Prova d'Accs a la Universitat (UIB).

Assessment rubric for the writing task (B1+) based on CEFR descriptors

Band TASK FULFILMENT GRAMMAR ORGANISATION VOCABULARY

(Content and communicative goal) (Grammatical range and accuracy) (Coherence and cohesion) (Lexical range and accuracy)
- All content elements covered and fully developed. - Flexible and accurate use of a wide range - Very well-organised and internally - Flexible and accurate use of a wide range
- Purpose of the task is clear and message is of simple and more complex structures of coherent, showing a very clear progression of vocabulary of the level.
successfully communicated. the level. of information or ideas. - Occasional mistakes, mainly due to an
1 - Clear evidence of maturity and creativity, - Occasional mistakes, mainly due to an - Effective and noticeable paragraphing. ambitious use of lexis (i.e. risk taking),
with no ideas copied from the reading text. ambitious use of structures (i.e. risk-taking), - Varied and successful use of cohesive which do not impede understanding.
- Neat presentation and clear handwriting. which do not impede understanding. devices (linkers, pronouns, etc.)
- Very good overall impression on the reader.
- All content elements covered and satisfactorily - Flexible and accurate use of a satisfactory - Mostly organised and internally coherent, - Flexible and accurate use of a satisfactory
developed. range of simple and more complex showing a clear progression of information range of vocabulary of the level, with
- Purpose of the task is clear enough and message structures of the level. or ideas. occasional overuse of certain lexis.
is successfully communicated, on the whole. - Some mistakes, which rarely impede - Mostly effective and noticeable - Some mistakes (e.g. in word choice,
- Some evidence of maturity and creativity, understanding. paragraphing. spelling or word formation), which rarely
0,75
with no ideas copied from the reading text. - Satisfactory use of cohesive devices, impede understanding.
- Neat presentation and clear handwriting. which may not be consistently maintained.
- Good overall impression on the reader.
- Production may be very good but too long
(between 180 and 200 words).
- One content element omitted or unsuccessfully - Unambitious but mostly accurate use of - Some attempt at organisation, which may - Unambitious but mostly accurate use of
covered but others adequately communicated. an adequate/sufficient range of simple include slight incoherencies. There may be an adequate/sufficient range of vocabulary
- Purpose of the task is mostly clear. structures. More complex structures of the some lack of an overall progression of of the level. More advanced lexis is not
- Some evidence of maturity. Ideas from the reading level are not attempted or too flawed. information or ideas. attempted or too flawed.
0,5 text, if included, are rare and rephrased. - Some mistakes, which are mostly non- - Paragraphing is adequate but needs - Some mistakes, which are mostly non-
- Acceptable presentation. Handwriting is clear impeding. improvement (insufficient or unbalanced impeding.
enough. development of ideas, etc.)
- Production may be good but too short - Limited use of cohesive devices, which
(between 100 and 120 words). may include some inaccuracy.
- More than one content element omitted or - Very limited or repetitive range of - Information or ideas not organised - Very limited or repetitive range of
unsuccessfully covered. structures. logically or coherently, with no clear or little vocabulary.
- Unclear purpose. Considerable effort from the - Numerous mistakes, which may cause progression in the response. Some clear - Numerous mistakes, which may cause
reader required to understand the message. struggle for the reader and slightly incoherencies. struggle for the reader and slightly
- Evidence of lack of creativity. compromise task development. - Poor paragraphing (i.e. arbitrary compromise task development.
0,25 - Inadequate presentation. paragraphs, more than one focus in the
- Production may be good but unacceptably long same paragraph, etc.)
(>200 words) or short (<100 words). - Cohesive devices are basic, repetitive or
inaccurate except in memorised phrases.
- Erratic punctuation and/or use of capital
letters.
- Content barely related to the task, totally irrelevant - Extremely limited or inadequate range of - Lack of control of organisational features. - Extremely limited or inadequate range of
or mostly copied from the reading text. structures. Seriously incoherent. Fails to achieve any vocabulary.
- Fails to communicate the purpose of the task. - Poor control of the language seriously progression of information or ideas. - Lack of vocabulary (i.e. use of a few
Excessive effort from the reader required to compromises task development. - No paragraphs. isolated words) seriously compromises task
0
understand the message. Content may be - Absence or very inaccurate use of development.
impossible to understand. cohesive devices.
- Unacceptable presentation.
- Too little use of language for assessment.
N.B. Off topic contributions will not be considered. They will be awarded an overall grade of 0 (zero).