ELS assessment band descriptors for communicative assessment tasks.

All of the band descriptors below are relative to the expected competency for the level. Summary: 1 Can only produce with constant support with a basic repertoire. [low-dependent user] 2 Can only produce with some support with a very limited repertoire. [high-dependent user] 3 Produces independently with a little support with a reasonable repertoire. [lowindependent user] 4 Produces confidently with a wide repertoire. [high-independent user]

Grade band descriptors for fluency activities (communicability)

Has little or no competency to sustain an interaction (conversation). Requires constant help initiate and maintain an interaction. Experiences difficulties on a basic level.

Rarely contributes/interjects (self-selects) or takes a turn in an interaction pattern (transaction) or conversation. Responds minimally to other speakers (interlocutors), limited repertoire. Communication sometimes breaks down without support.

Responds satisfactorily when nominated and supports other speakers. Sometimes self-selects or interjects appropriately. Has adequate repertoire for task/purpose and interaction rarely breaks down.

Takes communicative initiatives, self-selects and interjects well, facilitates others participation where appropriate. Demonstrates a wide repertoire.

Grade band descriptors for accuracy activities structural competence (grammar).

1 2

Poor structure/grammar makes interaction/communication unintelligible.

Barely adequate structure/grammar inhibits intelligibility.

Structure/grammar is adequate for task/purpose; errors although frequent dont inhibit intelligibility.

Good use of structure/grammar facilitates intelligibility, few errors.

Grade band descriptors for accuracy activities lexical (vocabulary) usage.

1 2

Inadequate range/use of vocabulary/lexis obstructs intelligibility.

Limited and partially inappropriate use of lexis sometimes inhibits intelligibility.

Vocabulary in normally adequate for purpose/task with modest repertoire, some inappropriate usage but this doesnt normally affect intelligibility.

Good/appropriate use of vocabulary with a wide repertoire. Few errors, consistent intelligibility achieved.

Grade band descriptors for accuracy activities pronunciation/intonation

1 2

Very poor pronunciation and/or intonation obstructs intelligibility.

Inadequate pronunciation and/or intonation sometimes inhibits intelligibility and makes it hard to follow speaker.

Adequate pronunciation and/or intonation generally facilitates intelligibility with occasional lapses.

Good pronunciation and/or intonation makes the speaker easy to follow, errors are few and rarely inhibit intelligibility.

Grade band descriptors for productive writing tasks

Does not organise ideas logically, may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas

Presents information and ideas but these are not arranged coherently and there is no clear progression in the response, uses some basic cohesive devices but these may be inaccurate or repetitive Arranges information and ideas coherently and there is a clear overall progression, uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical, may not always use referencing clearly or appropriately

Sequences information and ideas logically, manages all aspects of cohesion well, uses paragraphing sufficiently and appropriately