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This document provides an assessment rubric for a writing task at B1+ level based on CEFR descriptors. It evaluates performance across 4 criteria on a scale of 0 to 1: task fulfilment, grammar, organisation, and vocabulary. For each band, it describes characteristics of the writing in terms of content covered, grammatical range and accuracy, coherence, cohesion, lexical range, and impact on the reader. The lowest band indicates writing that is irrelevant, incoherent, and uses an extremely limited range of language.
This document provides an assessment rubric for a writing task at B1+ level based on CEFR descriptors. It evaluates performance across 4 criteria on a scale of 0 to 1: task fulfilment, grammar, organisation, and vocabulary. For each band, it describes characteristics of the writing in terms of content covered, grammatical range and accuracy, coherence, cohesion, lexical range, and impact on the reader. The lowest band indicates writing that is irrelevant, incoherent, and uses an extremely limited range of language.
This document provides an assessment rubric for a writing task at B1+ level based on CEFR descriptors. It evaluates performance across 4 criteria on a scale of 0 to 1: task fulfilment, grammar, organisation, and vocabulary. For each band, it describes characteristics of the writing in terms of content covered, grammatical range and accuracy, coherence, cohesion, lexical range, and impact on the reader. The lowest band indicates writing that is irrelevant, incoherent, and uses an extremely limited range of language.
Assessment rubric for the writing task (B1+) based on CEFR descriptors
Band TASK FULFILMENT GRAMMAR ORGANISATION VOCABULARY
(Content and communicative goal) (Grammatical range and accuracy) (Coherence and cohesion) (Lexical range and accuracy) - All content elements covered and fully developed. - Flexible and accurate use of a wide range - Very well-organised and internally - Flexible and accurate use of a wide range - Purpose of the task is clear and message is of simple and more complex structures of coherent, showing a very clear progression of vocabulary of the level. successfully communicated. the level. of information or ideas. - Occasional mistakes, mainly due to an 1 - Clear evidence of maturity and creativity, - Occasional mistakes, mainly due to an - Effective and noticeable paragraphing. ambitious use of lexis (i.e. risk taking), with no ideas copied from the reading text. ambitious use of structures (i.e. risk-taking), - Varied and successful use of cohesive which do not impede understanding. - Neat presentation and clear handwriting. which do not impede understanding. devices (linkers, pronouns, etc.) - Very good overall impression on the reader. - All content elements covered and satisfactorily - Flexible and accurate use of a satisfactory - Mostly organised and internally coherent, - Flexible and accurate use of a satisfactory developed. range of simple and more complex showing a clear progression of information range of vocabulary of the level, with - Purpose of the task is clear enough and message structures of the level. or ideas. occasional overuse of certain lexis. is successfully communicated, on the whole. - Some mistakes, which rarely impede - Mostly effective and noticeable - Some mistakes (e.g. in word choice, - Some evidence of maturity and creativity, understanding. paragraphing. spelling or word formation), which rarely 0,75 with no ideas copied from the reading text. - Satisfactory use of cohesive devices, impede understanding. - Neat presentation and clear handwriting. which may not be consistently maintained. - Good overall impression on the reader. - Production may be very good but too long (between 180 and 200 words). - One content element omitted or unsuccessfully - Unambitious but mostly accurate use of - Some attempt at organisation, which may - Unambitious but mostly accurate use of covered but others adequately communicated. an adequate/sufficient range of simple include slight incoherencies. There may be an adequate/sufficient range of vocabulary - Purpose of the task is mostly clear. structures. More complex structures of the some lack of an overall progression of of the level. More advanced lexis is not - Some evidence of maturity. Ideas from the reading level are not attempted or too flawed. information or ideas. attempted or too flawed. 0,5 text, if included, are rare and rephrased. - Some mistakes, which are mostly non- - Paragraphing is adequate but needs - Some mistakes, which are mostly non- - Acceptable presentation. Handwriting is clear impeding. improvement (insufficient or unbalanced impeding. enough. development of ideas, etc.) - Production may be good but too short - Limited use of cohesive devices, which (between 100 and 120 words). may include some inaccuracy. - More than one content element omitted or - Very limited or repetitive range of - Information or ideas not organised - Very limited or repetitive range of unsuccessfully covered. structures. logically or coherently, with no clear or little vocabulary. - Unclear purpose. Considerable effort from the - Numerous mistakes, which may cause progression in the response. Some clear - Numerous mistakes, which may cause reader required to understand the message. struggle for the reader and slightly incoherencies. struggle for the reader and slightly - Evidence of lack of creativity. compromise task development. - Poor paragraphing (i.e. arbitrary compromise task development. 0,25 - Inadequate presentation. paragraphs, more than one focus in the - Production may be good but unacceptably long same paragraph, etc.) (>200 words) or short (<100 words). - Cohesive devices are basic, repetitive or inaccurate except in memorised phrases. - Erratic punctuation and/or use of capital letters. - Content barely related to the task, totally irrelevant - Extremely limited or inadequate range of - Lack of control of organisational features. - Extremely limited or inadequate range of or mostly copied from the reading text. structures. Seriously incoherent. Fails to achieve any vocabulary. - Fails to communicate the purpose of the task. - Poor control of the language seriously progression of information or ideas. - Lack of vocabulary (i.e. use of a few Excessive effort from the reader required to compromises task development. - No paragraphs. isolated words) seriously compromises task 0 understand the message. Content may be - Absence or very inaccurate use of development. impossible to understand. cohesive devices. - Unacceptable presentation. - Too little use of language for assessment. N.B. Off topic contributions will not be considered. They will be awarded an overall grade of 0 (zero).