MODULE 14 -

ASSESSMENT



Activity 1: Assessment purposes
Classroom Assessment can be defined according to its purpose; tests can be:
1. Pl acement tests - tests usually given to a student entering an educational institution to determine
specific knowledge or proficiency in various subjects for the purpose of assignment to appropriate
courses or classes
2. Achi evement tests- tests designed to measure the knowledge or proficiency of an individual in
something that has been learned or taught over a period of time.
3. Progress tests- These tests measure progress in a specific textbook series. Teachers usually prepare
their own progress tests, although many textbook series often present some progress or unit tests.
4. Standardized testing
Standardized testing is any testing which is given to large numbers of students under standard conditions
and with standardized procedures. Usually they are multiple choice. Today many schools administer a
standardized achievement test to prepare for their state's annual assessment ( in Romania- BAC )
5. Publi c examinations and proficiency tests- (exit tests) determine what level a student has reached
at any one time and are used by employers and universities who want a reliable measure of a students
language abilities.This type of testing is offered by The University of Cambridge ESOL, Pitman or Trinity
College in the UK and in the US, the University of Michigan and TOEFL.
Norm-referenced and Criterion-referenced assessment
A distinction in testing is made between norm-referenced and criterion-referenced assessment as
well. A test can be used, for example, to compare a student with other students, whether locally (e.g., in a
class), regionally, or nationally as in SAT tests. Classroom, regional, or national norms may be
established to interpret just how one student compares with another. Sometimes teachers speak of using
a curve, which simply means that they test a students performance in comparison with that of other
students in the same class or in other classes.(contests, Olympiads). A test can also be used to
determine whether a respondent has met certain instructional objectives or criteria. For this reason, such
a test would be referred to as criterion-referenced assessment.( BAC, CAMBRIDGE, TOEFL).
Activity 2: Test types
1. According to the purpose of testing there can be:
A. Summative assessment
Is usually applied at the end of a predetermined period of instruction (for example, mid-term, final)
Rates the student in relation to an external standard of correctness (how many right answers are
given)
Is the usual traditional and standardized tests approach
B. Formative assessment
Takes place on an ongoing basis as instruction is developing
Rates the student in terms of functional ability to communicate, using criteria that the student has
helped to identify
Helps students identify ways of improving their learning
Is more of an an alternative assessment approach
2. When designing tests we can distinguish between:
A.Discrete A completely discrete-point item tests simply one point or objective such as t esting for the
meaning of a word in Gap-fill e.g. Fill in the space with one word only.
People have been diving without mechanical aids....... ancient times.
Answer: since
Multiple choice e.g. Decide which word (A, B, C or D) best fits each space.
The elephant has some.......... relatives called mammoths, which lived in the Stone Age.
A. far B. distant C. remote D. distinct
Answer: B. distant
B.Integrative Integrative tests( see further on-Direct tests items)
Such tests require the students to demonstrate simultaneous control over several aspects of
language, just as they would in real language use situations ( two or more language skills to complete a
task)-eg. cloze-procedure, dictation, information transfer(a non or semi-verbal text map, diagram,
picture-contains all the most important information from all or a large part of the text.It assesses global
comprehension)
3. Another di stinction can be made between
A. Indi rect tests items- different ways of testing the students knowledge of language elements
Multiple choice where students are required to choose the correct answer from three or more
alternatives and dual choi ce to test reading or listening comprehension. When constructing the
test, assessors should be very careful about distractors ( the incorrect alternatives) which have
to make it quite difficult for students to choose the correct answer, due to its degree of similarity
with the incorrect answers.
Assessment by true/false or multiple-choice can be reliable but it has a negative washback effect
since it can hardly help training students become better language learners.
Fill-in items are easy to write , making marking a little more complexe
Cloze procedure gaps are put into a text at regular intervals and students have to produce a
wide range of different words based on different grammar categories.
Modified cloze- As random selection of gaps can give rise to difficulties to guess the correct
word or to many alternatives, most designers use modified cloze to counteract this situation.
B. Transformation items require students to change the form of words and phrases to show their
knowledge of syntax and word grammar.
C. Direct test items refer to reading, listening, speaking and writing competences and their specific
(CEF) identifying what students can do with the language in different circumstances instead of testing
how the language itself works.-eg ( follow text instructions , give an oral presentation on a topic, ineract
orally or in written with someone.). Many reading and listening tests are a blend of direct and indirect
testing. We can ask students to be text-focused( direct language) or testing their global understanding.
These itams, which are considered an alternative type of assessment ,highlight what students can do
with language, laying stress on their strengths more than on their weaknesses. Alternative assessment
tools are not only designed and patterned differently from traditional tests, but are also graded or scored
differently. Because alternative assessment is performance based, it helps teachers emphasize that the
point of language learning is communication for meaningful purposes.
The following criteria define authentic assessment activities:
They are desined around topics or issues of interest to the students
They are real-world communication like contexts and situations
They define stage tasks and real problems that ask for creative use of language rather than
simple repetition
Their evaluation criteria and standards are known to the student
They imply interaction between assessor (instructor, peers, self) and person assessed
They allow for self-evaluation and self-correction as they develop
According to CEF there can be:
1 Achievement assessment
2. Proficiency assessment

3 Norm-referencing (NR)
4Criterion-referencing (CR)

5Mastery learning CR
6Continuum CR

7 Continuous assessment
8Fixed assessment points

9 Formative assessment
10Summative assessment

11 Direct assessment
12Indirect assessment

13 Performance assessment
14Knowledge assessment

15 Subjective assessment
16Objective assessment

17 Checklist rating
18Performance rating

19 Impression
20Guided judgement

21 Holistic assessment
22Analytic assessment

23 Series assessment
24Category assessment

25Assessment by others
26Self-assessment


Activity 3: Principles of testing
Even though trends in testing change in time, some principles of assessment are permanent and are
not affected by current approaches. They must be kept in mind by assessors whenever they build a test,
whether this be a common class activity, an essay or an examination for certification . The most
important of these principles are: validity, reliability and washback.
1. Validity
'Validity' is related to questions about what the test is actually assessing. Is the test telling you what you
want to know? Does it measure what it is intended to measure? A test is not valid, for example, if it is
intended to test a student's level of reading comprehension in a foreign language but instead tests
intelligence or background knowledge.
A teacher devising a classroom activity may not have the time or the special concern to check whether
the test is valid, but the constructors of an examination which will affect candidates' futures have to
examine as many aspects of validity as possible. It should be remembered that it is not the test itself, but
the use of the test for a particular purpose, that should be examined.
2. Rel iability
The reliability of a test is an estimate of the consistency of its marks; a reliable test is one where, for
example, a student will get the same mark if he or she takes the test, possibly with a different examiner,
on a Monday morning or a Tuesday afternoon. A test must be reliable, as a test cannot be valid unless it
is reliable. However, the converse is not true: it is perfectly possible to have a reliable test which is not
valid. For example, a multiple-choice test of grammatical structures may be wonderfully reliable, but it is
not valid if teachers are not interested in the grammatical abilities of their students and/or if grammar is
not taught in the related language course.
If the test consists of right/wrong items such as multiple-choice items or some sorts of short answer
questions, a reliability estimate such as the Alpha Coefficient or Kuder Richardson 21 may be calculated
(see Alderson, Clapham & Wall 1995: 87-89); but if the test consists of an essay or an oral interview, for
example, then other forms of test reliability must be estimated.
3. Washback
Any language test or piece of assessment must have positive washback (backwash), by which I mean
that the effect of the test on the teaching must be beneficial. This should be kept in mind by the test
builders; it is only too easy to construct a test which leads, for example, to candidates learning material by
heart or achieving high marks by simply applying test-taking skills rather than genuine language skills
(see Wall 1997).
4. Practi cality
One of the criteria by which a test is assessed. Practicality is the extent to which a test is quick and
convenient to administer and score.Tests with high practicality usually test large numbers of students at
the same time, in a short time, with little equipment, are easy and economical to supervise and are quick
and simple to score.They tend, therefore to be descrete-point and objective and to test receptive
language skills rather than productive ones.
Activity 4: Self-assessment:The Europass Language Passport
A. Self- Assessment
Students can become better language learners when they feel responsable for what they are learning
and how they are learning it. That is why, students tend to ignore the learning process thinking more
about their learning strategies and their progress as language learners. Such self assessment
encourages students to become independent learners and can increase their motivation.
The successful use of student self- assessment depends on three key elements:
Goal setting is very important because students can evaluate their progress more clearly when they
have aims they can relate their performance to. In addition, students' motivation to learn increases when
they have self-defined, and therefore relevant, learning goals.
One way to begin the process of introducing students to self-assessment is to create student-teacher
contracts. Contracts are written agreements between students and instructors, which commonly involve
determining the number and type of assignments that are required .
B. Guided practice with assessment tools
Students do not learn to monitor or assess their learning by themselves; they need to be shown
strategies for self- monitoring and self- assessment. The teacher models the technique (use of a checklist
or rubric, for example); students then try the technique ; finally, students discuss whether and how well
the technique has worked and what has to be changed next time.
Students can use not only checklists and rubrics for specific communication tasks, but also broader
self-assessment tools to make a good selection of topics they have studied, skills they have learned and
their study habits.
C. Portfolios
Portfolios are purposeful, organized collections of student work that tell the story of a student's efforts,
progress, and achievement in specific areas. Portfolio assessment is a joint process for teacher and
student.
Portfolios assess students' progress, processes, and performance over time. They:
Represent a collaborative approach to assessment
Assess a student's performance in reading, writing, speaking, and listening as well as cultural
understanding
Highlight what students can do rather than what they cannot do
Represent a student's progress over time
Get students establish ongoing learning goals and assess their progress towards those goals
Measure each student's achievement while allowing for individual differences between students
in a class
Reveal improvement, effort, and achievement
Enable assessment of process and product
Link teaching and assessment to learning

Europass language passport

The Europass Language Passport is a document in which you can record your skills and
competences in Languages, after you make a self-assessment of your language skills in understanding
(listening and reading), speaking (spoken interaction and spoken production), and writing. This self-
assessment is made according to the Common European Framework of Reference, which is a six-level
grid developed by the Council of Europe. The grid consists of three broad levels as follows:
Basic user (levels A1 and A2)
Independent user (levels B1 and B2)
Proficient user (levels C1 and C2)





European language levels - Self Assessment Grid

A1 A2 B1 B2 C1 C2
U
n
d
e
r
s
t
a
n
d
i
n
g
Listening
I can understand
familiar words and
very basic phrases
concerning myself,
my family and
immediate concrete
surroundings when
people speak slowly
and clearly.
I can understand
phrases and the highest
frequency vocabulary
related to areas of most
immediate personal
relevance (e.g. very
basic personal and
family information,
shopping, local area,
employment). I can
catch the main point in
short, clear, simple
messages and
announcements.
I can understand the
main points of clear
standard speech on
familiar matters
regularly
encountered in work,
school, leisure, etc. I
can understand the
main point of many
radio or TV
programmes on
current affairs or
topics of personal or
professional interest
when the delivery is
relatively slow and
clear.
I can understand
extended speech and
lectures and follow
even complex lines of
argument provided
the topic is
reasonably familiar. I
can understand most
TV news and current
affairs programmes. I
can understand the
majority of films in
standard dialect.
I can understand
extended speech
even when it is not
clearly structured and
when relationships
are only implied and
not signalled explicitly.
I can understand
television
programmes and films
without too much
effort.
I have no difficulty in
understanding any kind
of spoken language,
whether live or
broadcast, even when
delivered at fast native
speed, provided. I have
some time to get
familiar with the accent.
Reading
I can understand
familiar names,
words and very
simple sentences,
for example on
notices and posters
or in catalogues.
I can read very short,
simple texts. I can find
specific, predictable
information in simple
everyday material such
as advertisements,
prospectuses, menus
and timetables and I
can understand short
simple personal letters.
I can understand
texts that consist
mainly of high
frequency everyday
or job-related
language. I can
understand the
description of
events, feelings and
wishes in personal
letters.
I can read articles and
reports concerned
with contemporary
problems in which the
writers adopt
particular attitudes or
viewpoints. I can
understand
contemporary literary
prose.
I can understand long
and complex factual
and literary texts,
appreciating
distinctions of style. I
can understand
specialised articles
and longer technical
instructions, even
when they do not
relate to my field.
I can read with ease
virtually all forms of the
written language,
including abstract,
structurally or
linguistically complex
texts such as manuals,
specialised articles and
literary works.
S
p
e
a
k
i
n
g
Spoken
interaction
I can interact in a
simple way
provided the other
person is prepared
to repeat or
rephrase things at a
slower rate of
speech and help
me formulate what
I'm trying to say. I
can ask and answer
simple questions in
areas of immediate
need or on very
familiar topics.
I can communicate in
simple and routine tasks
requiring a simple and
direct exchange of
information on familiar
topics and activities. I
can handle very short
social exchanges, even
though I can't usually
understand enough to
keep the conversation
going myself.
I can deal with most
situations likely to
arise whilst travelling
in an area where the
language is spoken.
I can enter
unprepared into
conversation on
topics that are
familiar, of personal
interest or pertinent
to everyday life (e.g.
family, hobbies,
work, travel and
current events).
I can interact with a
degree of fluency and
spontaneity that
makes regular
interaction with native
speakers quite
possible. I can take
an active part in
discussion in familiar
contexts, accounting
for and sustaining my
views.
I can express myself
fluently and
spontaneously without
much obvious
searching for
expressions. I can use
language flexibly and
effectively for social
and professional
purposes. I can
formulate ideas and
opinions with
precision and relate
my contribution
skilfully to those of
other speakers.
I can take part
effortlessly in any
conversation or
discussion and have a
good familiarity with
idiomatic expressions
and colloquialisms. I
can express myself
fluently and convey
finer shades of
meaning precisely. If I
do have a problem I
can backtrack and
restructure around the
difficulty so smoothly
that other people are
hardly aware of it.
Spoken
production
I can use simple
phrases and
sentences to
describe where I
live and people I
know.
I can use a series of
phrases and sentences
to describe in simple
terms my family and
other people, living
conditions, my
educational background
and my present or most
recent job.
I can connect
phrases in a simple
way in order to
describe
experiences and
events, my dreams,
hopes and
ambitions. I can
briefly give reasons
and explanations for
opinions and plans. I
can narrate a story
or relate the plot of a
book or film and
describe my
reactions.
I can present clear,
detailed descriptions
on a wide range of
subjects related to my
field of interest. I can
explain a viewpoint on
a topical issue giving
the advantages and
disadvantages of
various options.
I can present clear,
detailed descriptions
of complex subjects
integrating sub-
themes, developing
particular points and
rounding off with an
appropriate
conclusion.
I can present a clear,
smoothly-flowing
description or argument
in a style appropriate to
the context and with an
effective logical
structure which helps
the recipient to notice
and remember
significant points.
Writing
I can write a short,
simple postcard, for
example sending
holiday greetings. I
can fill in forms with
personal details, for
example entering
my name,
nationality and
address on a hotel
registration form.
I can write short, simple
notes and messages. I
can write a very simple
personal letter, for
example thanking
someone for something.
I can write simple
connected text on
topics which are
familiar or of
personal interest. I
can write personal
letters describing
experiences and
impressions.
I can write clear,
detailed text on a
wide range of
subjects related to my
interests. I can write
an essay or report,
passing on
information or giving
reasons in support of
or against a particular
point of view. I can
write letters
highlighting the
I can express myself
in clear, well-
structured text,
expressing points of
view at some length. I
can write about
complex subjects in a
letter, an essay or a
report, underlining
what I consider to be
the salient issues. I
can select a style
appropriate to the
I can write clear,
smoothly-flowing text in
an appropriate style. I
can write complex
letters, reports or
articles which present a
case with an effective
logical structure which
helps the recipient to
notice and remember
significant points. I can
write summaries and
reviews of professional
Proficient user (levels C1 and C2)
Step 4.1- Fill in the chart with information about yourself ( self-assessment grid)
LOTE Teacher Competencies for Professional Development COMMUNITIES STRAND
CORE
KNOWLEDGE
SAMPLE PRACTICES
GOOD
(some of
the time
BETTER
(most of
the time)
EXEMPLARY
(almost all of
the time)
I know ways
to access and
use the
language and
its cultural
resources
beyond the
school setting.
I:
motiva te s tude nts to inde pe nde ntly purs ue pe rs ona l
enrichment activities using the language (e.g., travel,
research, reading, networking).
provide e xpe rie nce s a nd imple me nts le a rning a ctivitie s
wherelanguage skills are used for personal enrichment
(e.g., participation in social, civic, and vocational events).
he lp s tude nts dis cove r how the la ngua ge a nd culture
can be used in various careers and shows students where
and how they may access this information (e.g.,
uses career situations and business literature/forms in
classroom activities).
a s s is t s tude nts in finding a pplica tions for the la ngua ge in
job settings (e.g., internship programs).
bring loca l a nd a re a re s ource s a nd re s ource pe rs ons
into the classroom to advise and interest students in
career applications for language.
e ncoura ge s tude nts to s e e the ms e lve s a s world citize ns
and helps them understand that language proficiency is an
asset that will help them function successfully in the world
community

I know how
to use the
language for
lifelong
learning,
personal
enrichment, and
career
development.
I:
motiva te s tude nts to inde pe nde ntly purs ue pe rs ona l
enrichment activities using the language (e.g., travel,
research, reading, networking).
provide e xpe rie nce s a nd imple me nts le a rning a ct ivities
wherelanguage skills are used for personal enrichment
(e.g., participation in social, civic, and avocational events).
he lp s tude nts dis cove r how the la ngua ge a nd culture
can be used in various careers and shows students where
and how they may access this information (e.g.,
uses career situations and business literature/forms in
classroom activities).
a s s is t s tude nts in finding a pplica tions for the la ngua ge in
job settings (e.g., internship programs).
bring loca l a nd a re a re s ource s a nd re s ourcepersons
into the classroom to advise and interest students in
career applications for language.
e ncoura ge s tude nts to s e e the ms e lve s a s world citize ns
and helps them understand that language proficiency is an
asset that will help them function successfully in the world
community


Activity 5: Marking scal es

According to CEF there are basically three ways in which descriptors can be presented for use as
assessment criteria:
Firstly, descriptors can be presented as a scale often combining descriptors for different
categories into one holistic paragraph per level. This is a very common approach.
Secondly, they can be presented as a checklist, usually with one checklist per relevant
level, often with descriptors grouped under headings, i.e. under categories. Checklists are less usual for
live assessment.
Thirdly, they can be presented as a grid of selected categories, in effect as a set of parallel
scales for separate categories. This approach makes it possible to give a diagnostic
profile. However, there are limits to the number of categories that assessors can
personal significance
of events and
experiences.
reader in mind. or literary works.
cope with.
There are two distinctly different ways in which one can provide a grid of sub-scales:
Profici ency Scale: by providing a profile grid defining the relevant levels for certain categories, for
example from Levels A2 to B2. Assessment is then made directly onto those levels, possibly using further
refinements like a second digit or pluses to give greater differentiation if desired. Thus even though the
performance test was aimed at Level B1, and even if none of the learners had reached
Level B2, it would still be possible for stronger learners to be credited with B1+, B1++
Examination Rating Scale: by selecting or defining a descriptor for each relevant
category which describes the desired pass standard or norm for a particular module or examination for
that category. That descriptor is then named Pass or 3 and the scale is norm-referenced around that
standard (a very weak performance =1, an excellent performance =5).

The marking of tests is not difficult if students only have to tick boxes or individual words. Assessment
becomes more complex when we have to evaluate an integrative type of activity.
Objective tests are easy to assess. The paper can be given an overall score ( 10 or 100 or 75%, etc).
As for the subjective type of testing assessors usually use marking schemes which can make evaluation
more objective.

MARKING SCALES LETTERS, STORIES

MARKS Task
Achievement
Language
Accuracy
Register
and
vocabulary
Organisation, cohesion,
layout
Overall
Effect
9-10 -Coverage of
all points
required
-Total
relevance to
task
-No/very few
grammar
errors
-No/very few
spelling errors
-Wide range of
grammar
structure

-Wide range
of vocabulary
-Appropriate
register
-Very clear organization
-Many linking devices
-Fully correct paragraphing
-Fully correct layout
-Very
convincing
-Very much
original output
7-8 -Coverage of
all points
required
-Partial
relevance to
task
-few grammar
errors
-few spelling
errors
-good range of
grammar
structure
-Varied
vocabulary
-Appropriate
register
-Very clear organization
-Enough linking devices
-Mostly correct paragraphing
-Mostly correct layout
-Generally
convincing
-A lot of
original output

5-6 -Coverage of
most points
required
-Some
relevance to
task
-Some
grammar
errors
-Some spelling
errors
-Good range of
grammar
structure
-Somewhat
varied
vocabulary
-Mostly
appropriate
register
-clear organization
some linking devices
-mostly correct paragraphing
-mostly correct layout
-Somewhat
convincing
-Some original
output
3-4 -Coverage of a
few points
required
-Little
relevance to
task
-Many
grammar
errors
-Many spelling
errors
-Limited range
of grammar
structure
-Basic
vocabulary
-Mostly
appropriate
register
-Unclear organization
-Few linking devices
-Mostly incorrect paragraphing
-Mostly incorrect layout
-Not
convincing
-Little original
output
1-2 -Coverage of
few points
required
-Very little
relevance to
task
-Grammar
errors
sometimes
hinder
communication
-Spelling
errors
sometimes
hinder
communication
-Limited range
of grammar
structure
-Basic
vocabulary
-Sometimes
inappropriate
register
-Unclear organization
-Very few (inappropriate) linking
devices
-Incorrect paragraphing
-Incorrect layout
-Not
convincing
-No original
output
0 -Coverage of
few points
required
-No relevance
to task
-Grammar
errors often
hinder
communication
-Spelling
errors often
hinder
communication
-Very limited
range of
grammar
structure
-Basic
vocabulary
-Mostly
inappropriate
register
-Total lack of organization
-Total lack of linking devices
-Message not
clearly
communicated


FORMAL/ INFORMAL LETTER
Anal ytical
criteria
Very good

100-90
Good

80-70
Adequate

60-50
Weak

40-30
Inadequate

20-10
Task
achievement
The letter is
completely
relevant to the
task, fully
developing all
content
points; the
format of the
letter is fully
observed; the
purpose of the
letter is clearly
and fully
explained;
the register is
appropriate
throughout.
The letter
covers the
requirements of
the task but the
content points
could be more
fully extended;
the format of
the letter is
observed; the
purpose of the
letter is
presented; the
register is
appropriate ,
although minor
inconsistencies
are possible.
The letter
addresses the
requirements of
the task but not
all content points
are included; the
format may be
faulty at times;
the purpose of
the letter is
presented but it is
not very clear;
there are
inconsistencies in
register.
The letter does not
cover the requirements
of the task; bullet points
are attempted but many
irrelevant details are
included; the format is
faulty; the purpose for
writing is missing; there
are major
inconsistencies in
register.
The letter does
not relate to the
task.
Organization
and
cohesion
There is a
logical
progression
throughout;
the
paragraphs
are well built,
well extended,
the topic
sentence is
clear; a wide
range of
cohesive
devices is
used
effectively.
There is a
logical
progression
although minor
inconsistencies
are possible;
the paragraphs
are well built
but could be
more extended;
a range of
cohesive
devices is
used
effectively.
The text is
generally
coherent but the
internal
organization of
some paragraphs
may be faulty; the
topic sentence is
not always clear
or may be
missing; cohesive
devices are used
but sometimes
they are not
accurate.
There is serious
inconsistency in the
organization of the text;
the sequencing of ideas
can be followed with
difficulty; paragraphing
may be missing;
cohesive devices are
limited or most of them
are faulty.
The text is not
logically
organized and
does not convey
a message; No
control of
cohesive
devices.
Vocabulary A wide range
of vocabulary
is used
appropriately
and
accurately;
precise
meaning is
conveyed;
minor errors
are rare;
spelling is
very well
controlled.
A range of
vocabulary is
used
appropriately
and accurately;
occasional
errors in word
choice/
formation are
possible;
spelling is well
controlled with
occasional
slips.
The range of
vocabulary is
adequate; errors
in word choice/
formation are
present when
more
sophisticated
items of
vocabulary are
attempted;
spelling can be
faulty at times.
A limited range of
vocabulary is present;
less common items of
vocabulary are rare and
may be often faulty;
spelling errors can
make text understanding
difficult.
A very narrow
range of
vocabulary is
present; errors
in word
choice/formation
predominate;
spelling errors
make the text
obscure at
times.




A wide range
of
grammatical
structures is
A range of
grammatical
structures is
used
A mix of complex
and simple
grammatical
structures is
A limited range of
grammatical structures
is present; complex
language is rare and
A very narrow
range of
grammatical
structures is
Structures used
accurately
and flexibly;
minor errors
are rare;
punctuation is
very well
controlled.
accurately and
with some
flexibility;
occasional
errors are
possible;
punctuation is
well controlled
with occasional
slips.
present; errors
are present
when complex
language is
attempted;
punctuation can
be faulty at times.
may be often faulty;
punctuation errors can
make text understanding
difficult.
present; errors
predominate;
punctuation
errors make the
text obscure at
times.
General
effect
The interest of
the reader is
aroused and
sustained
throughout.
The text has a
good effect on
the reader.
The effect on the
reader is
satisfactory.
The text has not a
relevant effect on the
reader.
The text has a
negative effect
on the reader.

The scales of descriptors make up a conceptual grid which can be used to:
a) relate national and institutional frameworks to each other, through the medium of
the Common Framework;
b) map the objectives of particular examinations and course modules using the categories
and levels of the scales.

Speaking Anal ytical scales
1) Discourse management 40 marks
- relevance if ideas 10 marks
- coherence and cohesion 10 marks
- time constraints 10 marks
- fluency 10 marks
2) Grammati cal resource 20 marks
- accuracy 10 marks
- range of structures 10 marks
3) Vocabul ary resource 20 marks
- appropriacy 10 marks
- range 10 marks
4) Pronunci ation 20 marks
- pronunciation and intonation 10 marks
- stress and rhythm 10 marks
Total 100 marks

Step 5.1- GW- Discuss the issue of subjectivity when it comes to marking tests and show how marking
scales can solve this problem
Activity 6: Samples of tests

A. RECEPTIVE SKILLS
Reading

Item 1-objective-dual choi ce
Theme-Public domain
Competence- understanding reading
Activi y-reading for detailed understanding of the text
Level B2
Read the text and decide if the following sentence i s true (T) or false (F).

Did you know that coffee beans are the seeds of a fruit similar to a cherry? Did you know that
most of the worlds coffee is grown by small-scale coffee farming families? Coffee is actually the worlds
second most traded commodity, taking a backseat only to petroleum, with the coffee market earning
nearly sixty billion dollars annually.

Coffee is the fi rst world`s traded product
Correct answer F

Item 2 semiobj ective-matching
Theme-Personal domain
Competence- understanding reading
Activity-Reading for detailed understanding of the text
Level B2

Read the essay below and then match the beginni ng of each sentence with its corresponding
ending:
Watching TV is my favourite hobby
Watching TV plays an important role in our daily lives. In fact it is one of my favorite hobbies. Almost
everybody watches TV some time every day making it perhaps the most common hobby in modern
society. It brings us a lot of benefits. Watching TV can increase our knowledge of the world, gives us
information to improve our lives and provides a lot of fun. Watching TV widens our horizons. There are
numerous TV programmes representing all the worldwide affairs. People learn many things through TV
such as economics, history, geography, and culture. Many TV programs provide the latest news of
domestic and international events. Watching news every night on TV is many peoples most important
routine. For example, people who are living in Canada but have never been to Mexico are able to know
about Mexican history, culture and climate by watching a TV programme called Discover Mexico. It is the
same for other countries. I still remember clearly when I saw African tribes on the screen. I was fascinated
by the marvellous jungles, the colorful weapons, the fierce animals and the fantastic wild game
Parents say that these kids are couch potatoes and indifferent to nearly everything. Find the right
channels, and you will have programmes of education. If you are a conscientious student, the TV will be a
great aid to you. Watching TV is an indispensable hobby for everybody. Moreover, for getting help and
entertainment people can tune in to a popular programme called Bind Date, which helps people find a
girlfriend or boyfriend. Today, many children spend too much time before the little screen, ignoring their
studies, outdoor activities and even their families. Watching TV has become part of our lives. TV, as a
convenient communication tool, is very useful for us in many areas. Various programmes fit everyones
need, like cooking and exercise to keep the body fit. Nearly every family owns a TV and watches TV
programmes. We should teach the kids to spend their time wisely with other hobbies and outdoor
activities. Nothing is more entertaining and relaxing for me than watching TV after a whole day of study.
These kinds of programmes always help us do better in our daily living. Some of them teach us about
such things as home decorating, home renovating and carpentry .It is not unusual to see the people and
places totally different from your own anymore because people can see these things through TV.

1.The most common hobby in our society is a) such as economics, history, geography
2. Watching TV can increase b) our knowledge of the world
3. People learn many things c) watching TV
4. People who are living in Canada but have never
been to Mexico
d) and indifferent to nearly everything
5.Parents say that these kids are couch potatoes e) ignoring their studies, outdoor activities
and families
6.Today many children spend too much time before the
little screen
f) home decorating , home renovating and carpentry
7.Some of the programmes teach us about g) are able to know about Mexican history, culture and
climate

1._____2._____3.______4.______5.______6._______7.______

Answer key : 1c 2b 3a 4g 5d 6e 7f
Item 3.
Theme-Public domain
Competence- understanding reading
Activity-Reading for gist
Level B2
Read the articl e about ai r pollution and choose the most suitable heading from the list A-F for
each part(1-5) of the text. There is one extra heading which you do not need to use. There is an
exampl e at the beginning:
A. unavoidable causes
B. the real threat
C. excessively polluted places
D. unseen poison
E. pollution caused by human activity
F. harmless pollution

Ai r pollution
1. D
There are many different chemical substances that contribute to air pollution. These chemicals come
from a variety of sources. Among the many types of air pollutants are nitrogen oxides, carbon monoxides,
and organic compounds that can evaporate and enter the atmosphere.
2.
Air pollutants have sources that are both natural and human. Forest fires, volcanic eruptions, wind
erosion, pollen dispersal, evaporation of organic compounds, and natural radioactivity are all among the
natural causes of air pollution.
3.
Usually, natural air pollution does not occur in abundance in particular locations. The pollution is spread
around throughout the world, and as a result, poses little threat to the health of people and ecosystems.
4.
Though some pollution comes from these natural sources, most pollution is the result of human
activity. The biggest causes are the operation of fossil fuel-burning power plants and automobiles that
combust fuel. Combined, these two sources are responsible for about 90% of all air pollution in the
United States.
5.
Some cities suffer severely because of heavy industrial use of chemicals that cause air pollution. Places
like Mexico City and Sao Paulo have some of the most deadly pollution levels in the world. Answer key
1D 4B 5C 2A 3F

B. PRODUCTIVE SKILLS
1. Speaking

Item 1-subjective
Theme-Personal domain
Competence- oral production
Specifi c competence-describing events
Level A2
You attended a relatives wedding. Describe your experience. Refer to:
- what the atmosphere was like
- who you met there
- what the bride and groom looked like
- what you did there
Assessment form for oral presentations
Poor Average Excellent
1. Discourse management
Relevance of ideas 4 5 6 7 8 9 10
Coherence and cohesion 4 5 6 7 8 9 10
Time constraints 4 5 6 7 8 9 10
Fluency 4 5 6 7 8 9 10
2. Grammatical resource
Accuracy 4 5 6 7 8 9 10
range of structures 4 5 6 7 8 9 10
3. Vocabulary resource
Appropriacy 4 5 6 7 8 9 10
Range 4 5 6 7 8 9 10
4. Pronunciation
Pronunciation and intonation 4 5 6 7 8 9 10
Stress and rhythm 4 5 6 7 8 9 10

2. Writing
Item 2-structured essay
Theme-personal domain
Competence-written production-personal lettes
Specifi c competence-describing events
Level-B1

Write a l etter to a penfriend describing a bi rthday (150 words/15 lines). Use the following plan.
Paragraph 1: people who came names, presents they brought; Paragraph 2: describe their clothes;
Paragraph 3: what you did and ate; Paragraph 4: your impression.
Marking scale
-task achievement
- grammar accuracy
- range of vocabulary
- organisation, layout, cohesion
- register, style

C.GRAMMATICAL COMPETENCE

Item 1-semiobjective

Competence-using language structures correctly
Level-B2
Complete the sentences using the word in bold. Use two to five words.
J ust after he left, he realized he had left the documents behind.

than No.he realized he had left the documents behind.

Answer key- No sooner had he left than he realized he had left the documents behind.

Item 2-semiobjective
Competence-using language structures correctly; reading comprehension
Level B1
Read the text below and fill in the word which best fits each space. Use onl y one word in each
space.

The home is not only a shelter to you and your family but to your pets as 1._______ It is not a
surprise that most home owners would provide special structures or provisions for their beloved animals
in and 2_________the house. For dogs example, their owners would build a dog house accordingly. The
tiny house has the right insulation and cover to keep the dog warm and safe when they 3_________a
place to sleep. Sometimes, there is even a cushioned sleeping basket inside for the dog to lie down and
serve as their bed. Although most dogs 4__________ prefer to sleep inside the house itself, there are
times when they need to be trained to stay in their dog house. Some owners even make it as a
consequence to sleep outside for bad behavior performed by the dog. But this is not at all that harsh as
proper ventilation and insulation keeps the pet comfortable 5____________cold or hot nights. This also
teaches the dog in behaving in good conduct to suffer from a far less comfortable resting place.

Answer key
1. well 2. outside 3. need 4. would 5. during

Item 3-objective
Competence-using language structures correctly
Level A2
Circl e the correct answer (A, B, C, D)
As soon as Harry .. Bucharest he was called back to Rome.
A. is reaching B. reach C. will reach D. reached
Answer key D