Achievement Tests
Teacher’s Guide
1. STRUCTURE OF TESTS
Listening: 12 questions (24 marks) Reading: 13 questions (26 marks)
Writing: choice of 2 tasks (25 marks) Speaking: 3 parts (25 marks)
2. ANALYTICAL SCALES FOR WRITING AND SPEAKING
WRITING
Assessment of the writing task should be based on these five criteria (5 marks max awarded for each leading to a total of 25):
- Content
- Vocabulary
- Accuracy
- Organisation
- Register
Content
5 – full realisation of task with all content points covered and expanded.
4 – good realisation of task with all points covered.
3 – reasonable achievement of task with minimal expansion.
2 – task attempted but not adequately achieved.
1 – poor attempt at task with content points missing.
Vocabulary
5 – wide range of structures and vocabulary.
4 – good range of structures and vocabulary.
3 – adequate range of structures and vocabulary.
2 – limited range of structures and vocabulary.
1 – narrow range of structures and vocabulary.
Accuracy
5 – minimal errors, mainly due to ambition.
4 – generally accurate.
3 – a number of non-impeding errors.
2 – a number of errors which may obscure communication.
1 – frequent errors and little evidence of language control.
Organisation
5 – effective organisation and well-linked.
4 – good organisation with simple linking devices.
3 – adequate organisation.
2 – inadequate organisation with little attempt at linking.
1 – lack of organisation and no linking.
Register
5 – appropriate register and format.
4 – register and format in the main appropriate.
3 – reasonable attempt at register and format.
2 – unsuccessful attempt at appropriate register and format.
1 – no attempt at appropriate register or format.
SPEAKING
Assessment of the speaking task should be based on these five criteria (5 marks max awarded for each leading to a total of 25):
- Grammar
- Pronunciation
- Interaction with teacher
- Interaction with fellow student
Grammar
5 – accurate and appropriate use
4 – generally accurate
3 – generally accurate though errors leading to occasional misunderstanding
2 – frequent errors
1 – frequent errors impeding understanding
5 – range fully appropriate to task with good expansion
4 - range on the whole appropriate but with hesitation
3 - reasonable range
2 – inadequate range
1 – poor range
Pronunciation
5 – completely intelligible. Little L1 interference.
4 – some L1 interference but on the whole intelligible.
3 – L1 interference requiring effort on the part of the interlocutor.
2 – considerable interference producing a negative effect.
1 – unintelligible.
Interaction with Teacher/Interlocutor
5 – excellent interaction with all instructions / questions understood and answered.
4 – very good interaction with minimal extra input.
3 – good interaction with some additional input.
2 – poor interaction with considerable repetition / support from teacher.
1 – very poor interaction with repeated / constant support from teacher.
Interaction with Student
5 – natural and appropriate interaction.
4 – very good interaction with minimal prompting.
3 – good interaction with some extra prompting.
4 – poor interaction with considerable prompting required.
5 – very poor interaction leading to poor execution of task.
PHOTOCOPIABLE © 2011 Pearson Longman ELT
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