Phase 4

 Assessment criteria: Phase 4

Phase 4 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:

  • makes a limited attempt to construct meaning in familiar and unfamiliar situations
  • makes a limited attempt to respond appropriately to spoken texts in familiar and unfamiliar situations
  • makes a limited attempt to engage in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global significance
  • makes a limited attempt to communicate information containing relevant and developed ideas and justified opinions in a variety of situations
  • uses limited vocabulary and grammatical structures, with frequent errors
  • uses pronunciation and intonation that are inaccurate and consistently interfere with comprehensibility
  • makes a limited attempt to use language to suit the context.
3–4   The student:

  • at times constructs meaning in familiar and unfamiliar situations
  • responds to some spoken texts in familiar and unfamiliar situations; some responses are inappropriate
  • occasionally engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global significance
  • communicates some information containing relevant and developed ideas and justified opinions in a variety of situations
  • uses a limited range of vocabulary and grammatical structures, with some inappropriate word choice and errors
  • makes mistakes in pronunciation and intonation that sometimes interfere with comprehensibility
  • uses some language to suit the context.
5–6 The student:

  • usually constructs meaning in familiar and unfamiliar situations
  • responds appropriately to most spoken texts in a range of familiar and unfamiliar situations
  • usually engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global significance
  • communicates ample information containing relevant and developed ideas and justified opinions in a variety of situations
  • makes good use of a range of vocabulary and grammatical structures, generally accurately
  • makes occasional mistakes in pronunciation and intonation; these rarely interfere with comprehensibility
  • usually uses language to suit the context.
7–8  The student:

  • constructs meaning in familiar and unfamiliar situations
  • responds appropriately to spoken texts in a range of familiar and unfamiliar situations
  • engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global significance
  • communicates substantial information containing relevant and developed ideas and justified opinions in a variety of situations
  • makes excellent use of a wide range of vocabulary and varied grammatical structures, generally accurately
  • makes occasional mistakes in pronunciation and intonation; these do not interfere with comprehensibility
  • 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 4 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:

  • makes a limited attempt to construct meaning from information, main ideas and supporting details in visual texts dealing with familiar and unfamiliar situations
  • makes a limited attempt to interpret some conventions in visual texts dealing with a range of familiar and unfamiliar 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, attitudes and points of view
  • shows limited understanding of the content of the visual, spoken and written text as a whole.
3–4  The student:

  • at times constructs meaning and draws some conclusions from information, main ideas and supporting details in visual texts dealing with familiar and unfamiliar situations
  • interprets some conventions in visual texts dealing with a range of familiar and unfamiliar situations
  • occasionally engages with the visual text by identifying ideas, opinions and attitudes in the text and makes some connections with own experiences, attitudes and points of view
  • shows some understanding of the content of the visual, spoken and written text as a whole.
5–6  The student:

  • usually constructs meaning and draws conclusions from information, main ideas and supporting details in visual texts dealing with familiar and unfamiliar situations
  • interprets most conventions in visual texts dealing with a range of familiar and unfamiliar situations
  • usually engages with the visual text by identifying ideas, opinions and attitudes in the text and makes ample connections with own experiences, attitudes and points of view
  • shows considerable understanding of the content of the visual, spoken and written text as a whole.
7–8  The student:

  • constructs meaning and draws conclusions from information, main ideas and supporting details in visual texts dealing with familiar and unfamiliar situations
  • interprets conventions in visual texts dealing with a range of familiar and unfamiliar situations
  • engages with the visual text by identifying ideas, opinions and attitudes in the text and makes substantial connections with own experiences, attitudes and points of view
  • shows thorough understanding of the content of the visual, spoken and written text as a whole.

 

 Phase 4 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 constructing meaning from stated and implied information, main ideas or supporting details in texts with familiar and unfamiliar language
  • has difficulty interpreting 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, attitudes and points of view
  • shows limited understanding of the content of the text as a whole.
3–4  The student:

  • constructs meaning by identifying some stated and implied information, main ideas and some supporting details in texts with familiar and unfamiliar language
  • interprets some 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, attitudes and points of view
  • shows some understanding of the content of the text as a whole.
5–6  The student:

  • constructs meaning by identifying most stated and implied information, main ideas and supporting details, and drawing conclusions in texts with familiar and unfamiliar language
  • interprets most aspects of format and style, and also interprets the 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, attitudes and points of view
  • shows considerable understanding of the content of the text as a whole.
7–8  The student:

  • constructs meaning by identifying stated and implied information, main ideas and supporting details, and drawing conclusions in texts with familiar and unfamiliar language
  • interprets 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, attitudes and points of view
  • shows thorough understanding of the content of the text as a whole.

 

 Phase 4 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 and complex texts to express ideas and opinions in familiar and unfamiliar situations.
  • Communication is incoherent; ideas are generally irrelevant and repetitive; opinions are unsupported
  • has difficulty organizing information and ideas into a well-structured text; uses a limited range of cohesive devices; the ideas are difficult to follow
  • has difficulty using vocabulary, grammatical structures and conventions; frequent errors interfere with communication
  • writes with little sense of audience or purpose.
3–4  The student:

  • writes simple and complex texts to express some ideas and opinions in familiar and unfamiliar situations. Communication is sometimes incoherent; ideas are sometimes irrelevant or repetitive; opinions are often unsupported
  • organizes some information and ideas into a well-structured text; uses a variety of cohesive devices; the ideas are easy to follow
  • uses a range of vocabulary, grammatical structures and conventions; some errors and inappropriate word choice interfere with communication
  • writes with some evidence of a sense of audience and purpose.
5–6  The student:

  • writes simple and complex texts to express clearly a range of ideas and opinions in familiar and unfamiliar situations. More complex ideas are sometimes not clear but are generally relevant; opinions are sometimes justified
  • usually organizes information and ideas into a well-structured text; uses a variety of cohesive devices; ideas are clear
  • makes good use of a range of vocabulary, grammatical structures and conventions, generally accurately; errors do not interfere with communication
  • writes with a sense of audience and purpose.
7–8  The student:

  • writes simple and complex texts effectively to express a wide range of ideas in familiar and unfamiliar situations; ideas are relevant and opinions are supported by examples and illustrations
  • organizes information and ideas into a well-structured text; uses a wide range of cohesive devices that add clarity and coherence
  • makes excellent use of a range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not interfere with communication
  • clearly writes with a sense of audience and purpose.

 

Leave a Reply

Your email address will not be published. Required fields are marked *