resources for assessment and evaluation

5. Marking criteria descriptors

Some notes for the teacher about the Marking Criteria Descriptors
for Writing and Speaking
The components in the Marking Criteria Descriptors have been weighted equally, a
maximum of 5 points each, but you may decide otherwise, depending on what aspect(s) of
the test you want to weight more or less.
There are two types of Marking Criteria Descriptors for Speaking, one for Oral Presentation
and one for Interactive Tasks, which are only slightly different in the Communication
column, in that the one for interactive tasks obviously takes interaction into account.

Some notes for the teachers about the Marking Criteria Descriptors for Writing and Speaking.

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B
resources for assessment
and evaluation

Three Test Result Tables have been devised for you to record your classes results, with two
objectives:
1. to make you record each students performance more easily;
2. to make you have a complete view of each classs results for you to reflect on and evaluate.

An insufficient range of
vocabulary is used, with
frequent errors.

A very limited range of

vocabulary is used, with very
frequent errors.

The task is only partially

addressed, the ideas are not
adequately developed and
contain irrelevant details.

The task is not adequately

addressed in any part, the
development of ideas is only
attempted.

Poor

Very poor

Satisfactory

A satisfactory range of
vocabulary is used, not
always correct but, on the
whole, adequate to cover the
task.

Most of the task is developed

adequately with relevant
ideas, but not all the parts
are developed fully or always
clearly.

Good

A fairly wide range of

vocabulary, almost always
correct and appropriate for
the level and the task, is
used.

All the task is addressed with

relevant, extended and well
supported ideas, but some
parts are better developed
than others.

A wide range of correct

vocabulary, appropriate for
the level and for the task, is
used.

The task is fully developed,

with relevant, fully extended
and well supported ideas.

Very good

Vocabulary

writing - test result table

Content

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Very few accurate structures

are used. Meaning is
unclear.

The grammar structures for

this level are insufficient.
There are very frequent
errors which reduce
communication.

The use of grammar

structures for the level may
present even basic but
isolated errors, but they are,
on the whole, adequate.

The grammar structures for

the level are satisfactorily
used for most of the test,
with few errors.

The grammar structures for

the level are accurately used
for most of the test, with
occasional minor errors.

Grammar

marking
criteria
writing test
starter
module

Score

The organisation of the

text into paragraphs is
non-existent. Constant
punctuation and spelling
errors.

The organisation of the

text into paragraphs is only
attempted and it is often
illogical. Many punctuation
and spelling errors.

The text is not always

logically organised into
paragraphs. It shows some
punctuation and spelling
errors.

The text is well-organised

into paragraphs, punctuation
and spelling are mostly
correct.

The text is very wellorganised into paragraphs,

punctuation and spelling are
almost always correct.

Organisation,
punctuation and
spelling

marking criteria descriptors

Grade

Marking Criteria Writing Test

writing Test Result Table

Class ....................................... Date .....................................................

Students Name

Content

Vocabulary

Grammar

Organisation,
punctuation
and spelling

Total
score

1
2
3
4
5

B
resources for assessment
and evaluation

6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Teachers notes: .........................................................................................................................................................................................................................................................................................
........................................................................................................................................................................................................................................................................................................................................
........................................................................................................................................................................................................................................................................................................................................

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Very good

Good

Satisfactory

Poor

Very poor

A fairly wide range of

vocabulary, almost always
correct and appropriate is
used

A satisfactory range of
vocabulary is used, not
always correct but, on the
whole, adequate to cover the
subject.

An insufficient range of
vocabulary is used, with
frequent errors.

An inadequate range of
vocabulary is used, with very
frequent errors.

The message is fairly clear,

but some details are lost.

The message is globally clear.

The message can be only

partially clear.

The message is often

unintelligible.

The message is clear and

effective.

Vocabulary
A wide range of correct
vocabulary appropriate for
the level is used.

speaking - oral presentattion - test result table

Communication

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Very few accurate structures

are used.

The grammar structures for

this level are insufficient.
There are very frequent errors

The use of grammar

structures for the level may
present even basic, but
isolated errors, but they are,
on the whole, adequate.

The grammar structures for

the level are satisfactorily
used for most of the test.

The grammar structures for

the level are accurately used
for most of the test.

Grammar

marking criteria - speaking test - oral presentattion

Score

The student speaks with

difficulty; constant
pronunciation problems.

The student often stops

speaking making quite
long pauses; very frequent
pronunciation errors.

The student speaks

hesitantly, with pauses
and interruptions but
with limited errors in
pronunciation.

The student speaks fairly

fluently, with some
hesitations and some errors
in pronunciation.

The student speaks fluently,

almost without hesitations,
with good pronunciation.

Pronunciation and
fluency

marking criteria descriptors

Grade

Marking Criteria Speaking Test - oral presentation

speaking - oral presentation Test Result Table

Class ....................................... Date .....................................................

Students Name

Communication

Vocabulary

Grammar

Pronunciation
and Fluency

Total
score

1
2
3
4
5

resources for assessment

and evaluation

7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Teachers notes: .........................................................................................................................................................................................................................................................................................
........................................................................................................................................................................................................................................................................................................................................
........................................................................................................................................................................................................................................................................................................................................

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An insufficient range of
vocabulary is used, with
frequent errors.

An inadequate range of
vocabulary is used, with very
frequent errors.

Communication is only
partially clear and is carried
on only when prompts are
offered

Communication is very
limited and the student very
occasionally or hardly ever
tries to interact.

Poor

Very poor

Satisfactory

A satisfactory range of
vocabulary is used, not
always correct but, on the
whole, adequate to cover the
subject.

Communication is globally
clear and active. Many
prompts are needed.

Good

A fairly wide range of

vocabulary, almost always
correct and appropriate is
used.

Communication is fairly
clear and active, but some
details are lost. Some
prompts are needed.

Very good

Communication is clear,
active and effective. Good
interaction.

Vocabulary
A wide range of correct
vocabulary appropriate for
the level is used.

speaking - interactive task - test result table

Communication

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Very few accurate structures

are used.

The grammar structures for

this level are insufficient.
There are very frequent
errors.

The use of grammar

structures for the level may
present basic, but isolated
errors, but they are, on the
whole, adequate.

The grammar structures for

the level are satisfactorily
used for most of the test.

The grammar structures for

the level are accurately used
for most of the test.

Grammar

marking criteria - speaking test - interactive task

Score

The student speaks

with difficulty; constant
pronunciation problems.

The student often stops

speaking making quite long
pauses and very frequent
pronunciation errors.

The student speaks

hesitantly, with pauses
and interruptions but
with limited errors in
pronunciation.

The student speaks fairly

fluently, with some
hesitation and some errors
in pronunciation.

The student speaks fluently,

almost without hesitation,
with good pronunciation.

Pronunciation and
fluency

marking criteria descriptors

Grade

Marking Criteria Speaking Test - Interactive Task

speaking - interactive task Test Result Table

Class ....................................... Date .....................................................

Students Name

Communication

Vocabulary

Grammar

Pronunciation
and Fluency

Total
score

1
2
3
4
5

resources for assessment

and evaluation

7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Teachers notes: .........................................................................................................................................................................................................................................................................................
........................................................................................................................................................................................................................................................................................................................................
........................................................................................................................................................................................................................................................................................................................................

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