Summative assessment for the Term - 7 grade

Mark /
Criterion

Content (relevance and development of ideas)

Organization (cohesion, paragraphing and format)

Vocabulary (style and accuracy)

Grammar (style and accuracy) and Punctuation (accuracy)

6

• All content is relevant to the task.

• The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style.

• All content points are fully addressed and developed in a balanced way.

*Such misuse of register should not harm the format of writing.

• Uses a range of basic connectors correctly and attempts to use referencing, but not always clearly or appropriately.

• Uses paragraphs to separate ideas; all paragraphs revolve around one idea or a set of like ideas; the size of each paragraph allows for a proper and balanced development of ideas.

• The format is appropriate, but may be modified for a better reading experience.

• Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items with occasional inappropriacies.

• Has good control of word formation; may make occasional errors in producing less common word forms.

• Spells common vocabulary items correctly; very few (one or two) occasional spelling mistakes may be present.

• May occasionally misspell less common lexical items.

• Errors in word choice and/or spelling do not distort meaning.

• Writes simple and compound sentence forms correctly and demonstrates some variety in length.

• May attempt some complex sentences, but they tend to be less accurate, including punctuation.

• Errors in grammar and/or punctuation do not distort meaning.

5

• All content is relevant to the task; insignificant content omissions may be present.

• The register on the whole corresponds to the requirements of the task; occasional and inconsistent misuse of register may be present.

• Most content points are addressed, but their development may be slightly imbalanced.

• Uses a range of basic connectors correctly.

• Uses paragraphs to separate ideas; most paragraphs revolve around one idea or a set of like ideas; the size of each paragraph may reflect imbalanced development of ideas.

• The format is appropriate.

• Uses a range of everyday vocabulary appropriately; attempts to use less common lexical items, but may make frequent errors.

• Has good control of word formation; may make errors in producing less common word forms.

• Spells common vocabulary items correctly; few (no more than five) occasional spelling mistakes may be present.

• May often misspell less common lexical items.

• Errors in word choice and/or spelling do not distort meaning.

• Writes simple and compound sentence forms correctly, but does not demonstrate variety in length.

• Occasional errors in grammar and/or punctuation do not distort meaning.

4

• Most content is relevant to the task; insignificant content omissions may be present.

• The register on the whole corresponds to the requirements of the task.

• Most content points are addressed, but some content points may be more fully covered than others.

• Uses some basic connectors, but these may be inaccurate or repetitive.

• Uses paragraphs to separate ideas, but tends to misuse paragraphing (a script is a set of very short paragraphs or some paragraphs may be much longer than other ones for no apparent reason).

• The format is generally appropriate.

• Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexical items.

• Has good control of word formation; can produce common word forms correctly.

• May make infrequent errors in spelling more difficult words.

• Errors in word choice and/or spelling rarely distort meaning.

• Writes simple and some compound sentence forms correctly.

• While errors in grammar and/or punctuation are noticeable, meaning is rarely distorted.

3

• Some content is relevant to the task; significant content omissions may be present.

• The register barely corresponds to the requirements of the task.

• Only some content points, which are minimally addressed.

• Uses a very limited range of basic cohesive devices correctly.

• Writes in paragraphs, but may not use them to separate ideas (a script may have random breaks between paragraphs).

• The format may be inappropriate in places.