The document outlines a general mark scheme for evaluating writing tests. It includes criteria for content, organization, vocabulary, language use, and mechanics with corresponding point values from 1 to 4 for levels of competence in each category.
The document outlines a general mark scheme for evaluating writing tests. It includes criteria for content, organization, vocabulary, language use, and mechanics with corresponding point values from 1 to 4 for levels of competence in each category.
The document outlines a general mark scheme for evaluating writing tests. It includes criteria for content, organization, vocabulary, language use, and mechanics with corresponding point values from 1 to 4 for levels of competence in each category.
The document outlines a general mark scheme for evaluating writing tests. It includes criteria for content, organization, vocabulary, language use, and mechanics with corresponding point values from 1 to 4 for levels of competence in each category.
Content / Task Does not show knowledge of subject / irrelevant / not enough to evaluate 1 Achievement Limited knowledge of subject / little substance / inadequate development 2
Some knowledge of subject / limited development / mostly relevant / lacks detail 3
Good knowledge of subject / well developed / highly relevant 4
Organization Does not communicate / no organization / not enough to evaluate 1
Ideas confused or disconnected / lacks logical sequencing and development 2
Loosely organized but main ideas stand out / logical but incomplete sequencing 3
Ideas clearly stated / thorough development of ideas / highly relevant 4
Vocabulary Little knowledge of vocabulary and/or word form / not enough to evaluate 1
Limited range / frequent errors of vocabulary and/or word form/choice and usage / 2 meaning confused or obscured
Adequate range / occasional errors of word choice and/or form / meaning not obscured 3
Sophisticated range / effective word choice and usage / appropriate register 4
Language Use Virtually no mastery of sentence construction rules / dominated by errors / not enough to 1 evaluate
Major problems in simple/complex constructions / frequent errors of 2
negation/agreement/tense/word order and function/articles/pronouns/prepositions / meaning confused or obscured
Effective but simple constructions / minor problems in simple/complex constructions / 3
frequent errors of negation/agreement/tense/word order and function/articles/pronouns/ prepositions / meaning seldom obscured
Effective complex construction / few errors of agreement/tense/word order and 4
function/articles/pronouns/prepositions Mechanics No mastery of conventions / dominated by errors of 1 spelling/punctuation/capitalization/paragraphing / not enough to evaluate
Frequent errors of spelling/punctuation/capitalization/paragraphing / meaning confused 2
Occasional errors of spelling/punctuation/capitalization/paragraphing / meaning not
obscured 3
Demonstrates mastery of conventions / few errors of spelling/punctuation/ 4
