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Writing Assessment

This document provides a summary of assessment criteria for writing proficiency at different CEFR levels. It evaluates writing based on how well it addresses the communicative task and target reader, its organization and cohesion, and the accuracy and range of vocabulary and grammar used. Higher levels demonstrate complete mastery of conventions and ability to communicate complex ideas, while lower levels focus on basic cohesion and ability to communicate simple ideas with errors that do not impede meaning. The assessment evaluates both the formality of writing and accuracy of vocabulary and grammar used.

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Nadia Knifton
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342 views2 pages

Writing Assessment

This document provides a summary of assessment criteria for writing proficiency at different CEFR levels. It evaluates writing based on how well it addresses the communicative task and target reader, its organization and cohesion, and the accuracy and range of vocabulary and grammar used. Higher levels demonstrate complete mastery of conventions and ability to communicate complex ideas, while lower levels focus on basic cohesion and ability to communicate simple ideas with errors that do not impede meaning. The assessment evaluates both the formality of writing and accuracy of vocabulary and grammar used.

Uploaded by

Nadia Knifton
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
  • Writing Assessment
  • Assessment Scales

Writing Assessment

CEFR level

Content/Target Reader

Organisation and
Cohesion

Range/Accuracy

Demonstrates complete
command of the conventions of
the communicative task.
Communicates complex ideas in
an effective and convincing
way, holding the target readers
attention with ease, fulfilling ail
communicative purposes.
Uses the conventions of the
communicative task with
sufficient flexibility to
communicate complex ideas in
an effective way, holding the
target readers attention with
ease, fulfilling all
communicative purposes.

Text is organised
impressively and
coherently using a wide
range of cohesive devices
and organisational
patterns with complete
flexibility.

Uses a wide range of vocabulary,


including less common lexis, with
fluency, precision, sophistication,
and style.
Use of grammar is sophisticated,
fully controlled and completely
natural.

Text is a well-organised,
coherent whole, using a
variety of cohesive devices
and organisational
patterns with flexibility.

Uses the conventions of the


communicative task effectively
to hold the target readers
attention and communicate
straightforward and complex
ideas, as appropriate.
Uses the conventions of the
communicative task to hold the
target readers attention and
communicate straightforward
ideas.
Uses the conventions of the
communicative task generally
appropriate ways to
communicate straightforward
ideas.

Text is well-organised and


coherent, using a variety
of cohesive devices and
organisational patterns to
generally good effect.

Uses a range of vocabulary,


including less common lexis,
effectively and precisely.
Uses a wide range of simple and
complex grammatical forms with
full control, flexibility and
sophistication.
Errors, if present, are related to
less common words and
structures, or occur as slips.
Uses a range of vocabulary.
Including less common lexis,
appropriately.
Uses a range of simple and
complex grammatical forms with
control and flexibility.
Uses a range of everyday
vocabulary appropriately, with
occasional inappropriate use of
less common lexis.

A2

Produces text that


communicates simple ideas in
simple ways.

Text is connected using


basic, high-frequency
linking words.

A1

Produces text that


communicates simple ideas in a
very simple way.

Text is connected using


very basic linking words.

C2

C1

B2

B1

Text is generally wellorganised and coherent,


using a variety of linking
words and cohesive
devises.
Text is connected and
coherent, using basic
linking words and a limited
number of cohesive
devices.

Uses everyday vocabulary


generally appropriately, while
occasionally overusing certain
lexis.
Uses simple grammatical forms
with a good degree of control.
While errors are noticeable,
meaning can still be determined.
Uses basic vocabulary reasonably
appropriately.
Uses simple grammatical forms
with some degree of control.
Errors may impede meaning at
times.
Demonstrates only limited control
of a few grammatical forms and
lexis. Errors frequently impede

meaning.

Assessment scales:

Content / Target Reader


Accuracy / Range
Organisation and Cohesion
Register (formal/informal):
Language is in the appropriate formality for the task, i.e. formal salutations, closers and
vocabulary for formal letters

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