Public Version of the Marking Criteria

Band Task Coherence and Grammatical Range

Lexical Resource
Achievement/Response Cohesion and Accuracy
9  fully satisfies all the  uses cohesion  uses a wide  uses a wide
requirements of the in such a way range of range of
task that it attracts vocabulary structures with
 clearly presents a no attention with very full flexibility and
fully developed  skillfully natural and accuracy; rare
response manages sophisticated minor errors
paragraphing control of occur only as
lexical ‘slips’
features; rare
minor errors
occur only as
‘slips’

8  covers all  sequences  uses a wide  uses a wide

requirements of the information range of range of
task sufficiently and ideas vocabulary structures
 presents, highlights logically fluently and  the majority of
and illustrates key  manages all flexibly to sentences are
features / bullet aspects of convey error-free
points clearly and cohesion well precise  makes only very
appropriately  uses meanings occasional errors
paragraphing  skillfully uses or
sufficiently and uncommon inappropriacies
appropriately lexical items
but there may
be occasional
inaccuracies
in word choice
and
collocation
 produces rare
errors in
spelling
and/or word
formation
7  covers the  logically  uses a  uses a variety of
requirements of the organises sufficient complex
task information range of structures
  (Academic) and ideas; vocabulary to  produces
presents a clear there is clear allow some frequent error-
overview of main progression flexibility and free sentences
trends, differences throughout precision  has good control
or stages  uses a range  uses less of grammar and
 (General Training) of cohesive common punctuation but
presents a clear devices lexical items may make a few
purpose, with the appropriately with some errors
tone consistent and although there awareness of
appropriate may be some style and
 clearly presents under-/over- collocation
and highlights key use  may produce
features /bullet occasional
points but could be errors in word
more fully extended choice,
spelling
and/or word
formation
6  addresses the  arranges  uses an  uses a mix of
requirements of the information adequate simple and
task and ideas range of complex
 (Academic) coherently and vocabulary for sentence forms
presents an there is a clear the task  makes some
overview with overall  attempts to errors in
information progression use less grammar and
appropriately  uses cohesive common punctuation but
selected devices vocabulary they rarely
 (General Training) effectively, but but with some reduce
presents a purpose cohesion inaccuracy communication
that is generally within and/or  makes some
clear; there may be between errors in
inconsistencies in sentences spelling
tone may be faulty and/or word
 presents and or mechanical formation, but
adequately  may not they do not
highlights key always use impede
features / bullet referencing communicatio
points but details clearly or n
may be irrelevant, appropriately
inappropriate or
inaccurate
5  generally  presents  uses a limited  uses only a
addresses the task; information range of limited range of
the format may be with some vocabulary, structures
 inappropriate in organisation but this is  attempts complex
places but there may minimally sentences but
 (Academic) be a lack of adequate for these tend to be
recounts detail overall the task less accurate
mechanically with progression  may make than simple
no clear overview;  makes noticeable sentences
there may be no inadequate, errors in  may make
data to support the inaccurate or spelling frequent
description over-use of and/or word grammatical
 (General Training) cohesive formation that errors and
may present a devices may cause punctuation may
purpose for the  may be some difficulty be faulty; errors
letter that is unclear repetitive for the reader can cause some
at times; the tone because of difficulty for the
may be variable lack of reader
and sometimes referencing
inappropriate and
 presents, but substitution
inadequately
covers, key
features / bullet
points; there may
be a tendency to
focus on details
4  attempts to address  presents  uses only  uses only a very
the task but does information basic limited range of
not cover all key and ideas but vocabulary structures with
features / bullet these are not which may be only rare use of
points; the format arranged used subordinate
may be coherently and repetitively or clauses
inappropriate there is no which may be  some structures
 (General Training) clear inappropriate are accurate but
fails to clearly progression in for the task errors
explain the purpose the response  has limited predominate, and
of the letter; the  uses some control of punctuation is
tone may be basic cohesive word often faulty
inappropriate devices but formation
 may confuse key these may be and/or
features / bullet inaccurate or spelling;
points with detail; repetitive  errors may
parts may be cause strain
unclear, irrelevant, for the reader
repetitive or
inaccurate
3  fails to address the  does not  uses only a  attempts
task, which may organise ideas very limited sentence forms
have been logically range of but errors in
completely  may use a words and grammar and
misunderstood very limited expressions punctuation
 presents limited range of with very predominate and
ideas which may be cohesive limited control distort the
largely devices, and of word meaning
irrelevant/repetitive those used formation
may not and/or
indicate a spelling
logical  errors may
relationship severely
between ideas distort the
message
2  answer is barely  has very little  uses an  cannot use
related to the task control of extremely sentence forms
organisational limited range except in
features of vocabulary; memorised
essentially no phrases
control of
word
formation
and/or
spelling
1  answer is  fails to  can only use a  cannot use
completely communicate few isolated sentence forms
unrelated to the any words at all
task  message
0  ƒ does not attend
 ƒ does not attempt the task in any way
 ƒ writes a totally memorised response