Following are the general criteria used for assessment in Language B:

Criterion
Title
Value
A
Oral Communication - Message
8
B
Oral Communication – Language
8
C
Writing – message and organization
8
D
Writing – Language
8
E
Reading Comprehension
16

CRITERION A - ORAL COMMUNICATION - MESSAGE
The effectiveness of the speaker in communicating the required message and in
maintaining the flow of the discussion
How clear and effective is the message?
How appropriate are the responses?
How complete, relevant and convincing are the ideas?
How competently does the speaker interact and take the initiative in conversation/dialogue?
Does the speaker maintain the conversation?
Is there a logical continuity in the student’s responses?
Level
Descriptor
1
The student does not reach a standard described by any of the
descriptors given below.
2-3
The student’s speaking is only barely comprehensible and responses
are sometimes inappropriate. Ideas are usually commonplace.
The student often needs prompting to encourage a response.
Conversation/dialogue does not flow.
4-5
The student’s speaking is mostly comprehensible and responses are
usually appropriate. Ideas are mostly relevant and some are
developed or supported. The student generally responds, but rarely
takes the initiative in exchanges. There are some lapses in the
coherence and flow of the conversation/dialogue.
6-7
The student’s speaking is comprehensible and responses are
appropriate. Ideas are relevant, well supported and generally
creative/inventive. The student participates and sometimes takes the
initiative in exchanges. Conversation/dialogue generally flows
coherently.
CRITERION B - ORAL COMMUNICATION - LANGUAGE
The accuracy, appropriateness and fluency of the language used by the speaker

To what extent are the vocabulary and idiom of a suitable range?

To what extent is the register appropriate for the interaction?

To what extent is the use of grammatical structures accurate and varied?

To what extent does the pronunciation contribute to the comprehension of the message?

Level
Descriptor
1
The student does not reach a standard described by any of the
descriptors given below.
2-3
The student uses a limited range of vocabulary, sometimes
inappropriately. Errors frequently interfere with the message and
pronunciation, intonation and fluency often interfere with
comprehension and/or impede communication.

4-5
The student uses a basic range of vocabulary with occasional
mistakes. There is some awareness of idiom and register in the
context. Errors at times interfere with the message. Pronunciation,
intonation and fluency occasionally interfere with comprehension
and/or impede communication.

6-7
The student uses a range of vocabulary and generally shows
awareness of idiom and register in the context. Errors rarely
interfere with the message. Pronunciation, intonation and fluency
seldom interfere with comprehension and/or impede
communication.


CRITERION C - MESSAGE AND ORGANIZATION
The effectiveness of the writer in communicating the required message, and the
organization and cohesion of the text
  • How comprehensive, clear and effective is the message? How relevant are the
  • information/ideas to the task?
  • How logical is the presentation of the ideas/information and how does it
  • contribute to the development of the writing?
  • To what extent are the cohesive devices varied and appropriate?

Level
Descriptor
1
The student does not reach a standard described by any of the
descriptors given below.
2-3
The student’s ideas are basic, often irrelevant to the task and lacking
in detail; they tend to be repetitive. Some structure is visible but lacks
clarity; ideas remain undeveloped. There is limited use of cohesive
devices, which are often incorrectly employed.

4-5
The student’s ideas are mostly relevant to the task. The structure is
visible and clear and some ideas are developed and supported.
Basic cohesive devices are used, generally correctly.

6-7
The student considers the topic from more than one perspective and
includes some examples and illustrations; all the ideas are relevant
to the task but not always supported. The presentation is generally
effective and clear and the structure contributes effectively to the
development of ideas. The use and range of cohesive devices is
appropriate.


CRITERION D - WRITING - LANGUAGE
The linguistic competence of the writer
  • How does the use of language contribute to the effectiveness of communication?
  • To what extent are the vocabulary and idiom of a suitable range?
  • To what extent is the register appropriate for the topic and task?
  • To what extent is the use of grammatical structures accurate and varied?
  • To what extent are the words or characters clearly and accurately spelled/written?

Level
Descriptor
1
The student does not reach a standard described by any of the
descriptors given below.
2-3
The student uses language which is not always comprehensible and
this impairs communication. The range of vocabulary and idiom is
basic, with frequent repetition of common phrases. There are
repeated errors in the use of simple grammatical structures.
Spelling/writing often impedes intelligibility.

4-5
The student uses language which as a whole is comprehensible and
rarely impairs communication although there may be some mistakes.
The use of vocabulary and idiom shows some variety and an
awareness of register. Basic grammatical structures are usually
correct but repeated errors are made when complex structures are
attempted. Spelling/writing seldom impedes intelligibility.

6-7
The student uses language effectively for communication with few
mistakes. There is a good variety of vocabulary and idiom, and the
use of register is correctly applied. A standard range and variety of
appropriate grammatical structures are used with a good degree of
accuracy. Occasional mistakes in spelling/writing do not impede
intelligibility.


CRITERION E - LISTENING-COMPREHENSION

Level
Descriptor
1
The student does not reach a standard described by any of the
descriptors given below.
2
The student recognizes the general nature and type of texts. The
student demonstrates limited ability to understand basic everyday
language and locate simple factual information, familiar statements and
questions which may be repeated in the message.

3-4
The student recognizes the type of text and main ideas. The
student demonstrates ability to locate factual information, where
familiar language with some repetition and simple sentences are used.

5-6
The student demonstrates the ability to locate factual information,
where some unfamiliar language is included in the message. The student
can understand some complex sentences, and identify the main ideas
and supporting details.

7
The student demonstrates the ability to locate specific factual
information and opinions expressed in an appropriately paced text,
where complex sentences and/or some unfamiliar or abstract
vocabulary may be used. The main ideas and supporting details are
identified. The student can detect some variations in tone and register
and recognize general attitudes conveyed by the text.


CRITERION F - READING COMPREHENSION


Level


Descriptor
1
The student does not reach a standard described by any of the
descriptors given below.
2
The student demonstrates limited ability to locate specific factual
information in a passage where the ideas and/or the language are
familiar. The general nature of the text and its basic components can be
recognized.
3-4
The student demonstrates some ability to locate specific information
and opinions in a passage where some of the ideas and/or the language
are familiar. The main idea of the text and some supporting details
are identified.
5-6
The student demonstrates the ability to locate specific factual
information and opinions, where some ideas/language may be
unfamiliar or abstract. The student can identify the main idea and
supporting details, and recognize the logical and/or sequential
order of the text.
7
The student demonstrates a good understanding of all parts of a text,
where complex/abstract language may be used. The student can identify
the main idea and supporting details, and recognize the logical and/or
sequential order of the text. Additionally, the student can identify
opinions and attitudes and draw conclusions from the passage.