EXAMINER HANDBOOK I

EXAMINER
HANDBOOK

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 EXAMINER HANDBOOK

Contents

Introduction 3

ESaT Qualifications 4

ESaT Examiners: Assessors and Interlocutors 5

Code of Practice for Examiners 6

ORAL ASSESSORS 9

CEFR Global Scale 13

CEFR Spoken Competencies across all levels 14

Overview of ESaT Speaking Assessment 15

Oral Examination Procedures 17

Assessment Guidelines 19

Assessment Guidelines – jTELS/TELSa LEVEL A1 20

Assessment Guidelines – jTELS/TELSa LEVEL A2 21

Assessment Guidelines – jTELS/TELSa LEVEL B1 22

Assessment Guidelines – jTELS/TELSa LEVEL B2 24

Assessment Guidelines – jTELS/TELSa LEVEL C1 25

Assessment Guidelines – jTELS/TELSa LEVEL C2 27

Score Sheets (Speaking) 29

How to fill in Candidate Details 30

WRITING ASSESSORS 31

Level A1 32

Level A2 41

Level B1 47

Level B2 53

Level C1 59

Level C2 65

Appendix & Score Sheets (Writing) 72

Conversion Tables 75

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Mission Statement
''To provide educational services and tests which have a positive influence on Teaching and Learning''.

Educational Services and Testing (ESaT) is responsible for the provision of English language courses,
as well as the management and administration of two suites of English language tests for Speakers of Other
Languages (ESOL). The organisation is also involved in the auditing and accreditation of centres, and
training of Teaching and Testing Staff.

ESaT offers two up-to-date suites of examinations targeting two specific types of clients:
- the TELSa suites, for Adults, and
- the jTELS, for Juniors.

The TELSa (Test of English Language Skills for Adults) and jTELS (Junior Test
of English Language Skills) suites of examinations provide assessment at each of the main knowledge
levels established in the Common European Framework of Reference for Languages (CEFR), issued by
the Council of Europe.
TELSa examinations are offered at levels A1 to C2, whereas jTELS examinations are currently offered at levels
A1 to B2. Both suites of examinations have been developed, trialled, and piloted to exacting standards in the
field of language testing and assessment.

Why choose ESaT Qualifications?

A reliable assessment of a learner’s English language skills
ESaT qualifications offer a comprehensive assessment of the 4 language skills:
Reading, Writing, Listening and Speaking, providing a reliable indicator of language ability.
Achievement at a higher level is often the result of many years of study. Typically, candidates at this level
will have started studying English at a very young age, gradually working their way up the various levels,
incrementally and confidently increasing their skills and knowledge of the language.
ESaT qualifications provide challenging but attainable targets every step of the way, encouraging
candidates as they move up the levels to become confident and proficient users of the language.

Secure and fair exams

Our authorised centres are regulated by a code of practice to ensure the highest level of security during
examination sessions as well as equal and fair treatment of all candidates.

Transparent and informative results

A consistent scoring system across all levels makes it easy for an institution to establish entrance
requirements and provides accurate information about each language skill.
ESaT certificates provide an overall aggregate grade for the Speaking, Reading, Writing and Listening skills.
Grades and performance descriptors for each of these skills provide precise information across all areas.
All the information about a candidate’s language ability in each separate skill is displayed on the certificate,
with no separation of certificate and analysis of results.
All ESaT staff are experienced ELT (English Language Teaching) professionals, most with a strong
background in teaching, training and item writing. At ESaT, we all feel very strongly about how our tests
should influence both the Teacher and the students during the learning process - when designing our tests,
we always have in mind the skills and language necessary to communicate in the modern world.

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Overview of ESaT Qualifications

ESaT has developed a comprehensive range of qualifications for learners and teachers of English. ESaT
Centres offer English qualifications for both Juniors (up to level B2) and Adults, from Beginner to Proficiency
level, through a progressive programme.

The TELSa suite of exams covers six levels, which are aligned to the Common European Framework for Reference.

TELSa C2 High Advanced - Proficiency

TELSa C1 Advanced

TELSa B2 Upper Intermediate

TELSa B1 Intermediate

TELSa A2 Elementary - Pre-Intermediate

TELSa A1 Starter - Elementary

Accreditation and Recognition

ESaT is fully recognised by the Maltese regulating body, the MFHEA (Malta Further and Higher Education
Authority). ESaT qualifications are aligned to the Common European Framework of Reference for
Languages (CEFR)* as well as the Maltese Qualifications Framework (MQF)* which is aligned to the
European Qualifications Framework (EQF). ESaT qualifications are fully accredited by the Malta Further
and Higher Education Authority, as well as the Ministero dell’Istruzione, dell’Universita’ e della Ricerca
(MIUR) in Italy, and ASEP in Greece (Levels B2 & C2).

The following chart illustrates how ESaT qualification levels relate to the CEFR and MQF/EQF levels.

Comparison Table

ESaT MQF/EQF CEFR Cambridge English IELTS

TELSa C2 LEVEL 4 C2 MASTERY 200+ 8.0-9.0

TELSa C1 LEVEL 4 C1 EOP 180-200 7.0-7.5

TELSa B2 LEVEL 4 B2 VANTAGE 160-180 6.0-6.5

TELSa B1 LEVEL 3 B1 THRESHOLD 140-160 4.0-5.5

TELSa A2 LEVEL 2 A2 WAYSTAGE 120-140 3.0-3.5

TELSa A1 LEVEL 1 A1 BREAKTHROUGH 100-120 1.0-2.5

*Further information about the Common European Framework of Reference for Languages (CEFR) is available on the Council of Europe website at
http://www.coe.int/t/dg4/linguistic/default_en.asp
* Further information about the Malta Qualifications Framework (MQF) is available on the MFHEA website at https://mfhea.mt/en/Pages/MQF.aspx

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Examiners: Assessors and Interlocutors

To be eligible to take part in the assessment process of ESaT qualifications, examiners must first be
accredited by ESaT to guarantee reliability, fairness and confidence in our results.

All prospective examiners must meet the required Minimum Standards for Examiners, have concluded
the specific ESaT Examiner Training, be familiar with the Examiner Handbook, and have successfully
completed a standardisation session.
In some cases, ESaT may exempt the candidate from taking one or more parts of the accreditation process
on the basis of prior experience of conducting similar tests.

Minimum Requirements
Examiner Minimum Requirements
The candidate may apply for and qualify for the role of Assessor or Interlocutor for all levels of qualifications
offered by ESaT. The minimum requirements to become an examiner are:

• Minimum 2 years’ experience in teaching English or minimum 2 years’ experience as an examiner

for a recognised awarding body
• A minimum Level 6 Degree, or teaching qualification (TEFL, CELTA, Delta, etc.)
• Native speaker or minimum C2 level of English
ESaT has a duty to ensure that those who apply for the role Examiner without all the prescribed
qualifications have an equivalent standard of competence to those examiners who meet all the minimum
requirements as prescribed by ESaT.
ESaT may consider an applicant to be of an equivalent standard of competence if they hold qualifications/
have the necessary experience which ESaT deems equivalent to the prescribed qualifications above.

The Examiner may apply for and qualify as an assessor and as an interlocutor for any/all levels of
assessment offered by ESaT.
The Qualifications Manager may also apply to cover the role of Examiner if they meet the minimum
standards.
The Qualifications Manager is responsible for the recruitment and review of all examiners and must submit
application forms for all those deemed suitable for the post to ESaT for annual training and standardisation
sessions. Each centre must employ at least two Examiners, who act as the Interlocutor and Assessor
during test sessions.
The Test Centre is responsible for the remuneration and all costs incurred by examiners.

All examiners must attend at least one standardisation session run by ESaT every year to maintain their
accreditation as ESaT examiner.

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Code of Practice for ESaT Examiners

All ESaT Examiners must attend face-to-face or online training sessions to ensure that exam sessions are
carried out to required standards. The training sessions are held by ESaT trainers and include practice in
test formats and the standardisation of assessment using test samples.
In case of significant changes to the test format, online or face-to-face standardisation may be requested.
Examiners who do not pass the face-to-face training will be required to complete additional online standardisation.
ESaT assessment, at all levels, share some similar features:
 examiner qualifications and training,
 assessment procedures,
 assessment guidelines and procedures and
 marking forms.

Examination Assessor and Interlocutor Responsibilities

Assessors and Interlocutors must

 attend at least one training and standardisation session every year.
 be familiar with the CEFR and the issued guidelines.
 be familiar with the Examination format for all levels they are assessing and relevant updates.
 be familiar with the ESaT examination procedures.
 be familiar with the Code of Practice for Examiners.
 be familiar with ESaT Oral/Writing Assessment guidelines and marking procedures.
 ensure that they have all the necessary material before the start of the test session and that the
aforementioned material is handled securely during the session.
 ensure that they complete all required forms before, during and after the test session.
 ensure that all exam material is managed in a secure way before, during, and after the test session.
 ensure that candidate marks are securely recorded and not divulged outside the test room.

Oral Assessors and Interlocutors must

 ensure that the oral examination room (in the case of Oral Assessors) is properly set up for candidates
and examiners. Assessors, in particular should be seated far enough away from candidates so as not
to cause a distraction or create additional pressure. At the same time, Assessors must be able to see
and hear all candidates clearly.
 switch off and put away any mobile phones or personal electronic devices. At no time, and for no
reason, should examiners use personal electronic devices during the test session.
 be aware that they will be provided with regular short breaks during the test session. For this reason:
 no smoking is allowed during the session
 no food or drink are to be consumed during the test session, with the exception of water
 test rooms and test materials must never be left unattended. Should the examiners need to leave the
room, it is important that they inform the Qualifications Manager and lock the door of the room before
leaving. At no point and for no reason, should the candidates be left unsupervised inside the test room.
 conduct the examination according to the ESaT guidelines for interlocutors and assessors.
 be professional in appearance and behavior, to meet candidate expectations. Clothing should be clean
and tidy. Dress Code should respect the culture of the country where the test session is being held.

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Test Centers may be audited by ESaT. Auditors will be checking that all ESaT standards and
procedures are being adhered to.

In such cases, the auditor must ensure that the Examiners

 meet ESaT minimum standards for examiners.
 have attended the minimum one training/standardisation session for that academic year.
 organise, handle and complete examination material appropriately and in an orderly manner.
 have the assessment guidelines and marking sheets at hand.
 complete the marking in a timely manner. The marks awarded must be objective and reflect ESaT
assessment guidelines.
 manage any problems or issues that may arise during the session according to the Centre Director
Handbook, record the issues on the appropriate form/s, and inform the Qualifications Manager as
soon as possible.

Oral Assessors and Interlocutors must

 be on their best professional behavior and appearance. Clothes should be clean and tidy.
 carry out the assessment according to the specified guidelines and deliver the examination frame
in a natural sounding manner, and at an appropriate pace for the level being assessed.
 keep to given timing and script.
 give every candidate the opportunity to be the first to respond in a set task.
 use all the interlocutor frames provided, by doing their best to use different test versions for different
candidate pairs.
 provide candidates with equal opportunities to speak.
 maintain a fair, objective, courteous and encouraging approach during the test session.

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Security and confidentiality

All ESaT test material is STRICTLY CONFIDENTIAL and must be kept under secure conditions at all times.
Test material, examiner booklets, photographs or prompts must not be reproduced or used for teaching or
examination practice. Examiners must not discuss the test material or the assessment criteria outside of
the test room nor with any person outside of the organisation.

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Oral Assessors

The following section is designed to guide Oral Assessors by providing them with all
the necessary tools to assess speaking competencies in an objective and consistent
manner.
There are sections that deal with the practical running of sessions such as the section
entitled ‘Handling of special situations and issues’ and ‘Oral Examination Procedures’.

In this section, the Oral Assessor will also find various parts that cover the six CEFR levels:
level A1 up to level C2. The following, level specific tools are provided:

 CEFR Global Scale

 CEFR Speaking Competencies
 ESaT Assessment Guidelines
 Score sheets

Once the Oral Assessor completes all relevant parts of this Handbook, he/she will be
expected to take the Oral Examiner Training course, complete and pass each module, as
well as independently assess sample candidates at various levels.

ESaT accepts marks which are 2 marks higher or lower than the indicated overall score.
N.B.: half marks can be awarded for the analytical and global achievement parts of the
oral assessment. The final total mark awarded should be rounded up to the nearest whole
number.

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Handling of special situations and issues

Candidates with Disabilities
The test may be stopped if during the test session, a candidate who has not applied for Special
Arrangements, displays a severe disability that hinders the standard conduct of the oral test, or the
application of the oral assessment criteria (e.g. in the case of a candidate with a huge stammer; or in the
case of a candidate with a hearing difficulty, where s/he can barely hear enough to be able to respond and
whose impairment is going to put their test partner at a disadvantage).
The Qualifications Manager must be informed, and a Non-conformity form filled. The oral test may be
rescheduled or dealt with according to Special Arrangement procedures.

Assessment
Candidates with special requirements must be assessed in exactly the same way as other candidates. They
must not be marked more leniently. All candidates are assessed according to the same criteria.

Dummy Partners
In exceptional circumstances, the Qualifications Manager may authorise the use of a “dummy partner”.
Cases in which such authorisation is admitted are:
 the pairing of a candidate with another candidate that has a severe impairment, which makes assessment
challenging (special arrangements made in advance)
 the pairing of a candidate with another candidate that has a severe impairment, which makes assessment
challenging (special arrangements not made in advance)
 a candidate without a partner (especially during small sessions)
A dummy partner can be:
1) Another candidate
 whose age and level are appropriate to the test being taken and who is familiar with the format
of the speaking test
 who has already been assessed (the dummy partner will not be assessed once again and the
mark awarded in the original oral test will remain valid)
or
2) A speaker of English whose age and level are appropriate to the relevant examination.

Adverse Conditions during Oral Assessment

Adverse conditions (e.g. disruptive noise or excessive heat/cold) should be reported to the Qualifications
Manager and reported in the Non-Conformity Form.
The Qualifications Manager may decide to interrupt a test session affected by adverse conditions in cases
where the disruption is so severe as to impact candidate performance.
The Qualifications Manager may decide to restart an interrupted session once the issue is solved.
The examiner must start the oral examination from the beginning using a different version of the Interlocutor
Frame. The candidates must be assessed for their performance during the undisturbed test session only.
Unfair practice
An examiner or supervisor who, either in the course of the test session or subsequently, considers that a candidate
has engaged in malpractice shall immediately report the circumstances in writing to the Qualifications Manager.

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Responsible Practice
Timing
Assessors/Interlocutors must ensure that all candidates are granted the same test time. To ensure fairness
and test reliability, the timing provided in the oral examination guidelines must be adhered to.
Test materials
Both the Assessor and the Interlocutor should have a copy of the Oral Examination Handbook. The
interlocutor must also have a copy of the material for candidates (Candidate Booklet).
The interlocutor should organize all exam material by marking exam sections and relevant pages with post-it
notes or other bookmarks for his/her reference.
Candidate booklets must be handled with care, ensuring that the pictures and prompts are not damaged in
any way.
Interlocutor conduct
When carrying out the oral examination the Interlocutor must
 inform the assessor of which frame will be used and make sure both assessor and interlocutor are
familiar with candidate names.
 greet the candidates and introduce the assessor.
 use candidates’ names during the examination.
 adhere to the interlocutor frame in full and ask every candidate the same number of questions.
 adhere to the interlocutor frame and prompts and avoid asking unscripted questions.
 use back up questions or prompts provided if the candidate fails to respond or gives a minimal
response.
 give every candidate the opportunity to be the first to respond in a set task.
 address questions in turn to candidates, following the frame. Interlocutors must not allow candidates
to answer their partner’s questions.
 give all candidates equal opportunities.
 allow every student a few seconds thinking time to formulate a response.
 resist praising and saying ‘Good’ and instead use neutral language such as ‘Yes’.
 avoid correcting inaccurate language in an examination situation. In such cases the Interlocutor
should make no comment.
 repeat questions only once if a candidate does not understand or fails to answer. If the question asked
remains unanswered then the interlocutor must use a backup question or carry on with the test.
 interrupt candidates only when contributions are over-extended or inappropriate. The interlocutor
must interrupt in a polite fashion, smiling and saying “Thank you “.
 maintain a non-participative approach during the candidate interaction phase. The interaction phase
is designed for candidates to speak to each other. The Interlocutor must initiate the interactive task
and make it clear that candidates should talk to each other. The interlocutor must deliver the
instructions, point to the prompts and encourage interaction with a supportive hand gesture.
 read out task instructions and hand out material to candidates in an orderly manner, maintaining
material in view.

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 repeat instructions if necessary, especially if the candidates have misunderstood the task.
 repeat instructions, use prompts and gestures if candidates do not understand. The interlocutor must
manage the situation based on the level of the test. If interaction breaks down or if candidate fails to
speak, the interlocutor must smile and say “thank you” and proceed with the test.
Assessor conduct
During the assessment, the Assessor must
 sit at a distance from the candidates and the Interlocutor. They must be sufficiently close to hear all
the comments the candidates make.
 maintain a welcoming and serene approach even at a distance.
 maintain a non-participative approach and absolutely NOT interfere in the examination.
 be familiar with the test format and version used by the interlocutor.
 have the assessment guidelines at hand and if necessary, refer to these guidelines.
 listen carefully.
 take notes that will help her/him assign marks on the different criteria.
 never compare students’ performance. Inputted marks should reflect a student’s performance
against each criterion.
 complete the marking process efficiently, and within one minute of the candidates concluding the
test. All marks are to be recorded on the ESaT marking sheets provided.

 At the end of each test, the Interlocutor and Assessor should avoid giving students feedback
on their performance;
 After each test, the Interlocutor and Assessor briefly exchange views on the student’s
performance in the test before the total mark is assigned.

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CEFR Global Scale 1

ESaT assessment levels are based on those established by the Common European Framework of Reference (CEFR).

Can easily understand virtually everything heard or read.

Can summarise information from different spoken and written sources, reconstructing
C2 arguments, and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely, differentiating
finer shades of meaning even in more complex situations.

PROFICIENT
USER
Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
Can express him/herself fluently and spontaneously without much obvious searching
for expressions.
C1
Can use language flexibly and effectively for social, academic, and professional purposes.
Can produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors, and cohesive devices.

Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation.
Can interact with a degree of fluency and spontaneity that makes regular interaction
B2
with native speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint
on a topical issue giving the advantages and disadvantages of various options.
INDEPENDENT
USER
Can understand the main points on familiar matters regularly encountered in work,
school, leisure, etc.
Can deal with most situations likely to arise whilst travelling in an area where the
B1 language is spoken.
Can produce simple connected text on topics which are familiar or of personal interest.
Can describe experiences and events, dreams, hopes & ambitions and briefly give
reasons and explanations for opinions and plans.

Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment).
A2 Can communicate in simple and routine tasks requiring a simple and direct exchange
of information on familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment
and matters in areas of immediate need.
BASIC
USER
Can understand and use familiar everyday expressions and very basic phrases aimed
at satisfying needs of a concrete type.
Can introduce him/herself and others and can ask and answer questions about personal
A1
details such as where he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and is
prepared to help.

1
https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

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CEFR Speaking Competencies across all levels
A1 A2
I can interact in a simple I can communicate in
way provided the other simple and routine tasks
person is prepared to requiring a simple and
repeat or rephrase things direct exchange of
Spoken Interaction
at a slower rate of speech information on familiar
and help me formulate topics and activities.
what I am trying to say.
I can handle very short
I can ask and answer social exchanges, even
simple questions in areas enough to keep the
of immediate need or on conversation going myself.
very familiar topics.
I can use simple phrases I can use a series of
and sentences to describe phrases and sentences to
where I live and people I describe in simple terms
know. my family and other
Spoken Production
people, living conditions,
my educational
background and my
present or most recent
job.
B1
I can deal with most
situations likely to arise
whilst travelling in an area
where the language is
spoken.
I can enter unprepared
into conversation on topics
that are familiar, of
personal interest or
pertinent to everyday and
current events.
I can connect phrases in a
simple way in order to
describe experiences and
events, my dreams, hopes
and ambitions.
I can briefly give reasons
and explanations for
opinions and plans. I can
narrate a story or relate
the plot of a book or film
and describe my reactions.
B2
I can interact with a degree
of fluency and spontaneity
that makes regular
interaction with native
speakers possible.
I can take an active part in
discussions on familiar
topics, accounting for and
sustaining my views.
I can present clear,
detailed descriptions on a
wide range of subjects
related to my field of
interest.
I can explain a viewpoint
on a topic giving the
advantages and
disadvantages of various
options.
EXAMINER HANDBOOK
C1
I can express myself
fluently and spontaneously
without obvious searching
for expressions.
I am flexible in the use of
language and can use it
effectively in social and
professional situations.
I can formulate ideas and
opinions and contribute
skilfully with other
speakers.
I can present clear,
detailed descriptions of
complex subjects
integrating sub-themes,
developing particular
points, and rounding off
with an appropriate
conclusion
C2
I can take part effortlessly
in any conversation or
discussion. I have a good
familiarity with idiomatic
expressions and
colloquialisms.
I can express myself
fluently and convey finer
shades of meaning. Any
hesitation when expressing
myself is dealt with so
smoothly that other people
hardly notice.
I can present a clear,
flowing description or
argument in a style
appropriate to the context
and with an effective,
logical structure which
helps the listener
understand and remember
significant points.
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Overview of the ESaT Speaking Assessment

The centre can schedule the speaking component of the assessment to be held either on
the same day as the examination or on a different day.

Assessment type Assessment type Total duration Weighting

Practical Oral Examination 12-17 minutes 25%

Speaking
(Face-to-Face or online) depending on level

The tables below provide an overview of the structure and timing for the ESaT suite of
qualifications speaking mode of the assessment.

LEVELS A1 - B1

Assessment Criteria Task Type Total Marks

Oral The candidate should be able to: Oral interaction with the
Examination  greet the examiner. interlocutor.
Part A  give personal details. 2 mins. per candidate

The candidate should be able to:

Oral 25 marks
 describe pictures using adequate Oral discourse.
Examination
(for the level) language structures 2 mins. per candidate
Part B
and vocabulary.

This phase focuses on

Oral The candidate should be able to:
interaction between the
Examination  ask and answer questions about a candidates.
Part C topic and give opinions and facts
4 mins. overall

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LEVEL B2

Assessment Criteria Task Type Total Marks

Oral The candidate should be able to: Oral interaction with the
Examination ● greet the examiner interlocutor.
● provide personal details and
Part A 2 mins. per candidate
information.

The candidate should be able to:

Oral ● describe pictures, express ideas and Oral discourse.
Examination opinions, provide factual information. 25 marks
2-3 mins. per candidate
Part B ● use a range of language
structures and vocabulary.

The candidate should be able to: This phase is dedicated to a

Oral
● ask and answer questions about natural interaction between the
Examination
a topic. candidates.
Part C
● give opinions and facts. 3-4 mins. overall

LEVELS C1 - C2

Assessment Criteria Task Type Total Marks

Oral The candidate should be able to: Oral interaction with the
Examination ● greet the examiner interlocutor.
● provide personal details and
Part A 3 mins per candidate.
information.

Oral Interaction.
Oral The candidate should be able to: This phase focuses on
Examination ● discuss the prompts asking and interaction between the 25 marks
Part B answering questions. candidates.
Approximately 4 mins. overall.

Oral The candidate should be able to: Extended speech.

Examination ● use extended speech and Approximately 3 mins. per
Part C discuss a topic at length. candidate.

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Oral Examination Procedures

Conducting the ESaT Speaking Test
All test centre premises are regularly inspected to ensure they meet ESaT standards. It is the responsibility of
the Qualifications Manager to ensure that the test room is compliant, but if examiners feel that the size of the
room, furniture, lighting, ventilation, heating, air conditioning and ambient noise levels are unacceptable, they
must ask the centre to provide an alternative room.

Before the speaking test

The examiners should ensure that all posters and/or written material, which may assist the candidates during
the examination, have been removed.

The examiners should ensure that the test room set up reflects the following recommended layout:
 The Assessor sits at a separate table approximately 2 metres from the Interlocutor (alternatively,
behind, if the size of the room does not permit two tables next to each other). The Assessor should be
in a position that allows him/her to see and hear the candidates clearly.
 The table at which the Interlocutor and the candidates sit should be large enough for the candidates
to be seated in comfort and to see the exam materials easily.
 Examiners should ensure that the candidates are not sitting with a light shining directly in their eyes.
 The candidates should never be seated directly facing a glass door leading into the corridor. If the size
of the room does not lend itself to any other set-up, the examiners should ensure that the candidates
are seated with their backs to the glass door, or the glass panel covered using paper or cloth.
 The recommended layout of the Examination Room is as follows:

CANDIDATE CANDIDATE
A B

DE S K

INTERLCUTOR

DESK

ASSESSOR

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Materials
On the day of the test session, Examiners must collect the following material from the Qualifications Manager
upon arrival at the Test Centre:
1. Candidate list (Timetable for oral exams) – list should contain indicated pairings and details relating to
each candidate (i.e. Full name and Exam ID).
2. Examiner materials: Speaking Test “Oral Examination Guidelines”, Pictures for the candidates (Oral
Prompts). The pictures can also be displayed in a digital format via a computer screen, IWB or tablet.

NOTE: For sessions where there is a group of three candidates, the picture sets must include 3 copies of each version.

3. Score Sheet for the speaking test.

4. Assessment Guidelines and Examination syllabus if required by the Assessor.
5. Empty envelopes for Score Sheets and Speaking Test Material.

NOTE: Interlocutors may view the Interlocutor Frames up to 24 hours before the test session; however,
no examination material can leave the Test Centre.

Procedure
There must always be two examiners present for all ESaT Speaking Tests: one examiner has the role of
Interlocutor and the other examiner that of Assessor. These roles can be interchangeable as long as the
Assessor is not the candidates’ teacher.
Where it is not possible to have two examiners present, permission in writing must be obtained beforehand
from ESaT. Permission for such a set-up will only be granted for the following reasons:
✓ Testing in remote places;
✓ Last-minute illness of one of the examiners;
✓ Last-minute public transport strikes;
✓ Special circumstances which will be assessed by the ESaT Board on a case-by-case basis.
• Candidates must be tested in pairs. On the day of the examination, the Assessor and Interlocutor are
provided with a final list of pairs.
• When there is an odd number of candidates, the last 3 candidates on the list are examined as a group
of three. There should only be one group of three candidates in any one session and they are to be
scheduled at the end of the session.
• In very exceptional cases, a single candidate can be examined at the beginning of the Speaking
session.
In the event that an assessor has a candidate on their list who is known to them, they need to immediately
inform the Qualifications Manager, n good time before the examination. The Assessor cannot assess
candidates who they know personally.

Timetabling of speaking tests

Speaking tests should take place the same day as the writing test. If this is not possible, the speaking test may
be held maximum 2 days (including Saturdays) prior or after the date of the test session.
Once started, Test Centres must ensure that testing is as continuous as possible.
It is possible to give Oral Examiners short, 5-minute breaks during the session. Oral Examiners should not
take the break at the same time. At all times, Centre Supervision must be maintained.
The Qualifications Manager is responsible for the timetabling of test sessions. A list of candidate pairs in
chronological order must be provided to the Assessor and Interlocutors and must also be displayed in a
prominent area of the centre for candidates to see. Further details regarding the speaking test are to be found
in the Oral Examination Guidelines.

Page 18 of 75 |
 EXAMINER HANDBOOK

Malpractice in speaking tests

In submitting speaking test marks to ESaT, a Test Centre is deemed to be making a statement that it has
fulfilled all ESaT requirements for the conduct of the speaking test. It is intended that the conversation elements
of speaking tests will be lively and spontaneous. ESaT will deal with any suspicion of collusion in the conduct
of speaking tests (for example, candidates or interlocutors using pre-determined scripts) in accordance with
ESaT malpractice procedures.
ESaT may request that oral test sessions be recorded, and the recording uploaded together with the test
material.

Absent candidates
In the case that a candidate is absent, or more than 30 minutes late for their session, the Assessor must
indicate that candidate as being absent (‘A’).
If the candidate completed the writing, listening and reading parts of the test but missed the speaking session,
the assessor must mark the area reserved for speaking test marks in the answer sheet with a 0 (zero).
Candidates who do not take the speaking test but achieve an overall ‘Pass’ will have reference made to the
fact that they have not successfully completed all the examination components noted on their certificate.

Test Centres
Test Centres must ensure that speaking tests take place in the best possible conditions. Test Centres must
make arrangements to use a suitably quiet room. There must also be a quiet area for candidates who are
waiting to be tested. The area must be inaccessible to other candidates who have already taken the exam.
Any material both in the waiting and test room that may be helpful to candidates, must be removed or covered.
 Test Centres must ensure that good quality recording equipment is available.
 The equipment used in the test room is to be tested periodically.
 In the event that ESaT requests that the speaking test session be recorded, the Qualifications Manager
must carry out spot checks to ensure that all the candidates have been recorded before uploading
recordings.

Assessment Guidelines
The oral assessment is to be carried out under controlled test conditions.

In order to ensure and maintain the highest standards of professionalism and consistency throughout the
speaking assessment, it is essential that both the assessor and interlocutor:

• familiarise themselves with this handbook before the speaking assessment

• adhere to all the quality assurance requirements as set out by ESaT
• assess candidates independently according to the Assessment Guidelines

The Assessment Guidelines include Assessment criteria that describe the aspects of performance to be
assessed. ESaT assessments are benchmarked to the CEFR.

Every level (A1 to C2) has its own assessment criteria (presented in the form of a table) and these are split up
into bands. The table is modular and allows for a variety of possibilities, i.e. a candidate will NOT necessarily
obtain the same band score for each of the criteria.

During the session, the assessor focuses on analytic marking (Grammar and Vocabulary, Fluency and
Pronunciation…) whilst the interlocutor focuses on the candidate’s overall effectiveness in dealing with
the tasks, and gives a mark in the ‘Overall Impression Score’ column.

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Assessment BAND A
criteria 4.5 – 5 MARKS
FLUENCY AND PRONUNCIATION
The Candidate:
& COHERENCE / DISCOURSE
• is able to produce short, extended, pre-
packaged stretches of language. Some
hesitation is evident, while the candidate
searches for language; however, this does not
impede understanding on behalf of the listener.
• is intelligible with utterances which he/she
is familiar with.
• exhibits good control of pronunciation of a
limited repertoire of learnt words and phrases.
• can correctly reproduce most sounds and
stress on familiar words and phrases.
• expresses him/herself coherently on a range of
familiar concrete topics, in spite of the low level.
GRAMMAR AND LEXIS:
RANGE & ACCURACY
The Candidate:
• exhibits control of simple grammatical
forms/structures, and sentence patterns
in a learnt repertoire.
• uses a range of vocabulary of words and
phrases when talking about every day
and concrete situations.
• uses vocabulary needed to carry out tasks.
The Candidate:
COMMUNICATION
• exhibits good turn-taking strategies at this
INTERACTIVE
level and can interact on the topic of
discussion in a simple and effective way.
• requires very little prompting and support,
despite the fact that his/her language is
simplistic.
• asks for clarification where necessary.
• Only requires minor, if no repetition during
questions and instructions.
OVERALL IMPRESSION
HOLISTIC SCORING /
Excellent performance at this level. The
candidate can carry out speaking tasks
clearly and in an intelligible manner.
Assessment Guidelines – LEVEL A1
BAND B
3.5 – 4 MARKS
The Candidate:
• produces a few short stretches of
language, mainly pre-packaged, with
some hesitation and omissions.
• is mostly intelligible with familiar
utterances but is not as intelligible when
using less familiar words.
• exhibits some control of pronunciation of a
limited repertoire of learnt words and
phrases.
• can correctly reproduce a limited range of
sounds and stress on familiar words and
phrases.
Some L1 interference is noticeable.
The Candidate:
• exhibits some control of a few, very simple
grammatical forms/structures, and sentence
patterns in a learnt repertoire.
• uses some range of vocabulary repertoire
of words and phrases when talking about
every day and concrete situations.
• uses most vocabulary needed to carry out tasks.
The Candidate:
• exhibits some basic turn-taking strategies
and can interact on the topic of discussion
in a simple way, but with some hesitation.
• requires some prompting and some
support during interaction. Occasional
repetition may be required.
Good performance at this level. The candidate
can carry out the speaking tasks well, with, at
times, some minor hesitation or search for
words.
The candidate's performance shares features
of the band below, and the band above.
BAND C
2.5 – 3 MARKS
The Candidate:
• generally produces short, mainly pre-packaged
responses, although with frequent hesitation
and a noticeable reduction of elements.
• is not always intelligible especially when
using less familiar words.
• exhibits limited control of phonological
features at word and phrase level.
• is able to communicate on a number of
familiar topics, albeit with some hesitation.
Strong L1 interference can hinder intelligibility.
Discourse is generally organised, although
simplistic, but there is occasional incoherence,
and a number of inaccuracies.
The Candidate:
• exhibits little control of a few, very simple
grammatical forms/structures.
• uses a few words and phrases, appropriate
at this level, to talk about very familiar,
everyday, concrete situations and to carry
out tasks.
The Candidate:
• is able to maintain very simple exchanges,
although he/she exhibits some difficulty in
following the topic flow and information
exchange.
• Frequent prompting and support are
required by the examiner. The examiner
must speak at a slower pace and repeat
questions or instructions
Interaction is generally adequate.
Adequate, or nearly adequate, performance
at this level. The candidate can carry out
most tasks but in a basic manner. The
performance is limited and hesitant on many
occasions.
EXAMINER HANDBOOK
BAND D BAND E
1.5 – 2 MARKS 0 – 1 MARK
The Candidate:
• may digress from the topic being
discussed into more familiar territory.
• has extremely limited control of
phonological features of the language,
and is, more often than not, unintelligible.
Responses mainly consist of very short phrases
and very frequent hesitation.
The Candidate:
• exhibits limited control of (only) a few very Difficult to assess at this
simple grammatical structures. level - candidate is only able
• generally uses isolated words and to produce individual words
phrases. or very short isolated well-
rehearsed phrases, which
are, at times,
incomprehensible. He/she
exhibits constant hesitation.
There is no real attempt to
interact with the examiner
The Candidate: and the other candidate.
• has considerable difficulty to maintain
simple exchanges.
• requires a fair degree of support and
prompting to help complete the task. The
examiner must speak at an extremely
slower pace.
Interaction is generally very poor.
Poor – the candidate’s contributions are very
limited, and a certain amount of interpretation
is necessary.
There is little or no attempt at the tasks; the
candidate is unable to use stretches of
language, except in very well-rehearsed
situations, notwithstanding the support provided.
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Assessment BAND A
criteria 4.5 – 5 MARKS
GRAMMAR AND LEXIS: FLUENCY AND PRONUNCIATION
The Candidate:
RANGE & ACCURACY & COHERENCE / DISCOURSE
• produces extended stretches of language,
which are mainly pre-packaged, with some
very minor hesitation while the candidate
searches for language; however, this is not
a strain on the listener.
• is intelligible with familiar words and phrases.
• exhibits control of phonological features at
phrase/sentence level and word level.
• uses stress, rhythm, and intonation with
slight L1 interference.
• expresses him/herself coherently on a range
of familiar topics, in spite of the low level.
• can use the most frequently occurring
connectors to link simple sentences.
The Candidate:
• exhibits good control of simple grammatical
forms/structures, necessary to carry out
tasks intelligibly.
• makes basic mistakes when attempting to
use more difficult language but this does not
usually hinder comprehension.
• uses a good range of vocabulary to carry out
tasks and talk about familiar and concrete
situations.
The Candidate:
COMMUNICATION
• exhibits good turn-taking strategies, can
use simple techniques to start, maintain, or
INTERACTIVE
end a short conversation.
• can engage in a topical discussion
conducted slowly and clearly.
• requires very little prompting and support,
even though language is simplistic.
• participates actively and gives extended
answers to questions.
• May from time to time ask for clarification,
reformulation, or repetition.
OVERALL IMPRESSION
HOLISTIC SCORING /
Very good to excellent performance at this
level. The candidate can carry out speaking
tasks clearly and in an intelligible manner.
The candidate can manage simple, routine
exchanges without undue effort; can ask and
answer questions and exchange ideas and
information on familiar topics in predictable
everyday situations
Overall, the candidate has mastered features
of the level very well.
Assessment Guidelines – LEVEL A2
BAND B
3.5 – 4 MARKS
The Candidate:
• produces some stretches of language, which are
mainly pre-packaged, with hesitation at times.
• can use basic sentence patterns and
communicate using memorised phrases.
• is mostly intelligible with familiar words or
phrases.
• exhibits adequate control of phonological
features at phrase/sentence and word level
that do not hinder intelligibility.
• uses stress, rhythm, and intonation with
some L1 interference.
• can use some basic connectors to link
simple sentences from time to time.
The Candidate:
• exhibits an adequate control of a few,
simple grammatical forms/structures
necessary to carry out tasks.
• makes basic mistakes even in simple
discourse but the meaning is still clear.
• uses an adequate range of vocabulary
appropriate at this level to carry out tasks and to
speak about very familiar, everyday situations.
• may have to search for words at times.
The Candidate:
• exhibits some turn-taking strategies, can
sometimes start a conversation and is
usually able to maintain it.
• requires some prompting and support,
some repetition or reformulation when not
addressed clearly, slowly, and directly.
• participates in the exchange to a good
extent. At times cannot maintain the
conversation unless prompted.
• attempts some extended answers to questions.
Good performance at this level, the candidate
can carry out the speaking tasks well with
some minor hesitation.
The candidate’s performance shares features
of the band below, and the band above.
Overall, the candidate has achieved features
of the level.
EXAMINER HANDBOOK
BAND C BAND D BAND E
2.5 – 3 MARKS 1.5 – 2 MARKS 0 – 1 MARK
The Candidate: The Candidate:
• produces short responses which are, • mainly uses very short phrases is hesitant
mainly pre-packaged, and there is and may digress from the topic being
noticeable hesitation and false starts. discussed into more familiar territory.
• struggles to use basic sentence patterns. • cannot handle a short exchange with ease
• is mostly intelligible but exhibits limited • has very limited control of phonological
control of phonological features at word features of the language, and is, more
and phrase level. often than not, unintelligible.
• uses stress, rhythm, and intonation with a • uses a linker to connect words from time to
strong L1 interference. time.
• rarely uses connectors to link sentences
• uses some organised discourse, but there
is occasional incoherence, and there are a
number of inaccuracies.
The Candidate: The Candidate:
• exhibits only some control of language to • exhibits limited control of (only) a few very
carry out tasks; it is not always clear what basic grammatical structures.
he/she wants to say. • uses isolated words and phrases. Difficult to assess at this
• makes basic mistakes even in simple • uses a very narrow repertoire of vocabulary level – candidate is only
discourse and meaning is not always even when speaking about familiar able to produce individual
clear. situations. The range used to carry out words or very short isolated
• uses a limited range of vocabulary to carry out tasks is basic. well-rehearsed phrases,
tasks and talk about familiar everyday situations. which are, at times,
• frequently searches for words. incomprehensible. He/she
exhibits constant hesitation.
There is no real attempt to
The Candidate: The Candidate: interact with the examiner
• uses some basic turn-taking strategies • has considerable difficulty to maintain and the other candidate.
and is rarely able to initiate or maintain a simple exchanges.
conversation. • requires a fair degree of support and
• exhibits some difficulty in keeping the prompting to carry out tasks.
conversation going. • interaction is generally very poor.
• needs prompting and support by the
examiner.
• requests repetition and reformulation
frequently.
Adequate, or nearly adequate, performance Poor – candidate’s contributions are very
at this level. The candidate can carry out most limited, and a certain amount of interpretation
tasks but in a simple manner. Performance is is necessary.
limited and hesitant on many occasions. There is an attempt at the task, however, the
candidate is unable to use stretches of
language, except in very well-rehearsed
situations, notwithstanding the support
provided.
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Assessment BAND A
criteria 4.5 – 5 MARKS
The Candidate:
• can express him/herself with relative ease.
Despite some problems with formulation
resulting in pauses while the candidate
FLUENCY AND PRONUNCIATION
searches for language resources to express
& COHERENCE / DISCOURSE
ideas and concepts, this does not strain the
listener.
• generally produces extended stretches of
language, and attempts some more complex
language although pauses for grammatical
and lexical planning and repair at times.
• uses intelligible pronunciation throughout.
• mispronounces some individual sounds or
words he/she is not familiar with.
• generally produces correct stress, rhythm
and intonation at both utterance and word
level although some L1 interference is
noticeable.
• expresses him/herself coherently on a range
of topics.
• organises extended discourse, linking a
series of shorter elements using some
cohesive devices
The Candidate:
• uses a wide range of simple language flexibly
to carry out tasks and express much of what
he/she wants.
• communicates with reasonable accuracy
throughout the examination.
GRAMMAR AND LEXIS:
• has good control of language structures
RANGE & ACCURACY
although there may be some L1 interference.
• attempts some more complex forms to carry
out tasks although these may result in
inaccuracies when doing so.
• can express him/herself clearly albeit with
some mistakes which do not hinder
understanding.
• self-corrects errors with tenses or expressions
which lead to misunderstandings.
• uses a wide range of simple vocabulary
appropriately to carry out tasks and exchange
views on familiar topics.
• shows good control of simple vocabulary
when carrying out tasks but errors occur
when handling unfamiliar topics. Some
circumlocutions.
Assessment Guidelines – LEVEL B1
BAND B
3.5 – 4 MARKS
The Candidate:
• can generally express him/herself with
relative ease.
• has some problems with formulation
resulting in frequent pauses as the he/she
searches for language resources to express
ideas and concepts. At times this puts strain
on the listener.
• produces some extended stretches of
language, although he/she is not always
able to use complex language except in well-
rehearsed utterances.
• is intelligible, but L1 features may put some
strain on the listener.
• generally articulates individual sounds
correctly, but minor slips that do not hinder
comprehension may occur.
• generally uses appropriate intonation, word
stress and sentence stress.
• organises extended discourse, linking a
series of shorter elements using a limited
amount of cohesive devices.
• produces utterances which at times lack coherence.
The Candidate:
• uses, with fair control, a range of simple
language to carry out tasks and express
much of what he/she wants.
• communicates with accuracy demonstrating
control of basic language structures
although there is L1 interference.
• accurately uses a repertoire of frequently
used ‘routines’ and patterns associated with
more predictable situations.
• attempts a few more complex structures
and some errors generally occur.
• uses a good range of vocabulary to talk
about, and exchange views on familiar
topics and to carry out tasks.
• shows control of simple vocabulary when
carrying out tasks but some errors occur
when handling unfamiliar topics.
• uses circumlocutions when in difficulty.
BAND C
2.5 – 3 MARKS
The Candidate:
• produces some stretches of language but
shies clear of using complex language.
• is quite hesitant during communication,
searches for language resources to express
ideas and concepts. Most times this puts
strain on the listener.
• is mostly intelligible, but L1 features put
quite a bit of strain on the listener.
• exhibits some control of phonological
features at word and sentence level.
• rarely links longer sentences and uses basic
linking devices.
• produces discourse, which is generally
organised, but some utterances are not
always clear, ideas and words are not
always connected in a coherent way.
The Candidate:
• exhibits adequate control of simple
grammatical structures and forms.
• generally uses a repertoire of frequently
used ‘routines’ and patterns associated with
more predictable situations.
• uses a range of appropriate vocabulary to
carry out tasks and to speak about familiar
topics.
• shows some control of simple vocabulary
but frequent errors occur when carrying out
tasks and handling unfamiliar topics.
EXAMINER HANDBOOK
BAND D BAND E
1.5 – 2 MARKS 0 – 1 MARK
The Candidate: Difficult to assess at this
• uses mainly very short phrases and level – Candidate
produces very frequent hesitation. performance is
• may digress from the topic being discussed representative of a lower
into more familiar territory. level than B1.
• has very limited control of phonological
features of the language, and is, more often
than not, unintelligible.
• discourse is mostly unclear and
disconnected.
The Candidate: Difficult to assess at this
• exhibits limited control of (only) a few very level – Candidate
simple grammatical forms and structures. performance is
• uses a limited range of vocabulary to carry representative of a lower
out tasks and to speak about familiar topics. level than B1.
• shows very little control of vocabulary use
and makes many errors while carrying out
tasks.
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Assessment BAND A
criteria 4.5 – 5 MARKS
The Candidate:
• can easily initiate, maintain and close
INTERACTIVE COMMUNICATION
simple conversations on topics that are
familiar or of personal interest.
• uses suitable strategies to get the floor.
• can start and continue conversation,
developing interaction further using repair
strategies to compensate for possible
communication difficulties.
• rarely needs prompting and assistance
from partner or interlocutor.
• can exchange, check, and confirm
information.
• can check and confirm understanding.
• can ask for repetition if necessary and asks
for clarification when he/she is not clear
about something.
Interaction is generally of a very good level.
Excellent performance at this level. The
OVERALL IMPRESSION
candidate communicates with confidence on
HOLISTIC SCORING /
all topics whilst carrying out tasks.
Some minor inaccuracies and inappropriate
use are evident.
Assessment Guidelines – LEVEL B1 (cont.)
BAND B
3.5 – 4 MARKS
The Candidate:
• exhibits fairly good turn-taking strategies.
• makes an attempt at initiating, maintaining
simple conversation on topics that are
familiar or of personal interest.
• can maintain a conversation or discussion
but may sometimes be difficult to follow
when trying to say exactly what he/she
would like to.
• uses some repair strategies to compensate
for possible communication difficulties.
• requires some prompting and assistance
from their partner or interlocutor.
• can follow the interaction provided
interlocutors avoid using very idiomatic
language and articulate clearly.
Interaction is good and maintains a certain flow
albeit with some hesitation at times.
Good to very good performance at this level.
The candidate can easily carry out the
speaking tasks albeit with some minor
hesitation.
The candidate’s performance shares features
of the band below, and the band above.
EXAMINER HANDBOOK
BAND C BAND D BAND E
2.5 – 3 MARKS 1.5 – 2 MARKS 0 – 1 MARK
The Candidate: The Candidate: Difficult to assess at this
• exhibits some turn-taking strategies. • manages to maintain a simple level of level – Candidate’s
• sometimes makes an attempt at initiating and interaction. performance is
maintaining simple conversation. • makes simple exchanges, despite some representative of a lower
• can maintain a conversation or discussion difficulties. level than B1.
but it is at times difficult to follow. • requires frequent prompting and support
• uses few repair strategies to compensate • can rarely keep up with the interaction.
for possible communication difficulties. • is unable to use stretches of language,
• requires additional prompting and except in very well-rehearsed situations,
assistance from their partner or notwithstanding the support provided.
interlocutor.
Interaction is generally weak.
• can generally follow the interaction and
demonstrates more difficulty with idiomatic
expressions and speech which is not
articulated clearly.
Interaction is adequate, albeit with occasional
hesitation.
Adequate, or nearly adequate, performance at Poor performance, not adequate for level. The Very poor – candidate’s
this level, there are noticeable and frequent candidate’s contributions are limited, and a contributions are limited;
inaccuracies. The candidate manages to carry certain amount of interpretation is necessary. some tasks remain un-
out tasks using simple language. There is an attempt at the task, and the attempted. Utterances
candidate conveys the basic meaning in very tend to be very short,
familiar everyday situations. with frequent hesitation
and pauses.
Page 23 of 75 |
 EXAMINER HANDBOOK

Assessment Guidelines – LEVEL B2

Assessment BAND A BAND B BAND C BAND D
criteria 4.5 – 5 MARKS 3 - 4 MARKS 1.5 – 2.5 MARKS 0.5 – 1 MARK
The Candidate: The Candidate:
The Candidate:
PRONUNCIATION

• produces stretches of language with fairly even tempo, and • can produce stretches of language, although hesitation is
FLUENCY AND

• can produce stretches of language with a fairly even tempo at

with only a very few minor pauses. evident while searching for patterns of language and there
most times; although he/she can be hesitant as he/she
• can communicate spontaneously, often showing remarkable are a few noticeably long pauses in speech.
searches for patterns and expressions.
fluency and ease of expression in even longer complex • is generally intelligible and demonstrates some control of
• is intelligible, on the whole, uses clearly articulated individual
stretches of speech. phonological features of the language at both word and
sounds and generally appropriate intonation. Some L1
• is clearly intelligible, with clearly articulated individual sounds sentence level.
interference is noticeable.
and appropriate intonation. • can use prosodic features albeit with much L1 interference in
• places sentence and word stress accurately most of the time,
• places sentence and word stress accurately. stress, intonation, and rhythm. Difficult to assess at this
some systematic mispronunciations.
• can use the language fluently, accurately, and effectively. • makes quite a few systematic mispronunciations. level - candidate is weak in
most areas, and clearly
The Candidate: The Candidate: well-below a B2 level.
The Candidate:
GRAMMAR AND
VOCABULARY

• exhibits a very good level of control of a range of simple and • exhibits a reasonably good level of control of a range of simple
• exhibits adequate control of simple grammatical structures
ACCURACY

some complex grammatical structures. grammatical structures, but generally shies away from using - Candidate exhibits
RANGE &

but use of more complex language is limited or not

• makes occasional ‘slips’ or non-systematic errors and minor
flaws in sentence structure may still occur, but they are rare
and can often be corrected in retrospect
• uses a wide range of appropriate vocabulary and
expressions/set phrases to express views, engage in
discussions on a broad range of topics and to carry out tasks.
more complex forms. sufficient control of simple
attempted at all.
• uses a good range of vocabulary and expressions/set phrases grammatical forms and
• uses an adequate range of vocabulary when talking about
to express views and engage in discussions on a range of uses vocabulary to talk
familiar topics and carrying out tasks.
topics the candidate is familiar with. about familiar situations in a
• displays some difficulty when talking about unfamiliar
• uses a good range of vocabulary to carry out tasks, although manner appropriate of a
situations and topics while carrying out tasks.
lexical gaps can still cause hesitation and circumlocution. lower level.

The Candidate: The Candidate: - Pronunciation is generally

The Candidate:
• produces extended stretches of language with very little hesitation. • produces short utterances, responses extend slightly clear enough to be
MANAGEMENT/

• produces extended stretches of language despite some

COHERENCE

• makes relevant contributions, using a range of cohesive beyond short phrases. understood, although with
DISCOURSE

hesitation. Uses a limited range of cohesive devices and

devices and discourse markers. Though there may be some • displays quite a bit of hesitation when attempting longer some limitations in his
discourse markers and in longer contributions there is some
‘jumpiness’ in a long contribution. stretches of language. control of phonological
“jumpiness”.
• organises and presents ideas clearly. • uses basic cohesive devices to link ideas. features. He/she is able to
• organises ideas clearly most of the time although may
• uses a variety of linking words efficiently to clearly mark the • generally makes relevant contributions, although some maintain simple exchanges,
experience some problems with flow.
relationships between ideas. repetition is evident. at times with some difficulty.
• is able to produce extended discourse which is generally • Although discourse is generally organised, there are a He/she requires prompting
coherent. number of inaccuracies that cause occasional incoherence. and support in all sections
or the test.

The Candidate: The Candidate: The Candidate: (FOR ALL THE ANALYTIC
COMMUNICATION

• initiates interaction and responds appropriately, without • is generally able to initiate and maintain interaction, and to  is generally able to maintain interaction, albeit with the help SCORINGS)
INTERACTIVE

imposing strain on either party.
• is well able to link contributions to those of other speakers,
developing interaction.
• maintains and ends discourse appropriately with effective
turn taking.
• Uses appropriate turn taking strategies and ends
conversation when he/she needs to, though he/she may
not always do this elegantly.
respond appropriately, mainly without imposing strain on
other parties.
• is generally able to develop interaction, with some support
from the examiner or other speakers.
of prompting and support from the examiner or other
speakers.
 finds it difficult to participate effectively in discussion with
several speakers unless the speakers adapt their speech to
the candidate’s level.

Poor to very poor performance.

IMPRESSION

A certain amount of
SCORING /

Good to very good performance at this level. The candidate’s Adequate, or nearly adequate, performance at this level. The
OVERALL
HOLISTIC

Excellent performance at this level. The candidate expresses interpretation is necessary:

performance shares features of the Band C, below, and Band candidate is able to communicate on a number of familiar topics,
him/herself very well on a range of familiar topics, with hardly - He/she is unable to use
A, above. albeit with some hesitation while carrying out most tasks.
any hesitation. complex language, except in
very well-rehearsed situations.
- Interaction is generally
very weak.

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Assessment Guidelines – LEVEL C1

Assessment BAND A BAND B BAND C BAND D

criteria 4.5 – 5 MARKS 3 – 4 MARKS 1.5 – 2.5 MARKS 0.5 – 1 MARK
FLUENCY AND PRONUNCIATION

The Candidate: The Candidate: The Candidate:

• can express him/herself fluently and spontaneously, almost • can express him/herself fluently and spontaneously. Although • is moderately fluent and hesitates at times.
effortlessly. Language flows smoothly. some hesitation occurs, discourse flows smoothly. • is not always intelligible. Most times pronunciation is clear
• is clearly intelligible, with clearly articulated individual sounds • is clearly intelligible, with generally, clearly articulated enough to be understood.
and appropriate word stress, sentence stress and intonation. individual sounds and mostly appropriate word stress, • uses most individual sounds clearly.
• uses phonological features of the language very effectively to sentence stress and intonation. Some errors are noticeable. • generally places word and sentence stress correctly but L1
convey and enhance meaning. • uses most phonological features of the language effectively interference is quite noticeable.
• employs the full range of phonological features with sufficient to convey and enhance meaning. • Generally uses appropriate intonation, however there are

Candidate performance shares features of Band A, above, and Band C.

control to ensure intelligibility throughout. • employs a good range of phonological features with sufficient some noticeable limitations in his/her control of phonological
• can usually self-correct if he/she noticeably mispronounces a control to ensure intelligibility throughout. Some L1 features.
sound. interference may still be noticeable.
• can occasionally self-correct if he/she noticeably
mispronounces a sound.
• produces intelligible stretches of language.

The Candidate: The Candidate:

RANGE & ACCURACY

The Candidate:
• exhibits an excellent level of control of a wide range of • exhibits a good control of a wide range of grammatical structures.
• exhibits a good degree of control of simple grammatical forms,
GRAMMAR AND
VOCABULARY

grammatical structures. • mostly maintains a good degree of grammatical accuracy

but there is no real attempt to use more complex grammatical
• consistently maintains a high degree of grammatical accuracy; although errors are noticeable.
structures.
errors are rare and difficult to spot. • uses a good range of appropriate vocabulary and
• produces some speech which also contains inaccuracies and
• uses a wide range of appropriate vocabulary and expressions/set phrases to engage in discussion on a wide
some inappropriate use of the language.
expressions/set phrases to engage in discussion on a wide range of familiar and unfamiliar topics and to carry out tasks.
• uses appropriate vocabulary to give and exchange views and
range of familiar and unfamiliar topics and to carry out tasks. Occasional slips but no significant vocabulary errors.
carry out tasks; however, this is only limited to familiar topics.
• has a good command of a broad lexical repertoire allowing • has a good command of a broad lexical repertoire allowing
• uses grammatical and lexical structures which are more
gaps to be readily overcome with circumlocutions; little obvious gaps to be readily overcome with circumlocutions; sometimes
appropriate to a lower level.
searching for expressions or avoidance strategies. searches for expressions.

The Candidate:
• produces extended stretches of language with ease and little, The Candidate:
The Candidate:
or no, hesitation with smoothly flowing, well-structured • generally produces extended stretches of language, although
• produces some extended stretches of language, despite
MANAGEMENT/

speech. with some hesitation.

COHERENCE
DISCOURSE

some hesitation, particularly with more complex language.

• makes relevant, coherent, and varied contributions, using a • uses a discrete range of cohesive devices and discourse markers.
(Note: At the lower end of the band, hesitation is frequent)
wide range of cohesive devices and discourse markers. • makes contributions which are mostly relevant, and there is a
• uses a range of cohesive devices to link his ideas; however,
• organises ideas clearly. clear organisation of ideas.
these are, at times, quite basic.
• can produce smooth, intelligible spoken discourse with only
• makes mostly relevant contributions, although some
occasional lapses which do not affect intelligibility or effectiveness.
repetition is evident.
• uses accurate and appropriate linguistic resources to express
• is generally able to organise some extended discourse, but
ideas and produce extended discourse which is generally
also produces utterances which lack coherence.
organised and coherent.

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 EXAMINER HANDBOOK

Assessment Guidelines – LEVEL C1 (cont.)

The Candidate: The Candidate: The Candidate:

Candidate performance shares features of Band A, above, and Band C

• initiates interaction and responds appropriately. • initiates interaction, and responds appropriately, whilst linking • is generally able to initiate and respond appropriately.
• is well able to link his/her contributions to those of other his/her own contributions to those of other speakers. • generally, maintains interaction, negotiating towards an
COMMUNICATION

speakers. • maintains interaction on an argument, whilst negotiating appropriate conclusion with some support from the examiner or
INTERACTIVE

• aims to develop, or widen the scope of the interaction, towards an appropriate conclusion a final outcome and/or joint other speakers.
negotiating towards a final outcome and/or joint decision. decision. • is engaged only when interaction is simple enough.
• can easily follow and contribute to complex interactions • is mainly engaged in simple interaction. (Note: At the lower end of the band, more support is required.)
• can select a suitable phrase from a readily available range of
discourse functions to preface his/her remarks appropriately
in order to get the floor, or to gain time and keep the floor
whilst thinking.
OVERALL IMPRESSION
HOLISTIC SCORING /

Adequate, or nearly adequate, performance at this level. The
Excellent performance at this level. The candidate can use
candidate is able to communicate on a range of familiar and
language in a flexible and effective manner.
unfamiliar topics and carry out all tasks, albeit with some hesitation.
Poor to very poor performance, at this level. The candidate is able to
handle communication on familiar topics, despite some hesitation.
With unfamiliar topics, he/she experiences problems.

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 EXAMINER HANDBOOK

Assessment Guidelines – LEVEL C2

Assessment BAND A BAND B BAND C BAND D

criteria 4.5 – 5 MARKS 3 – 4 MARKS 1.5 – 2.5 MARKS 0.5 – 1 MARK

The Candidate: The Candidate: The Candidate:

• produces intelligible stretches of language with an even tempo. • mostly produces intelligible stretches of language. • produces some stretches of language, mostly intelligible.
• can express him/herself at length with a natural, effortless, • can generally express him/herself at length with a natural • generally uses individual sounds in clearly-articulated
PRONUNCIATION

unhesitating flow. Pauses only to reflect on precisely the flow although pauses to reflect on precisely the right words manner, although he/she may experience some problems
FLUENCY AND

right words to express his/her thoughts or to find an to express his/her thoughts or to find an appropriate with the more complex sounds.
appropriate example or explanation. example or explanation. • generally places word stress and sentence stress
• is clearly intelligible, with clearly articulated individual sounds • uses individual sounds clearly and word stress and accurately, with a few exceptions.
and appropriate word stress, sentence stress and intonation. sentence stress are generally accurately placed. • generally uses intonation appropriately.

Candidate performance shares features of Band A, above, and Band C.

• uses phonological features effectively to convey and
enhance meaning.
• can exploit prosodic features (e.g. stress, rhythm, and
intonation) appropriately and effectively in order to convey
finer shades of meaning.

The Candidate: The Candidate: The Candidate:

GRAMMAR AND VOCABULARY

• maintains control of a wide range of grammatical structures • maintains control of a range of grammatical structures. • exhibits a good degree of control of a range of simple, and
and uses them with flexibility. • uses accurate and appropriate linguistic resources to some complex grammatical structures.
RANGE & ACCURACY

• can convey finer shades of meaning precisely by using, with express complex ideas and concepts, albeit with some • uses a limited range of appropriate vocabulary and
reasonable accuracy, a wide range of qualifying devices (e.g. inaccuracies that do not impede understanding. expressions/set phrases with flexibility to carry out tasks and
adverbs expressing degree, clauses expressing limitations). • uses a range of appropriate vocabulary and expressions/set engage in discussions on a range of unfamiliar or abstract
• uses a wide range of appropriate vocabulary and expressions/ phrases with flexibility to carry out tasks and engage in topics.
set phrases with flexibility to carry out tasks and engage in discussions on a range of unfamiliar or abstract topics. • uses many undesirable circumlocutions.
discussions on a wide range of unfamiliar or abstract topics. • has command of a limited lexical repertoire which may
• has a good command of a very broad lexical repertoire, include some idiomatic expressions and colloquialisms.
including some idiomatic expressions and colloquialisms. • generally uses correct and appropriate vocabulary for the
• uses consistently correct and appropriate vocabulary for the task. task, albeit, with occasional minor slips.
• can exploit a comprehensive and reliable mastery of a very
wide range of language to precisely formulate thoughts,
give emphasis, differentiate, and eliminate ambiguity.

The Candidate: The Candidate: The Candidate:

• produces extended stretches of language with flexibility and • generally produces extended stretches of language with • produces some extended stretches of language, sometimes
MANAGEMENT/

ease and very little, or no, hesitation. Discourse is coherent ease, although there may be hesitation when taking a longer with hesitation.
COHERENCE
DISCOURSE

and easy to follow. turn at speaking. • generally, makes relevant contributions, using a limited
• makes relevant, coherent, varied, and detailed • makes mostly relevant, coherent, and varied contributions, range of cohesive devices and discourse markers. These
contributions, making full and effective use of a wide range making use of some cohesive devices and discourse are, at times, basic for the level.
of cohesive devices and discourse markers. markers. • generally organises ideas clearly, although might go off topic.
• organises ideas clearly. • ideas are, on the whole, clearly organised. • is generally able to organise some extended discourse, but
also produces some utterances which lack coherence.

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 EXAMINER HANDBOOK

Assessment Guidelines – LEVEL C2 (cont.)

The Candidate: The Candidate: The Candidate:

Candidate performance shares features of Band A, above, and Band C.

• interacts with ease and skilfully interweaves his/her • interacts with ease, linking his/her contributions to those of • can sometimes initiate interaction and generally responds
contributions into the conversation. the other speakers. appropriately, linking his/her contributions to those of the
COMMUNICATION

• can initiate, maintain, and develop interaction skilfully during tasks. • can initiate and maintain interaction during tasks, at times other speakers.
INTERACTIVE

• widens the scope of the interaction to its full potential to widens the scope of the interaction if topic is familiar. • maintains a level of interaction during tasks but rarely
carry out tasks. develops further.

Excellent performance at this level, the candidate: Adequate, or nearly adequate, performance at this level, the Poor to very poor performance, at this level, the candidate:
 expresses him/herself on all topics, including unfamiliar and candidate:  is able to handle communication on familiar and unfamiliar
OVERALL IMPRESSION
HOLISTIC SCORING /

abstract topics, with hardly any hesitation.  is able to communicate on a range of familiar and unfamiliar topics, despite some hesitation. With unfamiliar topics,
 uses accurate and appropriate language to express topics, albeit with some hesitation. he/she experiences some problems.
complex ideas and concepts.  is generally accurate, at the lower end of the band.
 can converse comfortably and appropriately, unhampered Language may contain inaccuracies and some inappropriate
by any linguistic limitations. usage of language.

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 EXAMINER HANDBOOK

Score Sheets (Speaking)

For examiners
The Score Sheets must be filled in by the Assessor. The Qualifications Manager must then
upload the score sheets together with all other test material, including the candidate register,
to the examination platform.

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 EXAMINER HANDBOOK

How to fill in Candidate Details (Paper-based Examinations)

HERE IS AN EXAMPLE:

Session and Candidate details can be found on the Exam Register

ESaT Centre of XXXXXX

TELSa Level B2

Transfer candidate details as shown in the following image:

IMPORTANT: REMEMBER TO FILL IN ALL THE BOXES

RESERVED for EXAMINERS

To be used by the
Qualifications Manager only

Candidate Qualifications Manager

Signature Signature

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 EXAMINER HANDBOOK

WRITING ASSESSORS

The following section is designed to guide Writing Assessors by providing them with
all the necessary tools to assess written work in an objective and consistent manner.

This section has been divided into various parts that cover the six CEFR levels:
level A1 up to level C2. The following, level specific tools are provided:

 General Description of Targeted Candidate Performance

 General Mark Scheme
 Analytic Profile for a more in-depth analysis of the various criteria
 Score sheets

At the end of every level, the Writing Assessor can find sample pieces of writing which are
scored according to ESaT guidelines and standards. The writing samples are intended as
examples of how writing is marked by ESaT at every level.

As for Oral Assessment, ESaT accepts total marks which are 2 marks higher or lower
than the indicated overall score when marking out of 25 in total.

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 EXAMINER HANDBOOK

Level A1: General Description of Targeted Candidate Performance

An A1 candidate …

[Content]
…can write simple phrases, sentences and short paragraphs about him/herself and
imaginary people, where he/she lives, what he/she does, etc.

[Discourse and Grammar]

..shows only limited control of a few simple grammatical structures and sentence
patterns in a memorised repertoire. Frequent errors may impede comprehension.

[Vocabulary]
…has a very basic repertoire of words and simple phrases needed to write about
personal details and particular concrete situations.

[Organisation and Coherence]

…can typically write simple phrases, sentences and short paragraphs. Candidate is able
to link words or groups of words with basic connectors like ‘and’ and ‘then’; however,
longer texts usually demonstrate coherence problems which, at times, make the text
very hard or impossible to understand.

Based on: The Common European Framework : http://www.coe.int/T/DG4/Portfolio/documents/Framework_EN.pdf

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 EXAMINER HANDBOOK

GENERAL MARK SCHEME: Level A1 – Paper 1 (Section E x 25 marks)

The following general comments should be interpreted at level A1, and should be referred to in conjunction with the
‘Analytic Profile for Marking Writing’, on the next page, so as to establish a fair score for the candidate’s writing.

General:
 Deduct marks for word count which is below the required minimum number of words.
 DO NOT penalise for excess word count over the prescribed maximum – assess content, as presented.
No extra marks are to be given for longer texts.

BAND 5  Message is very simple, but clearly communicated – all targeted areas in the question are addressed,
Very good and there is an attempt to engage the reader.
(Technically, already  The text is simplistic, but generally well-organised with a simple, clear opening and closing and some very basic
operating at the next level) linking words are used in an attempt to create a more cohesive text. Longer texts may be difficult to understand.
SCORE (out of 25):  There is a good range of basic everyday vocabulary and simple phrases, and generally good control of
very simple grammatical structures and sentence patterns at this level, although there is a small number
22 – 25
of minor spelling and grammatical non-impeding errors in evidence.

BAND 4  The message is simple, but, on the whole, clearly communicated. Most targeted areas in the question
are addressed, and the candidate has attempted to engage the reader.
Good
 The text is simplistic, but generally well-organised with a simple, clear opening and closing and some very
basic linking. Longer texts are difficult to understand.
SCORE (out of 25):
 There is a reasonably good range of basic everyday vocabulary and simple phrases, and generally good control
18 – 21 of very simple grammatical structures at this level, but writing exhibits some errors in spelling and grammar and
there is some awkwardness of expression, although most of these errors do not impede comprehension.
 All targeted areas have been addressed, but some content may be unclear OR not all targeted areas have
BAND 3 been addressed, and there is an attempt to communicate ideas clearly in order to engage the target reader.
Satisfactory  The text is simplistic, but generally well-organised, although the reader finds it difficult to understand, at
SCORE (out of 25): times, notwithstanding some basic linking.
 There is a moderate range of basic everyday vocabulary and simple grammatical structures and
15 - 17 phrases; however, there is some awkwardness of expression and some spelling and grammatical errors
may impede comprehension.

BAND 2.5  Most targeted areas have been addressed, but some content may be unclear and the candidate struggles
Less than satisfactory frequently to achieve the desired effect on the target reader.
SCORE (out of 25)  There is an attempt at organisation and coherence.
 Range of vocabulary is, generally, unambitious, even at this level, and there are a number of spelling
10 – 14 and grammatical errors which, at times, impede comprehension.

BAND 2  Not all targeted areas in the question have been addressed by the candidate in his/her writing OR the
In need of improvement response does not, generally set out to engage the reader.
SCORE (out of 25):
 There is an attempt at organisation, but linking is very week, even at this level.
7–9  Range of vocabulary is limited, even at this level, and there are a number of errors in spelling and
grammar which impede comprehension and which have a negative effect on the target reader.
BAND 1  There is an attempt at answering the question, but the use of language is severely restricted, even at
Well-below targeted level this level.
SCORE (out of 25):  The response is seriously incoherent, with very poor range of vocabulary and a number of errors in spelling and
2–6 grammar which impede comprehension and which have a negative effect on the target reader.
BAND 0
 There is no attempt to answer the question, OR
SCORE (out of 25):
0–1 Candidate’s writing is incomprehensible, illegible, or irrelevant.

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 EXAMINER HANDBOOK

Analytic Profile for Marking of Candidate’s Writing 5 marks

(Section E – Paper 1) per section

1. TARGET READER, CONTENT AND TEST STRUCTURE

Award marks for :
 Relevance of answer to set task
 Handling of topic and communiction of message (i.e. potential effect on reader)
 Answering of all key points in the question
 Using the correct text structure

2. ORGANISATION & COHESION

Award marks for :
 Organisation of text (i.e. Is there a logical ordering of ideas?)
 Paragraphing: Does paragraphing support the organisation of the text?
 Linking words and devices (level specific) e.g. (very basic) signposting, discourse markers,
referencing, linking expressions

3. GRAMMAR & LEXIS

Award marks for :
 Control of language earmarked at this level
 Accuracy and range of grammatical structures targeted at this level
 Accuracy and range of vocabularly, set phrases and everyday language targeted at
this level
 Punctuation
 Spelling

TOTAL (out of 25 marks) ___/25*

*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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 EXAMINER HANDBOOK

LEVEL A1 – LETTER - TARGET WORD COUNT = 35 – 60 words

Write a letter to a friend telling him/her about a person you met recently.
Explain how you met and describe this person.

1.

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 EXAMINER HANDBOOK

Analytic Score TOTAL

__/15 SCORE

Grammar and Lexis

Please

Content & Text

Target Reader,

Organisation
note:

& Cohesion

Accuracy:
Structure
Pass Mark =
15/25

__/5 __/5 __/5 __ /25*

Round off Total
0.5 marks allowed in Score to the
Candidate Name / Test Number these sections nearest whole
number.

1. A1.1 2.5 3 2.5 13/25

 Most targeted areas have been addressed, but some content may be unclear and the candidate struggles frequently to
achieve the desired effect on the target reader.
 There is an attempt at organisation and coherence.
 Range of vocabulary is, generally, unambitious, even at this level, and there are a number of spelling and
grammatical errors which, at times, impede comprehension.

* To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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 EXAMINER HANDBOOK

LEVEL A1 – LETTER - TARGET WORD COUNT = 35 – 60 words

Write a letter to a friend telling him/her about a person you met recently.
Explain how you met and describe this person.

2.

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 EXAMINER HANDBOOK

Analytic Score TOTAL

__/15 SCORE

Grammar and Lexis

Please

Content &Text
Target Reader,

Organisation
note:

& Cohesion

Accuracy:
Structure
Pass Mark =
15/25

__/5 __/5 __/5 __ /25*

Round off Total
half marks may be Score to the
Candidate Name / Test Number awarded nearest whole
number.

1. A1.2 4 4 4 20/25

 The message is simple, but, on the whole, clearly communicated. Most targeted areas in the question are addressed,
and the candidate has attempted to engage the reader.
 The text is simplistic, but generally well-organised with a simple, clear opening and closing and some very basic linking.
 There is a reasonably good range of basic everyday vocabulary and simple phrases, and generally good control of very
simple grammatical structures at this level, but writing exhibits some errors in spelling and grammar and there is some
awkwardness of expression, although most of these errors do not impede comprehension.

*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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 EXAMINER HANDBOOK

Level A1 – DESCRIPTIVE Target Word Count: 35 to 60 words

Write about your favourite hobby, saying
 what it is,
 when and where you do it, and
 why you like it so much

3.

Test 4.

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 EXAMINER HANDBOOK

Analytic Score TOTAL

__/15 SCORE

Grammar and Lexis

Please

Content & Text

Target Reader,

Organisation
note:

& Cohesion

Accuracy:
Structure
Pass Mark =
15/25

__/5 __/5 __/5 __ /25*

Round off Total
half marks may be Score to the
Candidate Name / Test Number awarded nearest whole
number.

1. A1.3 1.5 1.5 1.5 8/25

 Not all targeted areas in the question have been addressed by the candidate in his/her writing OR the response
does not, generally set out to engage the reader.
 There is an attempt at organisation, but linking is very week, even at this level.
 Range of vocabulary is limited, even at this level, and there are a number of errors in spelling and grammar which
impede comprehension and which have a negative effect on the target reader.

2. A1.4 4 3 3 17/25

 All targeted areas have been addressed, but some content may be unclear OR not all targeted areas have been
addressed, and there is an attempt to communicate ideas clearly in order to engage the target reader.
 The text is simplistic, but generally well-organised, although the reader finds it difficult to understand, at times,
notwithstanding some basic linking.
 There is a moderate range of basic everyday vocabulary and simple grammatical structures and phrases; however,
there is some awkwardness of expression and some spelling and grammatical errors may impede comprehension.

*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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 EXAMINER HANDBOOK

Level A2: General Description of Targeted Candidate Performance

An A2 candidate …

[Content]
…can write about everyday aspects of his/her environment, e.g. people, places, a job or
study experience in linked sentences.
…can write short, simple pieces of writing (e.g. simple personal letters, postcards, basic
descriptions of events, past activities and personal experiences, as well as messages,
notes, forms, etc.

[Discourse and Grammar]

…can write a series of simple phrases and sentences, using some simple structures
correctly, but still systematically makes basic mistakes – for example tends to mix up
tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is
trying to say.

[Vocabulary]
…can write with reasonable phonetic accuracy (but not necessarily fully standard
spelling) short words that are in his/her oral vocabulary.

[Organisation and Coherence]

Writing typically consists of short, basic sentences. Candidate can use the most frequent
connectors (e.g. and, but, because) to link sentences in order to write a story or to
describe something as a list of points. Writing continuous coherent text is difficult.

Based on: The Common European Framework : http://www.coe.int/T/DG4/Portfolio/documents/Framework_EN.pdf

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 EXAMINER HANDBOOK

GENERAL MARK SCHEME: Level A2 – Paper 1 (Section E x 25 marks)

The following general comments should be interpreted at A2 level and should be referred to in conjunction with the
‘Analytic Profile for Marking Writing’, on the next page, so as to establish a fair score for the candidate’s writing.

General:
 Deduct marks for word count which is below the required minimum number of words.
 DO NOT penalise for excess word count over the prescribed maximum – assess content, as presented.
No extra marks are to be given for longer texts.
BAND 5
Very good  Message is clearly communicated – all key points in the question are addressed, and the target reader
(Technically, already is engaged.
 The text is generally well organised with a clear opening and closing and a range of linking words and
operating at the next level)
cohesive devices (level specific) are used in order to ensure a more cohesive text.
SCORE (out of 25):  There is a good range of vocabulary at this level, and generally good control of grammatical structures at this
22 – 25 level, although there is a small number of minor spelling and grammatical non-impeding errors in evidence.

 On the whole, the message is clearly communicated – all key points in the question are addressed, and
BAND 4 the target reader is engaged.
Good  The text is generally well organised with a clear opening and closing and some linking words and cohesive
SCORE (out of 25): devices (level specific) are used in order to ensure a more cohesive text.
 There is a reasonably good range of everyday vocabulary (level specific) and generally good control of
18 – 21 grammatical structures at this level, but writing exhibits some errors in spelling and grammar and there is
some awkwardness of expression, although none of these errors impede comprehension.

BAND 3  All key points have been addressed, but some content may be unclear OR not all targeted areas have
Satisfactory been addressed, but the target reader is duly engaged due to the fact that ideas are generally
communicated clearly.
SCORE (out of 25):  The text is generally well organised and coherent, with some basic linking devices.
15 - 17  There is a moderate range of everyday vocabulary; however, there are a number of minor spelling and
grammatical errors in evidence which may, at times, impede comprehension.

BAND 2.5  All key points have been addressed, but some content may be unclear OR not all targeted areas have been
Less than satisfactory addressed, but the candidate struggles frequently to achieve the desired effect on the target reader
SCORE (out of 25)  There is an attempt at organisation and coherence, with some basic linking devices.
 Range of vocabulary is, generally, unambitious, even at this level, and there are a number of spelling
10 – 14
and grammatical errors which, at times, impede comprehension.
BAND 2
 Not all key points in the question have been addressed by the candidate in his/her writing OR the
In need of improvement response does not, generally set out to engage the reader.
SCORE (out of 25):  There is an attempt at coherence and organisation, but very few, or no, linking devices are in evidence.
7–9  Range of vocabulary is limited, even at this level, and there are a number of errors in spelling and
grammar which impede comprehension, and which have a negative effect on the target reader.

BAND 1  There is an attempt at answering the question, but the use of language is severely restricted, even at
Well-below targeted level this level.
SCORE (out of 25):  The response is seriously incoherent, with very poor range of vocabulary and a number of errors in spelling and
2–6 grammar which impede comprehension, and which have a negative effect on the target reader.

BAND 0
 There is no attempt to answer the question, OR
SCORE (out of 25):
Candidate’s writing is incomprehensible OR illegible, OR irrelevant.
0–1

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 EXAMINER HANDBOOK

Analytic Profile for Marking of Candidate’s writing 5 marks

(Section E – Paper 1) per section

1. TARGET READER, CONTENT AND TEXT STRUCTURE

Award marks for :
 Relevance of answer to set task
 Handling of topic and communiction of message (i.e. potential effect on reader)
 Answering of all key points in the question
 Using the correct text structure

2. ORGANISATION & COHESION

Award marks for :
 Organisation of text (i.e. Is there a logical ordering of ideas?)
 Paragraphing : Does paragraphing support the organisation of the text?
 Linking words and devices (level specific) e.g. (basic) signposting, discourse markers,
referencing, linking expressions

3. GRAMMAR & LEXIS

Award marks for :
 Control of language earmarked at this level
 Accuracy and range of grammatical structures targeted at this level
 Accuracy and range of vocabularly, set phrases and everyday language targeted at
this level
 Punctuation
 Spelling

TOTAL (out of 25 marks) ____/25*

*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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 EXAMINER HANDBOOK

LEVEL A2 – NARRATIVE/DESCRIPTIVE Target Word Count = 60 to 80 words

Write about your last summer holiday describing:
 where you went,
 where you stayed, and
 what you did.

Test 1

Test 2

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 EXAMINER HANDBOOK

Analytic Score TOTAL

__/15 SCORE

Grammar and Lexis

Please

Content & Text

Target Reader,

Organisation
note:

& Cohesion

Accuracy:
Structure
Pass Mark =
15/25

__/5 __/5 __/5 __ /25*

Round off Total
half marks may be Score to the
Candidate Name / Test Number awarded nearest whole
number.

1. A2.1 3.5 3 3 16/25

 All key points have been addressed, but some content may be unclear OR not all targeted areas have been
addressed, but the target reader is duly engaged due to the fact that ideas are generally communicated clearly.
 The text is generally well organised and coherent, with some basic linking devices.
 There is a moderate range of everyday vocabulary; however, there are a number of minor spelling and grammatical
errors in evidence which may, at times, impede comprehension.

2. A2.2 4.5 4.5 4.5 23/25

 Message is clearly communicated – all key points in the question are addressed, and the target reader is engaged.
 The text is generally well organised with a clear opening and closing and a range of linking words and cohesive devices
(level specific) are used in order to ensure a more cohesive text.
 There is a good range of vocabulary at this level, and generally good control of grammatical structures at this level,
although there is a small number of minor spelling and grammatical non-impeding errors in evidence.

*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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LEVEL A2 – LETTER Target Word Count = 60 to 80 words

Write a letter to a friend who has recently returned from a study-holiday in another country. As you are
thinking of doing the same thing, you need to ask
 When he/she thinks it is the best time to go,
 What there is to do and see in the town or country where he/she was staying, and
 What he/she disliked about the holiday.

Test 3

Analytic Score TOTAL

__/15 SCORE
Grammar and Lexis

Please
Content &Text
Target Reader,

Organisation

note:
& Cohesion

Accuracy:
Structure

Pass Mark
= 9/15

__/5 __/5 __/5 __ /25*

Round off Total
half marks may be Score to the
Candidate Name / Test Number awarded nearest whole
number.

3. A2.3 Out of point 3

*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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Level B1 – General description

A B1 candidate …

[Content and Text Structure]

…can write straightforward connected texts on a range of familiar subjects within his/her field
of interest, by linking a series of shorter discrete elements into a linear sequence.

… can write accounts of experiences and events, describing feelings and reactions.
… can narrate a story.
… can summarise, report and give his/her opinion about accumulated factual information on
a familiar routine and non-routine matters, within his/her field with some confidence.

[Discourse and Grammar]

…can link a series of shorter discrete elements into a connected, linear text.
…uses, with reasonable accuracy, a repertoire of frequently used ‘routines’ and patterns
associated with more common situations. Occasional errors do not, generally, impede
comprehension.

[Vocabulary]
.. . has sufficient vocabulary to express him/herself, with some circumlocution on topics such
as family, hobbies and interests, work, travel, and current events.

[Organisation and Coherence]

…can produce straightforward connected texts by linking a series of shorter discrete elements
into a linear sequence.

…produces texts which are generally coherent and understandable, but occasional unclear
expressions and/ or inconsistencies may cause a break-up in reading.

Based on: The Common European Framework: http://www.coe.int/T/DG4/Portfolio/documents/Framework_EN.pdf

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GENERAL MARK SCHEME: Level B1 – Paper 1 (Section E x 25 marks)

The following general comments should be interpreted at level B1, and should be referred to in conjunction with the
‘Analytic Profile for Marking Writing’, on the next page, so as to establish a fair score for the candidate’s writing.

General:
 Deduct marks for word count which is below the required minimum number of words.
 DO NOT penalise for excess word count over the prescribed maximum – assess content, as presented.
No extra marks are to be given for longer texts.

BAND 5  Message is clearly communicated – all key points in the question are addressed, and the target
Very good reader is engaged.
(Technically, already  The text is generally well organised with a clear opening and closing and a range of linking words
operating at the next level) and cohesive devices (level specific) are used in order to produce a cohesive text.
 There is a range of everyday vocabulary, and this is generally used appropriately, with only
SCORE (out of 25):
occasional inappropriate use of less common lexis. The text also exhibits generally good control
22 – 25 of a range of simple and some complex grammatical forms. Errors do not impede comprehension.
 On the whole, the message is clearly communicated – all key points in the question are
BAND 4 addressed, and the target reader is engaged.
Good  The text is generally well organised with a clear opening and closing and some linking words and
cohesive devices (level specific) are used in order to ensure a more cohesive text.
SCORE (out of 25):  There is a reasonably good range of everyday vocabulary (level specific) and generally good control of
grammatical structures at this level, but writing exhibits some errors in spelling and grammar and there is
18 – 21
some awkwardness of expression. Although some errors are noticeable, this does not, generally, have
a negative effect on the reader.
BAND 3  All key points have been addressed, but some content may be unclear OR not all targeted areas have been
Satisfactory addressed, but the target reader is duly engaged due to the fact that ideas are generally communicated
clearly.
SCORE (out of 25):  The text is generally well organised and coherent, with some basic linking devices.
15 – 17  There is a moderate range of everyday vocabulary; however, there are a number of minor spelling
and grammatical errors in evidence which may, at times, impede comprehension.
BAND 2.5  Most key points have been addressed, but some content may be unclear. The candidate frequently
Less than satisfactory struggles to achieve the desired effect on the target reader.
SCORE (out of 25):
 There is an attempt at organisation and coherence, with some basic linking devices.
10 – 14
 Range of vocabulary is, generally, unambitious at this level, and there are a number of spelling and grammatical
errors which, at times, may impede comprehension, and may have a negative effect on the reader.

BAND 2  Not all key points in the question have been addressed by the candidate in his/her writing OR the
In need of improvement text contains irrelevant information and the task may have been misinterpreted by the candidate.
The response does not, generally set out to engage the reader.
SCORE (out of 25):  There is an attempt at coherence and organisation, but very few, or no, linking devices are in evidence.
7–9  Range of vocabulary is limited at this level, and there are a number of lexical and grammatical
errors which impede comprehension and which have a negative effect on the target reader.
BAND 1
Well-below targeted level  There is an attempt at answering the question, but the use of language is severely restricted at this level.
 The response is seriously incoherent, with a very poor range of vocabulary and a number of errors which
SCORE (out of 25):
2–6 impede comprehension. All this has a negative effect on the target reader.

BAND 0  There is no attempt to answer the question, OR…

 Candidate’s writing is incomprehensible or illegible, OR
SCORE (out of 25):  Content is totally irrelevant; target reader is not informed/engaged.
0–1  Performance is generally well below the targeted level

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 EXAMINER HANDBOOK

5 marks
Analytic Profile for Marking of Candidate’s writing per section

1. TARGET READER, CONTENT AND TEXT STRUCTURE

Award marks for :
 Relevance of answer to set task – has candidate answered all key points of question
 Handling of topic and communication of message
 Effect on reader
 Appropriate register (Basic awareness required at this level)
 Appropriate text structure (e.g letter format, in the case of a letter)

2. ORGANISATION & COHESION

Award marks for :
 Organisation of text (i.e. Is there a logical, ordered flow of ideas?)
 Paragraphing: Does it support the organisation of the text?
 Linking words and devices appropriate to level (Appropriate signposting, and clear
referencing required at this level)

3. GRAMMAR & LEXIS

Award marks for :
 Control of language (Is it appropriate to the level?)
 Accuracy and range of grammatical structures targeted at this level
 Accuracy and range of vocabularly, set phrases and everyday language targeted at
this level
 Punctuation
 Spelling

TOTAL (out of 15 marks) ___/25

*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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Level B1 – Tests 1 to 2 – Narrative: Word Count = 80 to 120 words

Write a short story beginning with these words:
'It was the first day of the summer holidays and when I got up, the sun was shining, so I .......... . '

Test 1

Analytic Score TOTAL

__/15 SCORE
Grammar and Lexis

Please
Content & Text
Target Reader,

Organisation

note:
& Cohesion

Accuracy:
Structure

Pass Mark=
15/25*

__/5 __/5 __/5 __ /25

Round off Total
0.5 marks allowed in Score to the
Candidate Name / Test Number these sections nearest whole
number.

1. B1.1 2 2 2 6/15

 Not all key points in the question have been addressed by the candidate in his/her writing OR the text contains irrelevant
information and the task may have been misinterpreted by the candidate. The response does not, generally set out to engage
the reader.
 There is an attempt at coherence and organisation, but very few, or no, linking devices are in evidence.
 Range of vocabulary is limited at this level, and there are a number of lexical and grammatical errors which impede
comprehension and which have a negative effect on the target reader.
*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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 EXAMINER HANDBOOK

Test 2

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 EXAMINER HANDBOOK

Analytic Score TOTAL

__/15 SCORE

Grammar and Lexis

Please

Content & Text

Target Reader,

Organisation
note:

& Cohesion

Accuracy:
Structure
Pass Mark=
15/25*

__/5 __/5 __/5 __ /25

Round off Total
0.5 marks allowed in Score to the
Candidate Name / Test Number these sections nearest whole
number.

2. B1.2 4 3 3 10/15

 All key points have been addressed, but some content may be unclear OR not all targeted areas have been addressed, but the
target reader is duly engaged due to the fact that ideas are generally communicated clearly.
 The text is generally well organised and coherent, with some basic linking devices.
 There is a moderate range of everyday vocabulary; however, there are a number of minor spelling and grammatical
errors in evidence which may, at times, impede comprehension.

*To calculate the total writing score out of 25, add the 3 analytical scores together, divide by 3 and multiply by 5.

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Level B2: General description of Targeted Candidate Performance

A B2 candidate can….
 write a variety of different texts, using a variety of linking words to mark clearly the
relationships between ideas. Errors are usually non-impeding, and spelling and
punctuation are reasonably accurate. Expressing subtle nuances in taking a
stance or in telling about feelings and experiences is usually difficult.

 produce clear, detailed text on a wide range of subjects and explain a viewpoint
on a topical issue giving the advantages and disadvantages of various options

 write clear, detailed text on a wide range of subjects related to his/her interests, and
can synthesise information and arguments from a number of sources. He/she can
write an essay or report, passing on information or giving reasons in support of or
against a particular point of view. He/she can write letters highlighting the personal
significance of events and experiences.

Based on: The Common European Framework: http://www.coe.int/T/DG4/Portfolio/documents/Framework_EN.pdf

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General Mark Scheme: Level B2 (x25 Marks)

The following general comments should be interpreted at level B2 and should be referred to in conjunction with the ‘Analytic Profile
for Marking Writing’, on the next page, so as to establish a fair score for the candidate’s writing.

General notes:
(i) Deduct marks for word count which is well-below the required minimum number of words – see Appendix to this document, for guidelines.
(ii) For excessive word count (i.e. approx. 40 - 50 words over the prescribed maximum) - particularly if resulting from repetition/ and/or Circumlocution
- disregard the final section of candidate’s writing, and mark accordingly.
(iii) For further guidelines relating to grading in relation to candidate’s handwriting, language used, word count, and ‘out of point’ content, please
refer to the Appendix to this document.

BAND 5 Content & Target Reader: Candidate’s writing fully achieves the desired effect on the target reader, and, overall,
no effort is required of the reader to understand content. All content elements are covered appropriately, and the
Very good overall message is clearly communicated to the reader.
(Technically, already Range of structures & general accuracy: Candidate exhibits confidence with use of language, using a wide range of
operating at the next level) grammatical and lexical structures relating to the task at hand. Errors are minimal and do not impede comprehension. Most
errors are, possibly, due to candidate’s attempt at more complex language.
SCORE (out of 25): Coherence & Organisation: Coherence is of a good level (within the constraints of the level), mainly achieved through use of
simple, and some more complex, linking devices. Candidate’s response to the question is well organised.
22 - 25 Register & Format: Presentation and register are appropriate to task and targeted audience. Paragraphing supports
targeted format.
Content & Target Reader: Candidate’s writing has the desired effect on the target reader, and very little effort is
BAND 4 required of the reader to understand content. All content elements of the task are adequately dealt with and the
Good message is communicated successfully, on the whole.
Range of structures & general accuracy: Use of language is fairly ambitious for the level, including a range of structures
and vocabulary within the set task. Some errors do occur, but these are generally non-impeding.
SCORE (out of 25): Coherence & Organisation: There is a fair attempt at linking of sentences and evidence of organisation.
18 – 21 Register & Format: Presentation and register are generally appropriate to task and target audience. Paragraphing generally
supports format.

BAND 3 Content & Target Reader: The candidate struggles at times to achieve the desired effect on the target reader, and,
although some effort is required of the reader to understand content, the overall effect is generally positive. All content
Satisfactory
elements have been included in the writing task
SCORE (out of 25): Range of structures & general accuracy: There are still a number of basic errors, even at this level, but they are mostly non-
impeding. The overall use of language, including the range of structures and vocabulary, is not very ambitious.
15 – 17 Coherence & Organisation: There is a fair attempt at organisation but linking of sentences is not always maintained.
Register & Format: There is a fair attempt at presentation and register. Paragraphing generally supports format.

BAND 2.5 Content & Target Reader: The candidate struggles frequently to achieve the desired effect on the target reader, and,
overall, a fair degree of effort is required to understand content. Most content elements have been included in the writing
Less than satisfactory task, but, overall, a fair degree of effort is required of the reader.
SCORE (out of 25): Range of structures & general accuracy: The use of language, including range of grammatical and lexical structures is,
generally, unambitious, at this level. There are a number of errors, although they are mostly non-impeding.
10 - 14 Coherence & Organisation: There is an attempt at organisation but linking of sentences is not always maintained.
Register & Format: Presentation and register do not necessarily support targeted task. Paragraph may, or may not, support format.

BAND 2 Content & Target Reader: The candidate’s writing struggles to achieve the desired effect on the target reader and,
overall, effort is required of the reader to understand content. It is also possible that the task has only been partly
In need of improvement
completed and some content elements have been omitted.
Range of structures, general accuracy, coherence & organisation: The use of language, including the range of structures
SCORE (out of 25): & vocabulary, tends to be limited at this fairly high level, and/or is very repetitive. Linking is also very basic and/or very limited.
7–9 The numerous errors sometimes impede communication. There may an attempt at organisation, but it may be fairly limited.
Register & Format: Presentation and register do not necessarily support targeted task. Paragraphs may, or may not, support format.
BAND 1
The candidate’s writing has a negative effect on the target reader. There is little relevant content and the use of
Well-below targeted level language is severely restricted, with little or no evidence of a range of structures and vocabulary targeted at this level.
SCORE (out of 25): The response is seriously incoherent and may also include an absence of punctuation. Language is very poorly
2-6 controlled, and the response is difficult to understand. Overall, excessive effort will be required of the reader.

BAND 0 Too little language is used for a proper assessment to take place, OR candidate’s writing is totally illegible, OR a
SCORE (out of 25): large number of errors impede comprehension, (i.e. content may be impossible to understand) OR candidate’s writing
0–1 is completely irrelevant to the task at hand.

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 EXAMINER HANDBOOK

5 marks
Analytic Profile for marking of Candidate’s writing per section

1. CONTENT / TARGET READER

Award marks for:
 Relevance of answer to set task
 Handling of Topic/Communication of message
 Effect on reader: positive / negative/ satisfactory? Informative? Engaging?

2. RANGE OF STRUCTURES & GENERAL ACCURACY

Award marks for:
 Control of language at targeted level: discourse, linking, signposting, etc.
 Accuracy: grammatical patterns, discourse markers
 Range – level specific
 Punctuation
 Spelling

3. RANGE OF VOCABULARY + EXPRESSION

Award (√) or deduct (x) marks for:
 Adequate range of lexis for intended message
 Accuracy and appropriacy of vocabulary and expressions used
x Lexical inappropriacy? Repetition/circumlocution (i.e. beating about the bush)?

4. ORGANISATION & COHESION

Award marks for:
 Layout: Is layout used appropriate to task type?
 Opening/ending: Is there a clear, engaging introduction and a good summing up in the Conclusion.
- Reports & Reviews: Does the report finish off with a recommendation to the reader or punchy, conclusion?
- Articles: Consider Title used + engaging introduction and punchy concluding paragraph.
- Letters: (i)Is there an introductory paragraph indicating purpose of writing.
(ii) Consider also appropriate use of Greetings and Salutations
 Paragraphs: has candidate used paragraphing to organise his ideas? Is a topic sentence evident in each paragraph
 Linking devices & signposting

5. REGISTER & FORMAT:

Award marks for:
 Presentation: appropriate to purpose and audience?
 Register: Correct register used? i.e. formal / informal / semi-formal / neutral style .. in line with conventions of
targeted essay/composition type? Consistent register?
 Paragraphing : Does parargaphing used support targeted format (e.g: Reports: are paragraphs consistent with
report format? headings?)

TOTAL ___/25

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Level B2 – Target Word Count 150 to 200 words

Look at the following task and write your answer in 150 - 200 words, in an appropriate style.

Article for a local magazine, entitled: ‘The Opportunities for Young People in our Town’
Write your article.

Test 1

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 EXAMINER HANDBOOK

Look at the following task and write your answer in 150 - 200 words, in an appropriate style.

Friends are often better than relations.

Discuss this statement

Test 2

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 EXAMINER HANDBOOK

Analytic Score
TOTAL

RANGE OF VOCABULARY

RANGE OF STRUCTURES
& GENERAL ACCURACY
SCORE

ORGANISATION &

TARGET READER
+ EXPRESSION

CONTENT /

REGISTER &
COHESION
Please

FORMAT
note:
Pass Mark =
15/25

__/25
__/5 __/5 __/5 __/5 __/5

Candidate Name / Test Number You may award half marks

1. B2 Test 1 3 3 2.5 3.5 3 15/25

Content & Target Reader: The candidate struggles at times to achieve the desired effect on the target reader, and,
although some effort is required of the reader to understand content, the overall effect is generally positive. All content
elements have been included in the writing task
Range of structures & general accuracy: There are still a number of basic errors, even at this level, but they are mostly
non-impeding. The overall use of language, including the range of structures and vocabulary, is not very ambitious.
Coherence & Organisation: There is a fair attempt at organisation but linking of sentences is not always maintained.
Register & Format: There is a fair attempt at presentation and register. Paragraphing generally supports format.

2. B2 Test 2 3.5 2.5 2.5 3 4.5 16/25

Content & Target Reader: The candidate struggles at times to achieve the desired effect on the target reader, and,
although some effort is required of the reader to understand content, the overall effect is generally positive. All content
elements have been included in the writing task
Range of structures & general accuracy: There are still a number of basic errors, even at this level, but they are mostly
non-impeding. The overall use of language, including the range of structures and vocabulary, is not very ambitious.
Coherence & Organisation: There is a fair attempt at organisation but linking of sentences is not always maintained.
Register & Format: There is a fair attempt at presentation and register. Paragraphing generally supports format.

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Level C1: General description of Targeted Candidate Performance

A C1 candidate has a good operational command of the written language, and can…
 write clear and well-structured texts on most topics, including complex subjects. He/she is able
to highlight the relevant salient issues in his/her writing, expanding and supporting points of
view at some length, with subsidiary points, reasons and relevant examples, and rounding off
with an appropriate conclusion.

 engage the reader by using stylistic devices, such as variety and appropriacy of vocabulary,
sentence length, word order, and allusion2, as well as idioms, subtle nuances, irony, and
humour, although these are not always used appropriately.

 communicate effectively and with flexibility, expressing him/herself with clarity and only
occasional inaccuracies of grammar and vocabulary.

 construct extended stretches of discourse, using accurate and mainly appropriate complex
language demonstrating sound organisation.

Based on: The Common European Framework: http://www.coe.int/T/DG4/Portfolio/documents/Framework_EN.pdf

2 Instances of Allusion to look out for in a text: passing or casual references to something or someone; incidental mentioning of something,
either directly or by implication

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General Mark Scheme (Holistic scores): Level C1

The following general comments should be interpreted at level C1 and should be referred to in conjunction with the ‘Analytic Profile
for Marking Writing’, on the next page, so as to establish a fair score for the candidate’s writing.

General notes:
(i) Deduct marks for word count which is well-below the required minimum number of words – see Appendix to this document, for guidelines.
(ii) For excessive word count (i.e. approx. 40 - 50 words over the prescribed maximum) - particularly if resulting from repetition/ and/or circumlocution
- disregard the final section of candidate’s writing, and mark accordingly.
(iii) For further guidelines relating to grading in relation to candidate’s handwriting, language used, word count, and ‘out of point’ content, please refer
to the Appendix to this document.
BAND 5 Content & Target Reader: Candidate’s writing fully achieves the desired effect on the target reader, and, overall, no effort is
Very good required of the reader to understand content. All content elements are covered appropriately, and the topic is fully developed.
(Technically, already Range of structures & general accuracy: Candidate uses a wide range of complex structures and vocabulary effectively.
operating at the next level) Errors are minimal; inaccuracies which do occur have no impact on communication.
Coherence & Organisation: Candidate’s writing is skilfully organised through the flexible use of a variety of cohesive devices and
SCORE (out of 25): organisational patterns.
22 - 25 Register & Format: Presentation and register are consistently appropriate to the task and targeted audience. Paragraphing
supports targeted format.
Content & Target Reader: Candidate’s writing has a positive effect on the target reader, and very little effort is required
BAND 4 of the reader to understand content. All content elements of the task are adequately dealt with and the message is
communicated successfully, on the whole.
Good Range of structures & general accuracy: Candidate uses a good range of complex structures and vocabulary effectively.
Some errors may occur with vocabulary and complex language, but these are non-impeding.
SCORE (out of 25): Coherence & Organisation: Text is well organised and coherent via a variety of cohesive devices and organisation patterns
18 - 21 which are generally used to good effect.
Register & Format: Presentation and register are generally appropriate to task and target audience. Paragraphing
generally supports format.
Content & Target Reader: The candidate gets his message across satisfactorily. Content is generally relevant and
BAND 3 there is some development of the topic.
Satisfactory Range of structures & general accuracy: The overall use of language, including the range of structures and vocabulary, is
satisfactory, although not always precise. There are some basic errors, even at this high level, but they are mostly non-impeding.
SCORE (out of 25): Coherence & Organisation: Information and ideas are generally organised logically, and there is a good attempt at
15 – 17 organisation through the use of linkers and cohesive devices.
Register & Format: There is a fair attempt at presentation and register. Paragraphing generally supports targeted format.
BAND 2.5 Content & Target Reader: The target reader is, on the whole, informed, but the candidate’s writing frequently struggles to achieve
Less than satisfactory the desired effect. Most content elements have been included, but, overall, a fair degree of effort is required of the reader.
Range of structures & general accuracy: Candidate uses a range of mostly simple, and some more complex, grammatical
SCORE (out of 25): structures with a reasonably good degree of control. There are a number of basic errors, but they are mostly non-impeding.
10 – 14 Coherence & Organisation: There is a fair attempt at organisation but linking of sentences and ideas is not maintained throughout.
Register & Format: Presentation and register do not necessarily support targeted task. Paragraphing may, or may not, support format.
Content & Target Reader: The candidate struggles to achieve the desired effect on the target reader, and, overall, effort is
BAND 2 required to understand content. There are minor irrelevances and some content elements have been omitted; it is also possible
In need of improvement that the task has only been partly completed.
Range of structures, general accuracy, coherence & organisation: The use and range of language used is unambitious at
SCORE (out of 25): this high level. There are a number of basic errors, although they are mostly non-impeding.
Information and ideas are, on the whole, organised and coherent; the response uses a limited range of linking words
7–9
and cohesive devices, but these are not maintained throughout.
Register & Format: Presentation and register do not necessarily support targeted task. Paragraphs may, or may not, support format.
Content & Target Reader; Range of structures/General Accuracy: Essentially, the candidate’s writing does not have
BAND 1 a positive effect on the target reader. There is little relevant content and the use of language is restricted, with vocabulary
Well-below targeted level which is mainly limited to everyday vocabulary - less common vocabulary used is not always accurate. Overall, the
candidate’s language, including the range of grammatical structures is limited at this high level, and/or is repetitive. The numerous
SCORE (out of 25): errors in the text may be basic and/or sometimes impede communication.
2-6 Coherence & Organisation: Information and ideas are not always adequately organised and the text is, at times, incoherent,
with inaccurate use of cohesive devices.
Register and format are not always appropriate for the task at hand and for the audience.
BAND 0 Too little language is used for a proper assessment to take place, OR candidate’s writing is totally illegible, OR a large
number of errors impede comprehension, (i.e. content may be impossible to understand) OR candidate’s writing is
SCORE (out of 25): completely irrelevant to the task at hand.
0 –1 Performance in all other areas is below that described in Band 1.
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 EXAMINER HANDBOOK

5 marks
Analytic Profile for marking of Candidate’s writing per section
1. CONTENT / TARGET READER
Award marks for:
 Relevance of answer to set task
 Handling of Topic and communication of message
 Effect on reader: Positive / Negative/ Satisfactory? Informative? Engaging?

2. RANGE OF STRUCTURES & GENERAL ACCURACY

Award marks for:
 Control of language at targeted level: discourse, linking, signposting, etc.
 Accuracy: grammatical patterns, discourse markers
 Range – level specific
 Punctuation
 Spelling

3. RANGE OF VOCABULARY + EXPRESSION

Award (√) or deduct (x) marks for:
 Adequate range of lexis for intended message
 Accuracy and appropriacy of vocabulary and expressions used
x Lexical inappropriacy? Repetition/circumlocution (i.e. beating about the bush)?

4. ORGANISATION & COHESION

Award marks for:
 Layout: Is layout used appropriate to task type?
 Opening/ending: Is there a clear, engaging introduction and a good summing up in the conclusion?
Consider also:
- Reports & Reviews:
Does the report make the situation/problem clear in clear, concise language?
Does the report finish off with a recommendation to the reader?
Is the report clearly sectioned?
Does the review finish off with a punchy conclusion?
- Articles: Consider Title used + engaging introduction and punchy concluding paragraph.
- Letters: (i)Is there an introductory paragraph indicating purpose of writing.
(ii) Consider also appropriate use of Greetings and Salutations
 Paragraphs: Has candidate used paragraphing to organise his/her ideas? Is a topic sentence evident in each paragraph?
 Cohesive devices

5. REGISTER & FORMAT:

Award marks for:
 Presentation: Is it appropriate to purpose and audience?
 Register: Correct register used? i.e. formal / informal / semi-formal / neutral style .. in line with conventions of
targeted essay/composition type? Consistent register?
 Paragraphing : Does parargaphing used support targeted format [e.g: Reports: Are paragraphs consistent with
report format and headings? Formal Letters : (i) Are paragrphs structured in a formal, well-oganised manner [ i.e.
Consider the placement of paragraphs within the total document. (ii) Does the first paragraph introduce the subject of the
document/letter? Is this followed by one or more paragraphs which develop the subject further? Is there a concluding
paragraph which summarises the information provided or the specific action which the writer is asking for? ]

TOTAL __/25

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C1 -TRANSACTIONAL LETTER
The county office is organising a three-day open air rock concert in a field near your house. There
have been a lot of complaints and protests from the local inhabitants who fear excessive noise,
vandalism, etc.
Write a letter to the editor of the local newspaper giving your views on the matter, make
suggestions for the organisation of the event.

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C1 - ESSAY

Looking after young children in modern times. What options do parents have and what is
your opinion on the topic?

It is obvious that one of the problems of modern families is how to take care of young
children. Some time ago, the most common solution was to leave the newborns with a
family member. Usually, it was the mother, who had to leave her job and sacrifice her
career for the new arrival. Today, the situation is slightly different, because, often, both
parents have to work and no relations are available to come into support of the family. I
will discuss two possible solutions and their advantages and disadvantages.

One of the advantages of leaving your children with a family member is that you
trust this person and you know that they will certainly take care of them in the best
way. Furthermore, when the children are sick, you can leave them in bed and check
their temperature frequently, preventing complications. On the other hand, your
children could not develop some important social skills such as team playing and
sharing with peers, but they could be left some time in front of a screen.

Another solution could be to make them attend a nursery. There are numerous
advantages in this approach as well, but, above all, I would enlighten that children are
taught to stay together, to help each other and to have fun. Unfortunately, on the other
hand, they run the risk of getting ill more frequently and this could be a problem for
parents who have to take maternity leave to cure them.

To sum up, I think that I would choose a mixed solution for my children: a family
member during the first years but then a nursery as soon as they start speaking and
relating with others, so that to improve their abilities to be part of a group.

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Analytic Score TOTAL

SCORE

RANGE OF VOCABULARY

RANGE OF STRUCTURES
& GENERAL ACCURACY
ORGANISATION &
Please

TARGET READER
+ EXPRESSION
note:

CONTENT /

REGISTER &
COHESION
Pass Mark =

FORMAT
15/25

__/5 __/5 __/5 __/5 __/5 __/25

Candidate Name / Test Number You may award half marks

1. Transactional Letter 3 3.5 3 3.5 3.5 17/25

Content & Target Reader: Candidate’s writing has a positive effect on the
target reader, and very little effort is required of the reader to understand
content. All content elements of the task are adequately dealt with and the
message is communicated successfully, on the whole.
Range of structures & general accuracy: Candidate uses a good range of
complex structures and vocabulary effectively. Some errors may occur with
vocabulary and complex language, but these are non-impeding.
Coherence & Organisation: Text is well organised and coherent via a variety of
cohesive devices and organisation patterns which are generally used to good effect.
Register & Format: Presentation and register are generally appropriate to task and target
audience. Paragraphing generally supports format.

2. Essay 4.5 3 3 4 4.5 19/25

Content & Target Reader: Candidate’s writing has a positive effect on the
target reader, and very little effort is required of the reader to understand
content. All content elements of the task are adequately dealt with and the
message is communicated successfully, on the whole.
Range of structures & general accuracy: Candidate uses a good range of
complex structures and vocabulary effectively. Some errors may occur with
vocabulary and complex language, but these are non-impeding.
Coherence & Organisation: Text is well organised and coherent via a variety of
cohesive devices and organisation patterns which are generally used to good effect.
Register & Format: Presentation and register are generally appropriate to task and target
audience. Paragraphing generally supports format.

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Level C2: General description of Targeted Candidate Performance

A C2 candidate has a fully operational command of the written language, and can….
 write clear, well-organised and coherent complex texts in an appropriate and effective
style, holding the target reader’s attention with ease, fulfilling all communicative
purposes. He/she is able to highlight the relevant salient issues in his/her writing,
expanding and supporting points of view at some length, with subsidiary points,
reasons and relevant examples, and rounding off with an appropriate conclusion.

 engage the reader by using stylistic devices, such as variety and appropriacy of
vocabulary, sentence length, word order, and allusion3, as well as idioms, subtle
nuances, irony, and humour.

 exploit a comprehensive and reliable mastery of a very wide range of language to

formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity,
without having to restrict what he/she wants to say.
 communicate effectively, using a variety of cohesive devices and organisational
patterns with flexibility.

 construct extended stretches of discourse, using accurate and mainly appropriate

complex language with full control, flexibility and sophistication. Errors, if present, are
related to less common words and structures, or occur only as ‘slips’.

Based on: The Common European Framework: http://www.coe.int/T/DG4/Portfolio/documents/Framework_EN.pdf and Common European Framework of
Reference for Languages: Learning, teaching, assessment - Structured overview of all CEFR scales

3 Instances of Allusion to look out for in a text: Passing or casual references to something or someone; incidental mentioning of
something, either directly or by implication

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General Mark Scheme (Holistic scores): Level C2

The following general comments should be interpreted at level C2 and should be referred to in conjunction with the ‘Analytic
Profile for Marking Writing’, on the next page, so as to establish a fair score for the candidate’s writing.

General notes:
(i) Deduct marks for word count which is well-below the required minimum number of words – see Appendix to this document, for guidelines.
(ii) For excessive word count (i.e. approx.40 - 50 words over the prescribed maximum) - particularly if resulting from repetition/ and/or
circumlocution - disregard the final section of candidate’s writing, and mark accordingly.
(iii) For further guidelines relating to grading in relation to candidate’s handwriting, language used, word count, and ‘out of point’ content,
please refer to the Appendix to this document.

BAND 5 Content & Target Reader: Candidate’s writing fully achieves the desired effect on the target reader, and, overall, no effort
is required of the reader to understand and engage with content. All content elements are covered appropriately, and the
Very good topic is fully developed.
(Technically, already Range of structures & general accuracy: Candidate uses a wide range of common and complex structures and vocabulary
operating at the next level) effectively, demonstrating fluency, precision, sophistication and style. Any inaccuracies in the text occur only as ‘slips’.
Coherence & Organisation: Candidate’s writing is skilfully and impressively organised through the flexible use of a wide range of
SCORE (out of 25): cohesive devices and organisational patterns.
22 - 25 Register & Format: Presentation and register are consistently appropriate to the task and targeted audience. Paragraphing is
consistent with, and fully supports, the targeted format.

Content & Target Reader: Candidate’s writing has a positive effect on the target reader, and very little effort is required of
BAND 4 the reader to understand and engage with content. All content elements of the task are adequately dealt with and the message
is communicated successfully, on the whole.
Good Range of structures & general accuracy: Candidate uses a good range of complex structures and vocabulary effectively,
demonstrating fluency and sophistication. Some errors may occur with less common words and structures, or occur as ‘slips’.
SCORE (out of 25): Coherence & Organisation: Text is well organised and coherent via a variety of cohesive devices and organisation patterns
18 – 21 which are generally used to good effect.
Register & Format: Presentation and register are generally appropriate to task and target audience. Paragraphing is
consistent with, and supports, the targeted format.

Content & Target Reader: The candidate gets his message across satisfactorily, and the target reader is, on the whole,
BAND 3 informed. Notwithstanding some minor inaccuracies and irrelevances, content is generally relevant and there is some
development of the topic.
Satisfactory Range of structures & general accuracy: The overall use of language, including the wide range of simple and complex
structures, as well as vocabulary, is satisfactory, although not always precise. There are basic errors, even at this high level,
SCORE (out of 25): but they are mostly non-impeding.
15 – 17 Coherence & Organisation: Information and ideas are, generally, organised logically through the use of linkers and cohesive devices.
Register & Format: There is a fair attempt at appropriate presentation and register. Paragraphing generally supports the
targeted format.

BAND 2.5 Content & Target Reader: The candidate’s writing frequently struggles to achieve the desired effect; however, the target reader is, on
the whole, informed. Most content elements have been included, but, overall, a fair degree of effort is required of the reader.
Less than satisfactory Range of structures & general accuracy: Candidate uses a range of mostly simple, and some more complex, grammatical
structures with a reasonable degree of control. There are a number of very basic errors, but they are mostly non-impeding.
SCORE (out of 25): Coherence & Organisation: There is a fair attempt at organisation but linking of sentences and ideas is not maintained throughout.
10 – 14 Register & Format: Presentation and register are generally appropriate to the targeted task. Paragraphing may, or may not,
support format.

Content & Target Reader: The candidate struggles to achieve the desired effect on the target reader, and, overall, a fair degree of
BAND 2 effort is required to understand content. There are minor irrelevances and some content elements have been omitted; it is also
In need of improvement possible that the task has only been partly completed.
Range of structures, general accuracy, coherence & organisation: The use and range of language used is unambitious at this
SCORE (out of 25): high level. There are a number of basic errors, although they are mostly non-impeding. Information and ideas are, on the whole,
7–9 organised and coherent, and the response uses a range of cohesive devices and organisational patterns, although these are limited
and not maintained throughout.
Register & Format: Presentation and register do not necessarily support targeted task. Paragraphs may, or may not, support format.

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Content & Target Reader: The candidate’s writing does not have a positive effect on the target reader. There is little
BAND 1 relevant content and/or the task may have been misinterpreted by the candidate.
Well-below targeted level Range of structures, accuracy, coherence & organisation: The use of language is restricted at this high level; however,
overall, the candidate’s language, demonstrates some control and flexibility. The errors in the text do not generally impede
SCORE (out of 25): communication. Information and ideas are not always adequately organised and the text may, at times, be incoherent, with
2–6 limited use of cohesive devices and organisational patterns.
Register and format are not always appropriate for the task at hand and for the audience. Paragraphing may, or may not,
support targeted format.

BAND 0
Too little language is used for a proper assessment to take place, OR candidate’s writing is totally illegible, OR a large number
SCORE (out of 15): of basic errors may impede comprehension, OR candidate’s writing is completely irrelevant to the task at hand.
0 –1 Performance in all other areas is below Band 1.

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5 marks
Analytic Profile for marking of Candidate’s writing per section
5. CONTENT / TARGET READER
Award marks for:
 Relevance of answer to set task
 Handling of Topic and communication of message
 Effect on reader: Positive / Negative/ Satisfactory? Informative? Engaging?

6. RANGE OF STRUCTURES & GENERAL ACCURACY

Award marks for:
 Control of language at targeted level: discourse, linking, signposting, etc.
 Accuracy: grammatical patterns, discourse markers
 Range – level specific
 Punctuation
 Spelling

7. RANGE OF VOCABULARY + EXPRESSION

Award (√) or deduct (x) marks for:
 Adequate range of lexis for intended message
 Accuracy and appropriacy of vocabulary and expressions used
x Lexical inappropriacy? Repetition/circumlocution (i.e. beating about the bush)?

8. ORGANISATION & COHESION

Award marks for:
 Layout: Is layout used appropriate to task type?
 Opening/ending: Is there a clear, engaging introduction and a good summing up in the conclusion?
Consider also:
- Reports & Reviews:
Does the report make the situation/problem clear in clear, concise language?
Does the report finish off with a recommendation to the reader?
Is the report clearly sectioned?
Does the review finish off with a punchy conclusion?
- Articles: Consider Title used + engaging introduction and punchy concluding paragraph.
- Letters: (i)Is there an introductory paragraph indicating purpose of writing.
(ii) Consider also appropriate use of Greetings and Salutations
 Paragraphs: Has candidate used paragraphing to organise his/her ideas? Is a topic sentence evident in each paragraph?
 Cohesive devices

5. REGISTER & FORMAT:

Award marks for:
 Presentation: Is it appropriate to purpose and audience?
 Register: Correct register used? i.e. formal / informal / semi-formal / neutral style .. in line with conventions of
targeted essay/composition type? Consistent register?
 Paragraphing : Does parargaphing used support targeted format [e.g: Reports: Are paragraphs consistent with
report format and headings? Formal Letters : (i) Are paragrphs structured in a formal, well-oganised manner [ i.e.
Consider the placement of paragraphs within the total document. (ii) Does the first paragraph introduce the subject of the
document/letter? Is this followed by one or more paragraphs which develop the subject further? Is there a concluding
paragraph which summarises the information provided or the specific action which the writer is asking for? ]

TOTAL __/25

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C2 – Argumentative Essay

Zoos help us to better understand and safeguard wildlife.

Write an essay giving your opinion on this statement.

Nowadays it is widely acknowledged how much it is important it is to protect

and study endangered species. Which better way to do it than keeping
animals in zoos? But to which extent do zoos really represent a salvation for
those animals?
Some people argue that animals living in zoos suffer, due to the limited areas
they are restrained in. Moreover, the majority of zoo-keepers use violence to
“educate” animals, impinging on their physical and psychological
health. Animals in zoos are literally deprived of their freedom and living as they
are force to live in an artificial environment. Humans can not learn much about
their real habits and behaviour.
On the other hand, many members of the scientific community claim that
zoos are fundamental for the preservation of endangered species which, if left
in the wild, would face an inevitable and rapid extinction. These scientists take
into account the fact that humans actions have taken those animals to this
point, on the verge of their demise, therefore it is our responsibility to take care
of endangered species, intervening to save them from a threatening
environment. Nevertheless, the places in which only threatened species or
injured animals are kept, in order to be looked after and eventually released in
the wild, are just a few. Zoos are mostly entertainment means, visited every
day by hundreds of people which are not fully aware of the pain the animals
they are looking at are feeling.
To conclude, it seems obvious that we need to create more structures where
animals can be studied and healed without compromising their life’s
conditions, without using them for ridiculous shows which only cause them
pain. In order to do that, one of the essential step is making our community
aware of the critical situation our world is living.

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C2 – ARTICLE – write a minimum of 250 words

Headline: Famous sportsperson blackmailed after photo leak.

In today’s news it was revealed that two people we have always thought of
like enemies are, in fact, good friends. The revelation is the result of a failed
blackmail attempt about leaked photos that are showing the two “enemies”
sharing a beer together and hugging goodbyes. The two boxers (‘The
Monster’ and ‘The Beast’ according to their fans) have fought three times
already in front of every increasing audiences both at the venues and on
TV. The interest in their fights was the result of their big rivalry, which is
obviously worth a lot of money for them. Therefore, when some pictures
leaked that showed them being good friends they clearly didn’t want the
others to find them. Unfortunately, for them, some people did and wanted to
blackmail them for €1,000,000. The fighters talked about it and decided not
to pay. Instead they paid a lot less money to a private securing company
and they found the men and sent them to the police. Was that a good
decision? Perhaps not. Even though the fighters caught the men and didn’t
pay the money, everybody knows now about the friendship. It’s difficult to
know if people will be such interested in their next fight now. Perhaps they
will lose a lot more than the one million euros the blackmailers have asked
for. There was never any guarantee of the blackmailers would give them the
photos when they had them and it is good that they were brought to the police
so that other possible blackmailers are discouraged for going down that path.

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Analytic Score TOTAL

SCORE

RANGE OF VOCABULARY

RANGE OF STRUCTURES
& GENERAL ACCURACY
ORGANISATION &
Please

TARGET READER
+ EXPRESSION
note:

CONTENT /

REGISTER &
COHESION
Pass Mark =

FORMAT
15/25

__/5 __/5 __/5 __/5 __/5 __/25

Candidate Name / Test Number You may award half marks

Essay 4 4 3 3.5 4.5 19/25

Content & Target Reader: Candidate’s writing has a positive effect on the
target reader, and very little effort is required of the reader to understand and
engage with content. All content elements of the task are adequately dealt with
and the message is communicated successfully, on the whole.
Range of structures & general accuracy: The overall use of language,
including the wide range of simple and complex structures, as well as
vocabulary, is satisfactory, although not always precise. There are basic errors,
even at this high level, but they are mostly non-impeding.
Coherence & Organisation: Text is well organised and coherent via a variety of
cohesive devices and organisation patterns which are used to good effect.
Register & Format: Presentation and register are appropriate to task and target
audience. Paragraphing is consistent with, and supports, the targeted format.

Article 2 2 2 2.5 1.5 10/25

Content & Target Reader: The candidate struggles to achieve the desired effect on
the target reader, and, overall, a fair degree of effort is required to understand
content. There are minor irrelevances and some content elements have been
omitted; it is also possible that the task has only been partly completed.
Range of structures, general accuracy, coherence & organisation: The use and
range of language used is unambitious at this high level. There are a number of basic
errors, although they are mostly non-impeding. Information and ideas are, on the whole,
organised and coherent, and the response uses a range of cohesive devices and
organisational patterns, although these are limited and not maintained throughout.
Register & Format: Presentation and register do not necessarily support targeted
task. Paragraphs may, or may not, support format.

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APPENDIX
Guidelines: Handwriting - ‘Out of point’ Content - Language used - Word Count
• Nearly illegible handwriting:
(i) Consult a second marker and/or a Senior Assessor.
(ii) If both markers agree that some sections are illegible, mark the relative section/s as incorrect.

• Content which is ‘out of point’: When considering the relevance of the candidate’s answer to the set task,
consider the following questions:
- Has the candidate answered any parts of the question?
- Has the candidate totally misunderstood the question?
- What is the quality of language like?
- Is the candidate’s answer an obviously-rehearsed piece of writing?
(i) For content which is totally ‘out of point’, the final score should not be more than 1 mark,
depending on the quality of language used by the candidate.
(ii) For content which is partly ‘out of point’: Final score = maximum 4 marks
In both cases, Moderation by a Senior Assessor is required.

Note:
1. For ‘out of point’ writing, establish a final score, as indicated above, in the Final Score column
2. Notwithstanding this proposed final score, Assessors are required to grade ‘out of point’ writing for content
as is (i.e. providing a proposed score for each performance descriptor) and indicate clearly that they believe
the writing to be out of point by highlighting these scores (in yellow).
Needless to say, the individual scores for the performance descriptors will not add up to the final proposed
score.
This procedure will facilitate Moderation of these pieces of writing.

• Language used:
(i) Language variety & Spelling:
- Candidate needs to be consistent in the variety of English used, i.e. either BrEnglish throughout or Am
English throughout.
- Spelling: Candidate is required to be consistent in his/her spelling. It is not acceptable for candidates to switch
from Br English to AmEnglish spelling of the same word, or words with similar roots.
(ii) Register should be appropriate to the target audience indicated in the rubric.
(iii) Level of language used (particularly for levels B1 to C2): Where the general level of language used
by the candidate is particularly low, although essentially accurate, to the extent that the relative piece of
writing would be more suitable at a lower level, 1 - 2 marks need to be deducted from the final score.
 Word count:
(i) If candidate’s writing task is too short: Deduct marks, as indicated below, for writing which (a) lacks
an adequate range of language at the targeted level, and (b) does not cover all information requested in
the set question:
 For Levels A1 to B1: Deduct 1 - 2 marks from the acquired score, where word count is 10 - 15 words
(or more) shorter than the target word count.
 For Levels B2 to C2: Deduct 1 - 2 marks from the acquired score, where word count is, at least, 20
words shorter than the minimum recommended length.

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(ii) If the writing task is too long: Writing which is too lengthy risks having a negative effect on the reader,
however, this is not necessarily the case, particularly with lower levels, where word count is relatively short.
 For Levels A1 to B1: Assess as presented.
 DO NOT deduct any marks for extra word count.

 DO NOT award any extra marks.

 Levels B2 to C2 - for tasks which are, at least, 40 – 50 words longer than target word count:
 Ignore extra content, if irrelevant, i.e. marks to be awarded for remaining content.

 Assess as is, if extra content is relevant.

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Score Sheets (Writing)

For examiners
The Score Sheets must be filled in by the Assessor. The Qualifications Manager must then
upload the score sheets together with all other test material, including the candidate register,
to the examination platform.

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CONVERSION TABLE: Levels A1 to B1_WRITING

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