ISE: Integrated Skills in English

Exam information booklet

ISE Digital
Contents
Introduction to ISE Digital......................................................................................................................................... 3

ISE Digital | Levelling test.......................................................................................................................................... 7

Levelling test contexts................................................................................................................................................ 7
How is the ISE Digital Levelling test assessed?.................................................................... 7

ISE Digital | Speaking module............................................................................................................................. 8

Speaking contexts..............................................................................................................................................................8
How is the ISE Digital Speaking module assessed?.......................................................8
ISE Digital | Speaking module tasks....................................................................................................... 9

ISE Digital | Listening module........................................................................................................................... 13

Listening contexts............................................................................................................................................................ 13
How is the ISE Digital Listening module assessed?.....................................................16
ISE Digital | Listening module tasks..................................................................................................... 17

ISE Digital | Reading module.............................................................................................................................. 21

Reading contexts............................................................................................................................................................... 21
How is the ISE Digital Reading module assessed?...................................................... 24
ISE Digital | Reading module tasks....................................................................................................... 25

ISE Digital | Writing module................................................................................................................................ 28

Writing contexts................................................................................................................................................................ 28
How is the ISE Digital Writing module assessed?......................................................... 28
ISE Digital | Writing module tasks.......................................................................................................... 29

ISE Digital support.............................................................................................................................................................. 31

Appendices.................................................................................................................................................................................... 32

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Online edition, June 2024

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 Introduction to ISE Digital

Introduction to ISE Digital

Welcome to the exam information booklet for ISE Digital. This document should be read alongside
the ISE qualification specifications.

Main features
ISE Digital assesses all four language skills — speaking, listening, reading and writing. The skills are
tested individually and together. This integrated approach reflects how language skills are used in
real-life settings.
There are four modules. Each module primarily focuses on one language skill and includes a
number of tasks. The Reading and Listening modules are computer adaptive. This means that
an algorithm detects each candidate’s level and adjusts the difficulty of the questions accordingly.
The main features of the exam are:

Builds real-life communication skills

Preparing for ISE Digital develops relevant real-life English language skills and transferable
communication skills that students need for study and employability.

Tests integrated skills in English

ISE Digital reflects how people use English in real life, by testing a candidates’ ability to use
speaking, listening, reading and writing skills in an integrated way.

Blending digital and communicative skills

ISE Digital has been designed to assess communicative skills within a digital context. It reflects
how modern classrooms, projects, learning tasks, independent research and informal assessments
function in today’s global environment.

Multi-level and adaptive

Candidates will receive tasks that are suitable for their language proficiency level and are
guaranteed to receive a result, with a corresponding CEFR level.

Personalised
The Speaking module includes a presentation task that candidates prepare in advance, based
on their own experiences, interests and opinions. This motivates learning and builds candidates’
confidence to perform at their best.
Assessment by experts
Candidates’ performances are marked by experienced assessors who are trained to maintain
the highest standards of assessment practice.

Feedback on candidate performance

Candidates receive detailed post-exam feedback in the form of diagnostic information, providing
insights into their strengths and areas for improvement.

Mediation skills for multilingual contexts

ISE Digital includes mediation skills, through listening into speaking, and reading into writing tasks
— an essential component for multilingual communication, emphasised in the Common European
Framework of Reference for Languages (CEFR, 2020).

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 Introduction to ISE Digital

How is ISE Digital delivered?

ISE Digital is delivered entirely by computer. Candidates take each module under strictly controlled
supervision on verified secure computer equipment. Candidates who would like to improve their score
may resit one module within 90 days.

How is ISE Digital structured?

ISE Digital adapts to each candidate’s language ability. This means that the test uses each
candidate’s answers during the exam to determine the CEFR level of the next set of items
delivered to the candidate. At the beginning of the exam, candidates will take a 10-minute
Levelling test. Each candidate’s performance on the Levelling test is used to determine the
difficulty of the items that they will receive in each module. This ensures that candidates
receive tasks that are suitable for their language proficiency level.
After the Levelling test, candidates will take each module in the following order: Speaking,
Listening, Reading, and Writing. Candidates will take each module in sequence and cannot
navigate back to earlier parts of the exam.
The length of ISE Digital is 105 minutes. This includes the Levelling test and time for reading
the exam instructions.

Skills and tasks

ISE Digital supports and develops skills that are essential to communication in educational, public
and work contexts.
Educational institutions and employers require learners to evidence their language proficiency
and skills for completing tasks such as source-based writing, listening to and understanding
talks and presentations, giving presentations and contributing to discussions. For this reason, the
subjects, genres, skills, texts and real-life language that a candidate encounters in the ISE Digital
exam are reflective of the tasks and contexts that they would expect to encounter at school,
college or work. Additionally, the digitally mediated nature of ISE Digital reflects how modern
classrooms, projects, learning tasks, independent research and informal assessments function
in the modern world.

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 Introduction to ISE Digital

The following table shows the full range of skills and tasks.

ISE Digital modules, tasks and requirements

Module Task Task requirement

Responding to Describe objects, people or places and express opinions

questions on a topic

Delivering a Give a prepared talk on a topic of the candidate’s choice

prepared talk and answer a follow-up question
Speaking
Listen and respond to a scenario; respond to
Interacting
new information

Summarising a talk Listen to a conversation and give a summary

or conversation with an opinion
Listening to Listen to a description of people, places, objects or
a description activities and answer questions
Listening to Listen to an informal conversation between two people
a conversation and answer questions
Listening
Listening to Listen to a discussion between invited panellists and
a discussion a host and answer questions
Listening to Listen to a talk followed by a retelling of the talk by a
a talk second speaker and answer questions
Read a short text with visuals (eg a poster/leaflet) and
Reading a visual text
answer questions
Reading
Reading a single text Read a single text on a topic and answer questions
Reading a paired text Read two texts on the same theme and answer questions
Write a short contribution to an opinion-based
Written online
discussion, give suggestions or feedback, or respond to
communication
a group chat
Writing Read two or three source texts and write an essay/
report in response to a prompt, synthesising relevant
Writing from sources
information from the source texts and adding own ideas
and stance on the topic

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 Introduction to ISE Digital

How is ISE Digital marked?

The reading and listening tasks comprise reading or listening input materials accompanied by
multiple-choice questions. For each reading and listening multiple-choice question, only one
option is correct. The candidates’ answers are marked by computer.
The candidate’s speaking and writing performances are marked by trained and experienced
professional language assessors. Assessors use rating scales that have been developed
specifically for the exam. The rating scales focus the assessors’ attention on several skills-
dependent criteria (eg Content, Language, Style). The assessors judge the performance and
assign it a score. Rating scales for speaking and writing are included in the appendices.

ISE Digital results

Module results
ISE Digital candidates receive a report for each module. The module report gives their module
score on a scale from zero to 150, and the corresponding CEFR level.

Diagnostic profile report

All candidates receive an individual diagnostic profile report. This gives a diagnostic profile of the
candidate’s performance in each skill (speaking, listening, reading and writing), showing the areas
where they performed well and the areas they might wish to practise and develop further.

ISE Digital results and the CEFR

ISE Digital is aligned with all six levels of the CEFR as follows:

ISE Digital scaled score

CEFR level (beginning of level)

C2 130

C1 105

B2 80

B1 55

A2 30

A1 5

Not yet A1 </= 4

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 ISE Digital | Levelling test

ISE Digital | Levelling test

Levelling test contexts
The Levelling test items are drawn from the following domains:
◗ Personal: for example, vocabulary related to personal activities such as hobbies, pastimes and
personal experiences
◗ Public/social: for example, vocabulary used in interactions, transactions and informational texts
such as notices, leaflets, factsheets, advertisements, regulations and programmes
◗ Educational: for example, vocabulary used in textbooks, reference books and journal articles;
abstracts; infographics; reports; school/university announcements and emails
◗ Occupational: for example, vocabulary used in business communications, letters, memos, safety
notices, job descriptions and announcements

Structure of the ISE Digital Levelling test

There is one task type in the ISE Digital Levelling test. Candidates answer 15–25 vocabulary
questions at a range of CEFR levels. The total time for the Levelling test is 10 minutes. Example
questions are available on the Trinity website.

How is the ISE Digital Levelling test assessed?

The ISE Digital Levelling test is computer scored. The questions are equally weighted, and all
correct responses are worth one mark.

Vocabulary

Task context The candidate reads a single word and selects a word that has a similar
and format meaning from four multiple-choice options.
Input: one word
Input
Domain: personal, public/social, educational, occupational
selection
Part of speech: noun, verb, adjective, adverb
Number of
15–25
questions
Assessment Each item is worth one mark. All items are weighted equally.

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 ISE Digital | Speaking module

ISE Digital | Speaking module

Speaking contexts
The Speaking module tasks are drawn from the following domains:
◗ Personal: for example, personal descriptions, information and accounts; describing interests
and activities such as hobbies and pastimes and personal experiences
◗ Public/social: for example, information exchange and social interactions; contributing to a
discussion, understanding an interlocutor and mediating information
◗ Educational: for example, interactions in educational settings between classmates, and with
teachers; addressing audiences through monologue presentations
◗ Occupational: for example, more formal presentations, interactions, requests and responses
The candidate’s oral proficiency is tested in four separate tasks. Candidates will see tasks that
are suitable for their English language proficiency level. Example ISE Digital Speaking tasks are
available on the Trinity website.
Summarising
Responding to Delivering a a talk or
questions prepared talk Interacting conversation

Candidate
1.5 minutes 2.5 minutes 1.5 minutes 2 minutes
speaking time

The total time required to complete the Speaking module is approximately 14 minutes.

How is the ISE Digital Speaking module assessed?

The candidate’s responses are marked by trained and experienced professional language
assessors. Assessors use rating scales that have been developed specifically for the Speaking
module. There are two rating scales. One scale is for the Responding to questions, Delivering a
prepared talk, and Interacting tasks. It assesses task fulfilment, language and delivery. The other
scale is for the Summarising a talk or conversation task. It assesses task fulfilment, mediation of
source text and delivery. The rating scales are available in the appendices.
Assessors mark the Responding to questions and Delivering a prepared talk tasks together. The
Interacting and Summarising a talk or conversation tasks are marked separately. To calculate
the candidates’ final mark for the Speaking module, the tasks are weighted. The Responding to
questions and Delivering a prepared talk tasks have a weighting of one (1). The Interacting and
Summarising a talk or conversation tasks have a weighting of one and a half (1.5).

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 ISE Digital | Speaking module

ISE Digital | Speaking module tasks

Responding to questions

The candidate responds to three questions spoken by a digital interlocutor. The

Task context
questions are similar to the ones candidates might be asked in situations where
and format
they meet someone new and are getting to know them.
Domain: personal, public/social, educational
Input audio Subject area: general academic and personal, ranging from personal and familiar
specifications to more abstract and speculative
Register: neutral, conversational
The candidate shows that they can:
◗ respond to questions on personal, familiar, complex or abstract topics
Candidate
response When speaking, the candidate should:
◗ use a natural conversational style
◗ give full responses, avoiding short answers
◗ Candidate hears question 1
◗ Candidate responds to question 1: 30 seconds
◗ Candidate hears question 2
Task phases ◗ Candidate responds to question 2: 30 seconds
◗ Candidate hears follow-up to question 2
◗ Candidate responds to follow-up question: 30 seconds
Note: Each response is recorded once only. No re-recording is permitted.
Assessment The recording of each candidate’s response is evaluated by a trained assessor.

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 ISE Digital | Speaking module

Delivering a prepared talk

The candidate gives a talk about a topic they have prepared in advance.
Task context The candidate may memorise some key ideas beforehand, but they must
and format not memorise the whole talk. After their talk, the candidate will respond to
a follow-up question.

Domain: public/social, educational, occupational

Input audio
Subject area: the candidate chooses their own topic
specifications
Register: neutral, presentational

The candidate shows that they can:

◗ present a short talk on a single topic with main and supporting points
◗ present their topic to a digital audience and speak without interruption
Candidate ◗ respond to a follow-up question
output When speaking, the candidate should:
◗ use discourse features to structure their presentation
◗ use natural intonation to engage the listener
◗ avoid memorisation and recitation

◗ Candidate hears the task instructions to give a talk

◗ Candidate gives prepared talk: 2 minutes
Task phases ◗ Candidate hears a follow-up question
◗ Candidate responds to the follow-up question: 30 seconds
Note: Each response is recorded once only. No re-recording is permitted.

The recording of each candidate’s talk and response to the follow-up question
Assessment
is evaluated by a trained assessor.

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 ISE Digital | Speaking module

Interacting

Task context The candidate completes an interaction such as a request, suggestion, complaint
and format or apology and responds to an unexpected piece of information.
Domain: personal, public/social, educational
Input audio Subject area: general academic and personal, ranging from personal and familiar
specifications to more abstract and speculative
Register: varies from polite and formal to neutral and conversational
The candidate shows that they can:
◗ engage in interaction with others
◗ make requests, suggestions, complaints; apologise; give advice; negotiate
a solution
◗ handle familiar, routine and less routine situations and transactions
Candidate
output ◗ respond to changes in circumstances
When responding, the candidate should:
◗ adjust their tone and register according to the purpose of their interaction
◗ use politeness conventions
◗ use strategic and pragmatic skills
◗ Candidate hears the scenario
◗ Candidate thinking time: 15 seconds
◗ Candidate responds to the scenario: 1 minute
Task phases
◗ Candidate hears unexpected information
◗ Candidate responds to the unexpected information: 30 seconds
Note: Each response is recorded once only. No re-recording is permitted.
The recording of each candidate’s response to the scenario and unexpected
Assessment
information is evaluated by a trained assessor.

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 ISE Digital | Speaking module

Summarising a talk or conversation

The candidate listens to a conversation, discussion, interview, podcast, talk,

Task context presentation or lecture. The candidate summarises what they have heard for
and format another person or group of people and gives their opinion on the topic. The
candidate will also respond to a follow-up question.
Domain: public/social, educational, occupational
Subject area: general knowledge, ranging from concrete and familiar to more
Input audio abstract and speculative
specifications
Register: varies from formal to neutral to conversational
Audio: one or two people, taking between 4 and 12 turns
The candidate shows that they can:
◗ follow a variety of different spoken texts and interactions, from formal to informal,
and can understand and summarise main ideas and specific information
◗ understand and summarise the ideas, opinions and attitudes of other speakers
◗ make inferences and evaluations
◗ express their own ideas and opinions
Candidate
output ◗ make suggestions or recommendations based on what was heard
◗ respond to a follow-up question
When speaking, the candidate should:
◗ use an appropriate style for the context, ranging from formal to conversational
◗ ensure they answer the bullet points in the prompt
◗ give their opinion on the topic and make recommendations
◗ Candidate hears instructions and sees the guide questions
◗ Candidate hears the conversation
◗ Candidate thinking time: 30 seconds
Task phases
◗ Candidate gives their spoken summary and opinion: 1 minute
◗ Candidate responds to the follow-up question: 1 minute
Note: Each response is recorded once only. No re-recording is permitted.
The recording of each candidate’s summary and opinion, and their response
Assessment
to the follow-up question are evaluated by a trained assessor.

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 ISE Digital | Listening module

ISE Digital | Listening module

Listening contexts
The Listening module tasks are drawn from the following domains:
◗ Personal: for example, listening to personal descriptions and accounts
◗ Public/social: for example, listening to exchanges, interactions, transactions, conversations,
discussions and debates between two or three people on concrete and abstract topics that
might be heard on the news or other public contexts
◗ Educational: for example, listening to interactions in educational settings between classmates
and with teachers; listening to formal presentations, talks, lessons and lectures; listening to
informal retellings of presented educational material
◗ Occupational: for example, listening to information, descriptions, conversations and discussions
related to work
There are four task types in the ISE Digital Listening module. Candidates will see tasks that are
suitable for their English language proficiency level and will answer no more than 30 questions.
The total time for the Listening module is approximately 20 minutes. Example ISE Digital Listening
tasks are available on the Trinity website.

Tasks in the ISE Digital Listening module

Listening to a Listening to a Listening to a Listening to a
description conversation discussion talk

Number of 1 speaker, 2 speakers, 3 speakers, 2 speakers,

speakers heard twice heard twice heard twice each heard once
Number of
2–4 3–6 4–8 4–8
questions per task
Length of
recording
1–1.5 minutes 1.5– 2.5 minutes 3–3.5 minutes 2–2.5 minutes
(excluding
instructions etc)

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 ISE Digital | Listening module

ISE Digital Listening texts and the CEFR

The CEFR level of the ISE Digital Listening texts is determined by their linguistic characteristics,
their content and the method of their delivery, especially the speech rate.

Characteristics of ISE Digital listening input by CEFR level

◗ Familiar/everyday topics
◗ Concrete ideas
◗ High frequency everyday language
A1–B1
◗ Simple straightforward sentences
◗ Chronological
◗ Speech rate is slower than normal pace, similar to language learning resources
◗ Range of topics, including unfamiliar topics, academic or specialised topics
◗ Abstract concepts
◗ A broad vocabulary range (with specialised vocabulary being defined within
the text)
B2–C2 ◗ Range of constructions, including compound and complex sentences
◗ Can be non-chronological
◗ Can include complex arguments
◗ Speech rate is at a normal pace, similar to radio and television programmes
or podcasts

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 ISE Digital | Listening module

The Listening sub-skills assessed by ISE Digital

Assessment Assessment focus
category To arrive at the correct response, the candidate will have to…

recognise, identify and select required concrete, factual information

and details

identify similarities and contrasting information

Understand identify reasons and explanations

specific detail
identify points made for/against an issue
deduce meaning of unknown words from context
understand the intended function of simple speech acts
(eg suggestions, offers)
understand the main point/idea of the input text
achieve overall global understanding of the input text
distinguish main topics/points/details/examples/opinions from
sub-topics or supporting ones
connect and integrate new and previous information, including
anaphoric referencing
Overall text
follow the discourse structure, recognising locally connecting linkers
understanding
and signposting linkers
identify any changes of topic between speakers
follow a line of argument
identify when people agree/disagree with each other
understand syntactically complex functions and functions, completed
across a number of turns
infer factual information based on overall understanding of the passage
infer links between points and facts that are only implied

Inferencing infer speaker’s viewpoints or attitudes using what is said, how it is said
and what is left unsaid
use cues to hypothesise what they think they understand or to
anticipate what might come next

Continued on next page

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 ISE Digital | Listening module

Assessment Assessment focus

category To arrive at the correct response, the candidate will have to…

decide the relevance and usefulness of new content — is it central,

secondary or irrelevant?
monitor the discourse for speaker (in)consistency
Evaluation
identify/understand any relationship(s) between speakers and/or
content by drawing comparisons, identifying similarities and
contrasting information
identify/understand relationship(s) between speakers’ viewpoints, drawing
Synthesis and comparisons and identifying similarities and contrasting information
integration connect and integrate new and previous information, including
anaphoric referencing

How is the ISE Digital Listening module assessed?

The ISE Digital Listening module is computer scored. Listening questions are equally weighted
and all correct responses are worth one mark.

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 ISE Digital | Listening module

ISE Digital | Listening module tasks

Listening to a description

The candidate listens to an audio description of a person, place, object or

Task context activity. They answer multiple-choice questions about what they have heard.
and format
The audio recording is played twice.
Number of speakers in the audio: one
Domain: personal, public/social
Subject area: general and personal; relating to people, their lives and interests
Input audio Discourse mode: descriptive, informational
specification Register: neutral
Accent: standard British English, with some slight regional variations
Speech characteristics: descriptive speech with clear emphasis on
important words
The candidate shows that they can:
◗ understand the gist of the overall description
Task focus
◗ understand specific detail within the description
◗ make inferences or evaluations
Number of
questions in 2–4
the task
◗ Reading time: 15 seconds to read the questions before the audio plays
◗ First audio play: 1–1.5 minutes
Task phases
◗ Second audio play: 1–1.5 minutes
Note: Candidates must answer the questions while the listening audio is playing.

Assessment Each item is worth one mark. All items are weighted equally.

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 ISE Digital | Listening module

Listening to a conversation

The candidate listens to a conversation between two people on a single topic.

The speakers could be friends or colleagues. They know each other and have an
Task context existing cordial or friendly relationship.
and format
The candidate answers multiple-choice questions about what they have heard.
The audio recording is played twice.
Number of speakers in the audio: two
Domain: public/social, educational, occupational
Subject area: the topic of the conversation may relate to studies, workplace,
holidays or general knowledge
Input audio
Discourse mode: conversational
specification
Register: informal to semi-formal
Accent: standard British English, with some slight regional variations
Speech characteristics: conversational speech with a clear emphasis on
important words
The candidate shows that they can:
◗ understand the overall conversation and its context
◗ understand the main points and specific details
Task focus ◗ understand the interaction between the speakers and the speakers’ aims
◗ understand the language functions used
◗ make inferences and evaluations
◗ synthesise information
Number of
questions in 3–6
the task
◗ Reading time: 25 seconds to read the questions before the audio plays
◗ First audio play: 1.5–2.5 minutes
Task phases
◗ Second audio play: 1.5–2.5 minutes
Note: Candidates must answer the questions while the listening audio is playing.
Assessment Each item is worth one mark. All items are weighted equally.

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 ISE Digital | Listening module

Listening to a discussion

The candidate hears a panel discussion between three speakers on a single

theme. The speakers could be classmates, professors, work colleagues or public
Task context figures who each express their views on the theme for the discussion.
and format
The candidate answers multiple-choice questions about what they have heard.
The audio recording is played twice.
Number of speakers in the audio: three
Domain: public/social, educational, occupational
Subject area: general academic; specialised subjects but no requirement for
subject knowledge
Input audio
Discourse mode: discussion, with argumentation
specification
Register: neutral
Accent: standard British English, with some slight regional variations
Speech characteristics: conversational speech with variation in speed and pace
— there may be instances of overlapping speech
The candidate shows that they can:
◗ follow an interaction between multiple speakers
◗ understand the overall discussion and how different parts of the discussion
link together
Task focus
◗ identify the speakers’ opinions, attitudes, responses and goals, even if these
are not directly expressed
◗ make inferences and evaluations
◗ synthesise information
Number of
questions in 4–8
the task
◗ Reading time: 30 seconds to read the questions before the audio plays
◗ First audio play: 3–3.5 minutes
Task phases
◗ Second audio play: 3–3.5 minutes
Note: Candidates must answer the questions while the listening audio is playing.
Assessment Each item is worth one mark. All items are weighted equally.

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 ISE Digital | Listening module

Listening to a talk

The candidate listens to a talk/presentation/lecture by a speaker. This talk is more

formal in nature. Next, the candidate hears a retelling of the talk by a classmate/
Task context colleague who heard it. The retelling will contain markers of informality.
and format
The candidate answers multiple-choice questions about what they have heard.
The audio recording is played twice.
Number of speakers in the audio: two
Domain: public/social, educational, occupational
Subject area: general academic
Input audio Discourse mode: informational, expository, discursive
specification Register: formal/neutral (first monologue); neutral/informal (second monologue)
Accent: standard British English, with some slight regional variations
Speech characteristics: the talk is delivered as presentational speech,
the retelling is delivered more informally and colloquially
The candidate shows that they can:
◗ understand the overall talk and its retelling
◗ follow the speakers’ talk and text organising features
Task focus
◗ understand the expository, informational content
◗ make inferences and evaluations
◗ synthesise information
Number of
questions in 4–8
the task
◗ Reading time: 30 seconds to read the questions before the audio plays
◗ First audio play: 2-2.5 minutes
Task phases
◗ Second audio play: 2-2.5 minutes
Note: Candidates must answer the questions while the listening audio is playing.
Assessment Each item is worth one mark. All items are weighted equally.

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 ISE Digital | Reading module

ISE Digital | Reading module

Reading contexts
The Reading module tasks are drawn from the following domains:
◗ Personal: for example, texts related to personal activities such as hobbies, pastimes and
personal experiences; magazines, newspapers and brochures
◗ Public/social: for example, interactions, transactions and informational texts such as notices,
leaflets, factsheets, advertisements, regulations and programmes
◗ Educational: for example, excerpts from textbooks, reference books and journal articles;
abstracts; infographics; reports; school/university announcements and emails
◗ Occupational: for example, business communications, letters, memos, safety notices, job
descriptions and announcements

Structure of the ISE Digital Reading module

There are three task types in the ISE Digital Reading module. Candidates see tasks that are
suitable for their English language proficiency level and answer no more than 30 questions.
The total time for the Reading module is approximately 20 minutes. Example ISE Digital Reading
tasks are available on the Trinity website.

Tasks in the ISE Digital Reading module

Reading a Reading a Reading a
visual text single text paired text

Items per task 2–4 3–7 5–10

Word count 90–110 350–400 700–750

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 ISE Digital | Reading module

ISE Digital Reading input texts and the CEFR

The CEFR level of the ISE Digital Reading texts is determined by their linguistic characteristics
and content.

Characteristics of ISE Digital Reading texts by CEFR level

◗ Definite text type
◗ Familiar/everyday topics
◗ Concrete ideas
A1–B1
◗ High frequency everyday language
◗ Simple straightforward sentences
◗ Chronological
◗ Less clear text types and genre mixes
◗ Range of topics, including unfamiliar topics, academic or specialised topics
◗ Abstract concepts
B2–C2 ◗ A broad vocabulary range (with specialised vocabulary being defined within the text)
◗ Range of constructions, including compound and complex sentences
◗ Can be non-chronological
◗ Can include complex arguments

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 ISE Digital | Reading module

The Reading sub-skills assessed by ISE Digital

Assessment Assessment focus
category To arrive at the correct response, the candidate will have to…

retrieve or select information from the text such as main ideas, key
Retrieval details or supporting details (eg specific facts, descriptions or opinions)
locate finer points of detail
identify unfamiliar words in familiar topics/contexts
use familiar words to deduce the meaning of short expressions
Language show understanding of slang, idiomatic language and jokes
identify/explain how meaning is enhanced through choice of words
and phrases
grasp the genre/overall purpose of a text, eg narrative, descriptive,
expository
understand the function of parts of a text, such as introducing,
summarising or giving examples
follow the discourse structure, sequence of events or logical development
Text understanding of a text and the details/devices used to support an argument
recognise a contrasting argument, a problem–solution presentation
or a cause–effect relationship
understand the text’s relationships with graphics and images (maps,
webs, graphs, charts, frames or clusters) and interpret information
from these
use contextual, grammatical and lexical cues to infer implicit and
implied meanings and ideas such as views, opinions and intentions
use contextual, grammatical and lexical cues to infer or interpret
Inference
viewpoints, attitudes, mood, emotions
use cues to deduce information, determine the likelihood that an event
took place or anticipate what might come next

Continued on next page

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 ISE Digital | Reading module

Assessment Assessment focus

category To arrive at the correct response, the candidate will have to…

recognise the intended meaning of content within the text, eg if a

message or idea is factual or seeking to convince readers of something
decide the relevance and usefulness of content with a text
identify/understand any relationship(s) between different parts of a
Evaluation text, for example, drawing comparisons, and identifying similarities
and contrasting information
form generalisations about a piece of text and be able to summarise
main ideas
identify a writer’s stances or viewpoints
decide the relevance and usefulness of content between texts
identify/understand relationship(s) between texts, for example by
Synthesis and
drawing comparisons, and identifying similarities and contrasting
integration
information
draw implications or conclusions based on multiple texts

How is the ISE Digital Reading module assessed?

The ISE Digital Reading module is computer scored. Reading questions are equally weighted and
all correct responses are worth one mark.

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 ISE Digital | Reading module

ISE Digital | Reading module tasks

Reading a visual text

The candidate reads a short text with a strong visual component such as
Task context a menu in a restaurant, an advertising flyer or a poster. This kind of text is
and format often used to convey information quickly, to offer choices or to persuade.
The candidate answers multiple-choice questions about what they have read.
Number of texts in the task: one
Text type: could be an advertisement, poster, announcement, leaflet, menu,
factsheet, infographic, notice, guide, instructions
Word count of input text: approximately 90–110 words
Input text
specification Domain: personal, public/social, educational, occupational
Subject areas: general, public, educational, occupational; relating to people’s
lives and interests
Register: ranging from neutral (unmarked for formality) to informal
(with colloquialisms)
The candidate shows that they can:
◗ understand the main message of the text
Task focus ◗ identify the audience for the text
◗ retrieve specific concrete, factual detail
◗ make inferences and evaluations
Number of
questions in 2–4
the task
Assessment Each item is worth one mark. All items are weighted equally.

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 ISE Digital | Reading module

Reading a single text

The candidate reads a text on a single theme/topic that might be found in

Task context publications such as a newspaper, guidebook or textbook. This kind of text is
and format often used to inform, entertain and/or persuade. The candidate answers
multiple-choice questions about what they have read.
Number of texts in the task: one
Text type: could be a biography, account of an event/experience, general
report, scientific report/article, academic article, email, letter, forum, news
article, magazine feature, information (textbook style), blog, opinion piece
or critical review
Input text Word count of input text: approximately 350–400 words, depending on the
specification
target CEFR level of the text (A1–B1 or B2–C2)
Domain: personal, public/social, educational, occupational
Subject areas: general, public, educational, occupational
Register: generally ranging from neutral (unmarked for formality) to semi-formal
(eg academic register)
The candidate shows that they can:
◗ understand the main aim of a single text
◗ understand the text’s components and how they contribute to the meaning
of the text
Task focus
◗ retrieve specific detail from the text
◗ understand specific language features
◗ make inferences and evaluations
◗ synthesise and integrate information from across the text
Number of
questions in 3–7
the task
Assessment Each item is worth one mark. All items are weighted equally.

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 ISE Digital | Reading module

Reading a paired text

The candidate reads two texts on a single theme/topic that might be found in
publications such as a newspaper, guidebook or textbook. This kind of text is
Task context often used to inform, entertain and/or persuade.
and format Each paired text reading task is a combination of two different texts on the
same topic or theme, with an obvious connection. The candidate answers
multiple-choice questions about what they have read.
Number of texts in the task: two
Text type: each text will be a different text type and could be a biography,
account of an event/experience, general report, scientific report/article,
academic article, emails, letters, forum, news article, magazine feature,
Input text information (textbook style), blogs, opinion piece or critical review
specification Word count of input texts: approximately 700–750 words in total (including
both texts)
Domain: personal, public/social, educational, occupational
Subject areas: general, public, educational, occupational
Register: varied ranging from informal to semi-formal (eg academic register)
The candidate shows that they can:
◗ understand the main aim of each text
◗ understand the main theme running across the two texts
◗ understand the text’s components and how they contribute to the meaning
Task focus of the text
◗ retrieve specific detail from either text
◗ understand specific language features
◗ make inferences and evaluations both within and between texts
◗ synthesise and integrate information from both within and across texts
Number of
questions in 5–10
the task
Assessment Each item is worth one mark. All items are weighted equally.

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 ISE Digital | Writing module

ISE Digital | Writing module

Writing contexts
The Writing module presents tasks and stimuli that are drawn from the following domains:
◗ Public/social: for example, exchanges, interactions and transactions on concrete and abstract topics
◗ Educational: for example, tasks which replicate the type of writing students would be expected
to do while acquiring, and displaying knowledge of, educational content
◗ Occupational: for example, business communications, letters, memos

Structure of the ISE Digital Writing module

The total time for the Writing module is 40 minutes. The testing time includes time for the
candidate to read the task instructions and input source texts and create and edit their responses.
Example ISE Digital Writing tasks are available on the Trinity website.

Tasks in the Writing module

There are two task types in the ISE Digital Writing module. Candidates will see tasks that are
suitable for their English language proficiency level and will answer no more than two tasks.

Written online communication Writing from sources

approximately 70 words approximately 250 words

Word count
(maximum of 90) (maximum of 300)
Recommended time approximately 5 minutes approximately 35 minutes

How is the ISE Digital Writing module assessed?

The candidate’s responses are marked by trained and experienced professional language
assessors. Assessors use rating scales that have been developed specifically for the Writing
module. There are two rating scales, one for each task. The scale for the Written online
communication task assesses content, language and style. The scale for the Writing from sources
task assesses content and organisation, use of sources, language and style. The rating scales are
available in the appendices.
To calculate the candidates’ final mark for the Writing module, the tasks are weighted. The
Written online communication task has a weighting of one (1). The Writing from sources task
has a weighting of one and a half (1.5).

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 ISE Digital | Writing module

ISE Digital | Writing module tasks

Written online communication
The Written online communication task is a situation-based task in which
the candidate is presented with a brief text and visual input. These create
communicative acts relevant to school or work life, carried out through the
digital medium.
Task context There are three different versions of the task. The candidate will encounter one
and format
of the following task versions:
◗ Version A: Online discussion board
◗ Version B: Submission to a digital suggestion box, eg an email
◗ Version C: Group chat
For all three task versions, the input takes the form of:
◗ the task instructions
◗ a situational prompt that creates an imaginary context and co-participants to
which the candidate must respond
◗ visual stimuli (avatars, profile pictures, etc) to simulate online communicative
Input environments
specification
Topic: related to school/work life or school/work-related online written
communication
Register: varies from informal to formal (including neutral register), depending
on context
Domain: social, educational, occupational
Task focus: The overall focus of the candidate’s output is to respond flexibly
to whichever task version they encounter, adapting their communication to a
variety of contexts, situations, registers and relationships encountered in the
school or work environment.
◗ Version A: The candidate should share their opinion on the topic of discussion,
and they should also acknowledge and incorporate the contribution of other
participants.
◗ Version B: The candidate should write a short response and give their
Candidate feedback, suggestions, preferences, opinions or reactions, as required by
output
the two bullet points in the prompt.
◗ Version C: The candidate should respond to their classmates/co-workers and
carry out the language functions requested by the two bullet points in the
prompt (eg agreeing, offering help, asking for information).
Domain: varies between informal, neutral or formal, depending on audience
Word count: write approximately 70 words (there is a maximum word allowance
of 90 words)
Task time: spend approximately 5 minutes on this task
Assessment Candidate responses are evaluated by a trained assessor.

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 ISE Digital | Writing module

Writing from sources

Academic and professional writing is frequently source-based writing in which

writers must write in response to a variety of source texts: written, visual and
audio. The purpose of such writing is usually to acquire, transform and display
knowledge by incorporating new and old information together with other
writers’ viewpoints. The Writing from sources task aims to replicate this kind
of writing and is structured as follows:
Task context
◗ The candidate is presented with a topic question (an essay or report), and
and format
two or three source texts on the same topic.
◗ The candidate should write a new text in response to the topic question,
using information from the source texts. The candidate is expected to
make selective, adaptive and interpretative use of the sources to suit the
new audience and purpose of writing as dictated by the question, and to
incorporate their own ideas and opinions on the topic.
Text types: All source texts are representative of the educational, occupational
and public domain and may contain a visual element. This can include e-books,
reports, magazine articles, websites, case studies, summaries of articles/book
Source text chapters, reviews of articles/books, message board entries, wikis, infographics, etc.
specifications Topics: relevant to secondary education, occupational and public
Registers: varied — from neutral to more formal
Number of source texts: 2 or 3 sources in total
Word count of source texts: approximately 250–350 words
Task focus: The candidate shows that they are able to i) read the source texts,
ii) respond to the topic question, iii) select only relevant information from the
source texts, iv) adapt and synthesise this information with their own ideas and
views on the topic.
Candidate Genre of writing to produce: essay or report
output
Register: formal
Word count: write approximately 250 words (there is a maximum word limit
of 300 words)
Task time: spend approximately 35 minutes on this task

Assessment Candidate responses are evaluated by a trained assessor.

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 ISE Digital support

ISE Digital support

Support available for teachers, candidates and parents
Support materials can be found at trinitycollege.com/ISE-Digital and are regularly updated.
They include:
◗ a guide for candidates with information about the exam and what to expect on the
day of the exam
◗ examples of each task type.

Facebook X YouTube
/TrinityCollegeLondon /TrinityC_L /TrinityVideoChannel

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 Appendices

Appendices
Speaking rating scale: Responding to questions | Delivering a prepared talk | Interacting

Score Task fulfilment Language Delivery

Ability to respond to task with Ability to use a range of Ability to use stress, intonation
relevant details, organise ideas grammar and lexis accurately and pace for the demands
coherently and respond fully in and effectively. of the context, audience
the time allowed. and purpose; effective
pronunciation and fluency.
Task has been Communicates with Virtually no effort required
comprehensively fulfilled; flexibility and ease, from listener to understand
listener is fully informed. distinguishing between fine response.
◗ Response fully addresses shades of meaning. ◗ Stress, intonation and pace used
task; all parts of task covered ◗ Range of structures used effectively to convey key points
comprehensively. flexibly, appropriately and add meaning.
◗ Ideas are relevant, clear and and effectively. ◗ Clear, accurate pronunciation.
well supported by detail. ◗ Lexically rich (including ◗ High degree of fluency and
5 ◗ Excellent coherence; response collocations, idioms, less natural pace; speech flows
is well organised and common vocabulary); naturally with hesitations
progression of ideas is clear express themselves with and pauses used to enhance
and logical. clarity and precision. response.
◗ Response is comprehensive ◗ High degree of accuracy,
and concludes naturally in the response appropriate and
time allowed. virtually error free, although
slips of the tongue may occur.
Task has been effectively Communicates with Minimal effort required
fulfilled; listener is well clarity, with little need to from listener to understand
informed and is left with compromise message. response.
only minor questions. ◗ Mix of simple and complex ◗ Stress, intonation and pace
◗ Response effectively structures used mostly consistent and used to good
addresses task; some minor appropriately and effectively. effect; easy to understand.
parts of task may be missed, ◗ Broad lexical repertoire ◗ Clear pronunciation with
but response is effective. including some less occasional errors which do
◗ Ideas are relevant and common vocabulary. not affect understanding.
4 supported by detail with ◗ Occasional errors in ◗ Fluent with only minor lapses
occasional lack of clarity accuracy, but with only or slow speech; occasional
or irrelevance. minor impact. hesitation or pauses to
◗ Good coherence; response is find words.
organised and can be followed
with ease.
◗ Response is complete but
end may be slightly rushed
Continued on next page
or cut off.

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 Appendices

Speaking rating scale: Responding to questions | Delivering a prepared talk | Interacting (cont)

Score Task fulfilment Language Delivery

Ability to respond to task with Ability to use a range of Ability to use stress, intonation
relevant details, organise ideas grammar and lexis accurately and pace for the demands
coherently and respond fully in and effectively. of the context, audience
the time allowed. and purpose; effective
pronunciation and fluency.
Task has been sufficiently Communicates sufficiently, Occasional effort required from
fulfilled; listener is informed, without much sign of a listener to understand response.
but is left with some compromised message. ◗ Generally appropriate stress,
questions. ◗ Mix of simple and complex intonation and pace but
◗ Response mostly addresses structures; complex forms some inconsistency.
task; some parts more may be less accurate but do ◗ Mostly clear pronunciation;
effectively covered than not interrupt flow. incorrect pronunciation of
others, so response is not ◗ Good range of common lexis; individual sounds may distract
fully effective. some inappropriate choices the listener, but comprehensible.
3 ◗ Most ideas are relevant but when attempting less ◗ Reasonable fluency, but
some parts of response are common vocabulary. hesitations, pauses, false starts
irrelevant, unclear or not ◗ Errors are noticeable, but do can make response seem
supported by detail. not impede understanding. disjointed.
◗ Adequate coherence; some
lapses in organisation, but
listener can follow message
despite some gaps.
◗ Response may be incomplete
and end abruptly.
Task has been partially Communicates intelligibly, Some effort required from
fulfilled; listener is only despite signs of a listener to understand response.
minimally informed and is left compromised message. ◗ Issues with stress, intonation
with significant questions. ◗ Simple structures used and pace (including slow or fast
◗ Response addresses only effectively; complex forms, speech) affect comprehension.
some parts of task; what is if attempted, have a poor ◗ Pronunciation errors can be
attempted lacks development, effect on comprehension. intrusive and at times may
so response is incomplete. ◗ Limited range of lexis; cause difficulty for listener.
◗ A few relevant ideas, but vague inappropriate vocabulary
2 response with limited detail and
◗ Occasional fluency, but
choices may stand out. hesitations, pauses and false
noticeable omissions. ◗ Errors are noticeable and at starts impede the response.
◗ Limited coherence; response times cause interruption or
often lacks organisation and misunderstanding.
may cause some confusion
for listener.
◗ Response may be short or
some parts are off topic. Continued on next page

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 Appendices

Speaking rating scale: Responding to questions | Delivering a prepared talk | Interacting (cont)

Score Task fulfilment Language Delivery

Ability to respond to task with Ability to use a range of Ability to use stress, intonation
relevant details, organise ideas grammar and lexis accurately and pace for the demands
coherently and respond fully in and effectively. of the context, audience
the time allowed. and purpose; effective
pronunciation and fluency.
Task has been insufficiently Manages to express only a Considerable effort required
fulfilled; listener is scarcely simple message. from listener, and some parts of
informed. ◗ Simple structures response unintelligible.
◗ Response addresses task in a attempted but with frequent ◗ Inaccurate stress, intonation
very restricted way; response inaccuracies. and pace cause difficulty for
is brief or repetitive with ◗ Very limited range of lexis; the listener.
limited connection to task. often searches for words. ◗ Mostly inaccurate pronunciation
◗ Very few relevant ideas, and ◗ Errors predominate and frequently causes difficulty for
1 supporting detail is basic disrupt communication. the listener.
or irrelevant. ◗ Fluency not maintained;
◗ Lack of coherence; response hesitations, frequent pauses and
is not organised and requires false starts make some parts of
effort from the listener. the response unintelligible.
◗ Response short or off topic;
may have misunderstood
some part of the task.

0 Task is either: Not attempted OR not audible OR not answered in English.

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 Appendices

Speaking rating scale: Summarising a talk or conversation

Score Task fulfilment Mediation of source text Delivery

Ability to respond to task with Ability to understand and Ability to use stress, intonation
relevant details, organise ideas select relevant information and pace for the demands
coherently and respond fully in from source and use language of the context, audience
the time allowed. from source appropriately. and purpose; effective
pronunciation and fluency.

Task has been comprehensively Full understanding of source Virtually no effort required
fulfilled; listener is fully with main points clearly from listener to understand
informed. reported. response.
◗ Response fully addresses ◗ Able to comprehensively ◗ Stress, intonation and pace
task; all parts of task covered summarise and report used effectively to convey key
comprehensively. relevant main points, points points and add meaning.
◗ Ideas are relevant, clear and of view and inferences ◗ Clear, accurate pronunciation.
well supported by detail. presented in source.
5 ◗ High degree of fluency and
◗ Excellent coherence; response ◗ Effective and natural natural pace; speech flows
is well organised and paraphrasing, reporting. naturally with hesitations
progression of ideas is clear and pauses used to enhance
and logical. response.
◗ Response is comprehensive
and concludes naturally in the
time allowed.

Task has been effectively Effective understanding Minimal effort required

fulfilled; listener is well of source with selection of from listener to understand
informed and is left with relevant points. response.
only minor questions. ◗ Able to summarise and ◗ Stress, intonation and pace
◗ Response effectively explain relevant main points consistent and used to good
addresses task; some minor and points of view presented effect; easy to understand.
parts of task may be missed, in source, with some minor ◗ Clear pronunciation with
but response is effective. omissions. occasional errors which do
◗ Ideas are relevant and ◗ Effective paraphrasing or not affect understanding.
4 supported by detail with reporting with minor lapses; ◗ Fluent with only minor lapses
occasional lack of clarity direct use of source may lack or slow speech; occasional
or irrelevance. sufficient acknowledgment. hesitation or pauses to
◗ Good coherence; response is find words.
organised and can be followed
with ease.
◗ Response is complete but
end may be slightly rushed
or cut off. Continued on next page

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 Appendices

Speaking rating scale: Summarising a talk or conversation (cont)

Score Task fulfilment Mediation of source text Delivery

Ability to respond to task with Ability to understand and Ability to use stress, intonation
relevant details, organise ideas select relevant information and pace for the demands
coherently and respond fully in from source and use language of the context, audience
the time allowed. from source appropriately. and purpose; effective
pronunciation and fluency.

Task has been sufficiently Adequate understanding of Occasional effort required

fulfilled; listener is informed, text but some relevant ideas from listener to understand
but is left with some questions. missed. response.
◗ Response mostly addresses ◗ Able to summarise most ◗ Generally appropriate stress,
task; some parts more relevant main points and intonation and pace but
effectively covered than points of view presented in some inconsistency.
others, so response is not source, but some points left ◗ Mostly clear pronunciation;
fully effective. out or not fully understood. incorrect pronunciation
◗ Most ideas are relevant but ◗ Mostly successful of individual sounds may
3 some parts of response are paraphrasing or reporting of distract the listener, but
irrelevant, unclear or not key information, but some comprehensible.
supported by detail. points missed and some ◗ Reasonable fluency, but
◗ Adequate coherence; some overuse of source without hesitations, pauses, false
lapses in organisation, but acknowledgment. starts can make response
listener can follow message seem disjointed.
despite some gaps.
◗ Response may be incomplete
and end abruptly.
Task has been partially Limited understanding Some effort required from
fulfilled; listener is only of text with key points listener to understand
minimally informed and is misunderstood. response.
left with significant questions. ◗ Able to use some information ◗ Issues with stress, intonation
◗ Response addresses only from source, but may and pace (including slow
some parts of task; what is not select most relevant or fast speech) affect
attempted lacks development, points and some points comprehension.
so response is incomplete. may be misunderstood or ◗ Pronunciation errors can be
◗ A few relevant ideas, but vague misrepresented. intrusive and at times may
2 response with limited detail and ◗ Attempts to paraphrase cause difficulty for listener.
noticeable omissions. but with mixed results; ◗ Occasional fluency, but
◗ Limited coherence; response some points directly lifted hesitations, pauses and false
often lacks organisation and from source without starts impede the response.
may cause some confusion acknowledgement.
for listener.
◗ Response may be short or
some parts are off topic. Continued on next page

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 Appendices

Speaking rating scale: Summarising a talk or conversation (cont)

Score Task fulfilment Mediation of source text Delivery

Ability to respond to task with Ability to understand and Ability to use stress, intonation
relevant details, organise ideas select relevant information and pace for the demands
coherently and respond fully in from source and use language of the context, audience
the time allowed. from source appropriately. and purpose; effective
pronunciation and fluency.

Task has been insufficiently Little to no understanding of Considerable effort required

fulfilled; listener is scarcely text and ability to use source. from listener, and some parts
informed. ◗ Able to convey only a few of response unintelligible.
◗ Response addresses task in a simple concepts related to ◗ Inaccurate stress, intonation
very restricted way; response points in source, but source and pace cause difficulty for
is brief or repetitive with used in very limited way and the listener.
limited connection to task. most key points missed. ◗ Mostly inaccurate
◗ Very few relevant ideas and pronunciation frequently
1 little detail.
◗ Limited paraphrasing, mostly
causes difficulty for the
directly lifts from source.
◗ Lack of coherence; response listener.
is not organised and requires ◗ Fluency not maintained;
effort from the listener. hesitations, frequent pauses
◗ Response short or off topic; and false starts make some
may have misunderstood parts of the response
some part of the task. unintelligible.

0 Task is either: Not attempted OR not audible OR not answered in English.

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 Appendices

Writing rating scale: Written online communication

Score Content Language Style

Demonstrates ability to Demonstrates ability to use Demonstrates ability to adjust
answer the question with a range of grammar and the writing style to the demands
relevant supporting detail, vocabulary effectively. of the context, audience and
presenting ideas logically. purpose. The style features
relevant for this task are:
◗ Register (should match the prompt:
informal, neutral or formal)
◗ Tone (should be positive and polite).
The reader is well informed Overall, expresses themselves
and not left with any, or only with clarity and precision,
minor, questions. Both parts with little sign of having to
of the prompt are addressed. compromise their message.
◗ Ideas are relevant, well ◗ Uses a mixture of simple
supported by details which and complex structures
are clear, pertinent and effectively, with only
question-specific. minor signs of rigidity or
5 ◗ The sequencing of ideas is awkwardness.
fully coherent. The reader ◗ Uses a mixture of common
can follow the thread without and less common lexis
confusion or strain. and idiomatic expressions
effectively, with only minor
signs of inappropriacy.
◗ Makes few errors with only
minor impact.
The reader is sufficiently Overall, expresses themselves Shows good control over style
informed but is left with some with sufficient clarity, without features.
questions. Both parts of the much sign of a compromised ◗ There is clear evidence of
prompt are addressed. message. However, may
be somewhat lacking in control in both style features.
◗ Most ideas are relevant and,
expressiveness or precision. ◗ Lapses do not cause much
overall, sufficiently supported
◗ Uses a mixture of simple and distraction or any irritation
by detail. Some points are
some complex structures. or offence.
not clear, pertinent or
The latter are limited and/
question-specific.
or are noticeably rigid or
◗ The sequencing does not awkward, but they are
4 create any significant comprehensible.
confusion. The reader may
◗ Uses a good range of
need to fill in some gaps but
common lexis, and some less
can generally follow common lexis and idiomatic
the thread. expressions comprehensibly,
despite noticeable signs of
inappropriacy.
◗ Errors may be noticeable
but generally do not impede
understanding. Continued on next page

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 Appendices

Writing rating scale: Written online communication (cont)

Score Content Language Style

Demonstrates ability to Demonstrates ability to use Demonstrates ability to adjust
answer the question with a range of grammar and the writing style to the demands
relevant supporting detail, vocabulary effectively. of the context, audience and
presenting ideas logically. purpose. The style features
relevant for this task are:
◗ Register (should match the prompt:
informal, neutral or formal)
◗ Tone (should be positive and polite).
The reader is only partially Overall, they communicate Shows sufficient control over
informed and is left with intelligibly, despite signs of a style features.
significant questions. compromised message. May ◗ There is clear evidence of
◗ A few relevant ideas are require some effort from the
reader. control in one feature of style,
presented. Overall, the but the other lacks evidence.
supporting detail is limited ◗ Uses simple structures
effectively. Complex OR
or not sufficiently clear,
structures are absent or, ◗ There is some, but limited,
pertinent or question-
if attempted, have a poor evidence of control in both style
specific.
effect on comprehension. features.
3 ◗ The sequencing of ideas
◗ Lapses may at times distract
may cause some confusion, ◗ Uses a sufficient range
of common lexis. Less from the message, but do not
but this can be overcome
common lexis and idiomatic cause significant irritation or
by re-reading.
expressions are absent or, if offence.
attempted, have a poor effect
on comprehension.
◗ Errors are noticeable
and, at times, they cause
misunderstanding.
The reader is scarcely Overall, they manage to Shows little control over style
informed. express a simple message. features.
◗ Very few relevant ideas are May require significant effort ◗ Some attempts at addressing
from the reader.
presented. The supporting style features can be discerned,
detail is very basic, or ◗ Uses simple sentences but evidence of control is
mostly irrelevant. and basic vocabulary fairly very limited or noticeably
effectively. inconsistent.
◗ Parts of the response are
incoherent, even after OR ◗ Lapses may distract from the
2 re-reading. ◗ May show flashes of message, possibly causing
◗ May have misunderstood more complex structures irritation or offence.
parts of the question. or lexis, but with limited
comprehensibility.
◗ Errors are frequent and
cause misunderstanding.
◗ The reader is able to extract
a simple message. Continued on next page

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 Appendices

Writing rating scale: Written online communication (cont)

Score Content Language Style

Demonstrates ability to Demonstrates ability to use Demonstrates ability to adjust
answer the question with a range of grammar and the writing style to the demands
relevant supporting detail, vocabulary effectively. of the context, audience and
presenting ideas logically. purpose. The style features
relevant for this task are:
◗ Register (should match the prompt:
informal, neutral or formal)
◗ Tone (should be positive and polite).
The reader is not informed. Overall, they struggle to Shows no control over style
◗ Virtually no relevant communicate even a simple features.
message, despite significant ◗ No evidence of stylistic control
ideas are presented. The effort from the reader.
supporting detail is missing can be discerned.
◗ The response comes in
or irrelevant. OR
the form of basic words
◗ The response is largely and phrases. ◗ Both style features are applied
incoherent. The reader is consistently inappropriately.
OR
mostly confused even ◗ Response may show serious
1 after re-reading. ◗ May show flashes of more
stylistic transgressions, causing
complex structures or
◗ May have misunderstood serious irritation or offence.
lexis, but with virtually no
the question.
comprehensibility.
◗ Errors predominate and
cause misunderstanding.
◗ The reader struggles to
extract even a simple
message.

The task is not attempted. This includes blank scripts, unintelligible strings of characters,
0 responses written in a different language, or responses which are entirely off-topic.

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 Appendices

Writing rating scale: Writing from sources

Score Content & organisation Use of sources Language Style

◗ Demonstrates ◗ Demonstrates ability ◗ Demonstrates ability ◗ Demonstrates ability to
ability to answer the to select relevant to use a range adjust the writing style
question with relevant information from the of grammar and to the demands of the
supporting detail. source texts. vocabulary effectively. context, audience and
◗ Demonstrates ability ◗ Demonstrates purpose. The style
to organise ideas into ability to repurpose features relevant for
a coherent whole. information to serve this task are:
◗ Demonstrates the new purpose for — formal register
ability to use textual writing. — academic tone
organisation features — following
to support the conventions of the
message. essay/report genre.
The reader is Overall, expresses
fully informed and themselves with
satisfied with the flexibility and ease,
comprehensiveness of distinguishing between
the response. fine shades of meaning.
◗ All ideas are relevant ◗ Uses a broad range of
and very well structures flexibly and
supported by detail, effortlessly.
amounting to a ◗ Lexically rich, with
comprehensive, well- less common lexis and
rounded response. idiomatic expressions
6
◗ The staging of ideas is used appropriately
seamlessly developed and naturally.
into a coherent, ◗ Virtually error free.
smoothly flowing
whole.
◗ All textual
organisation features
are managed
naturally to enhance
Continued on next page
the message.

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 Appendices

Writing rating scale: Writing from sources (cont)

Score Content & organisation Use of sources Language Style

◗ Demonstrates ◗ Demonstrates ability ◗ Demonstrates ability ◗ Demonstrates ability to
ability to answer the to select relevant to use a range adjust the writing style
question with relevant information from the of grammar and to the demands of the
supporting detail. source texts. vocabulary effectively. context, audience and
◗ Demonstrates ability ◗ Demonstrates purpose. The style
to organise ideas into ability to repurpose features relevant for
a coherent whole. information to serve this task are:
◗ Demonstrates the new purpose for — formal register
ability to use textual writing. — academic tone
organisation features — following
to support the conventions of the
message. essay/report genre.
The reader is well Effectively selects and Overall, expresses Shows very good
informed and not left repurposes information themselves with control over style
with any, or only minor, from all the sources to clarity and precision, features.
questions. suit the new purpose with little sign of ◗ There is clear
◗ Ideas are relevant, for writing. having to compromise
their message. evidence of control
and generally well ◗ Relevant information in all three style
supported by detail. from all the source ◗ Uses a mixture of
features, and this
There are small lapses texts is selected, simple and complex
is maintained
in clarity/relevance, or synthesised, and used structures effectively,
throughout most of
missed opportunities effectively to support with only minor
the response.
to reach a fully the writer’s own ideas signs of rigidity or
awkwardness. ◗ Occasional lapses
comprehensive, well- and opinion.
5 rounded response. ◗ The writer’s own ideas ◗ Uses a mixture of
are minor.

◗ The staging of ideas and opinions are common and less

is logically developed clearly distinguishable common lexis and
into a coherent whole. from the source texts. idiomatic expressions
The reader can follow ◗ There is some effectively, with
the thread without evidence of only minor signs of
confusion or strain. referencing devices inappropriacy.
◗ Textual organisation (eg citations, ◗ Makes few errors with
features are managed reporting verbs, etc). only minor impact.
effectively to support
Continued on next page
the message.

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 Appendices

Writing rating scale: Writing from sources (cont)

Score Content & organisation Use of sources Language Style

◗ Demonstrates ◗ Demonstrates ability ◗ Demonstrates ability ◗ Demonstrates ability to
ability to answer the to select relevant to use a range adjust the writing style
question with relevant information from the of grammar and to the demands of the
supporting detail. source texts. vocabulary effectively. context, audience and
◗ Demonstrates ability ◗ Demonstrates purpose. The style
to organise ideas into ability to repurpose features relevant for
a coherent whole. information to serve this task are:
◗ Demonstrates the new purpose for — formal register
ability to use textual writing. — academic tone
organisation features — following
to support the conventions of the
message. essay/report genre.
The reader is Adequately selects and Overall, expresses Shows good control
sufficiently informed, repurposes information themselves with over style features.
but is left with some from all the sources to sufficient clarity, ◗ There is clear
questions. suit the new purpose of without much sign of a
writing. compromised message. evidence of control
◗ Most ideas are in all three style
◗ Relevant information However, may be
relevant and, overall, somewhat lacking in features, but this
sufficiently supported from all the source expressiveness or is not maintained
by detail. Some texts is selected precision. throughout
points are not clear, and paraphrased. ◗ Uses a mixture of the response.
pertinent or Synthesis is simple and some
attempted, but may ◗ Lapses do not cause
question-specific. complex structures.
not be fully successful much distraction from
◗ The staging of ideas The latter are the message.
shows an attempt at (eg some ideas seem limited and/or are
developing a coherent ‘tagged on’). noticeably rigid or
whole. The reader ◗ Distinguishing own awkward, but they are
4 ideas and stance
may need to fill in comprehensible.
some gaps but can from the sources is ◗ Uses a good range
generally follow attempted but may of common lexis,
the thread. not be fully successful and some less
◗ Textual organisation (eg some ideas are common lexis and
features are appropriated). idiomatic expressions
generally helpful, comprehensibly,
but there may be despite noticeable
signs of mechanical, signs of inappropriacy.
inaccurate or over/ ◗ Errors may
under usage. be noticeable
but generally
do not impede
understanding. Continued on next page

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 Appendices

Writing rating scale: Writing from sources (cont)

Score Content & organisation Use of sources Language Style

◗ Demonstrates ◗ Demonstrates ability ◗ Demonstrates ability ◗ Demonstrates ability to
ability to answer the to select relevant to use a range adjust the writing style
question with relevant information from the of grammar and to the demands of the
supporting detail. source texts. vocabulary effectively. context, audience and
◗ Demonstrates ability ◗ Demonstrates purpose. The style
to organise ideas into ability to repurpose features relevant for
a coherent whole. information to serve this task are:
◗ Demonstrates the new purpose for — formal register
ability to use textual writing. — academic tone
organisation features — following
to support the conventions of the
message. essay/report genre.
The reader is only Attempts to use Overall, they Shows sufficient
partially informed and information from the communicate control over style
is left with significant sources but either intelligibly, despite features.
questions. under-uses or over- signs of a compromised ◗ There is clear
◗ A few relevant ideas uses them. message. May require
some effort from the evidence of control
are presented. Overall, Under-use of sources: reader. in some features of
the supporting detail ◗ Clearly refers to all style, but others
◗ Uses simple
is limited or not the source texts, but lack evidence.
structures effectively.
sufficiently clear, only briefly, without OR
Complex structures
pertinent or exploiting any.
are absent or, if ◗ There is some, but
question-specific. OR attempted, have limited, evidence of
◗ The sequence of ◗ Completely ignores a poor effect on control in all three
ideas can be followed one or more of the comprehension. style features.
most of the time, but source texts, but ◗ Uses a sufficient ◗ Lapses may at times
overall development exploits the other(s) range of common distract from
3 is lacking. well. lexis. Less common the message.
◗ Textual organisation lexis and idiomatic
Over-use of sources:
features are expressions
attempted but ◗ Makes substantive,
but not selective or are absent or, if
mechanical, attempted, have
inaccurate, or over/ adaptive use of the
sources. The response a poor effect on
under usage is comprehension.
evident. is driven by the
source texts rather ◗ Errors are
than own purpose. noticeable and, at
OR times, they cause
misunderstanding.
◗ Attempts to
paraphrase but
with mixed results.
Some attempts are
near-copies. Continued on next page

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 Appendices

Writing rating scale: Writing from sources (cont)

Score Content & organisation Use of sources Language Style

◗ Demonstrates ◗ Demonstrates ability ◗ Demonstrates ability ◗ Demonstrates ability to
ability to answer the to select relevant to use a range adjust the writing style
question with relevant information from the of grammar and to the demands of the
supporting detail. source texts. vocabulary effectively. context, audience and
◗ Demonstrates ability ◗ Demonstrates purpose. The style
to organise ideas into ability to repurpose features relevant for
a coherent whole. information to serve this task are:
◗ Demonstrates the new purpose for — formal register
ability to use textual writing. — academic tone
organisation features — following
to support the conventions of the
message. essay/report genre.
The reader is scarcely Scarcely or Overall, they manage Shows little control
informed. inappropriately uses to express a simple over style features.
◗ Very few relevant the sources. message. May require ◗ Some attempts at
Scarce use of the significant effort from
ideas are presented. the reader. addressing style
The supporting detail sources: features can be
◗ Completely ignores ◗ Uses simple sentences
is very basic, or discerned, but
one or more of the and basic vocabulary
mostly irrelevant. evidence of control
source texts, and fairly effectively.
◗ A simple sequence is very limited
of ideas can be clearly but only briefly OR or noticeably
identified. Parts of mentions the other(s). ◗ May show flashes inconsistent.
the message are OR of more complex ◗ Lapses may
incoherent. ◗ There is very limited structures or lexis, frequently distract
evidence of source but with limited from the message.
◗ Textual organisation
use (vaguely implied comprehensibility.
features are either
2 basic or used ideas, or isolated ◗ Errors are
incorrectly, with examples of short frequent and cause
a poor effect on phrases or lexical misunderstanding.
comprehension. items). ◗ The reader is able
◗ May have Inappropriate use of to extract a simple
misunderstood parts the sources: message.
of the question. ◗ Most paraphrasing
attempts are
near copies.
OR
◗ Some of the
information from
the sources is
misrepresented. Continued on next page

45 / 46
 Appendices

Writing rating scale: Writing from sources (cont)

Score Content & organisation Use of sources Language Style

◗ Demonstrates ◗ Demonstrates ability ◗ Demonstrates ability ◗ Demonstrates ability to
ability to answer the to select relevant to use a range adjust the writing style
question with relevant information from the of grammar and to the demands of the
supporting detail. source texts. vocabulary effectively. context, audience and
◗ Demonstrates ability ◗ Demonstrates purpose. The style
to organise ideas into ability to repurpose features relevant for
a coherent whole. information to serve this task are:
◗ Demonstrates the new purpose for — formal register
ability to use textual writing. — academic tone
organisation features — following
to support the conventions of the
message. essay/report genre.
The reader is not Does not use the Overall, they struggle Shows no control over
informed. sources or uses them to communicate even style features.
◗ Virtually no relevant highly inappropriately. a simple message, ◗ No evidence of
despite significant
ideas are presented. No use of the sources: effort from the reader. stylistic control can
The supporting detail ◗ There is no evidence be discerned.
◗ The response comes
is missing, of source use in the OR
in the form of basic
or irrelevant. candidate’s response. ◗ All three features
words and phrases.
OR of style are applied
Highly inappropriate OR
◗ The response is use of the sources: consistently
◗ May show flashes
largely incoherent. inappropriately.
1 ◗ Copies multiple and/ of more complex
The reader is mostly or large chunks of ◗ Response may show
structures or lexis,
confused even after text, with virtually serious stylistic
but with virtually no
re-reading. no evidence of transgressions.
comprehensibility.
◗ May have paraphrasing.
◗ Errors predominate
misunderstood OR and cause
the question.
◗ Information from the misunderstanding.
sources is frequently ◗ The reader struggles
or seriously to extract even a
misrepresented. simple message.

The task is not attempted. This includes blank scripts, unintelligible strings of characters,
0 responses written in a different language or responses which are entirely off-topic.

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