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Mark scheme Writing and Speaking



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Mark scheme

Writing and Speaking
CRITERIA FOR MARKING WRITING
Give points out of 6 for each criterion (content, organization, vocabulary and grammar and punctuation), and then calculate a mean to give a total mark out of 6. All fractional marks should be rounded up to the closest whole mark.


Mark /
Criterion


Content (relevance and development of ideas)

Organization (cohesion, paragraphing and format)

Vocabulary (style and accuracy)

Grammar (style and accuracy) and Punctuation (accuracy)

6

  • All content is appropriate to the task.

  • The written work entirely coincides with the demands of the task; consistent and intentional misuse of register* may indicate a writer’s personal style.

  • All content points are fully addressed and developed in a balanced way.

*Such misuse of register should not harm the format of writing.

  • Uses a set of basic connectors correctly and makes an afford to use referencing, but not always clearly or appropriately.

  • Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas.

  • The format is appropriate, but may be modified for a better reading experience.

  • Uses a set of everyday vocabulary appropriately; attempts to use less common lexical items with occasional discrepancies.

  • Has good control of word formation; may make occasional errors in producing less common word forms.

  • Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present.

  • May occasionally misspell less common lexical items.

  • Errors in word choice and/or spelling do not distort meaning.

  • Writes simple and compound sentence forms correctly and displays some diversity in length.

  • May attempt some complex sentences, but they tend to be less accurate, including punctuation.

  • Errors in grammar and/or punctuation do not distort meaning.

5

  • All content is relevant to the task; insignificant content omissions may be present.

  • The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present.

  • Most content points are addressed, but their development may be slightly imbalanced.

  • Uses a range of basic connectors correctly.

  • Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas.

  • The format is appropriate.

  • Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.

  • Has good control of word formation; may make errors in producing less common word forms.

  • Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present.

  • May often misspell less common lexical items.

  • Errors in word choice and/or spelling do not distort meaning.

  • Writes simple and compound sentence forms correctly, but does not demonstrate variety in length.

  • Occasional errors in grammar and/or punctuation do not distort meaning.

4

  • Most content is relevant to the task; insignificant content omissions may be present.

  • The register on the whole corresponds to the requirements of the task.

  • Most content points are addressed, but some content points may be more fully covered than others.

  • Uses some basic connectors, but these may be inaccurate or repetitive.

  • Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).

  • The format is generally appropriate.

  • Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.

  • Has good control of word formation; can produce common word forms correctly.

  • May make infrequent errors in spelling more difficult words.

  • Errors in word choice and/or spelling rarely distort meaning.

  • Writes simple and some compound sentence forms correctly.

  • While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.

3

  • Some content is relevant to the task; significant content omissions may be present.

  • The register barely corresponds to the requirements of the task.

  • Only some content points, which are minimally addressed.

  • Uses a very limited range of basic cohesive devices correctly.

  • Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs).

  • The format may be inappropriate in places.

  • Uses basic vocabulary reasonably appropriately.

  • Has some control of word formation; can produce some common word forms correctly.

  • Makes frequent errors in spelling more difficult words, but simple words are spelled correctly.

  • Errors in word choice and/or spelling distort meaning at times.

  • Writes simple sentence forms mostly correctly.

  • Errors in grammar and/or punctuation may distort meaning at times.

2

  • Severe irrelevances and misinterpretations of the task may be present.

  • Only few content points, which are minimally addressed.

  • May use a very limited range of basic cohesive devices, and those used may not indicate a logical relationship between ideas.

  • Attempts to write in paragraphs, but their use may be confusing (may start every sentence with a new line).

  • The format may be inappropriate.

  • Uses an extremely limited range of vocabulary.

  • Has very limited control of word formation; can produce a few common word forms correctly.

  • Makes many errors in spelling, including a range of simple words.

  • Errors in word choice and/or spelling distort meaning.

  • Writes some simple sentence forms correctly.

  • Frequent errors in grammar and/or punctuation distort meaning.

1

  • Attempts the task, but it is largely misinterpreted and the response is barely relevant to the task.

  • Links are missing or incorrect.

  • Does not write in paragraphs at all (a script is a block of text).

  • The format is not appropriate.

  • Can only use a few isolated words and/or memorized phrases.

  • Has essentially no control of word formation; can barely produce any word forms.

  • Displays few examples of conventional spelling.

  • No evidence of sentence forms.



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