|
Criterion A |
Oral communication -
Message and interaction |
Maximum 8 |
|
Criterion B |
Oral communication -
Style and language use |
Maximum 8 |
|
Criterion C |
Writing
Message and organization |
Maximum 8 |
|
Criterion D |
Writing
Style and language use |
Maximum 8 |
|
Criterion E |
Text interpretation |
Maximum 16
(8 x 2) |
Criterion A: Oral communication - message and
interaction
Maximum: 8
To what extent does the student show the ability to
communicate ideas, interact and maintain the flow of the
conversation?
To what extent can the student:
-
communicate information, ideas and opinions
-
respond
and react in a sophisticated manner to questions and ideas
(familiar and spontaneous situations)
-
contribute
to the conversation and engage actively
-
maintain a
flow of ideas and a logical continuity in the conversation?
Tasks used to assess criteria A and B often include discussions,
debates, pair work, interviews, presentations with question and
answer sessions, and so on. These tasks give students the maximum
opportunity to demonstrate genuine, spontaneous interaction.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student communicates information at a
superficial level; ideas may be
irrelevant and/or frequently repetitive;
ideas and opinions have little or no relevant
support.
The student shows little or no understanding
of the topic through their responses and
reactions.
The student needs prompting to engage in
conversation.
There are lapses in coherence of ideas
and these interfere with the flow of the
message and interaction. |
|
3-4 |
The student communicates basic information
easily but has difficulty with
more‑complex information; ideas are not
always relevant; ideas and opinions are
insufficiently supported.
The student shows some understanding of
the topic through their responses and reactions,
though some of the discussion remains
superficial.
The student engages in conversation, but
needs prompting at times.
There are some lapses in coherence of
ideas but these do not interfere with the
flow of the message and interaction. |
|
5-6 |
The student communicates most information
with ease, though there may be some
difficulty with more‑complex information;
ideas and opinions are relevant and generally
supported.
The student shows a good understanding of
the topic through their responses and reactions.
The student actively engages in
conversation.
The message and interaction generally flow
coherently. |
|
7-8 |
The student communicates basic and complex
information with ease; ideas and opinions
are relevant, focused and supported by
examples and illustrations.
The student shows a complete and
sophisticated understanding of the topic
through their responses and reactions.
The student is actively engaged and
contributes much to the conversation.
The student’s coherent structuring of
ideas enables the flow of the message and
interaction. |
Criterion B: Oral communication—style and language use
Maximum:
8
To what extent does the student show the ability to use
the language effectively and accurately?
To what extent can the student:
-
use clear
pronunciation and/or intonation
-
correctly
use a range of vocabulary
-
correctly
use a range of grammatical structures
-
show the
ability to adapt register and style of language to the
situation?
Tasks used to assess criteria A and B often include discussions,
pair work, interviews, presentations with question and answer
sessions, and so on. These tasks give students the maximum
opportunity to demonstrate their ability to use the language.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student uses inaccurate intonation
and/or frequently hesitates, which
interferes with comprehensibility.
The student shows little variety in
vocabulary and idiom; grammar is often
inaccurate or inappropriate.
There is little sense of register or
style. |
|
3-4 |
The student makes some errors in
intonation and/or shows some lapses in
fluency, which sometimes interferes with
comprehensibility.
The student’s vocabulary is varied though
sometimes inappropriate for the context;
some errors occur in basic and complex
grammar.
Register and style are apparent but are
inconsistent and/or inappropriate. |
|
5-6 |
The student makes some errors in
intonation and/or shows some lapses in
fluency, but this does not interfere with
communication.
The student’s vocabulary is varied and
generally correct, with some idiomatic
expressions; basic grammar is
accurate, though some errors occur
with complex grammar.
Register and style are generally appropriate
to the task. |
|
7-8 |
The student’s intonation and fluency
contribute effectively to communication.
The student’s vocabulary is varied,
appropriate and idiomatic. The student uses
basic and complex grammar with a good
degree of accuracy.
Register and style are effective and
appropriate to the task. |
Criterion C: Writing—message and organization
Maximum:
8
To what extent does the student show the ability to
communicate, organize and support relevant ideas?
To what extent can the student:
-
provide
information and ideas
-
respond to
the topic in a sophisticated manner and develop ideas
-
use a
format and structure appropriate to the task to organize the
work?
Tasks used to assess criteria C and D often include letter writing,
critical reviews, news articles, editorials, essays, creative
writing, and so on. These tasks give students the maximum
opportunity to demonstrate their ability to communicate ideas.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student communicates information at a
superficial level; ideas may be
irrelevant and/or frequently repetitive;
opinions have little or no relevant support.
The student shows little depth in
understanding of the topic.
There are lapses in structure and these
interfere with the development of ideas. |
|
3-4 |
The student communicates basic information
easily but has difficulty with
more‑complex information; ideas are not
always relevant and/or opinions are
insufficiently supported.
The student shows some depth in
understanding of the topic, though some of the
message remains superficial.
The structure is mostly appropriate:
there are some lapses but these do not
interfere with the development of ideas. |
|
5-6 |
The student communicates most information
with ease, though there may be some
difficulty with complex information; ideas
and opinions are relevant and generally
supported.
The student shows satisfactory depth in
understanding of the topic.
There is an appropriate structure and the
student makes good use of cohesive devices. |
|
7-8 |
The student communicates complex information;
ideas and opinions are relevant,
focused and supported by examples and
illustrations where appropriate.
The student shows a sophisticated,
in‑depth understanding of the topic.
The structure is clear and effective and
adds to the message being conveyed;
cohesive devices enhance the development of
ideas. |
Criterion D: Writing—style and language use
Maximum:
8
To what extent does the student show the ability to use the language
effectively and accurately?
To what extent can the student:
-
correctly
use a range of vocabulary and idiom
-
correctly
use a range of grammatical structures and syntax
-
show
accuracy in spelling or writing of characters
-
write with
a particular audience in mind?
Tasks used to assess criteria C and D often include letter writing,
critical reviews, news articles, editorials, essays, creative
writing, and so on. These tasks give students the maximum
opportunity to demonstrate their ability to use the language.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student shows little variety in
vocabulary and idiom; grammar is often
inaccurate or inappropriate, though this
does not affect comprehensibility.
There are some errors in spelling/writing
that occasionally interfere with
communication.
There is an attempt at addressing
audience. However, register and/or
style are often inconsistent and/or
inappropriate. |
|
3-4 |
The student’s choice of vocabulary is varied
though sometimes inappropriate for the
context; some errors occur in basic
and complex grammar, though these do not
affect comprehensibility.
There are occasional errors in
spelling/writing, but these do not interfere
with communication.
There is a good attempt at addressing
audience. However, register and/or
style are sometimes inconsistent
and/or inappropriate. |
|
5-6 |
The student’s choice of vocabulary is varied
and appropriate with some idiomatic
expressions. Basic grammar is accurate;
although some errors occur in complex
grammar, these do not affect
comprehensibility.
Spelling/writing contributes to the quality
of the work.
There is a clear sense of audience;
register and style are appropriate to
the task. |
|
7-8 |
The student’s choice of vocabulary is varied,
sophisticated and idiomatic. The student
uses complex grammar that adds to the style
of the text; he/she shows the ability to
manipulate the language.
Spelling/writing contributes to the quality
of the work.
There is a clear sense of audience;
register and style are effective. The
student may be creative with the language,
or show humour or irony when appropriate
to the task. |
Criterion E: Text interpretation
Maximum:
16 (8 x 2)
To what extent does the student show the ability to comprehend a
piece of writing in the target language?
To what extent can the student:
-
identify
both stated and implied information
-
identify
main ideas and supporting details
-
draw
conclusions, infer information and recognize implied opinions
and attitudes
-
interpret
aspects of style?
Tasks used to assess criterion E often include letters,
advertisements, magazine and newspaper articles, short stories,
extracts from literary texts, poetry, and so on. The questions must
address each level descriptor so that students have the opportunity
to achieve all levels.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student shows understanding of basic
information stated in texts with familiar and
unfamiliar language. The student
identifies main ideas but has some
difficulty in understanding supporting
details.
The student makes simple inferences that
are rarely supported.
The student shows a superficial understanding
of the text(s) overall. |
|
3-4 |
The student shows understanding of stated and
implied information, main ideas and some
supporting details in texts with familiar
and unfamiliar language and/or complex
ideas.
The student makes inferences that are
insufficiently supported and shows
difficulty in identifying aspects of
style.
The student shows general understanding of
the text(s). |
|
5-6 |
The student shows understanding of stated and
implied information, main ideas and
supporting details in texts with familiar
and unfamiliar language and/or complex
ideas.
The student makes inferences that are
supported with details from the text and can
identify some aspects of style.
The student shows a good understanding of
most of the text(s). |
|
7-8 |
The student shows understanding of stated and
implied information, main ideas and
supporting details in texts with familiar
and unfamiliar language, and/or complex
ideas and subtleties.
The student makes inferences that are
convincingly supported with details from the
text and can interpret aspects of style.
The student shows a perceptive understanding
of the text(s) overall. |
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