Oral examination
Section I – Conversation
Characteristics of better responses:
- candidates spoke fluently, confidently and spontaneously
- correct grammar, tenses and a variety of complex sentence structures were used
- language was manipulated to address the questions asked
- a range of vocabulary appropriate to the topic was used
- candidates spoke in the correct register
- candidates expressed an opinion and/or justified a point of view
- authentic intonation and pronunciation were used
- standard language of study was used.
Characteristics of weaker responses:
- simple, short sentences or single words were used
- repetitive and/or extended pauses were a feature
- grammatical errors were included
- candidates could not express an opinion or justify a point of view
- candidates included English words and expressions
- language was not manipulated to address the question.
Section II – Discussion
Characteristics of better responses:
- candidates had chosen a topic that allowed in-depth research and scope to propose and articulate a point of view
- the texts chosen to support the topic of discussion were appropriate and were used consistently to support the point of view
- processes involved in obtaining information were discussed
- a thorough understanding of the topic and the researched information was demonstrated
- at least three texts, one of which was a literary text, were included
- sophisticated language was used.
Characteristics of weaker responses:
- poor choice of topic that did not allow for in-depth discussion
- appropriate reference to texts was not made
- over-reliance on general knowledge, personal experience and/or superficial information
- an opinion or point of view was not expressed
- texts and research were not linked to the topic
- there was a lack of evidence of research.
Written examination
Section 1 – Listening and Responding
Part A
Characteristics of better responses:
- suitable reference to the aural stimulus material was made
- a holistic understanding of the texts was demonstrated
- all parts of the question were responded to.
Characteristics of weaker responses:
- inaccurate information was provided
- simple, literal information was given that lacked detail and depth
- the tone or attitude expressed in the text was not understood.
Part B
Characteristics of better responses:
- candidate’s manipulated a range of vocabulary in Swedish to respond to the aural text accurately.
Characteristics of weaker responses:
- words and expressions from the aural text were repeated without answering the question.
Section 2 – Reading and Responding
Part A
Characteristics of better responses:
- responses were supported with evidence from the text
- a thorough understanding of content was demonstrated
- a perceptive understanding of the nuances in the text was shown.
Characteristics of weaker responses:
- a limited understanding of the text was displayed
- the text was translated rather than answering the questions asked.
Part B
Characteristics of better responses:
- the candidate’s own words and expressions were used to respond to the stimulus text
- a thorough understanding of the stimulus text was demonstrated by responding to all main points.
Characteristics of weaker responses:
- the main points raised in the text were not addressed
- some information in the text was not understood
- expressions from the stimulus text were copied
- a limited range of vocabulary was used and there were errors in Swedish grammar
- the required word limit of the question was not met.
Section 3 – Writing in Swedish
Characteristics of better responses:
- candidates demonstrated breadth and depth in expressing their opinions, which related to the question
- language was manipulated authentically and creatively.
Characteristics of weaker responses:
- a limited range of vocabulary was used
- there were frequent grammatical errors
- candidates did not write in the required text type.
