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  • CEFR A1 writing assessment criteria

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    This document outlines assessment criteria for writing at CEFR level A1. It is divided into three categories: Task Achievement, Grammatical Range & Accuracy, and Lexical Range & Accuracy. Each category is scored from 0 to 1, with descriptors provided for performance at 0.8, 0.6, 0.4, 0.2, and 0 levels. The descriptors specify the grammatical structures, spelling, word order, errors, range of lexis, and other factors expected at each performance level for a writing sample at CEFR level A1.

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    A1 WRITING

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    This document outlines assessment criteria for writing at CEFR level A1. It is divided into three categories: Task Achievement, Grammatical Range & Accuracy, and Lexical Range & Accuracy. Each category is scored from 0 to 1, with descriptors provided for performance at 0.8, 0.6, 0.4, 0.2, and 0 levels. The descriptors specify the grammatical structures, spelling, word order, errors, range of lexis, and other factors expected at each performance level for a writing sample at CEFR level A1.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    283 views2 pages

    CEFR A1 writing assessment criteria

    Uploaded by

    GERES
    This document outlines assessment criteria for writing at CEFR level A1. It is divided into three categories: Task Achievement, Grammatical Range & Accuracy, and Lexical Range & Accuracy. Each category is scored from 0 to 1, with descriptors provided for performance at 0.8, 0.6, 0.4, 0.2, and 0 levels. The descriptors specify the grammatical structures, spelling, word order, errors, range of lexis, and other factors expected at each performance level for a writing sample at CEFR level A1.

    Copyright:

    © All Rights Reserved
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    of 2

    Writing assessment criteria: CEFR A1

    Task Achievement Grammatical Range and Accuracy Lexical Range & Accuracy
    1.0 Task well achieved Grammatical Structures: Very simple but Range: Sufficient range of lexis to complete
    mostly correct the task
    Intention: Generally clear
    Spelling: Some mistakes that do not impede Errors: Very simple lexis used mostly
    Purpose: Achieved
    comprehension appropriately with some misuse.
    Instructions: All instructions followed
    Word order: Mostly correct
    Content: Most relevant details included
    Errors: Some, but do not significantly impede
    Effect: A positive effect on the reader meaning,

    0.8 Performance shares features of bands 2 and 3 Performance shares features of bands 2 and 3 Performance shares features of bands 2
    and 3
    0.6 Task achieved, some gaps Grammatical structures: Suitable for the level. Range: A narrow repertoire but adequate to
    Uses some very simple structures correctly, but complete the task.
    Intention: Clear in most areas
    still systematically makes basic mistakes
    Errors: Errors are frequent but do not
    Purpose. Achieved Spelling: Adequate, mistakes do not impede
    impede meaning.
    comprehension.
    Instructions: Most important ones followed
    Word order: Mostly correct, mistakes don’t
    Content: Relevant details included impede comprehension.
    Effect: A generally positive effect on the Errors: Frequent mistakes even in very simple
    reader. sentences – tends to mix up tenses and forget to
    mark agreement; nevertheless, it is usually clear
    what he/she is trying to say.
    0.4 Performance shares features of bands 1 and 2 Performance shares features of bands 1 and 2 Performance shares features of bands 1
    and 2
    0.2 Task entirely unachieved Grammatical Structures: Very simple, many Range: Very narrow
    mistakes.
    Intention: Very unclear. Errors: Too many, they impede meaning
    Spelling: Very poor, mistakes impede
    Purpose: Not achieved
    comprehension.
    Instructions: /Most / all not followed
    Word order: Mostly incorrect.
    Content: Omission, irrelevance.
    Effect: negative effect on the reader Errors: Many, they impede meaning.
    0.0 Task unattempted / partially attempted Not Little or no evidence of grammatical knowledge No relevant lexis organized into sentences,
    enough language to make an assessment of simple structures, or under 10 words. or under 10 words
    (under 10 words).
    Adapted from: http://www.euroexam.com/sites/network/files/file/download/Marking_Criteria/EuroA1WritingScalesLevelDescriptorsE.pdf

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