’ or ‘a moment, please…’ in Spanish are perfectly acceptable.

·         Examiners are very fond of a single sentence containing two or even three tenses.

·         Standardization within the department is crucial.

·         We should share ‘Assessment Criteria sheets’ with the students so they know how they are going to be assessed and act accordingly.