Professional Documents
Culture Documents
Viewpoints 10 EGB
In Viewpoints 10 EGB, three Test Training sections have been prepared to promote
continuous evaluation and to have a more accurate picture of students’ progress
throughout the book. The format of the tests resembles the one used in diverse
international examinations. This decision is based on different reasons. First, it
has been widely recognized that international tests measure the levels of the CEF
performance descriptors appropriately; second, by providing an international
examination format and linking it to the CEF standards, both teachers and students
will have a consistent point of reference concerning foreign language achievement;
finally, by using this format students will have the opportunity to become familiar
with and develop the strategies needed to take an international exam for evaluating
foreign or second language proficiency.
These tests can serve two purposes: a) as an opportunity for teachers to work on
ongoing assessment practices; b) as summative or cumulative evaluations to get a
sense of the CEF standards consolidated through the program and what areas need
further practice.
The editors
257
For grading the speaking and writing tasks, the following rubrics should be
used. Each rubric corresponds to a different aspect of the tasks and to a score
that has been specified on top of each column. The sum of the corresponding
scores per rubric, including all aspects, should yield the final score.
Does not manage the Hardly uses the Correctly uses the Uses in an appropriate
Simple Past tense, Simple Past tense, Simple Past tense, way the Simple Past
the Past Progressive the Past Progressive the Past Progressive Tense, the Past
tense, words and tense, words and tense, words Progressive tense,
expressions needed expressions needed and expressions words and expressions
to describe a to describe a to describe a to describe a
memorable event. memorable event. memorable memorable event.
Accuracy Confuses expressions event. Sometimes
systematically, confuses the use
which may cause of verb tenses
communication and expressions,
failure. but this does not
greatly affect
communication.
Manages very short, Can make himself / Has enough Has an outstanding
isolated sentences herself understood in language to language command
with mainly pre- very short utterances, keep going to keep going
packaged utterances. even though pauses, comprehensively, comprehensively,
Too much pausing to false starts and even though pauses even though
Fluency search for expressions reformulation are for grammatical some pausing for
and speech is slow very evident. Speech and lexical grammatical and
and hesitant. is still slow and planning. Repair is lexical planning may
hesitant. evident, especially occur.
in longer stretches
of production.
258
Has great difficulty Can, with a lot of Can, with some Can successfully
responding to simple effort, respond to hesitation, respond to simple
statements. Finds simple statements respond to simple statements and
it hard to initiate and initiate and statements and hold a face-to-face
and hold a face-to- hold a face-to-face hold a face-to-face conversation about a
face conversation conversation. Very conversation about memorable event. Is
when talking about rarely understands a memorable event. able to provide extra
Interaction a memorable event. enough to keep the Responses are details spontaneously
Requires repetition conversation going. adequate in the on- in the on going
of the message Repetition on part of going conversation conversation.
delivered by the other the other speaker is most of the time.
speaker because he required to maintain
/ she is unable to the conversation.
understand.
Finds it very difficult Connects ideas Can organize, with Is able to organize his /
to organize his / her inappropriately, some sufficiency, her ideas successfully,
ideas, especially when especially when his / her ideas when especially when asking
asking questions asking questions asking questions questions in the
in the Simple Past in the Simple Past in the Simple Past Simple Past tense and
tense and Past tense and the Past tense and the Past the Past Progressive
Progressive tense Progressive tense or Progressive tense tense or following
Coherence or when following when trying to follow or following the the conversation. The
the conversation. the conversation. conversation. The message is clear and
Total or notable Task input is message is clear concrete.
omission of task input inadequately covered although there
and meaning is not or omitted. Meaning are some hesitant
conveyed. usually gets lost. sentences. Task
input is used.
259
Test Training A (Units 1 and 2) - Rubrics
Qualitative Aspects of Writing (10 points)
Grading Scale 0.5 1.0 1.5 2.0
The topic and the task The topic and The topic and The topic and
are not developed. The the task are the task are the task are well
text lacks the intended not completely developed, but developed. The
message and does not developed. The the text lacks part text provides all the
provide meaningful text lacks most of the intended information required
information about a of the intended message or about a completed
completed event in message or it is it is not fully event in the past (a
Content the past (a vacation poorly related to it. related. Provides vacation incident).
incident). Does not provide information about
all the required a completed event
information about a in the past (a
completed event in vacation incident),
the past (a vacation but misses some
incident). relevant details.
260
Uses a poor range Uses a limited Uses a narrow Uses a wide range
of vocabulary to talk range of vocabulary range of of vocabulary to talk
about a personal to talk about vocabulary to talk about a personal
experience in the a personal about a personal experience in the
past. Permanent use experience in the experience in past. The message
of wrong words and past. The message the past. Some conveyed is accurate
Vocabulary range expressions leads to a is only partially circumlocutions and clear.
loss of coherence. conveyed, and might be present,
lexical limitations but they do not
obscure meaning. obscure the overall
meaning.
The text’s register and The text’s register The text register The text has an
format are inconsistent and format (informal) and informal register
and the narration of a are sometimes format are and well-structured
personal experience in inconsistent and adequate. Uses sentences, which
Appropriateness the past is not possible. the narration well-structured are appropriate to
of a personal sentences, which in narrate a personal
of register and experience in the most of the cases experience in the
format past is inadequate. are appropriate past.
for narrating
a personal
experience in the
past.
261
Test Training A (Units 1 and 2) – How to Grade
Section CEF Standard Performance Descriptor
262
Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Spoken Language: Oral Expression (10 points)
Grading Scale 1.0 1.5 2.0 2.5
Shows very limited Uses, with a lot Uses a basic Uses simple
control of simple of effort, simple repertoire of simple structures and
grammatical grammatical grammatical patterns to express
structures and structures and structures and ability (can / can’t),
patterns to express patterns to express patterns to express advice (imperative
ability (can / can’t), ability (can / can’t), ability (can / can’t), form of verbs / have /
advice (imperative advice (imperative advice (imperative should / must) and to
form of verbs / have / form of verbs / have / form of verbs / give extra information
should / must) and to should / must) and to have / should / (comparatives
give extra information give extra information must) and to give and superlatives)
(comparatives (comparatives extra information successfully. The
Accuracy and superlatives). and superlatives). (comparatives and appropriate use
Excessive confusion Confuses these superlatives). Some of structures and
and inaccurate use structures confusion may be patterns facilitates
of these structures and patterns present, but this communication.
and patterns impedes systematically, does not affect
communication. which usually causes communication.
communication
breakdowns.
263
Manages only short, Shows difficulty to Talks about a tourist Talks about a tourist
mainly memorized talk about a tourist destination and destination and
utterances to talk destination and activities he / she activities he / she can
about a tourist activities he / she can or can’t do. or can’t do. Normal
destination and can or can’t do. False starts, short false starts, pauses
activities he / she can Repeated false starts, pauses to search and reformulation
or can’t do. Pauses long pauses and too for expressions and are present and
are too long and much hesitation are communication integrated into
hinder the flow of present and make repair are present, the flow of the
Fluency the presentation. the conversation but do not affect conversation.
No communication difficult to follow. No the flow of his / her
repair is present communication repair presentation.
and false starts are is present.
continuous, impeding
communication.
His / Her utterances His / Her utterances His / Her utterances His / Her utterances
are not linked are unorganized convey the are appropriately
correctly. Basic and lack coherence information organized. Is able
connectors such most of the time. required most of to link them with
as and, but, also, Sometimes, neither the time. Ideas are basic connectors
so or because are words nor expressions organized although such as and, but,
not used or used are properly arranged. sometimes also, so or because
inappropriately. The use of connectors confuses the use of appropriately. The
The message is too such as and, but, and, but, also, so or message is clear and
short and confusing. also, so or because is because to connect concrete.
Coherence
Meaning is not inappropriate. them. There are a
conveyed. few organization
mistakes present,
but the message is
conveyed.
264
Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Writing (10 points)
Grading Scale 0.5 1.0 1.5 2.0
The topic and the task The topic and The topic and the The topic and
are not developed. the task are task are developed, the task are well
It lacks the intended not completely but the text lacks developed achieving
message. The text developed. It part of the intended the intended
neither describes lacks most of message. message. Is able to
a hobby nor gives the intended write a clear and
Content advice for someone message. The logical text that
who is interested in text is incomplete describes a hobby
getting into it. since advice is just and gives advice
partially given and for someone who is
the message is interested in getting
unclear. into it.
265
Writes a text ignoring Does not include Writes a text Excellent completion
the suggested all of the suggested following most of the suggested
indications. Incorrect indications for of the suggested indications for
use of connectors of writing the type indications. Most of writing the type
contrast (however, text required. the time connectors of text required.
on the contrary, but) Recurrent incorrect of contrast (however, Correct use of
Organization and addition (also, use of connectors on the contrary, but) connectors of
besides, in addition) of contrast and addition (also, contrast (however,
and causes transitional (however, on the besides, in addition) on the contrary,
cohesion problems among contrary, but) and are used correctly. but) addition (also,
ideas. addition (also, This makes the besides, in addition)
besides, in addition) transition among makes the message
causes transitional ideas clear. clear and easily
problems among understandable.
ideas.
The register The register The text has an The text has an
(informal) and format (informal) and informal register informal register
Appropriateness are inappropriate or format are and well-structured and well-structured
of register and inconsistent for giving sometimes sentences, which sentences, which
format advice. inappropriate or are, most of the are consistently
inconsistent for time, appropriate for appropriate for
giving advice. giving advice. giving advice.
266
Test Training B (Units 3 and 4) – How to Grade
Section CEF Standard Performance Descriptor
267
Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Spoken Language: Oral Expression (10 points)
Grading Scale 1.0 1.5 2.0 2.5
Shows very limited Uses, with a lot of effort, Uses a basic Uses structures
control of grammatical grammatical structures repertoire of and patterns
structures and and patterns to talk about grammatical to talk about
patterns to talk about imaginary experiences structures and imaginary
imaginary experiences (mainly the Simple patterns to talk experiences
(mainly the Simple Future tense with going about imaginary (mainly the
Future tense with to and will). Confuses experiences Simple Future
Accuracy going to and will). these structures and (mainly the tense with going
Excessive confusion patterns systematically, Simple Future to and will). The
and inaccurate use which usually causes tense with going appropriate use of
of these structures communication to and will). Some these structures
and patterns impedes breakdowns. confusion may be and patterns
communication. present, but this facilitates
does not affect communication.
communication.
268
Presents the required Presents the required Presents Presents
information (based on information (based the required the required
a suggested plan) in a on a suggested plan) information information (based
very inconsistent way. with inconsistencies. (based on a on a suggested
Finds it very difficult Sometimes, neither suggested plan) plan) in a very
to organize his / her words nor expressions are in a consistent consistent way. Is
ideas. Basic connectors properly arranged. The way. Ideas able to organize
and formulaic use of connectors and are organized his / her ideas and
expressions such as I formulaic expressions such although link them with
think, in addition, for as I think, in addition, for sometimes basic connectors
example or that seems example or that seems to confuses the and formulaic
to are not used or used is inappropriate. Task input use of basic expressions
inappropriately. The is inadequately covered connectors such as I think,
Coherence message is too short or omitted. Meaning is and formulaic in addition,
and confusing. Task usually lost. expressions for example or
input is not covered. (I think, in that seems to
Meaning is not addition, for successfully. The
conveyed. example or that message is clear
seems to) to and concrete and
connect them. task input is fully
There are a few used.
organization
mistakes
present, but
the message is
conveyed. Task
input is used.
269
Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Writing (10 points )
Grading Scale 0.5 1.0 1.5 2.0
The topic and The topic and The topic and the The topic and the task
the task are not the task are task are developed, are well developed
developed. It not completely but the blog achieving the
lacks the intended developed. It entry lacks part intended message.
message. Does lacks most of the of the intended All the biographical
not provide intended message. message. Provides information about a
Content biographical Does not provide biographical person he / she admires
information about enough biographical information about is provided.
a person he / she information about a person he / she
admires. a person he / she admires, but some
admires. relevant points are
missing.
270
The range of The range of Shows control of Shows an excellent
vocabulary to vocabulary to write a an average range range and accurate
write a biography biography (personal of vocabulary to control of words to
(personal information, write a biography write a biography
information, achievements (personal (personal information,
achievements, regular / irregular information, achievements, regular /
Vocabulary regular / verbs) is limited. achievements, irregular verbs).
range irregular verbs) Lexical limitations regular / irregular
is very limited. may obscure the verbs). Some
Frequent misuse message. circumlocutions
of vocabulary might be present,
completely but they do not
obscures the greatly impede
message. communication.
The register The register The biography has The biography has a
(formal) (formal) and a formal register formal register and well-
Appropriateness and format format (biography) and well-structured structured sentences,
of register and (biography) are are sometimes sentences, which which are consistently
format inappropriate or inappropriate or are, most of the appropriate for the task.
inconsistent with inconsistent with the time, appropriate
the task. task. for the task.
271
Test Training C (Units 5 and 6) – How to Grade
Section CEF Standard Performance Descriptor
Can understand Excellent Understands the topic of discussion and specific information from a
the topic of (5) conversation about future plans.
Listening discussion Good Understands part of the topic of discussion and part of the specific
Part 1 and specific (3-4) information from a conversation about future plans.
(5 points) information
from a Needs practice Fails to understand the main points and specific information from a
conversation. (0-2) conversation about future plans.
Can understand Excellent Understands with ease the key points of an announcement about a career
the main points (5) opportunity.
Listening in short, clear Good Identifies some of the key points of an announcement about a career
Part 2 and simple (3-4) opportunity. However, shows misunderstanding at times.
(5 points) messages and
announcements. Needs practice Fails to understand the main points of an announcement about a career
(0-2) opportunity.
Can understand Excellent Accurately understand the meaning of simple isolated phrases related to
very short, (4) unusual jobs.
Reading simple texts,
putting together Good Has difficulty to understand a series of simple isolated phrases related to
Part 1 familiar names, (3) unusual jobs.
(4 points) words and basic
phrases. Needs practice Fails to understand a series of simple isolated phrases related to unusual
(0-2) jobs.
Can understand Excellent Successfully identifies the main idea of short, simple texts that describe
short, simple (5) people’s experiences using everyday language.
texts on familiar
Reading Identifies the main idea of short, simple texts that describe people’s
matters of a Good
experiences using everyday language. Though some misunderstanding
Part 2 concrete type (3-4)
might be present, generally it does not affect comprehension.
(5 points) which consist of
high frequency Fails to identify the main idea of short, simple texts that describe
everyday Needs practice
people’s experiences. Despite the everyday language used in the texts,
language. (0-2)
comprehension is not achieved.
Can understand Excellent Successfully identifies the main idea of short, simple texts that describe
short, simple (5) people’s experiences using everyday language.
texts on familiar
Reading Identifies the main idea of short, simple texts that describe people’s
matters of a Good
experiences using everyday language. Though some misunderstanding
Part 3 concrete type (3-4)
might be present, generally it does not affect comprehension.
(5 points) which consist of
high frequency Fails to identify the main idea of short, simple texts that describe
everyday Needs practice
people’s experiences. Despite the everyday language used in the texts,
language. (0-2)
comprehension is not achieved.
Can write very Accurately writes a short biography. The use of basic sentence patterns and
Excellent
short, basic connectors is accurate and facilitates communication.
Writing descriptions
Is able to write a short biography. A few mistakes may be present (use of
(10 of events, Good
connectors or sentence patterns), but the message is still clear.
points) past activities
and personal Needs practice Has difficulty to write a short biography. Too many mistakes in basic
experiences. sentence patterns and the use of connectors impede communication.