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  • Writing Assessment Criteria: CEFR B1

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    This document provides assessment criteria for writing at the CEFR B1 level. It evaluates performance based on three criteria: task achievement, grammatical range and accuracy, and lexical range and accuracy. For each criteria, it describes the language abilities, errors, and performance that correspond to scores from 1.0 to 0.2 in decrements of 0.2, with 1.0 being the highest level of achievement and 0.2 being the lowest level where the task is unachieved. A score of 0 indicates the task was unattempted or partially attempted with not enough language.

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    B1 WRITING

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    This document provides assessment criteria for writing at the CEFR B1 level. It evaluates performance based on three criteria: task achievement, grammatical range and accuracy, and lexical range and accuracy. For each criteria, it describes the language abilities, errors, and performance that correspond to scores from 1.0 to 0.2 in decrements of 0.2, with 1.0 being the highest level of achievement and 0.2 being the lowest level where the task is unachieved. A score of 0 indicates the task was unattempted or partially attempted with not enough language.

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    © All Rights Reserved
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    44 views1 page

    Writing Assessment Criteria: CEFR B1

    Uploaded by

    Cambridge Empower
    This document provides assessment criteria for writing at the CEFR B1 level. It evaluates performance based on three criteria: task achievement, grammatical range and accuracy, and lexical range and accuracy. For each criteria, it describes the language abilities, errors, and performance that correspond to scores from 1.0 to 0.2 in decrements of 0.2, with 1.0 being the highest level of achievement and 0.2 being the lowest level where the task is unachieved. A score of 0 indicates the task was unattempted or partially attempted with not enough language.

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    of 1

    Writing assessment criteria: CEFR B1

    Task Achievement Grammatical Range and Accuracy Lexical Range & Accuracy
    1.0 Task well achieved at a high level Grammatical Structures: Adequate Basic, but adequate range of lexis to
    Intention: Entirely clear Spelling: Adequate complete the task, some original lexical
    Purpose: Completely followed Word order:Correct with only occasional slips solutions Lexis used fully appropriately with
    Instructions: All instructions followed Punctuation: Used properly throughout very few occasional misuse
    Effect: A positive effect on the reader Errors: Very few basic errors
    Outcome: Sure to achieve a successful
    outcome
    Content: All relevant details included Some
    original ideas or presentation
    0.8 Performance shares features of bands 2 and Performance shares features of bands 2 and 3 Performance shares features of bands 2
    3 and 3
    0.6 Task achieved, some gaps Grammatical structures: Simple but mostly correct Sufficient range of lexis to complete the task
    Intention: Clear in most areas Instructions: Spelling: Mistakes that do not impede Lexis used mostly appropriately with some
    All important ones followed comprehension occasional misuse
    Effect: A generally positive effect on the Word order: Mostly correct.
    reader. Punctuation: Mostly effective
    Outcome: Likely to achieve a successful Errors: Some, but do not significantly impede
    outcome meaning.
    Content: Many relevant details included
    0.4 Performance shares features of bands 1 and Performance shares features of bands 1 and 2 Performance shares features of bands 1
    2 and 2
    0.2 Task unachieved Grammatical Structures: Very simple with Poor range of lexis to complete the task
    Intention: Very unclear. frequent and serious mistakes Lexis used inappropriately in most cases
    Instructions: Most /all not followed Spelling: Very poor
    Effect: negative Word order: Often wrong
    Outcome: Will not achieve a successful Punctuation: Often wrong
    outcome
    Content: Omission, irrelevance.
    0.0 Task unattempted / partially attempted Not Little or no evidence of grammatical knowledge of No relevant lexis organized into sentences,
    enough language to make an assessment simple structures, or under 50 words. or under 50 words.
    (under 50 words).

    Adapted from: http://www.euroexam.com/sites/network/files/file/download/Marking_Criteria/EuroB1WritingScalesLevelDescriptorsE.pdf

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