Focus on Assessment
Assessment Method
Each task in the Cambridge ESOL Certificates in Skills for Life (Writing) is assessed according to up to three criteria, focusing on Text-, Sentence- and Word-level achievement. Each of the three assessment criteria has its own markscheme describing four bands of achievement:
| Band 3 | describes achievement which has elements of skills at the National Qualifications Framework (NQF) level above that being assessed. |
| Band 2 | describes the standard for the particular level. |
| Band 1 | describes below pass-level achievement. |
| Band 0 | is applied where there is insufficient evidence of achievement at the level. |
All Cambridge ESOL Certificates in Skills for Life Writing markschemes are task-specific, and contain numerous examples of the kind of language that candidates might be expected to produce at each of the bands of achievement. In addition, one element of the markschemes consists of fixed general descriptors derived from the Adult ESOL Core Curriculum. Appropriate interpretation of the full mark schemes requires training, co-ordination and standardisation. All Cambridge ESOL examiners are required to go through these procedures.
Though Cambridge ESOL Certificates in Skills for Life Writing tasks are graded at Pass and Below Pass, using the three criteria for assessment (Text, Sentence and Word) allows candidates who have performed below pass-level in one area to still achieve a pass or higher in the task overall. Thus, for example, the overall writing skills of candidates with poor spelling and handwriting (Word), but good or very good control over grammar and punctuation (Sentence) and a sound understanding of adapting texts for a specific audience (Text) can be accurately reflected.
Each task has its own total number of marks available. This depends on a variety of factors including complexity of input, length of required output and the real-world significance of the task (e.g. a police report might be worth more marks than a note to a friend).
In some cases, candidates will be asked to produce a text in which certain features of writing cannot be fairly assessed. For example, in the Entry 2 Sample Paper the candidates are asked to produce an informal email to a friend. As handwriting skills are not relevant to an email and native speaker usage is flexible in regard to spelling in a scenario like this, word features are not assessed in this case. Similarly, Text features will not be assessed in forms and questionnaires.
Assessment Focus
At each level, the Writing mode aims to gather evidence that the candidate can write in different forms and communicate with different intended audiences. The assessment of writing will reflect the Word, Sentence and Text level focus of the ESOL Core Curriculum and will include:
| Entry 1 | Entry 2 | Entry 3 |
| in documents such as forms, lists, messages, notes and records: | in documents such as forms, lists, messages, notes, records, emails and simple narratives: | in documents such as forms, notes, records, emails, letters, narratives, simple instructions and short reports: |
| Content and task realisation: ability to convey message and include some appropriate information | Content and task realisation: ability to convey message clearly and include appropriate information | Content and task realisation: ability to convey message effectively and include appropriate information |
| Audience awareness and impact on reader: ability to show some awareness of intended audience | Audience awareness and impact on reader: ability to show awareness of intended audience in terms of register, layout and/or other text features |
Audience awareness and impact on reader: ability to adapt text to intended audience in terms of register, layout and/or other text features and engage reader's interest by choice of content matter, vocabulary and/or style features |
| Organisation and coherence: ability to show some awareness of very simple text features |
Organisation and coherence: ability to use text features such as opening and closing formulae and appropriate scene-setting or overview statement |
Organisation and coherence: ability to organise text coherently and use text features such as opening and closing formulae and appropriate scene-setting or overview statement |
| Sentence structure: ability to construct simple sentences |
Sentence structure: ability to construct compound sentences using simple linking devices |
Sentence structure: ability to construct compound sentences and use linking devices and some complex structures |
| Word order: ability to control word order in simple statements |
Word order: ability to control word order in statements, negatives and questions |
Word order: ability to control word order in statements, negatives and questions in a variety of verb tenses |
| Punctuation: ability to use full stops appropriately | Punctuation: ability to use full stops and question marks appropriately |
Punctuation: ability to use full stops, question marks and exclamation marks correctly |
| Capitalisation: ability to use capital letters at the beginning of sentences and to produce pronoun 'I' in upper case |
Capitalisation: ability to use capital letters at the beginning of sentences and proper nouns |
Capitalisation: ability to use capital letters correctly |
| Grammatical range and accuracy: ability to control very simple verb forms | Grammatical range and accuracy: ability to use common adjectives and control basic verb tenses | Grammatical range and accuracy: ability to control basic grammar |
| Spelling: ability to spell correctly some familiar common words |
Spelling: ability to spell correctly personal details and familiar common words |
Spelling: ability to spell correctly common words and some relevant key words |
| Handwriting: ability to produce digits and letters of the alphabet in upper and lower case | Handwriting: ability to produce consistently legible text, using upper and lower case letters appropriately | Handwriting: ability to produce legible text, using upper and lower case letters correctly |