Can-Do Statements and Rubric for Assessing Writing at the Mitkadmim Bet Level

The rubric below is based on the list of can-do statements under the heading of Mitkadmim Bet from the CEFR-Aligned Framework for English in Higher Education in Israel. From the list of activities and communicative competences that involve writing, those based on interaction were excluded, since it is unlikely that during a one-hour exam there will be back-and-forth communication.

The rubric is a general one, and covers many different types of writing (descriptive report, opinion essay, analysis of an argument, narrative story, etc.). It is recommended that, based on the general rubric, more specific rubrics be created that relate to particular kinds of tasks.

The rubric relates to the following (non-interactive) can-do statements:

1. 
   Content: the ability to write a short report or essay, or a detailed description, on a familiar topic, which includes (any or all of the following elements, where appropriate): main points, supporting details and examples for the main points, personal opinion, and a summary synthesized from a variety of sources [based on abilities/competences #1, #2, #3 and #9].
   
2. 
   Coherence: the ability to create a text by making use of a number of cohesive devices, resulting in a clear and coherent piece of writing [based on abilities/competences #1 and #10].
   
3. 
   Vocabulary: the ability to use a range of vocabulary accurately without frequent repetition [based on ability/competence #4 and #5].
   
4. 
   Mechanics: the ability to consistently use correct grammar, paragraphing format, punctuation and spelling in a way that does not lead to misunderstandings [based on abilities/competences #6 and #7].
   
5. 
   Sociolinguistic competence: The ability to use register which is appropriate to the context [based on ability/competence #8].
   

1. 
   Content
   
   1. 
      0-6 points: the report/essay/description is off topic. Almost no required elements [may include main points, supporting details and/or examples for the main points, personal opinion, or a summary synthesized from a variety of sources] appear.
      
   2. 
      7-12 points: the report/essay/description is only slightly on topic, with many digressions. Only a few of the elements required to meet the demands of the task [may include main points, supporting details and/or examples for the main points, personal opinion, or a summary synthesized from a variety of sources] appear and are relevant.
      
   3. 
      13-18 points: the report/essay/description is somewhat on topic, with a few digressions. Some of the elements required to meet the demands of the task [may include main points, supporting details and/or examples for the main points, personal opinion, or a summary synthesized from a variety of sources] appear and are relevant.
      
   4. 
      19-24 points: the report/essay/description is mainly on topic, with hardly any digressions. Most of the elements required to meet the demands of the task [may include main points, supporting details and/or examples for the main points, personal opinion, or a summary synthesized from a variety of sources] appear and are relevant.
      
   5. 
      25-30 points: the report/essay/description is on topic, with no digressions. All the elements required to meet the demands of the task [may include main points, supporting details and/or examples for the main points, personal opinion, or a summary synthesized from a variety of sources] appear and are relevant.
      

2. 
   Coherence
   
   1. 
      0-5 points: The report/essay/description is unclear and incoherent, with no apparent connections between the discrete elements. No cohesive devices are used.
      
   2. 
      6-10 points: The report/essay/description is mainly unclear and incoherent, with only a few connections made between the discrete elements. Hardly any cohesive devices appear, and most of them are used incorrectly.
      
   3. 
      11-15 points: Parts of the report/essay/description are clear and coherent, but others are not; there are some good connections between the discrete elements. Only a limited number of cohesive devices appear, and they are not always used correctly.
      
   4. 
      16-20 points: The report/essay/description is mainly clear and coherent, with good connections between the discrete elements (although some unevenness is expected in a longer text). A number of cohesive devices appear, and most of them are used correctly.
      
   5. 
      21-25 points: The report/essay/description is clear and coherent, with seamless connections between the discrete elements (although some unevenness is expected in a longer text). A number of cohesive devices appear and are used correctly.
      

3. 
   Vocabulary
   
   1. 
      0-4 points: The vocabulary is not used accurately. Very basic words are used, with many repetitions. Incorrect word choice hinders communication.
      
   2. 
      5-8 points: The vocabulary is mostly used inaccurately. Basic words are used, with quite a few repetitions. Incorrect word choice often hinders communication.
      
   3. 
      9-12 points: The vocabulary is used somewhat accurately. The range of words is not wide, and there are a few repetitions. There are some incorrect word choices that may hinder communication.
      
   4. 
      13-16 points: The vocabulary is mostly used accurately. The range of words is wide, but there are some repetitions. Occasional incorrect word choice may sometimes hinder communication.
      
   5. 
      17-20 points: The vocabulary is used accurately. A wide range of words is used, with few repetitions. Occasional incorrect word choice does not hinder communication.
      

4. 
   Mechanics
   
   1. 
      0-4 points: Grammar, paragraphing format, punctuation and spelling are incorrect. Errors impede understanding.
      
   2. 
      5-8 points: Grammar, paragraphing format, punctuation and spelling are frequently incorrect. Errors often impede understanding.
      
   3. 
      9-12 points: Grammar, paragraphing format, punctuation and spelling are occasionally accurate. Some errors impede understanding.
      
   4. 
      13-16 points: Grammar, paragraphing format, punctuation and spelling are mostly accurate. Occasional slips usually do not lead to misunderstandings
      
   5. 
      17-20 points: Grammar, paragraphing format, punctuation and spelling are consistently accurate. Occasional slips do not lead to misunderstandings.
      

5. 
   Sociolinguistic competence
   
   1. 
      0-1 points: register inappropriate to the context is used.
      
   2. 
      2 points: register inappropriate to the context is often used.
      
   3. 
      3 points: register that is appropriate to the context is used part of the time.
      
   4. 
      4 points: register that is appropriate to the context is used most of the time.
      
   5. 
      5 points: register that is appropriate to the context is always used.