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 mark scheme 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 Certificate in ESOL SfL (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 Certificate in ESOL SfL 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 text for a specific audience (Text) can be accurately reflected.
Each task has its own total 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). Each task within a level should test different vocabulary, different features and different functions from its partner tasks.
In some cases, candidates will be asked to produce a text in which certain features of writing cannot be fairly assessed. For example, candidates may be asked to produce an informal e-mail to a friend. As handwriting skills are not relevant to an e-mail and native speaker usage is flexible in regard to spelling in a scenario like this, word features are not assessed in this case. Similarly, task 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:
Level 1 |
Level 2 |
in documents such as forms, questionnaires, descriptions, accounts, emails, letters, narratives, instructions, reports, explanations, articles, leaflets and information sheets |
in documents such as forms, questionnaires, descriptions, accounts, emails, letters, narratives, instructions, reports, explanations, proposals, articles, leaflets and information sheets |
| Content and task realisation: communicate information, ideas and opinions, clearly using length, format and style appropriate to purpose and audience in a wide range of documents ability to convey message clearly and include appropriate information | Content and task realisation: communicate information, ideas and opinions, clearly and effectively using length, format and style appropriate to purpose, context and audience in a wide range of documents ability to convey message effectively and include appropriate information |
| 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 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 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 statements, negatives and questions |
Word order: ability to control word order in statements, negatives and questions in a variety of verb tenses |
| Punctuation: sentences are punctuated correctly so that meaning is clear. |
Punctuation: sentences are punctuated correctly so that meaning is clear. |
| 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 construct compound sentences and use sub-clauses and connectives. Candidate has control over wide range of verb tenses. Complex language is attempted, though ambition may lead to error. |
Grammatical range and accuracy: Controlled, natural use of language. Correct and consistent use of tense. Complex language is attempted with some success. |
| Spelling: ability to spell correctly words used in work, studies and daily life, and some familiar technical words. |
Spelling: ability to spell correctly words used in work, studies and daily life, and technical words. |
| Handwriting: is always legible. | Handwriting: is always legible. |