Criteria for the Assessment of English Language Skills
Criteria for the Assessment of English Language Skills
LISTENING
Simplified Version Bands A – E
|Assessment |At this level: |
|Band | |
| |you may be able to listen and understand one or two easy words or questions, e.g. what’s your name; |
|A |you may be able to guess what words mean from the situation, e.g. please sign your name; |
| |you need a lot more help with listening to English. |
| |you can listen and understand some easy words and sentences; |
|B |you can understand the general meaning in a short, easy piece of listening; |
| |you can understand one or two details in a short, easy piece of listening; |
| |you are beginning to guess what a word means; |
| |you find it easier to understand English when you know the speaker and he or she speaks slowly, shows pictures and repeats the |
| |words. |
| |you can get the general meaning in different simple listening situations, e.g. listening to personal information, on the telephone, |
|C |in a discussion; |
| |you can get the details in different simple listening situations, e.g. at the station, in the classroom, following instructions; |
| |you can use grammar to help you understand a piece of listening, e.g. ‘she went’ shows something happened in the past; |
| |you can use information to guess what words mean and guess what you will hear next; |
| |you find it easier to understand English when the situations are familiar and you can ask questions and ask the speaker to speak |
| |more slowly or to repeat the words; |
| |you can understand in a range of listening situations, which may include some new words; |
|D |you can get the general meaning in longer and more difficult pieces of listening, though you may not be able to get all the details;|
| |you are beginning to recognise different styles of speaking, e.g. to an employer, to a friend; |
| |you are beginning to recognise the difference between facts and the speaker’s opinions; |
| |you can use intonation (the sound of the speaker’s voice) and grammar to help you understand a piece of listening; |
| |you find it easier to understand English when the situations are familiar and most of the language is familiar. |
| |you can understand in a wider range of listening situations, which will often include new words; |
|E |you can understand when people speak clearly at a normal speed, if the topic is familiar; |
| |you can understand when people talk about different things in one conversation, e.g. during a discussion (you may not get all |
| |details if the topic is different); |
| |you can recognise some different styles of speaking for different purposes, e.g. to an employer, to a friend: |
| |you can recognise the difference between facts and the speaker’s opinions; |
| |you can use intonation and grammar to help you understand in more difficult listening situations about the past, present and future;|
| |you are beginning to understand some unfamiliar accents and kinds of English, e.g. Cockney. |
Criteria for the Assessment of English Language Skills
SPEAKING
Simplified Version Bands A – E
|Assessment |At this level: |
|Band | |
| |you are beginning to learn to speak English; |
|A |you may be able to give some information, e.g. your name; |
| |you may be able to repeat words after another person says them; |
| |you need a lot of help with speaking English. |
| |you can answer easy questions, e.g. ‘I come from….’; |
|B |your are beginning to learn new words; |
| |you can speak in one or two easy situations, e.g. in class, asking ‘what’s your name’; |
| |you can sometimes ask for help to dins the words you need; |
| |you are beginning to use easy grammar, e.g. ‘he’, ‘she’, ‘they’; |
| |you find it easier to speak English when the other speaker is helpful and the situation is familiar. |
| |you start a conversation and answer questions in different simple speaking situations, e.g. asking for directions, speaking about |
|C |your country; |
| |you can remember grammar, words and phrases from one situation and use them in another; |
| |you can give the general meaning in simple situations (but sometimes you cant find the words you want); |
| |you can ask for help to check understanding and to find the words you want; |
| |in simple speaking situations, your grammar may be correct, but in more difficult situations it may not; |
| |with help, you can find some of your mistakes, e.g. if you recorded yourself; |
| |you find it easier to speak English when the other speaker is helpful and the situation is familiar. |
| |you can speak in a range of familiar situations with more confidence (though in unfamiliar situations you may be less confident); |
|D |you can sometimes say the same thing In more than one way; |
| |you can confidently check understand and ask for help to find the words you want; |
| |you can give the basic facts but you might find it difficult to give lots of detail or explain all your ideas; |
| |your grammar is often correct in short, simple sentences but you may make mistakes and need help in more difficult speaking |
| |situations; |
| |you can find some of your own mistakes and correct them; |
| |you find it easier to speak English when the situation is familiar and the other speaker helps the conversation going. |
| |you can speak with some confidence in a range of situations (familiar & unfamiliar); |
|E |you can speak about different topics in one situation, e.g. in a discussion; |
| |you can often find several different ways of expressing one idea or meaning; |
| |you can use a range of vocabulary; |
| |you can use grammar correctly in simple situations, e.g. talk about the past, present, |
| |you can usually explain what you mean and are beginning to give more details and ideas; |
| |you can ask for help to convey a particular idea or meaning is you can’t find exactly the word or phases you need; |
| |you can use different styles of speaking for different purposes; |
| |you can structure longer pieces of speaking in order to explain ideas more clearly e.g. by using adjoining words; |
| |you can often find your own mistakes and correct them. |
Criteria for the Assessment of English Language Skills
READING
Simplified Version Bands A – E
|Assessment |At this level: |
|Band | |
| |you may be able to guess meaning of words from the situation e.g. school; |
|A |you may be able to read one or two words, e.g. name, address; |
| |you need a lot of help with reading in English. |
| |you know the names and sounds of most of the letters of the alphabet; |
|B |you can read most numbers; |
| |you can read and understand words in some signs and words you use often; |
| |you can read from left to right; |
| |you can guess what a word is, with some help; |
| |you can read capital letters and small letters; |
| |you find it easier to read English when you have seen the words before, when there are pictures and when there is someone to help |
| |you. |
| |you can read and understand short, simple pieces of writing’ |
|C |you can read simple charts and diagrams; |
| |you can read and understand different typefaces and clear handwriting; |
| |you can read longer numbers; |
| |you are beginning to use different ways to understand new words, e.g. guessing the meaning from the whole sentence, looking at the |
| |shape and letters of the word, asking a friend, teaching or teaching assistant; |
| |with help, you are beginning to read a piece of writing and find the general meaning; |
| |you can use full stops, commas and grammar to help you understand a piece of writing; |
| |you find it easier to read English when the piece of reading is simple and familiar. |
| |you can read and understand longer pieces of writing and more difficult words; |
|D |you can read more difficult charts and diagrams; |
| |you are confident in trying to ready new words, using some of the ways listed in C; |
| |you can read a piece of writing and find both the general meaning and the details; |
| |you are beginning to recognise the difference between facts and the writer’s opinions; |
| |you can use spelling, punctuation and grammar rules to understand a piece of writing; |
| |you can use a simple English dictionary to fund meanings and spellings; |
| |you are beginning to recognise different styles of writing, e.g. a letter to an employer compared to a letter to a friend; |
| |you find it easier to read English when there is someone to help you with more difficult reading material. |
| |you can read and understand a wider range of texts e.g. magazine articles, forms; |
|E |you can confidently read texts and find both the general meaning and the details; |
| |you can recognise the difference between facts and the writer’s opinions; |
| |you can use more difficult spelling, punctuation and grammatical rules to help you understand texts; |
| |you can confidently use an English dictionary to find meaning and spelling; |
| |you may be able to use and English dictionary to check pronunciation; |
| |you can compare texts which use different styles of writing and which are written for different reasons. |
Criteria for the Assessment of English Language Skills
WRITING
Simplified Version Bands A – E
|Assessment |At this level: |
|Band | |
| |you are beginning to learn to write; |
|A |you are learning to copy the letters of the alphabet; |
| |you may be able to write or copy one or two words; |
| |you need a lot of help with writing in English. |
| |you can write the letters of the alphabet; |
|B |you are beginning to use capital letters; |
| |you can write or copy in a box or on a line; |
| |you can write or copy from left to right; |
| |you are beginning to write a few simple words and sentences. |
| |you can write phrases and simple sentences; |
|C |with help, you can write for different reasons, e.g. a short letter or story about yourself; |
| |in short, easy pieces of writing your grammar is usually correct; |
| |you are beginning to use commas and full stops; |
| |with help, you can find some of your mistakes and correct them; |
| |your handwriting is usually clear. |
| |you can write for different reasons, e.g. a letter, a story; |
|D |you can draw simple maps and diagrams; |
| |you are beginning to use different kinds of writing for different purposes, e.g. a letter to a friend, a letter to an employer; |
| |you can give the basic facts but you might find it difficult to give lots of detail or explain all your ideas; |
| |your spelling, grammar and punctuation are almost always correct in a short, simple piece of writing but you might make mistakes and|
| |need help with a longer or more difficult piece of writing; |
| |you can find some of your own mistakes and correct them; |
| |your handwriting is clear. |
| |you can write for a range of reasons, e.g. an essay, a job application, with increasing confidence; |
|E |you can draw maps and diagrams; |
| |you know words and phrases which mean nearly the same and can choose the ones your think are best; |
| |you can use a range of vocabulary in your writing; |
| |you are beginning to try linger and more difficult pieces of writing; |
| |you can write with some confidence and describe past, present and future situations; |
| |you can use spelling and punctuation rules with some confidence; |
| |you can explain what you mean and are beginning to give more details and ideas; |
| |you can use different kinds of writing for different purposes; |
| |you can plan and organise your writing, using writing plans, paragraphs and joining words to explain your ideas more clearly; |
| |you are beginning to use different ways to check your writing and can often find your mistakes. |
Criteria for the Assessment of English Language Skills
STUDY SKILLS
Simplified Version Bands A – E
|Assessment |At this level: |
|Band | |
| |you may not have studied before; |
|A |you may be able to say something about the things you want to learn; |
| |you may be able to say something about the things you are good at and the things which you find difficult; |
| |you need a lot of help with your study skills. |
| |with help, you can keep your work in order and find work when you need to; |
|B |you can keep a record of learning, e.g. ticking a box to show the work you have done in a lesson; |
| |you can use numbers to help you study, e.g. read the page numbers of a book. |
| |you can keep a file of work and a record of learning; |
|C |after discussing your work with a teacher, you can decide what skills you need to practice; |
| |with help, you can talk about the things you are good at and the things you find difficult; |
| |you can talk about different things you would like to learn and different ways of learning, e.g. working in pairs, working in |
| |groups, using a voice recorder; |
| |with help, you can use a library to borrow books and use an index to find information in a book; |
| |you are beginning to use a bilingual or a simple English dictionary to find the meaning of words; |
| |you can use basic skills, e.g. find out how long a journey takes by reading a simple timetable; |
| |you are beginning to use the words and ideas of a particular skill, e.g. word processing/computer keyboard; |
| |you can keep a file of work with different sections; |
|D |you can keep a record of learning; |
| |you decide what skills you need to practise; |
| |you can discuss the strengths and weaknesses of your work with you teacher; |
| |you help to plan your own work or the work of the class; |
| |you can discuss different styles of learning and teaching; |
| |you can use libraries and indexes in books to find information; |
| |you can use dictionaries to find meanings and spellings; |
| |you can use a range of basic skills, e.g. drawing diagrams, making simple notes, using maps, using an A-Z; |
| |you can use the words and ideas of a particular, e.g. learning to look after children. |
| |you can independently keep a file of work and find pieces of work easily when you need them; |
|E |you can keep a regular record of learning; |
| |you can identify your own learning objectives and strengths and weaknesses; |
| |you can comment on different styles of learning and teaching and take part in detailed syllabus planning; |
| |you can confidently use libraries, including public libraries; dictionaries and indexes; |
| |you can make notes during listening or reading; |
| |you can demonstrate a wide range of basic skills, e.g. using a complex timetable, drawing a map; |
| |you can confidently use the words and ideas or a particular skill, e.g. business. |
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