| Task Achievement |
Fully satisfies all the requirements of the task; clearly presents a fully developed response. |
Covers all requirements of the task sufficiently; presents, highlights, and illustrates key features clearly and appropriately. |
Covers the requirements of the task; presents a clear overview of main trends or differences. |
Addresses the requirements of the task; presents an overview with information appropriately selected. |
Generally addresses the task; recounts detail mechanically with no clear overview. |
Attempts to address the task but does not cover all key features; may confuse key features with details. |
Fails to address the task, which may have been completely misunderstood; presents limited ideas. |
Answer is barely related to the task; has very little control of organisational features. |
Answer is completely unrelated to the task; fails to communicate any message. |
Does not attend; does not attempt the task in any way. |
| Coherence and Cohesion |
Uses cohesion in such a way that it attracts no attention; skilfully manages paragraphing. |
Sequences information and ideas logically; manages all aspects of cohesion well. |
Logically organises information and ideas; uses a range of cohesive devices appropriately. |
Arranges information and ideas coherently; uses cohesive devices effectively. |
Presents information with some organisation; makes inadequate or inaccurate use of cohesive devices. |
Presents information and ideas but these are not arranged coherently; uses some basic cohesive devices inaccurately. |
Does not organise ideas logically; may use a very limited range of cohesive devices. |
Has very little control of organisational features; uses an extremely limited range of cohesive devices. |
Fails to communicate any message; cannot use cohesive devices. |
Does not attend; does not attempt the task in any way. |
| Lexical Resource |
Uses a wide range of vocabulary with very natural and sophisticated control; rare minor errors occur only as ‘slips’. |
Uses a wide range of vocabulary fluently and flexibly; skilfully uses uncommon lexical items. |
Uses a sufficient range of vocabulary to allow some flexibility and precision; uses less common lexical items with some awareness. |
Uses an adequate range of vocabulary for the task; attempts to use less common vocabulary with some inaccuracy. |
Uses a limited range of vocabulary, minimally adequate for the task; may make noticeable errors in spelling. |
Uses only basic vocabulary which may be used repetitively or inappropriately; has limited control of word formation. |
Uses only a very limited range of words and expressions; errors may severely distort the message. |
Uses an extremely limited range of vocabulary; essentially no control of word formation. |
Can only use a few isolated words; cannot use vocabulary effectively. |
Does not attend; does not attempt the task in any way. |
| Grammatical Range and Accuracy |
Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’. |
Uses a wide range of structures; the majority of sentences are error-free. |
Uses a variety of complex structures; produces frequent error-free sentences. |
Uses a mix of simple and complex sentence forms; makes some errors in grammar and punctuation. |
Uses only a limited range of structures; attempts complex sentences but these tend to be less accurate. |
Uses only a very limited range of structures; some structures are accurate but errors predominate. |
Attempts sentence forms but errors in grammar and punctuation predominate. |
Cannot use sentence forms except in memorised phrases. |
Cannot use sentence forms at all. |
Does not attend; does not attempt the task in any way. |
