Assessment+Criteria+for+Writing+and+Speaking

**Assessment Criteria for Writing and Speaking**


 * Welcome to New Zealand Writing Assessment Criteria Sheet ** **2011** Name: _ Total: __/20
 * || 0 ||  **1 **  ||  **1.5 **  ||  **2 **  ||  **2.5 **  ||  **3 **  ||  **3.5 **  ||  **4 **  ||  **4.5 **  ||  **5 **  ||  **Mark **  ||
 * **Task achievement/Content **


 * Relevance and development of ideas according to topic/module


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Word limits met || //<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Not attempted //  || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The ideas are frequently off topic and have **little development**.


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Fails **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> to meet minimum number of words. ||  ||  //<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Mix of 1 & 3 //  ||   || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The ideas are relevant with **some development** of ideas.


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Meets **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> the minimum number of words. ||  ||  //<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Mix of 3 & 5 //  ||   || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The ideas are relevant with **strong development** of ideas.


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Meets **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> the minimum number of words. ||  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Effective Communication of Cultural awareness **
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">demonstration of understanding of cultural awareness ||  || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Poor **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> demonstration of understanding cultural awareness ||   ||   ||   || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Adequate demonstration od cultural awareness ** ||   ||   ||   || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Strong understanding of cultural awareness ** ||   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Grammar Use **


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Grammatical accuracy


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Range of structures ||  || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Frequent **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> grammatical errors which impede the overall message

<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Little or no attempt to use a range of structures appropriate for the task ||  ||   ||   || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Some **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> grammatical errors but does not impede overall message

<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Attempts to a range of structures appropriate for the task ||  ||   ||   || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Few **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">grammatical errors

<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Wide range of structures appropriate for the task ||  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Lexical Resource **


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Vocabulary range


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Correct use


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Spelling ||  || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Poor range **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> of vocabulary


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Frequent incorrect **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> use of lexical items


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Multiple **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> errors in spelling ||  ||   ||   || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Adequate **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> range of vocabulary for the task


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Generally **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> correct use of lexical items


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Some **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">errors in spelling but do not interfere with communication ||  ||   ||   || **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Wide range **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> of vocabulary for the task


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Mostly **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">correct use of lexical items (eg collocation….).


 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Very few **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> errors in spelling ||  ||


 * Welcome to New Zealand Assessment Speaking Criteria** Name: _ Mark: ___/25
 * || ** 1 **  ||  ** 2 **  ||  ** 3 **  ||  ** 4 **  ||  ** 5 **  ||
 * ** Vocabulary and Pronunciation **
 * Stress, intonation rhythm


 * Intelligibility


 * Range of vocabulary || Does **not** clearly stress **any** common words or statements, with **no** variation in intonation and rhythm.

L1 sounds **always** interfere with meaning and cause strain.

Uses a **poor** range of vocabulary. Appropriate to topic modules. || // Mix of 1 & 3 //  || Stresses **some** statements and common words, although there may be some inaccuracy; there is **some** variation in intonation and rhythm.

L1 sounds **sometimes** interfere with meaning and cause strain.

Uses **some** vocabulary approprite to topic modules. || // Mix of 3 & 4 //  || Stresses **most** statements and common words, although there may be some inaccuracy; there is **good** variation in intonation and rhythm.

L1 sounds **seldom** interfere with meaning or cause strain.

Uses a **good** range of vocabulary appropriate to topic modules. ||
 * ** Grammar **
 * Accuracy


 * Range and complexity || ** Little ** control of structures with a high level of inaccuracy.

A **poor** range of structures. || // Mix of 1 & 3 //  || ** Some ** control of structures with some inaccuracy.

A **reasonable** range of structures. || // Mix of 3 & 4 //  || ** Good ** control of structures with little inaccuracy.

A **wide** range of structures. ||
 * ** Effective Communication of Cultural awareness **
 * Demonstration of understanding of cultural awareness || ** Poor ** demonstration of understanding cultural awareness ||  || ** Adequate ** demonstration of understanding cultural awareness ||   || ** Strong understanding of cultural awareness ** ||
 * ** Fluency ** || ** Frequent ** hesitation while searching for language.

Is **often unable** to maintain flow of language. Breakdowns occur. || // Mix of 1 & 3 //  || ** Some ** hesitation while searching for language.

Is **usually** able to maintain flow of language. || // Mix of 3 & 4 //  || ** Only occasional ** hesitation while searching for language.

Is able to maintain flow of language **all (or nearly all) of the time.** ||
 * ** Communicative competence **
 * Development of ideas


 * Task achievement || ** Little or no ** development of topic module ideas with examples, details and explanations.


 * Does not ** communicate successfully to complete tasks. || // Mix of 1 & 3 //  || ** Some ** development of topic module ideas with examples, details and explanations.

Communicates successfully to complete **some** aspects of the task. || // Mix of 3 & 4 //  || ** Good ** development of topic module ideas with examples, details and explanations.

Communicates successfully to complete **all** aspects of the task. ||

Links to Printable Word documents of these Criteria sheets





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