English Initial Assessment
Functional English Initial Assessment Guidance
The purpose of Initial Assessment is to ensure that all adult Functional English
learners are placed on the most appropriate course for their current level in
order to make progress to higher levels.
Initial Assessment is the first stage in a process of Diagnostic Assessment
and development of an Individual Learning Plan.
This pack is for the use of all staff involved in conducting English
assessments.
This is the recommended order for the assessment:
1
Writing - Initial contact form
2
E2/3 or L1/2 free writing assessment (if appropriate)
3
Reading assessment
4
Speaking and listening self-assessment
Initial contact form
 Contains the learner details and an E1 writing section
E2/3 or L1/2 free writing assessment
 Give the learner one of these as appropriate, depending on the result
of the writing section on the initial contact form
 Designed for a maximum of 20 minutes
Reading assessment
 There are sections at E1 (page 5 & 6); E2 (pg 7, 8 & 9); E3 (pg 10, 11,
12) and L1 (pg 13 & 14)
 Continue from E1 until the learner begins to struggle
Speaking and listening assessment
 Self assessment questions to be answered by the learner with
discussion
Scoring for each section of the assessment as below:
Emerging – if the learner doesn’t understand or answers
inappropriately
Consolidating – if the learner understands a little but needs
some improvement in this area
Established – if the learner is confident in this area
1
2
3
English Initial Assessment
Mark scheme
Learner: ____________________________________________
Assessor: __________________________________________
Referral to: ________________________________ Date: ______________
Writing
At E1, the learner can:
 Write name, part of address – Emerging
 Complete most sections of form and write in short sentences with
spelling and/or grammar errors – Consolidating
 Complete all sections of form and write in short sentences with few
grammar and/or spelling mistakes – Established
Then:
If the learner is assessed to be Established at E1, give E2/3 free writing sheet
(tutor to assess – see accompanying guidelines)
Or:
If the learner is assessed as above E2/E3 – that is, if sentences are fluent and
convey meaning well, with very few grammar/spelling errors – give L1/L2 free
writing sheet (tutor to assess – see accompanying guidelines)
Assessor comments
Highest level attempted
Speaking and Listening rough guide
Mainly disagree/strongly disagree – Entry level
Mainly agree – L1
Mainly strongly agree – L2
Assessor comments
Level
Em/ cons/
(E1/2/3, L1/2) est
English Initial Assessment
Reading:
Level
E1
Question
1
2
3
4
5
6
Correct answer
999
101
101
A sudden, urgent need for help
Any phone
An act that is against the law
1 -2 correct answers: em E1; 3-4 correct: cons E1; 5 - 6
correct answers: est E1
E2
1
Address copied correctly
Encourage 2
Tel # copied correctly
use of
3
Post code copied correctly
dictionary 4
Interpret (reading & listening skills)
5a
Burglary
b
Domestic abuse
c
Vandalism
d
Fraud
e
Arson
Unable to use dictionary & 1 – 3 correct – em E2; some use of
dictionary, but with difficulty & 3 – 5 correct – cons E2; able to
use dictionary and 5 – 8/9 correct – est E2
E3
1
What the weather will be like on that
day
2
nineteen degrees centigrade
3
Towards morning
4
Places where only a few people live,
like the countryside
5
Because there will be a breeze from
the North
6
On the BBC web site
3 correct answers: em E3; 4 /5 correct: cons E3; 6 correct –
est E3
L1
1
How to find out how to protect yourself
from flooding
2
People who live in Cambridgeshire
3
Severe Flood Warning
4
Get to know the flood warning codes and
the actions to take
5
From flood maps
6
Preparing for a range of emergencies
including flooding
3 correct answers: em L1; 4 /5 correct: cons L1; 6 – est L1
Result
English Initial Assessment
Assessor comments (reading)
Assessor comments – general:
English Free Writing Assessment (Functional English)
Name:
Writing task:
Assessor:
Level One
Can the learner
a) Write clearly and coherently, including an appropriate level of detail for the
task?
Comment (how do you know?):
b) Present information in a logical sequence?
Comment:
c) Use language, format and structure suitable for purpose and audience?
Comment:
d) Use correct grammar, including correct and consistent use of tense?
Comment (highlight errors in text):
e) Ensure written work includes generally accurate punctuation and spelling and
that meaning is clear?
Comment (highlight errors in text):
Glossary of terms:
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Clearly – writing that conveys the author’s intention effectively
Coherently – writing that hangs together well to convey meaning
Sequence – writing that follows a logical order (e.g.
point/evidence/explanation)
Language – vocabulary suitable for audience and purpose
Format – the layout of the text (e.g. using bold, italics, left/right
alignment, address at the top, indents, etc.)
Structure – how the text is built (paragraphs, beginning/middle/end,
sections, chapters, etc.) – but, at Level One, paragraphs are not
mentioned as a requirement
Purpose of text – the main reason the text was written (to inform,
entertain, instruct, warn, persuade, etc.)
Audience – the people the text was intended to reach
Grammar – the way sentences are structured
Punctuation – the symbols used to convey meaning in sentences
(commas, apostrophes, stops, etc.) – look for the range used as well
as correct/incorrect use. There is some leeway on the correct use of
some punctuation at Level One, for example, apostrophes and inverted
commas
Spelling – look for patterns of spelling mistakes (homophones, missing
syllables, mixing up vowels, suffixes, etc.)
English Free Writing Assessment (Functional English)
Name:
Assessor:
Writing tasks (two are required at this level; one could be an emai)l:
Level Two
Can the learner
a) Present information/ideas concisely, logically and persuasively?
Comment (How do you know?):
b) Present information on complex subjects clearly and concisely?
Comment:
c) Use a range of writing styles for different purposes?
Comment: (e.g. informal email and assignment)
d) Use a range of sentence structures, including complex sentences, and
paragraphs to organise written communication effectively?
Comment:
e) Punctuate written text using commas, apostrophes and inverted commas
accurately?
Comment (Highlight errors in text):
f) Ensure written work is fit for purpose and audience, with accurate spelling and
grammar that support clear meaning in a range of text types?
Comment (Highlight errors in text):
Glossary of terms:
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Concisely – writing that conveys exact meaning and doesn’t stray off
the topic; not inundated with superfluous adjectives or extraneous
information; the opposite of waffling
Clearly – writing that conveys the author’s intention easily
Persuasively – writing that aims to get a point of view across and
succeeds
Logically – writing that follows a reasonable structure
Coherently – writing that hangs together well to convey meaning
Complex subjects – multi-layered problem solving; reading which
requires interpretation; writing that draws on a range of viewpoints, or
gives detailed information from more than one source
Styles of writing – the tone and voice used; could be formal/informal;
humorous; argumentative; precise/wordy…
Sentences
o Simple – contains one clause
o Compound – two main clauses joined together with a joining
word
o Complex – contains a main clause and one or more sub-clauses
(extra information that couldn’t be a sentence on its own)
Text types – different kinds of writing (a letter, a note, a leaflet, a novel,
a report, a classified ad, a poster…)
Purpose of text – the main reason the text was written (to inform,
entertain, instruct, warn, persuade, etc.)
Audience – the person/people the text was intended to reach