THE COMPLEXITY OF THE MFL MARKING SCHEME IN THE UK WRITING
THE COMPLEXITY OF THE MFL MARKING SCHEME IN THE UK WRITING

Summary/Abstract: This essay discusses the complexity of the assessment scheme concerning MFL testing for GCSE in the UK, in terms of the writing exam. Assessments play a very important role and are part of our teaching process. It will be annotated how assessments focus on giving the teachers and the students a real perspective of their results. By assessing, the teachers actually promote learning. In the previous study, the process of writing has been analysed, by explaining and illustrating with examples all the differences and strategies. It has been emphasized that the writing process is a complex one and, according to Harmer, it includes four major steps: planning=>drafting=>editing=>final draft. For the topic to be properly approached, Adriana Vizental‘s theoretical model focused on marking the writing exams will be discussed and compared with the UK AQA examination board. Equally important, this study offers a closer look to how the writing exam is marked and it highlights the elaboration of the marking scheme.

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