Criterion A: Oral communication—message and interaction

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student communicates information at a basic 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 but has difficulty with some 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; 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 information with ease; ideas and opinions are relevant and supported by examples and/or illustrations.

The student shows a complete understanding of the topic through their responses and reactions.

The student is actively engaged and contributes 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

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given 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 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; grammar is mostly accurate.

Register and style are generally appropriate to the task.

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7–8

The student’s intonation and fluency contribute to communication.

The student’s vocabulary is varied, appropriate and idiomatic. The student uses grammar with a good degree of accuracy.

Register and style are appropriate to the task.

Criterion C: Writing—message and organization

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given 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 but has some difficulties ; 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; 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 information; ideas and opinions are relevant, and supported by examples and illustrations where appropriate.

The student shows an in‑depth understanding of the topic.

The structure is clear and adds to the message being conveyed; cohesive devices enhance the development of ideas.

Criterion D: Writing—style and language use

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given 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 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 more complex grammar, these do not affect comprehensibility.

Spelling/writing contributes to the quality of the work.

There is a sense of audience; register and style are appropriate to the task.

7–8

The student’s choice of vocabulary is varied, and idiomatic. The student uses grammar that adds to the style of the text

Spelling/writing contributes to the quality of the work.

There is a clear sense of audience; register and style are effective.

Criterion E: Text interpretation

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given 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.

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 .

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.

The student makes inferences that are convincingly supported with details from the text and can interpret some aspects of style.

The student shows an understanding of the text(s) overall.