Mark scheme Listening and Reading. CRITERIA FOR MARKING WRITING
| №
| Answer
| Mark
| Additional information
| | 1.
2.
3.
4.
5.
6.
| Having fun
| 1
|
| | Reading
| 1
|
| | Playing
| 1
|
| | Likes snorkeling
| 1
|
| | Standing
| 1
|
| | Swimming
| 1
|
| | 1.
2.
3.
4.
5.
6.
| False
| 1
|
| | True
| 1
|
| | True
| 1
|
| | True
| 1
|
| | True
| 1
|
| | False
| 1
|
| |
Total
| 12
|
|
39
Mark scheme Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.
| Mark / Criterio n
| Content (relevance and development of ideas)
| Organization (cohesion, paragraphing and format)
| Vocabulary (style and accuracy)
| Grammar (style and accuracy) and Punctuation (accuracy)
| |
6
| · All content is relevant to the task.
· The register completely corresponds to the requirements of the task.
· All content points are fully addressed and developed in a balanced way.
| · Uses a range of basic connectors correctly.
· Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas.
· The format is appropriate, but may be modified for a better reading experience.
| · Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies.
· Has good control of word formation; may make occasional errors in producing less common word forms.
· Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present.
· May occasionally misspell less common lexical items.
· Errors in word choice and/or spelling do not distort
meaning.
| · Writes short and extended simple and compound sentence forms correctly.
AND
· May attempt some complex sentences, but they tend to be less accurate, including punctuation.
· Errors in grammar and/or punctuation do not distort meaning.
| |
5
| · All content is relevant to the task; insignificant content omissions may be present.
· The register on the whole corresponds to the
| · Uses basic connectors correctly.
· Uses paragraphs to separate ideas; most paragraphs
revolve around one idea or a
| · Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.
| · Writes short and extended simple and compound sentence forms correctly.
· Occasional errors in grammar and/or punctuation do not
| 40
|
| requirements of the task; occasional and inconsistent misuse of register may be present.
· Most content points are addressed, but their development may be slightly imbalanced.
| set of like ideas; the size of each paragraph may reflect imbalanced development of ideas.
· The format is appropriate.
| · Has good control of word formation; may make errors in producing less common word forms.
· Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present.
· May often misspell less common lexical items.
· Errors in word choice and/or spelling do not distort
meaning.
| distort meaning.
| |
4
| · Most content is relevant to the task; insignificant content omissions may be present.
· The register on the whole corresponds to the requirements of the task.
· Most content points are addressed, but some content points may be more fully covered than others.
| · Uses some basic connectors, but these may be inaccurate or repetitive.
· Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).
· The format is generally appropriate.
| · Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.
· Has good control of word formation; can produce common word forms correctly.
· May make infrequent errors in spelling more difficult words.
· Errors in word choice and/or spelling rarely distort
meaning.
| · Writes short and extended simple and some compound sentence forms correctly.
· While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.
| |
3
| · Some content is relevant to the task; significant content omissions may be present.
· The register barely corresponds to the requirements of the task.
· Only some content points, which are minimally
| · Uses a very limited range of basic connectors correctly.
· Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs).
· The format may be inappropriate in places.
| · Uses basic vocabulary reasonably appropriately.
· Has some control of word formation; can produce some common word forms correctly.
· Makes frequent errors in spelling more difficult words,
| · Writes short simple sentence forms and most extended simple sentence forms correctly.
· Errors in grammar and/or punctuation may distort meaning at times.
| 
|
| addressed.
|
| but simple words are spelled correctly.
· Errors in word choice and/or spelling distort meaning at
times.
|
| |
2
| · Severe irrelevances and misinterpretations of the task may be present.
· Only few content points, which are minimally addressed.
| · May use a very limited range of basic connectors, and those used may not indicate a logical relationship between ideas.
· Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line).
· The format may be inappropriate.
| · Uses an extremely limited range of vocabulary.
· Has very limited control of word formation; can produce a few common word forms correctly.
· Makes many errors in spelling, including a range of simple words.
· Errors in word choice and/or spelling distort meaning.
| · Writes only very short simple sentence forms correctly.
· Frequent errors in grammar and/or punctuation distort meaning.
| |
1
| · Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task.
| · Links are missing or incorrect.
· Does not write in paragraphs at all (a script is a block of text).
· The format is not appropriate.
| · Can only use a few isolated words and/or memorized phrases.
· Has essentially no control of word formation; can barely produce any word forms.
· Displays few examples of conventional spelling.
| · No evidence of sentence forms.
| |
0
| · Does not attempt the task in any way.
OR
· The response is completely irrelevant to the task.
OR
· There is too little language to assess.
OR
· Content is completely incomprehensible due to extremely poor handwriting: very few words are distinguishable, so there is a lack of context to verify meaning.
| CRITERIA FOR MARKING SPEAKING
|
