Assessment Instrument for

General English for Young Learners (SD, SMP, SMA)

Competency Technique Form

Written Test Multiple choice, short
answer, matching words
or phrase, true and false
Knowledge
answer or yes no answer,
and description
Spoken Test List of questions

Competency Technique Form Example

Practice Assessment Role play, singing,
chart gaming
Skill
Project Assessment Student
chart presentation

High Pass 80 – 100

Pass 65 – 79.99

Borderline Pass 60 – 64.99

Repeat < 60
 Assessment Instrument for
General Beginner and Advanced Class

FINAL TEST RESULT COURSEWORK ASSESSMENT

Speaking (20) 20 Motivation A

Listening (20) 20 Participation A
Reading (20) 20 Project A
Writing (20) 20
A: Very Good B: Good C: Average D: Weak
Structure (20) 20
TOTAL(100) 100

Maximum Skill Score Maximum Coursework

Overall Assessment

High Pass Pass Borderline Pass Repeat

High Pass 80 – 100

Pass 65 – 79.99

Borderline Pass 60 – 64.99

Repeat < 60
 TOEFL Assessment

Converted Score Converted Score Converted Score

Number Correct
Section 1 Section 2 Section 3
50 68 67
49 67 66
48 66 65
47 65 63
46 63 61
45 62 60
44 61 59
43 60 58
42 59 57
41 58 56
40 57 68 55
39 57 67 54
38 56 65 54
37 55 63 53
36 54 61 52
35 54 60 52
34 53 58 51
33 52 57 50
32 52 56 49
31 51 55 48
30 51 54 48
29 50 53 47
28 49 52 46
27 49 51 46
26 48 50 45
25 48 49 44
24 47 48 43
23 47 47 43
22 46 46 42
21 45 45 41
20 45 44 40
19 44 43 39
18 43 42 38
 17 42 41 37
16 41 40 36
15 41 40 35
14 39 38 34
13 38 37 32
12 37 36 31
11 35 35 30
10 33 33 29
9 32 31 28
8 32 29 28
7 31 27 27
6 30 26 26
5 29 25 25
4 28 23 24
3 27 22 23
2 26 21 23
1 25 20 22
0 24 20 21

How to get the real Score of your TOEFL ITP

Example:

(1) (2) (3)

The Converted Score of the three sections is added = 50 + 45 + 50

Then, total score is divided by 3 = 150 : 3 = 50

The result is then multiplied by 10 = 50 x 10 = 500

Total TOEFL Score is 500

 IELTS Assessment

Listening and Reading

 IELTS TASK 1 Writing band descriptors (public version)
Coherence and Grammatical Range
Band Task Achievement Lexical Resource
Cohesion and Accuracy
ƒ uses a wide range
of vocabulary ƒ uses a wide range of
ƒ uses cohesion in such a
ƒ fully satisfies all the with very natural and structures with full
way that it
requirements of the task sophisticated flexibility and accuracy;
9 ƒ clearly presents a fully
attracts no attention
control of lexical rare minor
ƒ skilfully manages
developed response features; rare errors occur only as
paragraphing
minor errors occur ‘slips’
only as ‘slips’
ƒ uses a wide range
of vocabulary
fluently and flexibly
to convey
ƒ sequences information precise meanings
ƒ uses a wide range of
ƒ covers all requirements of the and ideas ƒ skilfully uses
structures
task sufficiently logically uncommon lexical
ƒ the majority of
ƒ presents, highlights and ƒ manages all aspects of items but there may
8 illustrates key features/bullet cohesion well be occasional
sentences are error-free
ƒ makes only very
points clearly and ƒ uses paragraphing inaccuracies in word
occasional errors or
appropriately sufficiently and choice and
inappropriacies
appropriately collocation
ƒ produces rare errors
in spelling
and/or word
formation
ƒ uses a sufficient
range of
ƒ covers the requirements of the vocabulary to allow
ƒ logically organises
task some flexibility
information and ƒ uses a variety of
ƒ (Academic) presents a clear and precision
ideas; there is clear complex structures
overview of main trends, ƒ uses less common
progression ƒ produces frequent
differences or stages lexical items
throughout error-free sentences
7 ƒ (General Training) presents a
ƒ uses a range of cohesive
with some awareness
ƒ has good control of
clear purpose, with the tone of style and
devices grammar and
consistent and appropriate collocation
appropriately although punctuation but may
ƒ clearly presents and highlights ƒ may produce
there may be make a few errors
key features/bullet points but occasional errors in
some under-/over-use
could be more fully extended word choice, spelling
and/or word
formation
ƒ uses an adequate
range of
ƒ addresses the requirements of ƒ arranges information vocabulary for the
the task and ideas task
ƒ (Academic) presents an coherently and there is a ƒ attempts to use less
overview with information clear overall common ƒ uses a mix of simple
appropriately selected progression vocabulary but with and complex
ƒ (General Training) presents a ƒ uses cohesive devices some sentence forms
purpose that is generally effectively, but inaccuracy ƒ makes some errors in
6 clear; there may be cohesion within and/or grammar and
ƒ makes some errors
inconsistencies in tone between in spelling punctuation but they
ƒ presents and adequately sentences may be faulty or and/or word rarely reduce
highlights key features/bullet mechanical formation, but they communication
points but details may be ƒ may not always use do
irrelevant, inappropriate or referencing clearly not impede
inaccurate or appropriately communication
 generally addresses the task;
the format may be
uses only a limited
inappropriate in places presents information uses a limited
range of structures
(Academic) recounts detail with some range of vocabulary,
attempts complex
mechanically with no clear organisation but there may but this is minimally
sentences but these
overview; there may be no be a lack of adequate for
tend to be less accurate
data to support the description overall progression the task
than simple
(General Training) may makes inadequate, may make
5 present a purpose for the inaccurate or over noticeable errors in
sentences
may make frequent
letter that is unclear at times; use of cohesive devices spelling and/or word
grammatical errors
the tone may be variable and may be repetitive formation that
and punctuation may be
sometimes inappropriate because of lack of may cause some
faulty; errors
presents, but inadequately referencing and difficulty for the
can cause some difficulty
covers, key features/bullet substitution reader
for the reader
points; there may be a
tendency to focus on detail
attempts to address the task uses only basic
but does not cover all key presents information vocabulary which
uses only a very
features/bullet points; the and ideas but may be used
limited range of
format may be inappropriate these are not arranged repetitively or which
structures with only rare
(General Training) fails to coherently and may be inappropriate
use of
clearly explain the purpose of there is no clear for the task
subordinate clauses
4 the letter; the tone may be progression in the has limited control
some structures are
inappropriate response of word
accurate but errors
may confuse key uses some basic formation and/or
predominate, and
features/bullet points with cohesive devices but spelling;
punctuation is often
detail; parts may be unclear, these may be inaccurate or errors may cause
faulty
irrelevant, repetitive or repetitive strain for the
inaccurate reader
uses only a very
does not organise ideas
limited range of
logically
fails to address the task, words and
may use a very limited attempts sentence
which may have been expressions with very
range of forms but errors in
completely misunderstood limited control of
3 presents limited ideas which
cohesive devices, and
word formation
grammar and punctuation
those used may predominate
may be largely and/or spelling
not indicate a logical and distort the meaning
irrelevant/repetitive errors may
relationship
severely distort the
between ideas
message
uses an extremely
limited range of
has very little control of vocabulary; cannot use sentence
answer is barely related to the
2 task
organisational essentially no control forms except in
features of memorised phrases
word formation
and/or spelling
answer is completely fails to communicate can only use a few cannot use sentence
1 unrelated to the task any message isolated words forms at all
does not attend
does not attempt the task in any
0 way
writes a totally memorised
response
 IELTS TASK 2 Writing band descriptors (public version)
Coherence and
Band Task Achievement
Cohesion
fully addresses all parts of the
task uses cohesion in such a
presents a fully developed way that it
9 position in answer to the attracts no attention
question with relevant, fully skilfully manages
extended and well supported paragraphing
ideas
sequences information
sufficiently addresses all parts and ideas
of the task logically
presents a well-developed manages all aspects of
8 response to the question with cohesion well
relevant, extended and uses paragraphing
supported ideas sufficiently and
appropriately
logically organises
information and
addresses all parts of the task ideas; there is clear
presents a clear position progression
throughout the response throughout
presents, extends and uses a range of cohesive
7 supports main ideas, but there devices
may be a tendency to appropriately although
overgeneralise and/or there may be
supporting ideas may lack some under-/over-use
focus presents a clear central
topic within
each paragraph
arranges information
and ideas
coherently and there is a
addresses all parts of the task clear overall
although some parts may be progression
more fully covered than others uses cohesive devices
presents a relevant position effectively, but
although the conclusions may cohesion within and/or
6 become unclear or repetitive between
presents relevant main ideas sentences may be faulty or
but some may be mechanical
inadequately may not always use
developed/unclear referencing clearly
or appropriately
uses paragraphing, but
not always
Grammatical Range
Lexical Resource
and Accuracy
uses a wide range
of vocabulary
uses a wide range of
with very natural and
structures with full
sophisticated control
of lexical
flexibility and accuracy;
rare minor errors
features; rare minor
occur only as ‘slips’
errors occur
only as ‘slips’
uses a wide range
of vocabulary
fluently and
flexibly to convey
precise meanings
skilfully uses uses a wide range of
uncommon lexical structures
items but there may the majority of
be sentences are error-free
occasional makes only very
inaccuracies in word occasional errors or
choice and inappropriacies
collocation
produces rare
errors in spelling
and/or word
formation
uses a sufficient
range of
vocabulary to allow
some
flexibility and uses a variety of
precision complex structures
uses less common produces frequent
lexical items error-free sentences
with some awareness has good control of
of style grammar and
and collocation punctuation but may
may produce make a few errors
occasional errors
in word choice,
spelling and/or
word formation
uses an adequate
range of
vocabulary for the
task
uses a mix of simple
attempts to use less
and complex
common
sentence forms
vocabulary but with
makes some errors in
some
grammar and
inaccuracy
punctuation but they
makes some errors
rarely reduce
in spelling
communication
and/or word
formation, but they
do not impede
communication
 logically
presents information
with some
organisation but there may
addresses the task only
be a lack of
partially; the format may be
overall progression
inappropriate in places
makes inadequate,
expresses a position but the
inaccurate or over
development is not always
use of cohesive devices
5 clear and there may be no
may be repetitive
conclusions drawn
because of lack of
presents some main ideas but
referencing and
these are limited and not
substitution
sufficiently developed; there
may not write in
may be irrelevant detail
paragraphs, or
paragraphing may be
inadequate
presents information
and ideas but
responds to the task only in a
these are not arranged
minimal way or the answer is
coherently and
tangential; the format may be
there is no clear
inappropriate
progression in the
presents a position but this is
response
4 unclear
uses some basic
presents some main ideas but
cohesive devices but
these are difficult to identify
these may be inaccurate or
and may be repetitive,
repetitive
irrelevant or not well
may not write in
supported
paragraphs or their
use may be confusing
does not organise ideas
does not adequately address logically
any part of the task may use a very limited
does not express a clear range of
3 position cohesive devices, and
presents few ideas, which are those used may
largely undeveloped or not indicate a logical
irrelevant relationship
between ideas
barely responds to the task
does not express a position has very little control of
2 may attempt to present one or organisational
two ideas but there is no features
development
answer is completely fails to communicate
1 unrelated to the task any message
does not attend
does not attempt the task in any
0 way
writes a totally memorised
response
uses only a limited
uses a limited
range of structures
range of
attempts complex
vocabulary, but this
sentences but these
is minimally
tend to be less accurate
adequate for the task
than simple
may make
noticeable errors in
sentences
may make frequent
spelling and/or word
grammatical errors
formation
and punctuation may be
that may cause some
faulty; errors can
difficulty
cause some difficulty for
for the reader
the reader
uses only basic
vocabulary
uses only a very
which may be used
limited range of
repetitively
structures
or which may be
with only rare use of
inappropriate
subordinate clauses
for the task
some structures are
has limited control
accurate but errors
of word
predominate, and
formation and/or
punctuation is often
spelling; errors
faulty
may cause strain for
the reader
uses only a very
limited range of
words and
expressions with attempts sentence
very limited control forms but errors in
of word grammar and punctuation
formation and/or predominate
spelling and distort the meaning
errors may
severely distort the
message
uses an extremely
limited range
of vocabulary; cannot use sentence
essentially no forms except in
control of word memorised phrases
formation and/or
spelling
can only use a few
cannot use sentence
isolated
forms at all
words
 IELTS Speaking band descriptors (public version)
Band Fluency and Coherence Lexical Resource Lexical Resource Pronunciation
ƒ uses a full range of
ƒ speaks fluently with only rare structures
ƒ uses a full range of
repetition or self correction; naturally and
ƒ uses vocabulary with pronunciation features
any hesitation is content appropriately
full flexibility and with precision and
related rather than to find ƒ produces
precision in all topics subtlety
9 words or grammar
ƒ uses idiomatic language
consistently accurate
ƒ sustains flexible use of
ƒ speaks coherently with fully structures apart from
naturally and features throughout
appropriate cohesive features ‘slips’
accurately ƒ is effortless to
ƒ develops topics fully and characteristic of
understand
appropriately native speaker
speech
ƒ uses a wide vocabulary
ƒ uses a wide range
resource ƒ uses a wide range of
of structures
ƒ speaks fluently with only readily and flexibly to pronunciation
flexibly
occasional repetition or self convey precise features
ƒ produces a majority
correction; hesitation is meaning ƒ sustains flexible use of
of error-free
usually content-related and ƒ uses less common and features, with only
8 only rarely to search for idiomatic
sentences with only
occasional lapses
very
language vocabulary skilfully, with ƒ is easy to understand
occasional
ƒ develops topics coherently occasional throughout; L1
inappropriacies or
and appropriately inaccuracies accent has minimal effect
basic/non-systematic
ƒ uses paraphrase on intelligibility
errors
effectively as required
ƒ uses vocabulary
resource flexibly to
ƒ speaks at length without ƒ uses a range of
discuss a variety of topics
noticeable effort or loss of complex
ƒ uses some less common
coherence structures with some
and idiomatic ƒ shows all the positive
ƒ may demonstrate language flexibility
vocabulary and shows features of Band 6
related hesitation at times, or ƒ frequently produces
7 some repetition and/or self
some
error-free
and some, but not all, of
awareness of style and the positive
correction sentences, though
collocation, features of Band 8
ƒ uses a range of connectives some
with some inappropriate
and discourse markers with grammatical mistakes
choices
some flexibility persist
ƒ uses paraphrase
effectively
ƒ uses a mix of ƒ uses a range of
simple and pronunciation features
ƒ is willing to speak at length, ƒ has a wide enough complex structures, with mixed control
though may lose coherence at vocabulary to but with ƒ shows some effective
times due to occasional discuss topics at length limited flexibility use of features but
repetition, self-correction or and make ƒ may make frequent this is not sustained
6 hesitation meaning clear in spite of mistakes ƒ can generally be
ƒ uses a range of connectives inappropriacies with complex understood throughout,
and discourse markers but not ƒ generally paraphrases structures, though though mispronunciation
always appropriately successfully these rarely cause of individual
comprehension words or sounds reduces
problems clarity at times
ƒ usually maintains flow of ƒ produces basic
speech but uses repetition, ƒ manages to talk about sentence forms
self-correction and/or slow familiar and with reasonable
ƒ shows all the positive
speech to keep going unfamiliar topics but uses accuracy
features of Band 4
ƒ may over-use certain vocabulary ƒ uses a limited range
5 connectives and discourse with limited flexibility of more
and some, but not all, of
the positive
markers ƒ attempts to use complex structures,
features of Band 6
ƒ produces simple speech paraphrase but with but these
fluently, but more complex mixed success usually contain errors
communication causes and may
 fluency problems cause some
comprehension
problems
ƒ produces basic
ƒ uses a limited range of
ƒ is able to talk about sentence forms
ƒ cannot respond without pronunciation
familiar topics but and some correct
noticeable pauses and may features
can only convey basic simple
speak slowly, with frequent ƒ attempts to control
meaning on sentences but
repetition and self-correction features but lapses are
4 ƒ links basic sentences but with
unfamiliar topics and subordinate
frequent
makes frequent structures are rare
repetitious use of simple ƒ mispronunciations are
errors in word choice ƒ errors are frequent
connectives and some frequent and cause
ƒ rarely attempts and may
breakdowns in coherence some difficulty for the
paraphrase lead to
listener
misunderstanding
ƒ attempts basic
sentence forms
but with limited
ƒ speaks with long pauses ƒ uses simple vocabulary
success, or ƒ shows some of the
ƒ has limited ability to link to convey
relies on apparently features of Band 2 and
simple sentences personal information
3 ƒ gives only simple responses ƒ has insufficient
memorised some, but not all, of the
utterances positive features of
and is frequently unable to vocabulary for less
ƒ makes numerous Band 4
convey basic message familiar topics
errors except
in memorised
expressions
ƒ pauses lengthily before most ƒ only produces isolated ƒ cannot produce
ƒ speech is often
2 words words or basic sentence
unintelligible
ƒ little communication possible memorised utterances forms
ƒ no communication possible
1 ƒ no rateable language
0 ƒ does not attend