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



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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:



Activity #

Skill

Heading

Can Do

  1. Production

Writing

Overall written production

Can write short, cohesive texts on a range of familiar topics within his/her field of interest and/or expertise (adapted B1)

  1. Production

Writing

Creative writing

Can write straightforward, detailed descriptions on a wide range of familiar subjects within his/her field of interest (B1)

  1. Production

Writing

Reports and essays

Can write short, simple essays on topics of interest (B1+)

Can summarize and synthesize from a variety of sources, write a report and give his/her opinion on familiar routine and non-routine matters within his/her field with some confidence (adapted B1+)





Communicative competence

Component

Can Do

  1. Linguistic

Vocabulary control

Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication (B2)

  1. Linguistic

Vocabulary range

Has a good range of vocabulary for matters connected to his/her field and most general topics. Can vary formulation to avoid frequent repetition (B2)

  1. Linguistic

Grammatical accuracy

Shows a relatively high degree of grammatical control and does not make mistakes which lead to misunderstanding (B2)

  1. Linguistic

Orthographic control

Layout, paragraphing and punctuation are consistent and helpful. Spelling is accurate, apart from occasional slips of the pen (C1)

  1. Sociolinguistic

Sociolinguistic appropriateness

Can express him or herself confidently, clearly and politely in formal or informal register, appropriate to the situation and person(s) concerned (B2+)

  1. Pragmatic

Thematic development

Can develop a clear description or narrative, expanding and supporting his/her main points with relevant supporting detail and examples (B2)

  1. Pragmatic

Coherence

Can use a number of cohesive devices to link his/her utterances into clear, coherent discourse, though may be uneven in long contribution. (adapted B2)

The dimensions of the rubric and their definitions:

  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].

Suggested weights and scale of values for each dimension:

Dimension

Weight of dimension

Scale of values

Content

30%

0-30

Coherence

25%

0-25

Vocabulary

20%

0-20

Mechanics

20%

0-20

Sociolinguistic competence

5%

0-5

Performance standards for each dimension:

  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.



  1. 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.



  1. 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.



  1. 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.



  1. 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.





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