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Test Training Sections – Rubrics and Grading

Viewpoints 10 EGB
In Viewpoints 10 EGB, three Test Training sections have been prepared to promote
continuous evaluation and to have a more accurate picture of students’ progress
throughout the book. The format of the tests resembles the one used in diverse
international examinations. This decision is based on different reasons. First, it
has been widely recognized that international tests measure the levels of the CEF
performance descriptors appropriately; second, by providing an international
examination format and linking it to the CEF standards, both teachers and students
will have a consistent point of reference concerning foreign language achievement;
finally, by using this format students will have the opportunity to become familiar
with and develop the strategies needed to take an international exam for evaluating
foreign or second language proficiency.

These tests can serve two purposes: a) as an opportunity for teachers to work on
ongoing assessment practices; b) as summative or cumulative evaluations to get a
sense of the CEF standards consolidated through the program and what areas need
further practice.
The editors

257
For grading the speaking and writing tasks, the following rubrics should be
used. Each rubric corresponds to a different aspect of the tasks and to a score
that has been specified on top of each column. The sum of the corresponding
scores per rubric, including all aspects, should yield the final score.

Test Training A (Units 1 and 2) - Rubrics


Qualitative Aspects of Spoken Language: Interaction (10 points)
Grading Scale 0.5 1.0 1.5 2.0

Has a very basic Has a basic Has a good Has an outstanding


repertoire of words repertoire of words repertoire of words repertoire of words
Range and expressions to and expressions to and expressions and expressions to
describe a memorable describe a memorable to describe a describe a memorable
event. event. memorable event. event.

Does not manage the Hardly uses the Correctly uses the Uses in an appropriate
Simple Past tense, Simple Past tense, Simple Past tense, way the Simple Past
the Past Progressive the Past Progressive the Past Progressive Tense, the Past
tense, words and tense, words and tense, words Progressive tense,
expressions needed expressions needed and expressions words and expressions
to describe a to describe a to describe a to describe a
memorable event. memorable event. memorable memorable event.
Accuracy Confuses expressions event. Sometimes
systematically, confuses the use
which may cause of verb tenses
communication and expressions,
failure. but this does not
greatly affect
communication.

Manages very short, Can make himself / Has enough Has an outstanding
isolated sentences herself understood in language to language command
with mainly pre- very short utterances, keep going to keep going
packaged utterances. even though pauses, comprehensively, comprehensively,
Too much pausing to false starts and even though pauses even though
Fluency search for expressions reformulation are for grammatical some pausing for
and speech is slow very evident. Speech and lexical grammatical and
and hesitant. is still slow and planning. Repair is lexical planning may
hesitant. evident, especially occur.
in longer stretches
of production.

258
Has great difficulty Can, with a lot of Can, with some Can successfully
responding to simple effort, respond to hesitation, respond to simple
statements. Finds simple statements respond to simple statements and
it hard to initiate and initiate and statements and hold a face-to-face
and hold a face-to- hold a face-to-face hold a face-to-face conversation about a
face conversation conversation. Very conversation about memorable event. Is
when talking about rarely understands a memorable event. able to provide extra
Interaction a memorable event. enough to keep the Responses are details spontaneously
Requires repetition conversation going. adequate in the on- in the on going
of the message Repetition on part of going conversation conversation.
delivered by the other the other speaker is most of the time.
speaker because he required to maintain
/ she is unable to the conversation.
understand.

Finds it very difficult Connects ideas Can organize, with Is able to organize his /
to organize his / her inappropriately, some sufficiency, her ideas successfully,
ideas, especially when especially when his / her ideas when especially when asking
asking questions asking questions asking questions questions in the
in the Simple Past in the Simple Past in the Simple Past Simple Past tense and
tense and Past tense and the Past tense and the Past the Past Progressive
Progressive tense Progressive tense or Progressive tense tense or following
Coherence or when following when trying to follow or following the the conversation. The
the conversation. the conversation. conversation. The message is clear and
Total or notable Task input is message is clear concrete.
omission of task input inadequately covered although there
and meaning is not or omitted. Meaning are some hesitant
conveyed. usually gets lost. sentences. Task
input is used.

259
Test Training A (Units 1 and 2) - Rubrics
Qualitative Aspects of Writing (10 points)
Grading Scale 0.5 1.0 1.5 2.0

The topic and the task The topic and The topic and The topic and
are not developed. The the task are the task are the task are well
text lacks the intended not completely developed, but developed. The
message and does not developed. The the text lacks part text provides all the
provide meaningful text lacks most of the intended information required
information about a of the intended message or about a completed
completed event in message or it is it is not fully event in the past (a
Content the past (a vacation poorly related to it. related. Provides vacation incident).
incident). Does not provide information about
all the required a completed event
information about a in the past (a
completed event in vacation incident),
the past (a vacation but misses some
incident). relevant details.

Inappropriate use Incorrect use Appropriate use Successful use of


of grammatical of grammatical of grammatical the grammatical
structures (the Simple structures (the structures (the structures required
Past tense and the Simple Past tense Simple Past for accomplishing the
Past Progressive and the Past tense and the task (the Simple Past
Grammatical
tense) causes Progressive tense) Past Progressive tense and the Past
accuracy misunderstandings. causes incoherence tense) with just Progressive tense).
The message is not in some parts of the a few mistakes. Good mastery of
conveyed. text. Grammar misuse grammar leads to a
does not obscure clear message.
the message.

260
Uses a poor range Uses a limited Uses a narrow Uses a wide range
of vocabulary to talk range of vocabulary range of of vocabulary to talk
about a personal to talk about vocabulary to talk about a personal
experience in the a personal about a personal experience in the
past. Permanent use experience in the experience in past. The message
of wrong words and past. The message the past. Some conveyed is accurate
Vocabulary range expressions leads to a is only partially circumlocutions and clear.
loss of coherence. conveyed, and might be present,
lexical limitations but they do not
obscure meaning. obscure the overall
meaning.

Writes a short Tries to include Writes a short Total completion


composition ignoring some of the composition of the suggested
the suggested suggested following the indications for
indications. Incorrect indications when suggested writing a short
use of connectors writing a short indications. Correct composition. Correct
of sequence causes composition. use of most of use of connectors
problems of transition Recurrent incorrect the connectors of sequence allows
Organization and
among ideas. use of connectors of sequence. him / her to establish
cohesion Sentences are not of sequence However, there a natural transition
linked logically. causes problems of are a few problems among ideas. The
transition among of cohesion that message is clear and
ideas. Logical may blur logical logical.
relationships relationships.
are not clearly
established.

The text’s register and The text’s register The text register The text has an
format are inconsistent and format (informal) and informal register
and the narration of a are sometimes format are and well-structured
personal experience in inconsistent and adequate. Uses sentences, which
Appropriateness the past is not possible. the narration well-structured are appropriate to
of a personal sentences, which in narrate a personal
of register and experience in the most of the cases experience in the
format past is inadequate. are appropriate past.
for narrating
a personal
experience in the
past.

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Test Training A (Units 1 and 2) – How to Grade
Section CEF Standard Performance Descriptor

Excellent Easily understands the general topic and extracts the


Can understand and (5) essential information from simple recorded passages.
extract the essential
information from Understands the general topic and extracts the essential
short, recorded Good information from simple recording passages, but shows
Listening passages dealing with (3-4) some misunderstanding at times.
(5 points) predictable everyday
matters which are
delivered slowly and Has difficulty to understand the general topic and
clearly. Needs practice
extract the essential information from simple recording
(0-2)
passages. Confusion and information loss occur.

Easily finds and accurately understands the who (people)


Excellent and the what (activities) described in simple, short
(10) informative texts.

Can identify specific


Finds and understands the who (people) and the what
information in simple
Good (activities) described in simple, short informative texts,
Reading written material that
(6-9) but gets confused at times, affecting comprehension.
(10 points) he / she encounters
such as magazine
articles.
Shows great difficulty to find and understand the who
Needs practice (people) and the what (activities) described in simple,
(0-5) short informative texts. This clearly indicates that
comprehension has not occurred.

Accurately writes short, simple sentences related


Excellent to personal experiences. The use of basic sentence
(10) patterns and connectors is accurate and facilitates
Can write very short, communication.
basic descriptions
of events, past Is able to write a series of simple phrases and sentences
Writing activities and personal Good related to personal experiences. A few mistakes may be
(10 points) experiences. (6-9) present (use of connectors or sentence patterns), but the
message is still clear.

Has difficulty to write a series of simple phrases and


Needs practice sentences related to personal experiences. Too many
(0-5) mistakes in basic sentence patterns and the use of
connectors impede communication.

Excellent Successfully describes people, actions and places in basic


(10) terms when talking about a memorable event.

Describes people, actions and places in basic terms when


Can give short, basic Good talking about a memorable event. Some lexical and
Speaking descriptions of events. (6-9) grammatical mistakes and hesitations may be present,
(10 points) but these do not greatly affect communication.

Shows difficulty to describe people, actions and places


Needs practice in basic terms when talking about a memorable event.
(0-5) Very often uses inappropriate vocabulary and patterns to
express ideas, which may cause communication failure.

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Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Spoken Language: Oral Expression (10 points)
Grading Scale 1.0 1.5 2.0 2.5

Has an insufficient Has a limited Has an average Has a good and


repertoire of words repertoire words repertoire of words functional repertoire
and simple phrases and simple phrases and simple phrases of words and simple
to talk about a tourist expressions and to talk about a phrases to talk about
destination and simple phrases to tourist destination a tourist destination
activities he / she talk about a tourist and activities he and activities he /
can or can’t do. His / destination and / she can or can’t she can or can’t do.
Her low vocabulary activities he / she can do. Confuses or His / Her vocabulary
Range range impedes or can’t do. Most of lacks some of control facilitates
communication. the time confuses the the vocabulary communication.
meaning of words or at times, but this
expressions, making does not affect
the message unclear. communication.

Shows very limited Uses, with a lot Uses a basic Uses simple
control of simple of effort, simple repertoire of simple structures and
grammatical grammatical grammatical patterns to express
structures and structures and structures and ability (can / can’t),
patterns to express patterns to express patterns to express advice (imperative
ability (can / can’t), ability (can / can’t), ability (can / can’t), form of verbs / have /
advice (imperative advice (imperative advice (imperative should / must) and to
form of verbs / have / form of verbs / have / form of verbs / give extra information
should / must) and to should / must) and to have / should / (comparatives
give extra information give extra information must) and to give and superlatives)
(comparatives (comparatives extra information successfully. The
Accuracy and superlatives). and superlatives). (comparatives and appropriate use
Excessive confusion Confuses these superlatives). Some of structures and
and inaccurate use structures confusion may be patterns facilitates
of these structures and patterns present, but this communication.
and patterns impedes systematically, does not affect
communication. which usually causes communication.
communication
breakdowns.

263
Manages only short, Shows difficulty to Talks about a tourist Talks about a tourist
mainly memorized talk about a tourist destination and destination and
utterances to talk destination and activities he / she activities he / she can
about a tourist activities he / she can or can’t do. or can’t do. Normal
destination and can or can’t do. False starts, short false starts, pauses
activities he / she can Repeated false starts, pauses to search and reformulation
or can’t do. Pauses long pauses and too for expressions and are present and
are too long and much hesitation are communication integrated into
hinder the flow of present and make repair are present, the flow of the
Fluency the presentation. the conversation but do not affect conversation.
No communication difficult to follow. No the flow of his / her
repair is present communication repair presentation.
and false starts are is present.
continuous, impeding
communication.

His / Her utterances His / Her utterances His / Her utterances His / Her utterances
are not linked are unorganized convey the are appropriately
correctly. Basic and lack coherence information organized. Is able
connectors such most of the time. required most of to link them with
as and, but, also, Sometimes, neither the time. Ideas are basic connectors
so or because are words nor expressions organized although such as and, but,
not used or used are properly arranged. sometimes also, so or because
inappropriately. The use of connectors confuses the use of appropriately. The
The message is too such as and, but, and, but, also, so or message is clear and
short and confusing. also, so or because is because to connect concrete.
Coherence
Meaning is not inappropriate. them. There are a
conveyed. few organization
mistakes present,
but the message is
conveyed.

264
Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Writing (10 points)
Grading Scale 0.5 1.0 1.5 2.0

The topic and the task The topic and The topic and the The topic and
are not developed. the task are task are developed, the task are well
It lacks the intended not completely but the text lacks developed achieving
message. The text developed. It part of the intended the intended
neither describes lacks most of message. message. Is able to
a hobby nor gives the intended write a clear and
Content advice for someone message. The logical text that
who is interested in text is incomplete describes a hobby
getting into it. since advice is just and gives advice
partially given and for someone who is
the message is interested in getting
unclear. into it.

Inappropriate use of Incorrect use of Appropriate use of Correct use of


modal verbs (have, modal verbs (have, modal verbs (have, the structures
must, should), the must, should), must, should) and required for the
imperative form of the imperative the imperative form task, including
verbs, and wrong form of verbs, and of verbs with just modal verbs (have,
conjugation of other grammatical a few mistakes. must, should) and
Grammatical verbs in different mistakes cause Other grammatical the imperative
accuracy tenses. Problems misunderstandings mistakes present do form verbs. A good
of coherence throughout most not greatly obscure mastery of grammar
between subjects of the information the message. leads to a successful
and verbs cause provided. accomplishment of
misunderstandings; the task.
hence, the message is
not conveyed.

The range of Limited range Shows control of Shows sufficient


vocabulary to of vocabulary a narrow range range and accurate
write about leisure to write about of vocabulary to control of words to
activities and to leisure activities write about leisure write about leisure
give advice is poor. and to give advice. activities and to activities and to give
Vocabulary
Excessive use of Lexical limitations give advice. Some advice.
range inappropriate may obscure circumlocutions
words impedes communication. might be present,
communication. but they do not
greatly impede
communication.

265
Writes a text ignoring Does not include Writes a text Excellent completion
the suggested all of the suggested following most of the suggested
indications. Incorrect indications for of the suggested indications for
use of connectors of writing the type indications. Most of writing the type
contrast (however, text required. the time connectors of text required.
on the contrary, but) Recurrent incorrect of contrast (however, Correct use of
Organization and addition (also, use of connectors on the contrary, but) connectors of
besides, in addition) of contrast and addition (also, contrast (however,
and causes transitional (however, on the besides, in addition) on the contrary,
cohesion problems among contrary, but) and are used correctly. but) addition (also,
ideas. addition (also, This makes the besides, in addition)
besides, in addition) transition among makes the message
causes transitional ideas clear. clear and easily
problems among understandable.
ideas.

The register The register The text has an The text has an
(informal) and format (informal) and informal register informal register
Appropriateness are inappropriate or format are and well-structured and well-structured
of register and inconsistent for giving sometimes sentences, which sentences, which
format advice. inappropriate or are, most of the are consistently
inconsistent for time, appropriate for appropriate for
giving advice. giving advice. giving advice.

266
Test Training B (Units 3 and 4) – How to Grade
Section CEF Standard Performance Descriptor

Excellent Easily understands the general topic and extracts the


Can understand (5) essential information from simple recorded passages.
the essential
information from Understands the general topic and extracts the essential
short recorded Good
information from simple recording passages, but shows
passages dealing (3-4)
some misunderstanding at times.
Listening with predictable
(5 points) everyday matters Has difficulty to understand the general topic and extract
which are the essential information from simple recording passages.
delivered slowly Needs practice
(0-2) Confusion and information loss occur.
and clearly.

Easily finds and accurately understands predictable details


Excellent
in a written text such as relations of comparison and
Can understand (8)
contrast.
short, simple
texts on familiar
Finds and understand predictable details in written texts
matters of a Good
such as relations of comparison and contrast, but gets
concrete type (5-7)
confused at times, affecting comprehension.
Reading which consist of
high frequency
(8 points) Shows great difficulty to find and understand predictable
everyday
language. Needs practice details in written texts such as relations of comparison and
(0-4) contrast. This clearly indicates that comprehension has
not occurred.

Accurately writes a text that describes and gives


Excellent suggestions regarding a hobby. Links ideas using
(10) connectors and sentence patterns appropriately. Follows
Can write short, instructions thoroughly to complete the task.
clear and well-
structured texts Is able to write a text that describes and gives suggestions
about general Good regarding a hobby. A few mistakes may be present (use of
Writing information. (6-9) connectors or sentence patterns), but the message is still
(10 points) clear.

Has difficulty to write a text that describes and gives


Needs practice suggestions regarding a hobby. Too many mistakes in
(0-5) basic sentence patterns and the use of connectors impede
communication.

Excellent Successfully compares information describes places in


(10) basic terms.
Can use simple
descriptive Compares information and describes places in basic
language Good terms. Some lexical and grammatical mistakes and
Speaking to compare (6-9) hesitations may be present, but these do not greatly
(10 points) information affect communication.
and make brief
statements Shows difficulty to compare information and to describe
about places and Needs practice places in basic terms. Very often uses inappropriate
landmarks. (0-5) vocabulary and patterns to express ideas, which may
cause communication failure.

267
Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Spoken Language: Oral Expression (10 points)
Grading Scale 1.0 1.5 2.0 2.5

Has an insufficient Has a limited repertoire Has an average Has a good


repertoire of words words and simple phrases repertoire of and functional
and simple phrases to expressions and simple words and simple repertoire of
talk about imaginary phrases to talk about phrases to talk words and simple
experiences. His / imaginary experiences. about imaginary phrases to talk
Her low vocabulary Most of the time confuses experiences. about imaginary
Range range impedes the meaning of words or Confuses or experiences. His
communication. expressions, making the lacks some of / Her vocabulary
message unclear. the vocabulary control facilitates
at times, but this communication.
does not affect
communication.

Shows very limited Uses, with a lot of effort, Uses a basic Uses structures
control of grammatical grammatical structures repertoire of and patterns
structures and and patterns to talk about grammatical to talk about
patterns to talk about imaginary experiences structures and imaginary
imaginary experiences (mainly the Simple patterns to talk experiences
(mainly the Simple Future tense with going about imaginary (mainly the
Future tense with to and will). Confuses experiences Simple Future
Accuracy going to and will). these structures and (mainly the tense with going
Excessive confusion patterns systematically, Simple Future to and will). The
and inaccurate use which usually causes tense with going appropriate use of
of these structures communication to and will). Some these structures
and patterns impedes breakdowns. confusion may be and patterns
communication. present, but this facilitates
does not affect communication.
communication.

Speech is hesitant Can make himself / herself Has enough Has an


because he / she understood through very language to outstanding
can only manage short utterances, even keep going language
very short, isolated, though pauses, false starts comprehensively, command to
mainly pre-packaged and reformulation are very even though keep going
utterances with a lot evident. Hesitant speech is pauses for comprehensively
Fluency of pausing to search recurrent. grammatical and even though
for expressions to lexical planning. pauses for
articulate less familiar Repair is evident, grammatical and
words. especially in lexical planning.
longer stretches
of production.

268
Presents the required Presents the required Presents Presents
information (based on information (based the required the required
a suggested plan) in a on a suggested plan) information information (based
very inconsistent way. with inconsistencies. (based on a on a suggested
Finds it very difficult Sometimes, neither suggested plan) plan) in a very
to organize his / her words nor expressions are in a consistent consistent way. Is
ideas. Basic connectors properly arranged. The way. Ideas able to organize
and formulaic use of connectors and are organized his / her ideas and
expressions such as I formulaic expressions such although link them with
think, in addition, for as I think, in addition, for sometimes basic connectors
example or that seems example or that seems to confuses the and formulaic
to are not used or used is inappropriate. Task input use of basic expressions
inappropriately. The is inadequately covered connectors such as I think,
Coherence message is too short or omitted. Meaning is and formulaic in addition,
and confusing. Task usually lost. expressions for example or
input is not covered. (I think, in that seems to
Meaning is not addition, for successfully. The
conveyed. example or that message is clear
seems to) to and concrete and
connect them. task input is fully
There are a few used.
organization
mistakes
present, but
the message is
conveyed. Task
input is used.

269
Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Writing (10 points )
Grading Scale 0.5 1.0 1.5 2.0

The topic and The topic and The topic and the The topic and the task
the task are not the task are task are developed, are well developed
developed. It not completely but the blog achieving the
lacks the intended developed. It entry lacks part intended message.
message. Does lacks most of the of the intended All the biographical
not provide intended message. message. Provides information about a
Content biographical Does not provide biographical person he / she admires
information about enough biographical information about is provided.
a person he / she information about a person he / she
admires. a person he / she admires, but some
admires. relevant points are
missing.

Shows insufficient Uses, with a lot Uses a basic Successfully uses


control of simple of effort, simple repertoire of simple simple grammatical
grammatical grammatical grammatical structures (mainly the
structures (mainly structures (mainly structures (mainly Simple Present tense,
the Simple the Simple the Simple the Simple Past tense,
Present tense, Present tense, Present tense, the Present Perfect
the Simple Past the Simple Past the Simple Past tense) and patterns to
tense, the Present tense, the Present tense, the Present provide biographical
Perfect tense) Perfect tense) Perfect tense) and information. The
Grammatical and patterns and patterns to patterns to provide appropriate use of
accuracy to provide provide biographical biographical these structures and
biographical information. information. Some patterns facilitates
information. Confuses these confusion may be communication.
Excessive structures present, but this
confusion and and patterns does not impede
inaccurate systematically, communication.
use of these which causes
structures and communication
patterns impedes breakdowns.
communication.

270
The range of The range of Shows control of Shows an excellent
vocabulary to vocabulary to write a an average range range and accurate
write a biography biography (personal of vocabulary to control of words to
(personal information, write a biography write a biography
information, achievements (personal (personal information,
achievements, regular / irregular information, achievements, regular /
Vocabulary regular / verbs) is limited. achievements, irregular verbs).
range irregular verbs) Lexical limitations regular / irregular
is very limited. may obscure the verbs). Some
Frequent misuse message. circumlocutions
of vocabulary might be present,
completely but they do not
obscures the greatly impede
message. communication.

Writes a Does not include Writes a blog entry Excellent completion


biography all of the suggested following most of the suggested
ignoring the indications for of the suggested indications for writing
suggested writing a biography. indications. a blog entry. Correct
indications. Recurrent incorrect Most of the time use of time expressions
Organization Incorrect use of use of time expressions to show to show sequence
and time expressions expressions to show sequence of events of events makes the
cohesion to show sequence sequence of events are used correctly. message clear and
of events causes causes transitional This makes the easily understandable.
transitional problems among transition among
problems among ideas. ideas clear.
ideas all the time.

The register The register The biography has The biography has a
(formal) (formal) and a formal register formal register and well-
Appropriateness and format format (biography) and well-structured structured sentences,
of register and (biography) are are sometimes sentences, which which are consistently
format inappropriate or inappropriate or are, most of the appropriate for the task.
inconsistent with inconsistent with the time, appropriate
the task. task. for the task.

271
Test Training C (Units 5 and 6) – How to Grade
Section CEF Standard Performance Descriptor

Can understand Excellent Understands the topic of discussion and specific information from a
the topic of (5) conversation about future plans.
Listening discussion Good Understands part of the topic of discussion and part of the specific
Part 1 and specific (3-4) information from a conversation about future plans.
(5 points) information
from a Needs practice Fails to understand the main points and specific information from a
conversation. (0-2) conversation about future plans.

Can understand Excellent Understands with ease the key points of an announcement about a career
the main points (5) opportunity.
Listening in short, clear Good Identifies some of the key points of an announcement about a career
Part 2 and simple (3-4) opportunity. However, shows misunderstanding at times.
(5 points) messages and
announcements. Needs practice Fails to understand the main points of an announcement about a career
(0-2) opportunity.

Can understand Excellent Accurately understand the meaning of simple isolated phrases related to
very short, (4) unusual jobs.
Reading simple texts,
putting together Good Has difficulty to understand a series of simple isolated phrases related to
Part 1 familiar names, (3) unusual jobs.
(4 points) words and basic
phrases. Needs practice Fails to understand a series of simple isolated phrases related to unusual
(0-2) jobs.

Can understand Excellent Successfully identifies the main idea of short, simple texts that describe
short, simple (5) people’s experiences using everyday language.
texts on familiar
Reading Identifies the main idea of short, simple texts that describe people’s
matters of a Good
experiences using everyday language. Though some misunderstanding
Part 2 concrete type (3-4)
might be present, generally it does not affect comprehension.
(5 points) which consist of
high frequency Fails to identify the main idea of short, simple texts that describe
everyday Needs practice
people’s experiences. Despite the everyday language used in the texts,
language. (0-2)
comprehension is not achieved.

Can understand Excellent Successfully identifies the main idea of short, simple texts that describe
short, simple (5) people’s experiences using everyday language.
texts on familiar
Reading Identifies the main idea of short, simple texts that describe people’s
matters of a Good
experiences using everyday language. Though some misunderstanding
Part 3 concrete type (3-4)
might be present, generally it does not affect comprehension.
(5 points) which consist of
high frequency Fails to identify the main idea of short, simple texts that describe
everyday Needs practice
people’s experiences. Despite the everyday language used in the texts,
language. (0-2)
comprehension is not achieved.

Can write very Accurately writes a short biography. The use of basic sentence patterns and
Excellent
short, basic connectors is accurate and facilitates communication.
Writing descriptions
Is able to write a short biography. A few mistakes may be present (use of
(10 of events, Good
connectors or sentence patterns), but the message is still clear.
points) past activities
and personal Needs practice Has difficulty to write a short biography. Too many mistakes in basic
experiences. sentence patterns and the use of connectors impede communication.

Can describe Excellent Successfully describes dreams, hopes and ambitions.


Speaking dreams hopes Describes dreams, hopes and ambitions. Some lexical and grammatical
and ambitions. Good
(10 mistakes may be present, but these do not greatly affect communication.
points) Finds it difficult to describe dreams, hopes and ambitions. Inappropriate
Needs practice
vocabulary and patterns cause communication failure.
272