Phase 5

 Assessment criteria: Phase 5

Phase 5 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 social and some academic situations, integrating complex details and ideas
  • makes a limited attempt to respond appropriately to spoken texts in social and some academic situations
  • makes a limited attempt to engage in rehearsed and unrehearsed exchanges to share developed and well-organized ideas on some topics of personal and global significance
  • makes a limited attempt to communicate information containing relevant and focused ideas supported by examples and illustrations in a variety of situations
  • uses limited vocabulary and grammatical structures, with frequent errors
  • uses inaccurate intonation and frequently hesitates, which interferes with comprehensibility
  • makes a limited attempt to use language to suit the context.
3–4  The student:

  • at times constructs meaning in social and some academic situations, integrating complex details and ideas
  • responds to some spoken texts in social and some academic situations; some responses are inappropriate
  • occasionally engages in rehearsed and unrehearsed exchanges to share developed and well-organized ideas on a range of topics of personal and global significance
  • communicates some information containing relevant and focused ideas supported by examples and illustrations in a variety of situations
  • uses a limited range of vocabulary and grammatical structures, with some inappropriate word choice and errors
  • makes some errors in intonation and shows some lapses in fluency, which sometimes interferes with comprehensibility
  • uses some language to suit the context.
5–6  The student:

  • usually constructs meaning in social and some academic situations, integrating complex details and ideas
  • responds appropriately to most spoken texts in a range of social and some academic situations
  • usually engages in rehearsed and unrehearsed exchanges to share developed and well-organized ideas on a range of topics of personal and global significance
  • communicates ample information containing relevant and focused ideas supported by examples and illustrations in a variety of situations
  • makes good use of a range of vocabulary and grammatical structures, generally accurately
  • makes some errors in intonation and shows some lapses in fluency; this does not interfere with communication
  • usually uses language to suit the context.
7–8  The student:

  • constructs meaning in social and some academic situations, integrating complex details and ideas
  • responds appropriately to spoken texts in a range of social and some academic situations
  • engages in rehearsed and unrehearsed exchanges to share developed and well-organized ideas on a range of topics of personal and global significance
  • communicates substantial information containing relevant and focused ideas supported by examples and illustrations in a variety of situations
  • makes excellent use of a wide range of vocabulary and varied grammatical structures, generally accurately communication
  • 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 5 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 analyse information, main ideas and supporting details in visual texts dealing with social and some academic situations
  • makes a limited attempt to analyse some conventions in visual texts dealing with a range of social and some academic 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, points of view and global perspectives
  • shows limited understanding of the content of the visual, spoken and written text as a whole.
3–4  The student:

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

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

  • analyses and draws conclusions from information, main ideas and supporting details in visual texts dealing with social and some academic situations
  • analyses conventions in visual texts dealing with a range of social and some academic situations
  • engages with the visual text by identifying ideas, opinions and attitudes in the text and makes substantial connections with own experiences, attitudes, points of view and global perspectives
  • shows perceptive understanding of the content of the visual, spoken and written text as a whole.

 

 Phase 5 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:
makes a limited attempt to analyse information, main ideas and supporting details, and draw conclusions in texts dealing with social and some academic situations
has difficulty analysing aspects of format and style, and also the 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, points of view and global perspectives
shows limited understanding of the content of the text as a whole.
3–4  The student:

  • at times analyses and draws some conclusions from information, main ideas and supporting details in texts dealing with social and some academic situations
  • analyses 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, points of view and global perspectives
  • shows some understanding of the content of the text as a whole.
5–6  The student:

  • usually analyses and draws conclusions from information, main ideas and supporting details in texts dealing with social and some academic situations
  • analyses most 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, attitudes, points of view and global perspectives
  • shows considerable understanding of the content of the text as a whole.
7–8  The student:

  • analyses and draws conclusions from information, main ideas and supporting details in texts dealing with social and some academic situations
  • analyses 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, points of view and global perspectives
  • shows perceptive understanding of the content of the text as a whole.

 

 Phase 5 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:

  • has difficulty writing complex texts to express ideas and opinions in social and some academic situations. Shows little depth in understanding of the topic. Ideas are irrelevant and repetitive; opinions have little or no relevant support
  • has difficulty organizing information and ideas into a well-structured text; uses a limited range of cohesive devices; lapses in structure interfere with the development of the text
  • has difficulty using vocabulary, grammatical structures and conventions; frequent errors interfere with communication
  • writes with little sense of register, purpose or style.
3–4  The student:

  • writes complex texts to express some ideas and opinions in social and some academic situations. Shows some depth in understanding of the topic, though some of the message remains superficial; ideas are not always relevant and opinions are insufficiently supported
  • organizes some information and ideas effectively; text is structured appropriately and allows for the development of some ideas; uses a variety of cohesive devices
  • uses a range of vocabulary, complex grammatical structures and conventions; some errors and inappropriate word choice occasionally interfere with communication
  • writes with some sense of register, purpose and style.
5–6  The student:

  • writes complex texts to express clearly a range of ideas and opinions in social and some academic situations. Shows satisfactory depth in understanding of the topic; ideas and opinions are relevant and generally supported
  • usually organizes information and ideas effectively into a well structured text; makes good use of a variety of cohesive devices to develop ideas
  • makes good use of a range of vocabulary, complex grammatical structures and conventions; errors do not affect comprehensibility
  • writes effectively with a sense of register, purpose and style.
7–8  The student:

  • writes complex texts effectively to express a wide range of ideas and opinions in social and some academic situations; shows good depth in understanding of the topic; ideas and opinions are relevant, focused and supported by examples and illustrations
  • organizes information and ideas into a clear and effective structure; uses a wide range of cohesive devices that enhance the development of ideas
  • makes excellent use of a range of vocabulary, complex grammatical structures and conventions to write effectively and accurately
  • writes effectively with a clear sense of register, purpose and style.

 

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