Language B standard assessment criteria Level 1
Achievement level
Level descriptor
Criterion A Oral communication – message & interaction
0
Student does not reach standard described by any descriptors.
1-2
Communication is incoherent; ideas repetitive.
Student has difficulty in responding, even in familiar situations.
Student often needs prompting; conversation does not flow.
3-4
Some difficulty in communication; ideas are sometimes repetitive.
Student shows understanding by responding correctly in familiar situations.
Occasional prompting needed; some lapses in the flow of conversation.
5-6
Simple information communicated clearly.
Student shows understanding by responding correctly in familiar situations.
Student can maintain the flow of conversation. Occasional prompting needed but does not disturb the flow.
7-8
Information communicated clearly and effectively.
Student shows understanding by responding correctly in familiar situations.
Student contributes to the coherent flow of conversation. Any prompting is natural and does not disrupt the
flow.
Criterion B Oral communication – language
0
Student does not reach standard described by any descriptors.
1-2
Pronunciation &/or intonation inaccurate and consistently interfere with comprehensibility.
Range of vocabulary & structures limited &/or used incorrectly. Errors interfere frequently.
3-4
Pronunciation &/or intonation have mistakes that sometimes interfere with comprehensibility.
Basic range of vocabulary & structures with occasional mistakes. Errors sometimes interfere.
5-6
Pronunciation &/or intonation have occasional mistakes that rarely interfere with comprehensibility.
Student uses range of vocabulary & structures appropriately. Errors rarely interfere.
7-8
Pronunciation &/or intonation have occasional mistakes that do not interfere with comprehensibility.
Wide range of vocabulary and structures used appropriately.
Errors do not interfere.
Criterion C Writing – message & organization
0
Student does not reach standard described by any descriptors.
1-2
Communication is incoherent; ideas are generally repetitive.
Lack of structure contributes to poor clarity of message.
3-4
Some difficulty in communication; ideas are sometimes repetitive.
Student makes attempt at structuring work.
5-6
Simple information communicated clearly.
Student structures work appropriately which adds to clarity of message.
7-8
Information communicated clearly and effectively.
Student structures work clearly and effectively; message has clarity and coherence.
Criterion D Writing – language
0
Student does not reach standard described by any descriptors.
1-2
Range of vocabulary & structures limited and used incorrectly. Errors interfere frequently.
Spelling/writing inaccurate and interfere with communication.
3-4
Basic range of vocabulary & structures with occasional mistakes. Errors sometimes interfere.
Spelling/writing have occasional mistakes that sometimes interfere with communication.
5-6
Range of vocabulary & structures used appropriately. Errors rarely interfere.
Spelling/writing have occasional mistakes that do not interfere with communication.
7-8
Uses wide range of vocabulary and varied structures appropriately. Errors do not interfere.
Student shows good command of spelling/writing.
Criterion E Reading comprehension
0
Student does not reach standard described by any descriptors.
1-2
Student identifies basic information stated with familiar language.
Student shows limited understanding of the text(s) overall.
3-4
Student identifies stated information and main ideas with familiar language.
Student shows understanding of some parts of the text(s).
5-6
Student identifies stated information, main ideas, and supporting details with familiar language.
Student shows an understanding of most parts of the text(s).
7-8
Student identifies stated information, main ideas, and supporting details with familiar language.
Student shows a good understanding of the text(s) overall.