Phase 2

Assessment Criteria: Phase 2

Phase 2 Criterion A: Oral Communication

Achievement
Level
Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2  The student:

  • has difficulty understanding most information in familiar situations
  • makes a limited attempt to respond appropriately to simple spoken texts in a limited range of familiar situations
  • makes a limited attempt to interact in basic structured exchanges on a limited variety of aspects within familiar situations
  • makes a limited attempt to communicate information containing relevant ideas and some details in familiar situations
  • uses limited vocabulary and grammatical structures, with frequent errors
  • uses pronunciation and intonation with many errors, making understanding difficult throughout the exchange
  • makes a limited attempt to use language to suit the context.
3–4  The student:

  • shows understanding of some information in familiar situations
  • responds to some simple spoken texts in a limited range of familiar situations; some responses are inappropriate
  • occasionally interacts in basic structured exchanges on a limited variety of aspects within familiar situations
  • communicates some information containing relevant ideas and some details in familiar situations
  • uses a basic range of vocabulary and grammatical structures, with some inappropriate word choice and errors
  • uses pronunciation and intonation with some errors, some of which make understanding difficult
  • uses some language to suit the context.
5–6  The student:

  • shows understanding of most information in familiar situations• responds appropriately to most simple spoken texts in a limited range of familiar situations
  • usually interacts in basic structured exchanges on a limited variety of aspects within familiar situations
  • communicates ample information containing relevant ideas and some details in familiar situations
  • makes good use of a basic range of vocabulary and grammatical structures, generally accurately
  • uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility
  • usually uses language to suit the context.
7–8  The student:

  • shows understanding of information in familiar situations
  • responds appropriately to spoken texts in a limited range of familiar situations
  • interacts in basic structured exchanges on a limited variety of aspects within familiar situations
  • communicates substantial information containing relevant ideas and some details in familiar situations
  • makes excellent use of a basic range of vocabulary and grammatical structures, generally accurately
  • uses clear pronunciation and intonation, which makes communication easy
  • uses language to suit the context.

Note: In the strand referring to the use of comprehensible pronunciation and intonation, for tonal languages “intonation” is replaced by “correct tone”.

 

Phase 2 Criterion B: Visual Interpretation

Achievement
Level
Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2  The student:

  • has difficulty understanding messages, main ideas and supporting details in simple visual texts dealing with familiar situations
  • makes a limited attempt to recognize some basic conventions in visual texts dealing with familiar situations
  • makes a limited attempt to engage with the visual text by identifying ideas, opinions and attitudes in the text; makes minimal connections with own experiences and attitudes
  • shows limited understanding of the content of the visual, spoken and written text as a whole.
3–4  The student:

  • shows understanding of some messages, main ideas and supporting details in simple visual texts dealing with familiar situations
  • recognizes some basic conventions in visual texts dealing with familiar situations
  • occasionally engages with the visual text by identifying ideas, opinions and attitudes in the text and makes some connections with own experiences and attitudes
  • shows some understanding of the content of the visual, spoken and written text as a whole.
5–6  The student:

  • shows understanding of most messages, main ideas and supporting details in simple visual texts dealing with familiar situations
  • recognizes most basic conventions in visual texts dealing with familiar situations
  • usually engages with the visual text by identifying ideas, opinions and attitudes in the text and makes ample connections with own experiences and attitudes
  • shows considerable understanding of the content of the visual, spoken and written text as a whole.
7–8  The student:

  • shows understanding of messages, main ideas and supporting details in simple visual texts dealing with familiar situations
  • recognizes basic conventions in visual texts dealing with familiar situations
  • engages with the visual text by identifying ideas, opinions and attitudes in the text and makes substantial connections with own experiences and attitudes
  • shows thorough understanding of the content of the visual, spoken and written text as a whole.

 

Phase 2 Criterion C: Reading Comprehension

Achievement
Level
Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2  The student:

  • has difficulty understanding basic facts, main ideas and supporting details in texts with familiar language
  • has difficulty recognizing basic aspects of format and style, and author’s purpose for writing
  • makes a limited attempt to engage with the text by identifying ideas, opinions and attitudes in the text; makes minimal connections with own experiences and attitudes
  • shows limited understanding of the content of the text as a whole.
3–4  The student:

  • identifies some basic facts, main ideas and supporting details in texts with familiar language
  • recognizes some basic aspects of format and style, and author’s purpose for writing
  • occasionally engages with the text by identifying ideas, opinions and attitudes in the text and making some connections with own experiences and attitudes
  • shows some understanding of the content of the text as a whole.
5–6  The student:

  • identifies most basic facts, main ideas and supporting details in texts with familiar language
  • recognizes most basic aspects of format and style, and author’s purpose for writing
  • usually engages with the text by identifying ideas, opinions and attitudes in the text and making ample connections with own experiences and attitudes
  • shows considerable understanding of the content of the text as a whole.
7–8  The student:

  • identifies basic facts, more complex ideas and supporting details, and draws conclusions in texts with familiar language
  • recognizes aspects of format and style, and author’s purpose for writing
  • engages with the text by identifying ideas, opinions and attitudes in the text and making substantial connections with own experiences and attitudes
  • shows thorough understanding of the content of the text as a whole.

Note: In the strand referring to understanding and responding to written texts, the use of a transliteration/Romanization guide, such as the Chinese “Pinyin” system, is supported in this phase.

 

Phase 2 Criterion D: Writing

Achievement
Level
Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2  The student:

  • makes a limited attempt to write simple text to express ideas and feelings in a limited range of familiar situations. Ideas are basic and repetitive; they are not always relevant and little or no detail is given
  • has difficulty organizing information and ideas and using a range of basic cohesive devices; there is little or no structure, making the ideas difficult to follow
  • has difficulty using basic vocabulary, grammatical structures and conventions; frequent errors interfere with communication
  • makes a limited attempt to write with a sense of audience.
3–4  The student:

  • writes some phrases in a simple text to express ideas and feelings in a limited range of familiar situations. Ideas are usually relevant, though they can contain limited detail
  • organizes some information and ideas and uses a range of basic cohesive devices; there is a reasonable attempt at structure
  • uses a basic range of vocabulary, grammatical structures and conventions; some errors and inappropriate word choice interfere with communication
  • writes with some sense of audience.
5–6 The student:

  • writes a range of phrases and expressions in a simple text to communicate ideas and feelings in a limited range of familiar situations. Ideas are relevant and contain some detail and examples
  • usually organizes information and ideas and uses a range of basic cohesive devices; there is a logical structure
  • makes good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; errors do not interfere with communication
  • usually writes with a sense of audience.
7–8  The student:

  • writes a wide range of phrases and expressions in a simple text effectively to communicate ideas and feelings in a limited range of familiar situations. Ideas are relevant, detailed and include examples
  • organizes information and ideas and uses a range of basic cohesive devices; there is a logical structure and cohesive devices add clarity to the message
  • makes excellent use of a basic range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not interfere with communication
  • writes with a sense of audience.

 

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