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Chinese International School

Chinese Department
Chinese Language Course

Years 7-9 Assessment Criteria
Grade Boundaries
7 43 - 48
6 37 - 42
5 31 - 36
4 24 - 30
3 17 - 23
2 9 - 16
1 0 - 8

Mainstream Class Foundation Class Level of Achievement
Criterion A Listening and speaking Listening and speaking -
message
Maximum 8
Criterion B Writing - content Listening and speaking -
language
Maximum 8
Criterion C Writing - organization Writing - message Maximum 8
Criterion D Writing - language Writing - language Maximum 8
Criterion E Reading comprehension Reading comprehension Maximum 8 (The total
for This criteria is then
doubled for final grade
calculation)


Criterion A﹕Listening and speaking

Achievement
level
Band 1 level descriptor Band 2 level descriptor Band 3 level descriptor Foundation class Listening and speaking – message
1-2 1. The student expresses some key
information.
2. The views expressed are basically relevant
to the topic and the student can provide
relevant examples to support them.
3. The student has some understanding of the
topic, but needs prompting sometimes.
4. The views expressed are basically coherent,
but remain superficial. There is a lack of
fluency in expression sometimes, though
this does not affect the meaning of the
expression.
5. The student makes errors in pronunciation
and intonation, but these do not interfere
with communication.
6. The student’s use of vocabulary is slightly
varied, though sometimes inappropriate.
7. The student can use basic syntax and can
attempt to use complex syntax to express
himself/herself.
8. The student uses a register that is basically
appropriate, though with frequent errors.
1. The student expresses some information.
2. The views expressed are associated with
the topic, and the student can provide
simple examples.
3. The student understands only the surface
meaning of the topic, and needs prompting
to have a complete conversation.
4. The student can express some opinions, but
the examples provided are unconvincing.
5. The student makes many errors in
pronunciation and intonation, some of
which interfere with communication.
6. The student’s use of vocabulary is basic and
simple.
7. The student can use basic syntax and can
attempt to use more complex syntax to
express himself/herself.
1. The student can use phrases or short
sentences to express information.
2. The student has a very basic understanding
of the topic.
3. The student is able to provide and explain
examples, but the examples are mostly
irrelevant to the topic.
4. The student’s pronunciation and intonation
are inaccurate, but do not interfere with
comprehensibility.
5. The student’s use of vocabulary is very
limited and repetitive.

1. The student can understand some basic
classroom phrases learned.
2. The student can engage in simple verbal
exchanges with frequent prompting.
3. The student can express simple number
concepts.
3-4 1. The student expresses some key
information with ease.
2. The views expressed are basically relevant
to the topic and the student can illustrate
them with examples.
3. The student shows some understanding of
the topic through his/her responses.
4. The views expressed are basically coherent,
but remain superficial.
5. The student’s pronunciation and intonation
are basically accurate.
6. The student’s use of vocabulary is
somewhat varied.
7. The student can use conjunctions
accurately, and can use some complex
sentences to express himself/herself.
8. The student uses a register that is basically
appropriate, though with some errors.
1. The student expresses some key
information.
2. The views expressed are basically relevant
to the topic and the student can provide
relevant examples to support them.
3. The student has some understanding of the
topic, but needs prompting sometimes.
4. The views expressed are basically coherent,
but remain superficial. There is a lack of
fluency in expression sometimes, though
this does not affect the meaning of the
expression.
5. The student makes errors in pronunciation
and intonation, but these do not interfere
with communication.
6. The student’s use of vocabulary is slightly
varied, though sometimes inappropriate.
7. The student can use basic syntax and can
attempt to use complex syntax to express
himself/herself.
8. The student uses a register that is basically
appropriate, though with frequent errors.
1. The student expresses some information.
2. The views expressed are associated to the
topic, and the student can provide simple
examples.
3. The student understands only the surface
meaning of the topic, and needs prompting
to have a complete conversation.
4. The student can express some opinions, but
the examples provided are unconvincing.
5. The student makes many errors in
pronunciation and intonation, some of
which interfere with communication.
6. The student’s use of vocabulary is basic and
simple.
7. The student can use basic syntax and can
attempt to use more complex syntax to
express himself/herself.
1. The student can understand basic classroom
phrases and express himself/herself.
2. The student can answer questions with frequent
prompting.
3. The student can give a simple self-introduction.
4. The student can express, using simple words,
information relating to shape, color and
quantity.
5. Although using a mixture of Chinese and English,
the student can repeat some parts of a story and
conversation.
5-6 1. The student expresses most key
information with ease.
2. The views expressed are generally relevant
to the topic and focused, and the student
can illustrate them with examples.
3. The student shows a good understanding of
the topic through his/her responses.
4. The views expressed are coherent. The
communication and interaction generally
flow.
1. The student expresses some key
information with ease.
2. The views expressed are basically relevant
to the topic and the student can illustrate
them with examples.
3. The student shows some understanding of
the topic through his/her responses.
4. The views expressed are basically coherent,
but remain superficial.
5. The student’s pronunciation and intonation
1. The student expresses some key
information.
2. The views expressed are basically relevant
to the topic, and the student can provide
relevant examples to support them.
3. The student has some understanding of the
topic, but needs prompting sometimes.
4. The views expressed are basically coherent,
but remain superficial. There is a lack of
fluency in expression sometimes, though
1. The student can use most of the basic classroom
phrases learned.
2. The student can understand and engage in
simple verbal exchanges about everyday topics.
3. The student can give a simple self-introduction
that covers the individual, family or school life.
4. The student can express some information
relating to shape, color and quantity.
5. The student can express some information
relating to basic necessities using simple words.
5. The student’s pronunciation and intonation
are generally clear and accurate,
contributing rather effectively to
communication.
6. The student’s use of vocabulary is varied
and usually accurate. The student knows
how to use some common phrases.
7. The student uses some complex syntax
quite accurately.
8. The student uses a register that is generally
appropriate.
are basically accurate.
6. The student’s use of vocabulary is varied.
7. The student can use conjunctions
accurately, and can use some complex
sentences to express himself/herself.
8. The student uses a register that is basically
appropriate, though with some errors.
this does not affect the meaning of the
expression.
5. The student makes errors in pronunciation
and intonation, but these do not interfere
with communication.
6. The student’s use of vocabulary is slightly
varied, though sometimes inappropriate.
7. The student can use basic syntax and can
attempt to use complex syntax to express
himself/herself.
8. The student uses a register that is basically
appropriate, though with frequent errors.
6. The student can repeat some parts of a story
and conversation.
7. The student can understand fairly complex
questions, and can express his/her opinion using
simple words, but the content remains
superficial.
7-8 1. The student expresses complex information
with ease.
2. The views expressed are relevant to the
topic and clearly focused, and the student
can illustrate them with numerous
examples.
3. The student shows a complete and
sophisticated understanding of the topic
through his/her responses.
4. The views expressed are coherent. The
communication and interaction flow.
5. The student’s pronunciation and intonation
are clear and accurate, contributing
effectively to communication.
6. The student’s use of vocabulary is
appropriate and rich. The sentence patterns
used are varied.
7. The student uses complex syntax
accurately.
8. The student uses an appropriate register.
1. The student expresses most key
information with ease.
2. The views expressed are generally relevant
to the topic and focused, and the student
can illustrate them with examples.
3. The student shows a good understanding of
the topic through his/her responses.
4. The views expressed are coherent. The
communication and interaction generally
flow.
5. The student’s pronunciation and intonation
are generally clear and accurate,
contributing rather effectively to
communication.
6. The student’s use of vocabulary is varied
and usually accurate. The student knows
how to use some common phrases.
7. The student uses some complex syntax
quite accurately.
8. The student uses a register that is generally
appropriate.
1. The student expresses some key
information with ease.
2. The views expressed are basically relevant
to the topic, and the student can illustrate
them with examples.
3. The student shows some understanding of
the topic through his/her responses.
4. The views expressed are basically coherent,
but remain superficial.
5. The student’s pronunciation and intonation
are basically accurate.
6. The student’s use of vocabulary is varied.
7. The student can use conjunctions
accurately, and can use some complex
sentences to express himself/herself.
8. The student uses a register that is basically
appropriate, though with some errors.
1. The student can use commonly used classroom
phrases.
2. The student can engage in conversations about
everyday topics.
3. The student can give a simple self-introduction
that covers the individual, family and school life.
4. The student can freely express some information
relating to shape, color and quantity.
5. The student can express some information
relating to basic necessities.
6. The student can repeat most parts of a story and
conversation.
7. The student can understand the vocabulary and
sentences learned and use them rather freely to
express himself/herself.
Criterion B Writing – content

Achievement
level
Band 1 level descriptor Band 2 level descriptor Band 3 level descriptor Foundation class Listening and speaking -
language
1-2 1. Some parts of the content are relevant to
the task.
2. The work has a theme, though the theme is
unclear.
3. Selected materials reflect some degree of
imagination, sensibility, ability to explain or
ability to argue.
4. The student can use simple and limited
figurative language to highlight the theme
of the work.
1. The student can provide a few simple
examples, but most parts of the content are
irrelevant to the task.
2. The work reflects some degree of
imagination and ability to explain.
3. The student can attempt to use the literary
techniques learned.
1. The student can write some phrases and
short sentences that are relevant to the
task.
2. The student can attempt to express
himself/herself, but most parts of the
content are irrelevant to the theme.


1. The student’s pronunciation and intonation
are rather inaccurate, but part of the
meaning expressed can be guessed.
2. The student can use phrases and short
sentences, along with some English, to
express meaning, part of which can be
comprehended.
3. The student uses a very limited number of
vocabulary and sentence patterns.


3-4 1. The student has a sufficient understanding of
the requirements of the task.
2. The theme is basically clear.
3. Selected materials are basically relevant to
the theme and reflect some degree of
imagination, sensibility, ability to explain or
ability to argue.
4. The student can use simple figurative
language to highlight the theme of a given
style of work.
1. Some parts of the content are relevant to
the task.
2. The work has a theme, though the theme is
unclear.
3. Selected materials reflect some degree of
imagination, sensibility, ability to explain or
ability to argue.
4. The student can use simple and limited
figurative language to highlight the theme
of the work.
1. The student can provide a few simple
examples, but most parts of the content are
irrelevant to the task.
2. The work reflects some degree of
imagination and ability to explain.
3. The student can attempt to use the literary
techniques learned.
1. The student’s pronunciation and intonation
are rather inaccurate and sometimes
interfere with communication.
2. The student can attempt to use the
vocabulary and simple sentences learned to
communicate.
3. With guidance, the student can use some
simple compound sentences, including
causal sentences, succession sentences and
coordinate sentences.

5-6 1. The student has a good understanding of the
requirements of the task.
2. The theme is generally clear and deep.
3. There are sufficient selected materials, all of
which are generally relevant to the theme
and reflect imagination, sensibility, ability to
explain or ability to argue.
4. The student can somewhat accurately
employ different literary techniques to
highlight the theme of a given style of work.
1. The student has a sufficient understanding of
the requirements of the task.
2. The theme is basically clear.
3. Selected materials are basically relevant to
the theme and reflect some degree of
imagination, sensibility, ability to explain or
ability to argue.
4. The student can use simple figurative
language to highlight the theme of a given
style of work.
1. Some parts of the content are relevant to
the task.
2. The work has a theme, though the theme is
unclear.
3. Selected materials reflect some degree of
imagination, sensibility, ability to explain or
ability to argue.
4. The student can use simple and limited
figurative language to highlight the theme of
the work.
1. The student’s pronunciation and intonation
are rather inaccurate, but do not interfere
with communication.
2. The student can use most vocabulary and
simple sentence learned to communicate.
3. Some of the word order and expression used
are accurate, and the general meaning is
comprehensible.
4. The student can use some simple compound
sentences, including causal sentences,
succession sentences and coordinate
sentences.
5. The student can use some basic imperative
sentences, interrogative sentences,
declarative sentences and exclamatory
sentences.
6. The student can use some simple
conjunctions.

7-8 1. The student examines the task strictly and
has a perceptive understanding of the
requirements of the task.
2. The theme is clear and deep.
3. There are numerous selected materials, all of
which are relevant to the theme and reflect a
high degree of imagination, sensibility, ability
to explain or ability to argue.
4. The student can accurately employ different
literary techniques to highlight the theme of
a given style of work.
1. The student has a good understanding of the
requirements of the task.
2. The theme is generally clear and deep.
3. There are sufficient selected materials, all of
which are generally relevant to the theme
and reflect imagination, sensibility, ability to
explain or ability to argue.
4. The student can somewhat accurately
employ different literary techniques to
highlight the theme of a given style of work.
1. The student has a sufficient understanding of
the requirements of the task.
2. The theme is basically clear.
3. Selected materials are basically relevant to
the theme and reflect some degree of
imagination, sensibility, ability to explain or
ability to argue.
4. The student can use simple figurative
language to highlight the theme of a given
style of work.
1. The student’s pronunciation and intonation
are basically accurate.
2. The student can accurately use the
vocabulary and simple sentence learned to
communicate.
3. The word order and expression used are
basically accurate.
4. The student can accurately use some simple
compound sentences, including causal
sentences, succession sentences and
coordinate sentences.
5. The student can use basic imperative
sentences, interrogative sentences,
declarative sentences and exclamatory
sentences.
6. The student can use simple discourse
connectors.

Criterion C: Writing – organization

Achievement
level
Band 1 level descriptor Band 2 level descriptor Band 3 level descriptor Foundation class Writing (message)
1-2 1. The style used is basically correct.
2. The student can use relevant linking words
to connect sentences.
3. The work is organized into paragraphs,
though quite randomly. The paragraphs are
not arranged in a logical manner and there
are no connections between paragraphs.
4. The ideas expressed build on each other to a
limited degree. The work reflects some ideas
and varying levels of detail, though not
clearly.
1. A relevant style is used, but the
organizational structure is incomplete.
2. The work is organized into paragraphs,
though either randomly or the paragraphs
overlap each other.
3. The ideas expressed are comprehensible, but
do not build on each other, and there is an
inappropriate level of detail, thus affecting
the expression of ideas.

1. The style used is incorrect.
2. The work is not organized into paragraphs.
3. The ideas expressed do not build on each
other.
4. The ideas are unclear.
1. With guidance, the student can write some
simple words and sentences.
2. Very limited meaning is expressed.
3-4 1. The student organizes the work in a manner
appropriate to the correct style.
2. The organizational structure is relatively
complete.
3. The work is organized into paragraphs that
are sufficiently clear.
4. The student can attempt to use linking
techniques to connect paragraphs.
5. The work reflects some ideas and varying
levels of detail.
1. The style used is basically correct.
2. The student can use relevant linking words
to connect sentences.
3. The work is organized into paragraphs,
though quite randomly. The paragraphs are
not arranged in a logical manner and there
are no connections between paragraphs.
4. The ideas expressed build on each other to a
limited degree. The work reflects some ideas
and varying levels of detail, though not
clearly.
1. A relevant style is used, but the
organizational structure is incomplete.
2. The work is organized into paragraphs,
though either randomly or the paragraphs
overlap each other.
3. The ideas expressed are comprehensible, but
do not build on each other, and there is an
inappropriate level of detail, thus affecting
the expression of ideas.

1. With guidance, the student can write simple
sentences about himself/herself.
2. With guidance, the student can use a limited
number of the words learned to express
information relating to basic necessities or
family and school.
3. Limited content is expressed through the
sentences, but some parts of the content are
comprehensible.
5-6 1. The student organizes the work in a manner
appropriate to the correct style using an
appropriate technique.
2. The organizational structure is complete.
3. The paragraphs are fairly clear and are
arranged in a logical manner. The
connections between paragraphs are
relatively natural.
4. The ideas expressed build on each other to
some degree. The work reflects clear ideas
that are relatively clear and a fairly
appropriate level of detail.
1. The student organizes the work in a manner
appropriate to the correct style.
2. The organizational structure is relatively
complete.
3. The work is organized into paragraphs that
are sufficiently clear.
4. The student can attempt to use linking
techniques to connect paragraphs.
5. The work reflects some ideas and varying
levels of detail.
1. The style used is basically correct.
2. The student can use relevant linking words
to connect sentences.
3. The work is organized into paragraphs,
though quite randomly. The paragraphs are
not arranged in a logical manner and there
are no connections between paragraphs.
4. The ideas expressed build on each other to a
limited degree. The work reflects some ideas
and varying levels of detail, though not
clearly.
1. The student can introduce himself/herself
using simple writing.
2. The student can use commonly used words
learned to express information relating to
basic necessities or family and school.
3. With guidance, the student can write a
dialogue fragment and short passage.
4. Limited content is expressed, but the work
has a theme.
7-8 1. The student effectively organizes the work in
a manner appropriate to the correct style
using a skillful technique.
2. The work has a strict organizational
structure.
3. The paragraphs are clear and coherent, and
are arranged in a very logical manner. The
connections between paragraphs are
natural.
4. The ideas expressed build on each other. The
work reflects clear ideas and an appropriate
level of detail.
1. The student organizes the work in a manner
appropriate to the correct style using an
appropriate technique.
2. The organizational structure is complete.
3. The paragraphs are fairly clear and are
arranged in a logical manner. The
connections between paragraphs are
relatively natural.
4. The ideas expressed build on each other to
some degree. The work reflects ideas that
are relatively clear and a fairly appropriate
level of detail.
1. The student organizes the work in a manner
appropriate to the correct style.
2. The organizational structure is relatively
complete.
3. The work is organized into paragraphs that
are sufficiently clear.
4. The student can attempt to use linking
techniques to connect paragraphs.
5. The work reflects some ideas and varying
levels of detail.
1. The student can give a simple
self-introduction that covers the individual,
family and school life.
2. The student can use commonly used words
learned to express information relating to
basic necessities or family and school
effectively.
3. With guidance, the student can write a
dialogue fragment and passage on a given
theme.


Criterion D﹕Writing – language

Achievement
level
Band 1 level descriptor Band 2 level descriptor Band 3 level descriptor Foundation class Writing (language)
1-2 1. The student can use the vocabulary and
sentence structures learned.
2. The grammar and syntax used are basically
correct, but there are occasional errors that
interfere with communication sometimes.
3. The register and style used serve the context
or intention to some degree, but are either
incomplete or lacking in some aspects.
4. The student can write Chinese characters
based on their structures.
5. The student can write commonly used words
correctly.
6. The student can use commonly used spatial
particles, temporal particles and modal
particles fairly accurately.
1. The student can use some relevant vocabulary
and simple sentences.
2. The student can basically use simple
compound sentences correctly.
3. The content of the work is comprehensible,
but there are frequent errors in grammar and
syntax that interfere with communication.
4. The register and style used do not serve the
context or intention.
5. The student can basically write words
correctly and has good understanding of the
structure of Chinese characters.
6. The student can basically use simple spatial
particles, temporal particles and modal
particles correctly.
7. Punctuation is used correctly.
1. The student can use basic vocabulary and
simple grammatical structures in the work.
2. The student can correctly use some simple
compound sentences.
3. The content of the work is comprehensible, but
there are frequent errors in grammar and
syntax that significantly interfere with
communication.
4. The student can basically write words with
correct stroke order and has some
understanding of the structure of Chinese
characters.
5. The student can basically use some simple
spatial particles, temporal particles and modal
particles correctly.
6. Punctuation is basically used correctly.
1. The student has some understanding of stroke
order.
2. Some of the stroke order used is correct.
3. Comma and full stop usage is sometime
correct.
3-4 1. The student can use relevant vocabulary and
compound sentences.
2. The grammar and syntax used are generally
correct, but there are occasional errors that
interfere with communication sometimes.
3. The register and style used serve the context
and intention.
4. The punctuation used and characters written
are generally correct, but there are occasional
errors that interfere with communication
sometimes.
1. The student can use the vocabulary and
sentence structures learned.
2. The grammar and syntax used are basically
correct, but there are occasional errors that
interfere with communication sometimes.
3. The register and style used serve the context
or intention to some degree, but are either
incomplete or lacking in some aspects.
4. The student can write Chinese characters
based on their structures.
5. The student can write commonly used words
correctly.
6. The student can use commonly used spatial
particles, temporal particles and modal
particles fairly accurately.
1. The student can use some relevant vocabulary
and simple sentences.
2. The student can basically use simple compound
sentences correctly.
3. The content of the work is comprehensible, but
there are frequent errors in grammar and
syntax that interfere with communication.
4. The register and style used do not serve the
context or intention.
5. The student can basically write words with
correct stroke order and has a good
understanding of the structure of Chinese
characters.
6. The student can basically use simple spatial
particles, temporal particles and modal
particles correctly.
7. Punctuation is used correctly.
1. The stroke order used is basically correct.
2. The student can use basic words learned to
write a limited number of sentences.
3. Comma and full stop usage is sometime
correct.
5-6 1. The student uses a range of appropriate
vocabulary, idioms and sentence structures.
2. The grammar and syntax used are correct, and
occasional errors rarely interfere with
communication.
3. The register and style used consistently serve
the context and intention.
4. The punctuation used and characters written
are correct, and occasional errors rarely
interfere with communication.
1. The student can use relevant vocabulary and
compound sentences.
2. The grammar and syntax used are generally
correct, but there are occasional errors that
interfere with communication sometimes.
3. The register and style used serve the context
and intention.
4. The punctuation used and characters written
are generally correct, but there are occasional
errors that interfere with communication
sometimes.
1. The student can use the vocabulary and
sentence structures learned.
2. The grammar and syntax used are basically
correct, but there are occasional errors that
interfere with communication sometimes.
3. The register and style used serve the context
or intention to some degree, but are either
incomplete or lacking in some aspects.
4. The student can write Chinese characters
based on their structures with correct stroke.
5. The student can write commonly used words
correctly.
6. The student can use common spatial particles,
temporal particles and modal particles fairly
accurately.
1. The stroke order used is basically correct and
the student has some understanding of the
structure of Chinese characters.
2. The student can use vocabulary learned to
make sentences and form paragraphs with
the sentences.
3. The student can basically use simple spatial
particles, temporal particles and modal
particles correctly.
4. The student can basically use simple
compound sentences correctly.
5. Basic punctuation is generally used correctly.
7-8 1. The student effectively uses a wide range of
appropriate vocabulary, idioms and sentence
structures.
2. The grammar and syntax used are correct, and
very infrequent errors do not interfere with
communication.
1. The student uses a range of appropriate
vocabulary, idioms and sentence structures.
2. The grammar and syntax used are correct, and
occasional errors rarely interfere with
communication.
3. The register and style used consistently serve
1. The student can use relevant vocabulary and
compound sentences.
2. The grammar and syntax used are generally
correct, but there are occasional errors that
interfere with communication sometimes.
3. The register and style used serve the context
1. The stroke order used and structure of the
Chinese characters written are basically
correct.
2. The student can write commonly used words
correctly.
3. The student can use commonly used spatial
3. The register and style are skillfully used to
consistently serve the context and intention.
4. The punctuation used and characters written
are correct, and very infrequent errors do not
interfere with communication.
the context and intention.
4. The punctuation used and characters written
are correct, and occasional errors rarely
interfere with communication.
and intention.
4. The punctuation used and characters written
are generally correct, but there are occasional
errors that interfere with communication
sometimes.
particles, temporal particles and modal
particles fairly accurately.
4. The student can use simple compound
sentences fairly accurately.
5. Punctuation is generally used correctly.






















































Criterion E﹕Reading comprehension

Achievement
level
Band 1 level descriptor Band 2 level descriptor Band 3 level descriptor Foundation class
1-2 1. The student can understand most parts of
the material taught.
2. The student can obtain basic information
from familiar or unfamiliar texts.
3. The student has some understanding of the
main views expressed in the text, but has
some difficulty identifying supporting details.
4. The student can attempt to make simple
inferences based on the text, but only shows
a superficial understanding of the text
overall.
5. With guidance, the student can give a simple
summary of the paragraphs and main point
in the text.
6. With guidance, the student can understand
some of the implied information and more
complex ideas in the text.
7. The student can recognize simple and
common types of practical writing.
8. The student can obtain some simple
information from the text based on the
register used, such as who the target
audience is.
1. The student can understand some parts of
the material taught.
2. The student can obtain most of the basic
information from familiar texts.
3. The student has some understanding of
some views expressed in the text, but clearly
has difficulty understanding the details
within.
4. With guidance, the student can identify
sentences and vocabulary that are relevant
to the question in the text.
5. With guidance, the student can understand a
part of the implied information in the text.
6. The student can recognize some simple
types of practical writing, such as messages
and letters.
1. With guidance, the student can understand
some parts of the material taught.
2. The student can obtain some of the basic
information from familiar texts.
3. The student has some difficulty
understanding the main views expressed in
the text.
4. With guidance, the student can recognize
some simple types of practical writing, such
as messages and letters.
1. The student requires the assistance of pinyin
to read out almost all of the characters.
2. The student has some difficulty
understanding the material taught.
3-4 1. The student can understand the material
taught.
2. The student can obtain most of the required
information from familiar or unfamiliar texts.
3. The student can recognize the main views
expressed in the text and identify most of
the relevant supporting details.
4. The student can make some inferences
based on the text and identify relevant
evidence. The student shows a general
understanding of the text overall.
5. The student can give a fairly accurate
summary of some of the paragraphs and
main point in the text.
6. The student can understand some of the
implied information and complex ideas in the
text.
7. The student can recognize more complex
literary styles.
8. The student can identify some simple
figurative language, such as metaphors and
hyperbole, used in the text.
9. The student can obtain some information
from the text based on the register used,
such as who the target audience is.
1. The student can understand most parts of
the material taught.
2. The student can obtain basic information
from familiar or unfamiliar texts.
3. The student has some understanding of the
main views expressed in the text, but has
some difficulty identifying supporting details.
4. The student can attempt to make simple
inferences based on the text, but only has a
superficial understanding of the text overall.
5. With guidance, the student can give a simple
summary of the paragraphs and main point
in the text.
6. With guidance, the student can understand
some of the implied information and more
complex ideas in the text.
7. The student can recognize simple and
common types of practical writing.
8. The student can obtain some simple
information from the text based on the
register used, such as who the target
audience is.
1. The student can understand some parts of
the material taught.
2. The student can obtain most of the basic
information from familiar texts.
3. The student has some understanding of
some views expressed in the text, but clearly
has difficulty understanding the details
within.
4. With guidance, the student can identify
sentences and vocabulary that are relevant
to the question in the text.
5. With guidance, the student can understand a
part of the implied information in the text.
6. The student can recognize some simple
types of practical writing, such as messages
and letters.
1. The student requires the assistance of pinyin
to read out most of the characters.
2. The student can understand some parts of
the material taught.
3. With guidance, the student can obtain basic
information from familiar texts.
5-6 1. The student can obtain required information
from familiar or unfamiliar texts.
2. The student can recognize the main views
expressed in the text and identify relevant
supporting details.
1. The student can understand the material
taught.
2. The student can obtain most of the required
information from familiar or unfamiliar texts.
3. The student can recognize the main views
1. The student can understand most parts of
the material taught.
2. The student can obtain basic information
from familiar or unfamiliar texts.
3. The student has some understanding of the
1. After much practice, the student can
basically read out loud accurately without
the assistance of pinyin.
2. The student can basically read out some
sentences and texts with appropriate pauses.
3. The student can make inferences based on
the text and identify relevant evidence. The
student shows a good understanding of the
text overall.
4. The student can give a fairly accurate
summary of the paragraphs and main point
in the text.
5. The student can understand most of the
implied information and complex ideas in the
text.
6. The student can recognize different literary
styles.
7. The student can identify most of the
figurative language used in the text and
recognize its purpose.
8. The student can obtain much information
from the text based on the register used,
such as who the target audience is and the
different tones used.
expressed in the text and identify most of
the relevant supporting details.
4. The student can make some inferences
based on the text and identify relevant
evidence. The student shows a general
understanding of the text overall.
5. The student can give a fairly accurate
summary of some of the paragraphs and
main point in the text.
6. The student can understand some of the
implied information and complex ideas in the
text.
7. The student can recognize more complex
literary styles.
8. The student can identify some simple
figurative language, such as metaphors and
hyperbole, used in the text.
9. The student can obtain some information
from the text based on the register used,
such as who the target audience is.
main views expressed in the text, but has
some difficulty identifying supporting details.
4. The student can attempt to make simple
inferences based on the text, but only has a
superficial understanding of the text overall.
5. With guidance, the student can give a simple
summary of the paragraphs and main point
in the text.
6. With guidance, the student can understand
some of the implied information and more
complex ideas in the text.
7. The student can recognize simple and
common types of practical writing.
8. The student can obtain some simple
information from the text based on the
register used, such as who the target
audience is.
3. The student can understand most parts of
the material taught.
4. With guidance, the student can guess some
information from unfamiliar texts.
5. The student has some understanding of
some views expressed in the text, but clearly
has some difficulty understanding the details
within.
6. With guidance, the student can attempt to
make simple inferences based on the text,
but only has a superficial understanding of
the text overall.
7-8 1. The student can obtain all types of required
information from familiar or unfamiliar texts.
2. The student has a perceptive understanding
of the main views expressed in the text and
the supporting details.
3. The student can make inferences based on
the text and use details from the text as
supporting evidence. The student shows an
in-depth understanding of the text overall.
4. The student can give an accurate summary
of the paragraphs and main point in the text.
5. The student has a perceptive understanding
of the implied information and complex
ideas in the text.
6. The student can recognize different literary
styles and their characteristics.
7. The student can identify figurative language
used in the text and recognize its purpose.
8. The student can accurately obtain much
information from the text based on the
register used.
1. The student can obtain required information
from familiar or unfamiliar texts.
2. The student can recognize the main views
expressed in the text and identify relevant
supporting details.
3. The student can make inferences based on
the text and identify relevant evidence. The
student shows a good understanding of the
text overall.
4. The student can give a fairly accurate
summary of the paragraphs and main point
in the text.
5. The student can understand most of the
implied information and complex ideas in the
text.
6. The student can recognize different literary
styles.
7. The student can identify most of the
figurative language used in the text and
recognize its purpose.
8. The student can obtain much information
from the text based on the register used,
such as who the target audience is and the
different tones used.
1. The student can understand the material
taught.
2. The student can obtain most of the required
information from familiar or unfamiliar texts.
3. The student can recognize the main views
expressed in the text and identify most of
the relevant supporting details.
4. The student can make some inferences
based on the text and identify relevant
evidence. The student shows a general
understanding of the text overall.
5. The student can give a fairly accurate
summary of some of the paragraphs and
main point in the text.
6. The student can understand some of the
implied information and complex ideas in the
text.
7. The student can recognize more complex
literary styles.
8. The student can identify some simple
figurative language, such as metaphors and
hyperbole, used in the text.
9. The student can obtain some information
from the text based on the register used,
such as who the target audience is.
1. The student’s pronunciation and intonation
are basically accurate when reading out loud.
2. The student can read out sentences and
texts with appropriate pauses.
3. The student can understand the material
taught.
4. The student can obtain basic information
from familiar or unfamiliar texts.
5. The student has good understanding of the
main ideas expressed in the text, but has
some difficulty identifying relevant
supporting details.
6. The student can attempt to make simple
inferences based on the text, but only has a
superficial understanding of the text overall.