Assessment Criteria for Paper 1
Paper 1 for IB DP English Language and Literature is assessed using four criteria, each worth 5 marks for a total of 20 marks. Understanding these criteria is essential for both teachers and students to focus their preparation and responses effectively.
Criterion A: Understanding and interpretation (5 marks)
This criterion assesses how well students understand the text and make inferences from it, and how effectively they support their interpretations with relevant references to the text.
| Marks | Descriptor |
|---|---|
| 1 | The analysis shows little knowledge and understanding of the text. Interpretations are rarely supported by references to the text. |
| 2 | The analysis shows some knowledge and understanding of the text. Interpretations are sometimes supported by references to the text. |
| 3 | The analysis shows adequate knowledge and understanding of the text. Interpretations are generally supported by references to the text. |
| 4 | The analysis shows a good knowledge and understanding of the text. Interpretations are frequently supported by appropriate references to the text. |
| 5 | The analysis shows a perceptive knowledge and understanding of the text. Interpretations are effectively supported by convincing references to the text. |
Teaching Implications:
- Train students to identify both explicit and implicit meanings
- Practice supporting interpretations with specific textual evidence
- Develop skills in recognizing subtleties, ambiguities, and nuances
Criterion B: Analysis and evaluation (5 marks)
This criterion assesses how well students analyze and evaluate how the author uses stylistic and structural features to shape meaning.
| Marks | Descriptor |
|---|---|
| 1 | The analysis shows little textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning. |
| 2 | The analysis shows some textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning. |
| 3 | The analysis shows adequate textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning. |
| 4 | The analysis shows good textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning. |
| 5 | The analysis shows insightful textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning. |
Teaching Implications:
- Teach students to identify a wide range of textual features and techniques
- Practice explaining how specific techniques create particular effects
- Develop evaluative skills that assess effectiveness rather than just identify features
Criterion C: Coherence, focus and organization (5 marks)
This criterion assesses how well students structure their response in a logical, coherent manner, maintain focus on the question, and organize ideas to develop an effective argument.
| Marks | Descriptor |
|---|---|
| 1 | The analysis shows little coherence, focus and organisation. |
| 2 | The analysis shows some coherence, focus and organisation. |
| 3 | The analysis shows adequate coherence, focus and organisation. |
| 4 | The analysis shows good coherence, focus and organisation. |
| 5 | The analysis shows effective coherence, focus and organisation. |
Teaching Implications:
- Teach clear essay structures with effective introductions and conclusions
- Practice developing focused thesis statements that address the guiding question
- Develop skills in organizing ideas logically and creating coherent paragraphs
Criterion D: Language (5 marks)
This criterion assesses how well students use vocabulary, tone, syntax, style, and terminology in an accurate, varied, and effective manner.
| Marks | Descriptor |
|---|---|
| 1 | The student's use of vocabulary, tone, syntax, style and terminology is rarely accurate, varied and effective. |
| 2 | The student's use of vocabulary, tone, syntax, style and terminology is sometimes accurate, varied and effective. |
| 3 | The student's use of vocabulary, tone, syntax, style and terminology is generally accurate, varied and effective. |
| 4 | The student's use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective. |
| 5 | The student's use of vocabulary, tone, syntax, style and terminology is convincingly accurate, varied and effective. |
Teaching Implications:
- Build students' analytical vocabulary and terminology
- Practice writing in a formal, academic register
- Develop skills in crafting varied, sophisticated sentences
Tips for Assessment Success
Understand the Criteria
Familiarize students with the assessment criteria and what each level descriptor means in practice.
Practice Self-Assessment
Have students assess their own work and peers' work using the criteria to develop understanding.
Provide Targeted Feedback
When giving feedback on practice analyses, refer specifically to the criteria and descriptors.
Balance All Criteria
Ensure students understand the importance of addressing all four criteria, not just content.