Level 2 MYP Language A- Assessment Criteria
Criterion A: Content
Maximum: 10
How well can the student:
 Understand and explore language, content, structure, meaning and significance of both familiar and
unfamiliar oral, written and visual texts?
 Compare and contrast works, and connect themes across and within genres?
 Explore the effects of the author’s choices on an audience?
 Express an informed response to literary and non-literary texts?
 Compose pieces that apply appropriate literary and/or non-literary features?
 Identify language A terms in context?
Achievement
level
Descriptor
0
The student does not reach a standard described by any of the descriptors
below.
1-2
The student demonstrates very limited understanding of the text and topic, and little
or no awareness of the author’s choices. There is little or no detail, development or
support. In creative work, pieces show very limited imagination; the student rarely
uses literary elements, or uses literary and/or nonliterary elements that do not serve
the purpose intended. The use of literary terms is missing, inconsistent and/or
incorrect.
3-4
The student demonstrates limited understanding of the text and topic, and
sometimes shows an awareness of the author’s choices, although detail,
development and/or support is lacking. In creative work, pieces show limited
imagination; the student attempts to use literary and/or non-literary elements; these
sometimes serve the purpose intended. The use of terms is sometimes accurate
and appropriate.
5-6
The student demonstrates a sufficient understanding of the text and
topic, and an awareness of the author’s choices, using adequate detail,
development and support. In creative work, pieces reflect some imagination; the
student generally makes use of literary and/or non-literary features that serve the
intended purpose. Terms are usually accurate and appropriate.
7-8
The student demonstrates a good understanding of the text, topic and the
author’s choices, using substantial detail, development and support. In creative work,
pieces reflect imagination; the student makes use of literary and/or non-literary
features that serve the intended purpose. Relevant terms are used accurately and
appropriately.
9-10
The student demonstrates a clear understanding of the text, topic and the author’s
choices, consistently using illustrative detail, development and support. In creative
work, pieces reflect a lot of imagination; the student uses literary and/or non-literary
features effectively that serve the intended purpose. The student shows a insightful
command of relevant terms, and uses them appropriately.
Criterion B: Organization Level 2
Maximum: 10
How well can the student:
create work that employs organizational structures and language-specific conventions throughout a
variety of text types?
• organize ideas and arguments in a sustained, coherent and logical manner?
• employ appropriate critical apparatus?
Achievement
level
Descriptor
0
The student does not reach a standard described by any of the expectations
below.
1-2
The student rarely makes use of organization and/or conventions, or uses those that
do not apply to the context and purpose.
The work is generally disorganized, unclear and/or incoherent.
The student uses a style/voice inappropriately or not at all.
3-4
The student sometimes makes use of organization and/or
conventions that apply to the context and purpose.
The work shows the beginnings of organization but lacks coherence.
The student generally uses a style/voice that analyzes and evaluates with limited
success.
5-6
The student usually makes use of organization and
conventions that apply to the context and purpose.
The work is generally organized, clear and coherent.
The student generally uses a style/voice that analyzes and evaluates correctly.
7-8
The student consistently makes use of organization and conventions that apply to
the context and purpose.
The work is usually well-organized, clear and coherent and the ideas
being expressed build on each other.
The student uses a style/voice that analyzes and evaluates correctly.
9-10
The student consistently makes use of sophisticated organization
and language-specific conventions that apply to the context and purpose.
The work is consistently well-organized, clear and coherent and the ideas
being expressed build on each other in a sophisticated manner.
The student integrates a style/voice that analyzes and evaluates correctly and
effectively.
Level 2 Language A
Criterion C: Style and Language Mechanics
Maximum: 10
How well can the student:
 use appropriate and varied register, vocabulary and idiom?
 use correct grammar and syntax?
 use appropriate and varied sentence structure?
 use correct spelling/writing?
 use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express
feelings?
 use language accurately?
Achievement
level
Descriptor
0
1-2
The student does not reach a standard described by any of the descriptors below.
The student employs a very limited range of appropriate vocabulary, and sentence
structure. There are very frequent errors in grammar which persistently hinder
communication. There is little or no evidence of a tone and style that serve the
purpose. There are very frequent errors in punctuation and spelling/writing, which
persistently hinder communication. In oral/presentation work there is little or no skill
in speaking technique.
The student employs a limited range of appropriate vocabulary and sentence
structure. There are frequent errors in grammar which hinder communication. There
is some evidence of a tone and style that serve the context. There are frequent
errors in punctuation and spelling/writing, which hinder communication. In
oral/presentation work there is some skill in speaking technique.
The student generally employs a range of appropriate vocabulary, and sentence
structure. Grammar is generally accurate; occasional errors sometimes hinder
communication. The student often uses a tone and style that serve the purpose.
Punctuation and spelling/writing are generally accurate; occasional errors
sometimes hinder communication. In oral/presentation work there is adequate skill
in speaking technique.
The student employs a range of appropriate vocabulary, and sentence structure.
Grammar is accurate; occasional errors rarely hinder communication. The student
consistently uses a tone and style that serve the purpose. Punctuation and
spelling/writing are accurate; occasional errors rarely hinder communication. In
oral/presentation work there is a good level of skill in speaking technique.
The student employs a wide and effective range of appropriate vocabulary and
sentence structure. Grammar is accurate; very infrequent errors do not hinder
communication. The student demonstrates mastery of a tone and style that serves
the purpose. Punctuation and spelling/writing are accurate; very infrequent errors do
not hinder communication. In oral/presentation work there is a high level of skill in
speaking technique.
3-4
5-6
7-8
9-10