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    Writing Assessment

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    Nadia Knifton
    This document provides a summary of assessment criteria for writing proficiency at different CEFR levels. It evaluates writing based on how well it addresses the communicative task and target reader, its organization and cohesion, and the accuracy and range of vocabulary and grammar used. Higher levels demonstrate complete mastery of conventions and ability to communicate complex ideas, while lower levels focus on basic cohesion and ability to communicate simple ideas with errors that do not impede meaning. The assessment evaluates both the formality of writing and accuracy of vocabulary and grammar used.

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    Writing Assessment

    Uploaded by

    Nadia Knifton
    148 views2 pages
    This document provides a summary of assessment criteria for writing proficiency at different CEFR levels. It evaluates writing based on how well it addresses the communicative task and target reader, its organization and cohesion, and the accuracy and range of vocabulary and grammar used. Higher levels demonstrate complete mastery of conventions and ability to communicate complex ideas, while lower levels focus on basic cohesion and ability to communicate simple ideas with errors that do not impede meaning. The assessment evaluates both the formality of writing and accuracy of vocabulary and grammar used.

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    This document provides a summary of assessment criteria for writing proficiency at different CEFR levels. It evaluates writing based on how well it addresses the communicative task and target reader, its organization and cohesion, and the accuracy and range of vocabulary and grammar used. Higher levels demonstrate complete mastery of conventions and ability to communicate complex ideas, while lower levels focus on basic cohesion and ability to communicate simple ideas with errors that do not impede meaning. The assessment evaluates both the formality of writing and accuracy of vocabulary and grammar used.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    148 views2 pages

    Writing Assessment

    Uploaded by

    Nadia Knifton
    This document provides a summary of assessment criteria for writing proficiency at different CEFR levels. It evaluates writing based on how well it addresses the communicative task and target reader, its organization and cohesion, and the accuracy and range of vocabulary and grammar used. Higher levels demonstrate complete mastery of conventions and ability to communicate complex ideas, while lower levels focus on basic cohesion and ability to communicate simple ideas with errors that do not impede meaning. The assessment evaluates both the formality of writing and accuracy of vocabulary and grammar used.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Writing Assessment

    CEFR level

    Content/Target Reader

    Organisation and
    Cohesion

    Range/Accuracy

    Demonstrates complete
    command of the conventions of
    the communicative task.
    Communicates complex ideas in
    an effective and convincing
    way, holding the target readers
    attention with ease, fulfilling ail
    communicative purposes.
    Uses the conventions of the
    communicative task with
    sufficient flexibility to
    communicate complex ideas in
    an effective way, holding the
    target readers attention with
    ease, fulfilling all
    communicative purposes.

    Text is organised
    impressively and
    coherently using a wide
    range of cohesive devices
    and organisational
    patterns with complete
    flexibility.

    Uses a wide range of vocabulary,


    including less common lexis, with
    fluency, precision, sophistication,
    and style.
    Use of grammar is sophisticated,
    fully controlled and completely
    natural.

    Text is a well-organised,
    coherent whole, using a
    variety of cohesive devices
    and organisational
    patterns with flexibility.

    Uses the conventions of the


    communicative task effectively
    to hold the target readers
    attention and communicate
    straightforward and complex
    ideas, as appropriate.
    Uses the conventions of the
    communicative task to hold the
    target readers attention and
    communicate straightforward
    ideas.
    Uses the conventions of the
    communicative task generally
    appropriate ways to
    communicate straightforward
    ideas.

    Text is well-organised and


    coherent, using a variety
    of cohesive devices and
    organisational patterns to
    generally good effect.

    Uses a range of vocabulary,


    including less common lexis,
    effectively and precisely.
    Uses a wide range of simple and
    complex grammatical forms with
    full control, flexibility and
    sophistication.
    Errors, if present, are related to
    less common words and
    structures, or occur as slips.
    Uses a range of vocabulary.
    Including less common lexis,
    appropriately.
    Uses a range of simple and
    complex grammatical forms with
    control and flexibility.
    Uses a range of everyday
    vocabulary appropriately, with
    occasional inappropriate use of
    less common lexis.

    A2

    Produces text that


    communicates simple ideas in
    simple ways.

    Text is connected using


    basic, high-frequency
    linking words.

    A1

    Produces text that


    communicates simple ideas in a
    very simple way.

    Text is connected using


    very basic linking words.

    C2

    C1

    B2

    B1

    Text is generally wellorganised and coherent,


    using a variety of linking
    words and cohesive
    devises.
    Text is connected and
    coherent, using basic
    linking words and a limited
    number of cohesive
    devices.

    Uses everyday vocabulary


    generally appropriately, while
    occasionally overusing certain
    lexis.
    Uses simple grammatical forms
    with a good degree of control.
    While errors are noticeable,
    meaning can still be determined.
    Uses basic vocabulary reasonably
    appropriately.
    Uses simple grammatical forms
    with some degree of control.
    Errors may impede meaning at
    times.
    Demonstrates only limited control
    of a few grammatical forms and
    lexis. Errors frequently impede

    meaning.

    Assessment scales:

    Content / Target Reader


    Accuracy / Range
    Organisation and Cohesion
    Register (formal/informal):
    Language is in the appropriate formality for the task, i.e. formal salutations, closers and
    vocabulary for formal letters

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