English Assessment Criteria
A CONTENT
1
2
3
4
5
6
B ORGANISATION
C STYLE AND LANGUAGE
The student demonstrates very limited
understanding of the text and topic.
Little or no knowledge of the author’s
choices, for example, word choice,
techniques, main ideas, character and
setting.
There is little or no detail, development or
use of examples.
In creative work, pieces show very limited
imagination or sensitivity.
The student rarely uses literary elements
such as plot, setting, character, language
and structure that are not appropriate for
the text type.
The use of terminology is missing,
inconsistent and/or incorrect.
Limited understanding of the text and
topic.
Sometimes shows knowledge of the
author’s choices, for example, word choice,
techniques, main ideas, character and
setting although detail, development or use
and/or examples are not enough.
In creative work, pieces show very limited
imagination or sensitivity.
Tries to use literary elements such as plot,
setting, character, language and structure
and these are sometimes appropriate for
the text type.
Terminology is sometimes correct and
appropriate.
Rarely uses organizational structures such
as an introduction, main body, conclusion and
ideas in sequential order and/or language
specific elements, or uses those that are not
appropriate to the text type.
Work is generally disorganized, unclear
and/or confusing.
Uses critical tools such as a dictionary,
thesaurus, headings and proofreading and
editing skills, incorrectly or not at all.
Very limited use of appropriate vocabulary, idiom and sentence structure, for example,
simple and compound and verb agreement with subject. There are very frequent errors
in grammar and syntax, which frequently prevents clear communication.
There is little or no evidence of a register and style (ways of speaking depending on
situation, audience and that serve the context and intention.
There are very frequent errors in punctuation and spelling/writing, which frequently
prevents clear communication.
In oral/presentation work there is little or no ability in oratory technique.
Handwriting is not very presentable or easy to read.
Sometimes uses organizational structures
such as an introduction, main body, conclusion
and ideas in sequential order and/or language
specific elements that are appropriate to the
text type.
Work shows the beginnings of organization
but lacks purpose.
Uses critical tools such as a dictionary,
thesaurus, headings and proofreading and
editing skills with limited success.
Limited variety of appropriate vocabulary, idiom and sentence structure, for example,
simple and compound and verb agreement with subject
Frequent errors in grammar and syntax, which prevents clear communication.
Some evidence of knowing when to use a formal, informal or a semi formal register
depending on audience, situation and text type.
Frequent errors in punctuation, particularly with full stops, capital letters and question
marks, and spelling of regular words, which prevents clear communication.
Adequate understanding of the text and
topic.
Knowledge of the author’s choices, for
example, word choice, techniques, main
ideas, character and setting using adequate
detail, development and use of examples.
In creative work, pieces show some
imagination or sensitivity.
Generally uses literary elements such as
plot, setting, character, language and
Usually uses organizational structures such
as an introduction, main body, conclusion and
ideas in sequential order and/or language
specific elements that are appropriate to the
text type.
Work is generally organization, clear and
purposeful.
Generally uses critical tools such as a
dictionary, thesaurus, headings, quotations,
references and proofreading and editing skills
The student generally uses a variety of appropriate vocabulary, idiom and sentence
structure, for example, simple, compound and complex and shows verb agreement with
subject. Grammar and syntax are generally correct; occasional errors sometimes
prevent clear communication. Uses nouns, plurals and verbs correctly.
The student often knows when to use a formal, informal or a semi formal register
depending on audience, situation and text type.
Punctuation like commas and apostrophes and the spelling of irregular words are
generally correct; occasional errors sometimes prevent clear communication.
In oral/presentation work there is some ability in oratory technique:

Speaks fluently and appropriately in different contexts, adapting their talk for
different purposes and audiences.

Uses visual aids to support communication

Can identify the main points, listen carefully and respond to others.
Handwriting is sometimes presentable and easy to read.
In oral/presentation work there is adequate ability in oratory technique:
English Assessment Criteria
7
8
9
10
structure that are appropriate for the text
type.
Terminology is correct and appropriate.
correctly.
Adequate understanding of the text and
topic.
Knowledge of the author’s choices, for
example, word choice, techniques, main
ideas, character and setting using a lot of
detail, development and examples.
In creative work, pieces show imagination
or sensitivity.
Uses literary elements such as plot, setting,
character, language and structure that are
appropriate for the text type.
Proper terminology is used correctly and
appropriately.
Regularly uses organizational structures
such as an introduction, main body, conclusion,
transitions and ideas in sequential order
and/or language specific elements that are
appropriate to the text type.
Work is usually well-organised, clear and
purposeful and the ideas being expressed build
on each other.
Regularly uses critical tools such as a
dictionary, thesaurus, headings, quotations,
footnotes, references and proofreading and
editing skills correctly.
Perceptive understanding of the text, topic
and the author’s choices, for example, word
choice, techniques, main ideas, character
and setting.
Regularly
uses
illustrative
detail,
development and well-chosen examples.
In creative work, pieces show a lot of
imagination or sensitivity.
Uses literary elements such as plot, setting,
character, language and structure that are
effectively appropriate for the text type.
Confident use of proper terminology.
Regularly uses organizational structures
such as an introduction, main body, conclusion,
transitions and ideas in sequential order
and/or language specific elements that are
appropriate to the text type.
Work is regularly well-organised, clear and
purposeful and the ideas being expressed build
on each other in a sophisticated manner.
Integrates critical tools such as a dictionary,
thesaurus, headings, quotations, footnotes,
references and proofreading and editing skills
correctly and effectively.

Speaks fluently and appropriately in different contexts, adapting their talk for
different purposes and audiences.

The presentation is prepared.

The talk met time limits but there may have been some awkward pauses or
mumbling.

Uses visual aids to support communication

Can keep the audience interested by using some techniques.

Can identify the main points, listen carefully and respond to others.
Handwriting is generally presentable and easy to read.
The student employs a variety of appropriate vocabulary, idioms and sentence
structure, including complex sentences and types of sentences like declarative and
imperative. Grammar and syntax are accurate; occasional errors rarely prevent clear
communication. Uses nouns, plurals and verbs correctly.
The student consistently knows when to uses a formal, informal or a semi formal
register depending on audience, situation and text type register.
Punctuation like colons and semi colons, and spelling of irregular words are correct;
occasional errors rarely hinder communication.
In oral/presentation work there is a good level of ability in oratory technique:

Speaks fluently and appropriately in different contexts, adapting their talk for
different purposes and audiences.

The presentation is prepared and researched.

The talk met time limits with occasional awkward pauses.

Uses visual aids to support communication.

Can keep the audience interested by using different techniques.

Can identify the main points, listen carefully and respond to others.
Handwriting is presentable and easy to read.
The student uses a wide and effective variety of appropriate vocabulary, idiom and
sentence structures including compound and complex sentences and declarative,
imperative, interrogative and exclamatory sentences. Grammar and syntax are accurate;
very infrequent errors do not prevent clear communication. Uses nouns, plurals and
verbs correctly.
The student demonstrates mastery of knowing when to use a formal, informal or a semi
formal register depending on audience, situation and text type.
Punctuation, like colons and semi colons, and spelling of irregular words are correct
with very infrequent errors that do not prevent clear communication.
In oral/presentation work there is a high level of ability in oratory technique:

Speaks fluently and appropriately in different contexts, adapting their talk for
different purposes and audiences.

The presentation is prepared and well researched.

The talk met time limits.

Uses visual aids to support communication.

Can keep the audience interested by using different techniques.

Can identify the main points, listen carefully and respond to others.
Handwriting is presentable and easy to read.
English Assessment Criteria
Middle school to grade 10
Using your criteria, which is out of 30, the grade boundaries are the following:
IB Level
7
6
5
4
3
2
1
Points
25-30
21-24
18-20
14-17
10-13
5-9
0-4
Percentage to add on Powerschool
100%
21/22=90% and 23/24=95%
18/19= 80% and 20= 85%
14/15=70% and 16/17= 75%
10/11=60% and 12/13=65%
5/6=50% and 7/8/9=55%
40%
Please note that, for IB, a level 3 and below is a fail at Higher level. For school, I believe a 65% is a pass.