İZMİR INSTITUTE OF TECHNOLOGY

SCHOOL OF FOREIGN LANGUAGES

DEPARTMENT OF BASIC ENGLISH
2021-2022 ACADEMIC YEAR
SPRING TERM
FINAL EXAM / ALL LEVELS
TEST SPECIFICATIONS / STUDENT’S COPY

EXAM DESIGN

 The Final Exam sessions will take place on the day and at the time determined by the School of
Foreign Languages. Therefore, no change in date or time can be requested due to any excuse.
All the exam sessions will be administered face-to-face.

Number of YOBS
Componen Total Allocated
Date Response Format  Skills Assessed  Tasks / Mark
t Mark   Time
Questions
01 June * Multiple Choice Vocabulary 1 task 10
Vocabulary 10
2022 (4-option) Knowledge 10 questions 09.30-10.25
01 June * Multiple Choice Reading 3 tasks (55 min.)
Reading 15 15
2022 (4-option) Comprehension 15 questions
BREAK
(10.25-10.45)
01 June Use of * Multiple Choice Grammar 3 tasks 15 10.45-11.50
15
2022 English (4-option) Knowledge 23 questions (65 min.)

01 June * Multiple Choice Listening 2 tasks 10

Listening 10
2022 (4-option) Comprehension 10 questions
LUNCH BREAK
(11.50-13.30)
1 task –
01 June Writing an 13.30-14.35
Writing * Open-ended writing an 25 25
2022 essay (65 min.)
opinion essay

Number of YOBS
Response Total
Date Component Skills Assessed  Tasks / Mark Allocated Time
Format  Mark  
Questions
* Warm-up
questions
02-03 * Individual
25 15 minutes for
June Speaking discussion Speaking skills 2 tasks 25
questions each pair
2022
* Pair discussion
questions

1
OVERALL DESIGN
Purpose To assess listening, writing, reading, and speaking skills and knowledge of grammar,
functions, and vocabulary in English in order to indicate the degree of progress that the
learner has made on this course of study
Test type Achievement Test
Intended Undergraduate / graduate students in Prep Class
population Age: 18+
Nationality: Learners from Turkey in a majority
Non-native speakers of the target language
Mostly from similar educational/social background
Intended The results will be used for summative purposes:
decisions/ The score will make a 40% contribution to Yearly Achievement Score, and thus it is
Stakes considered a high-stakes test.
Response format Multiple Choice & Open-ended
Language Level B1+ of Global Scale of English (GSE)
Number of Test- > 1000
takers
Number of Test 6
Components:
Number of 12
Tasks
Number of 58 items & 1 Writing task & 2 Speaking tasks
items
Time Allocated 185 minutes for the written parts of the exam
Order of items Listening and Reading items are in sequential order in relation to their occurrence in the
text/audio
Weighting of All items are equally weighted (1 point each), excluding Use of English Task 1 (0.5 point
items each).
Weighting of Use of English: 23 test items making a 15% contribution to the total score
test components Vocabulary: 10 test items making a 10% contribution to the total score
Reading: 15 test items making a 15% contribution to the total score
Listening: 10 test items making a 10% contribution to the total score
Writing: 1 task making a 25% contribution to the total score
Speaking: 2 tasks making a 25% contribution to the total score
Reporting type Single score for the whole exam on YOBS
Single test score will be out of 100 on YOBS.

2
ASSUMPTIONS REGARDING THE TEST POPULATION
Background The input is aimed to be within learners’ background knowledge but
Knowledge not totally given; learners should not be able to answer questions from
background knowledge without recourse to the input.
Language Students are expected to be at B1+ of the Global Scale of English (GSE).
Knowledge [Item writer(s) will already specify the lexis, structures, and functions in
accordance with the respective GSE levels.]
Lexical Range Appropriate to level B1+ of the GSE
[Note: the input will NOT consist of more than 10% of words from the higher levels.]

Structural Appropriate to level B1+ of the GSE

Range See the structures in the syllabus for this level

Functional Appropriate to level B1+ of the GSE

Range See the functions in the syllabus for this level
SCORING
General * Automatically marked responses for Listening & Use of English & Reading &
Statement Vocabulary
* Writing tasks to be marked by two instructors using an analytic scale of 25 points
(please see Appendix 1).
* Speaking tasks to be marked by the assessor & interviewer using a holistic scale of 25
points (please see Appendix 2).  

SESSION I: VOCABULARY & READING

PART A - VOCABULARY

TASK – Gap Fill

TASK SETTINGS
To test learners’ ability to recognise the correct use of vocabulary given in
Purpose
discrete contexts
Response format Multiple choice items (4-option)

Answer Key
Known criteria [Note: Learners know there is an answer key with which their responses will be
compared]

Weighting All items worth 1 point (0 for incorrect response)

10 items
Number of items

3
Sample Test Item

Choose the correct option to complete the sentences. (10x1=10 points)

1. I’m going to give you 10 ______ tips to run a really successful website.
a) worthless b) valueless c) invaluable d) unprofitable

PART B - READING
TASK 1 – Multiple Matching

TASK SETTINGS

Response format Multiple choice items (4-option)

Answer Key
Known criteria [Note: Learners know there is an answer key with which their responses will
be compared]
Weighting All items worth 1 point (0 for incorrect response)
Number of items 5 items
Intended operations To test learners’ ability to identify the main ideas in paragraphs
TASK DEMANDS
Input
Discourse mode Articles
Exposition/ Description/ Argumentation
Channel Written, paper-based
Text length 450 - 550 words
Nature of information Semi- authentic text / concrete
Content knowledge Text types familiar to students
Familiar topics that interest learners but that do not overexcite or disturb
Sample Test Item

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Read the text and choose the correct option for questions 11-15. (5x1=5 pts)

Like it or not, technology is a fact of life. But what do you think of it all? June Avery asked some of our readers.

A Angela

B Briony

C Carol

11. Which person has changed her way of thinking?

a) Angela b) Dorothy c) Briony d) Carol

5
 TASK 2-Heading

TASK SETTINGS

Response format Multiple choice items (4-option)

Answer Key
Known criteria [Note: Learners know there is an answer key with which their responses will
be compared]
Weighting All items worth 1 point (0 for incorrect response)
Number of items 5 items
Intended operations To test learners’ ability to identify the main ideas in paragraphs
TASK DEMANDS
Input
Discourse mode Articles
Exposition/ Description/ Argumentation
Channel Written, paper-based
Text length 450 - 550 words
Nature of information Semi- authentic text / concrete
Content knowledge Text types familiar to students
Familiar topics that interest learners but that do not overexcite or disturb
Sample Test Item

6
 Read the text and choose the correct option for questions 16-20. (5x1=5 points)

A _________
Although intelligence and the brain have been studied for a long time, there is little understanding of how
the brain works to produce intelligence. This has something to do with the fact that the brain contains around
100 billion cells (about the number of stars in the Milky Way).
B _________
One of the continuing myths about the relationship between intelligence and the brain is that the brains of
very clever people are somehow physically different from those of ordinary people. At the beginning of the
century, an American scientist called E.A. Spitzka produced a list of the weights of the brains of important,
well-known men. The heaviest brain on the list was that of Turgenev, the Russian novelist, at 2000 gr.
However, the brain of another great genius, Walt Whitman, weighed only 1282 gr.
C _________
There are no significant differences between the intelligence levels of males and females. However, girls
under seven score a little higher than boys in IQ tests and Marilyn vos Savant has the highest IQ recorded.
Yet, men and women differ in the way they think. Generally, women are more skilled orally and men do
tasks better after they see them.
D _________
Also, there are similarities between the brains of all people and computers. Computers can do complicated
calculations at unbelievable speeds. But they work in a fixed way because they can’t make memory
connections. In fact, it is claimed that when it comes to seeing, moving and reacting, no computer can even
compete with the brain power of a fly.
E _________
Most of our mental acts are deeply formed habits. Challenging your brain to do things differently helps it
develop. Try changing routines as often as you can: take a bus instead of going by car, sit in a different chair.
Exercise more. Good health and fitness levels gives you improved energy. Cooking is also good for mental
exercise. It challenges memory and gives creative ability. Finally, don’t forget to do puzzles and play games.

16. Which of the following is the correct heading for paragraph A?

a) A shocking history c) Which is more important: IQ or EQ?
b) The battle of the sexes d) How much do we know?

TASK 3-Reading Comprehension

TASK SETTINGS

Response format Multiple choice items (4-option)

Answer Key
Known criteria [Note: Learners know there is an answer key with which their responses will be
compared]
Weighting All items worth 1 point (0 for incorrect response)
Number of items 5 items
Intended operations To test learners’ ability to:
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  derive the probable meaning of unknown words from familiar contexts
 understand straightforward factual texts on familiar topics
 understand which word or phrase a pronoun refers to
 identify key information in a simple academic text
 identify the main topic and related ideas in a structured text
TASK DEMANDS
Input
Discourse mode Articles / Short stories
Exposition / Narration / Description / Argumentation
Channel Written, paper-based
Text length 450-550 words
Nature of information Semi- authentic text / concrete
Content knowledge Text types familiar to students
Familiar topics that interest learners but that do not overexcite or disturb
Sample Test Item

Read the text and choose the correct option for questions 21-25. (5x1=5 points)

200,000 miles from the earth, the crew of the third manned mission to the Moon faced an astronaut's worst
nightmare: an explosion on the spacecraft. It is the plot of the Oscar-winning film Apollo 13, but it's also a
true story of survival against the odds.
A Was it doomed from the beginning? The scientists at Houston were in charge of getting the spacecraft to
the Moon and back. They had scheduled for the April 1970 lift-off for 13 minutes after the 13th hour. They
had also planned the moon landing itself for the 13th day of the month. For those who believe in bad luck,
perhaps the only thing missing was a Friday. Scientists aren't supposed to be superstitious, though, and
despite minor problems on lift-off, Apollo 13 started its journey.
B Two days into the mission, the three-man crew faced catastrophe. They had been carrying out routine
checks when there was a loud bang. Warning lights were starting to flash furiously. Looking out into space,
they could see a trail of gass - the spacecraft was leaking oxygen. They sent out a short message to the
scientists back on Earth: “Houston we’ve had a problem here!” At first, they thought that a meteor had hit
them, but they later found out that a short-circuit had caused an oxygen tank to explode. Whatever the
cause, they knew there was no time to lose. Their electricity supply in the command module depended on
that oxygen and pretty soon they will run out of both.
C The only solution was to conserve oxygen by moving from the command module into the lunar module
- the section of the spacecraft that would have landed on the Moon. Now though, they were using it as a
kind of lifeboat. With its own power supply, oxygen and water, the three men could survive in the lunar
module and return to Earth. There was another problem though. In an enclosed space like a lunar module,
the carbon dioxide the crew was breathing out was dangerous. The equipment to clear the air of carbon
dioxide was only built for two people. Now it had to cope with three. Amazingly, crew managed to put
together an adapter that reduced the carbon dioxide to a safe level.
D There was one final obstacle. The lunar module wasn't strong enough to re-enter the Earth’s atmosphere,
so the crew had to transfer back into the damaged command module. To everyone's relief, the crew of
Apollo 13 splashed down safely in the South Pacific Ocean on April 17th. It was a space flight that would
go down in history. Although the crew didn't land on the Moon, NASA still considers the mission a success.
The Apollo 13 disaster was proof that their highly-trained astronauts could deal with anything that could
go wrong.

8
21. The text is mainly about _____________.
a) the bad effect of the number 13 c) the Oscar-winning film Apollo 13
b) an explosion on a spaceship d) a journey to the Moon

SESSION II: USE OF ENGLISH & LISTENING

PART A – USE OF ENGLISH

TASK 1- Gap Fill
TASK SETTINGS
To test learners’ ability to recognise the correct usage of various grammatical forms and
Purpose
structures given in discrete contexts
Response Multiple choice (4-option)
format
Known Answer Key
criteria [Note: Learners know there is an answer key with which their responses will be
compared]

Weighting All items worth 0.5 point (0 for incorrect response)

Number of
16 items
items
SAMPLE TASK

Choose the correct option to complete the sentences in questions 1-16. (16x0.5=8 points)
1. This is the _______ pizza I’ve ever had.
a) worst b) worse c) bad d) badly

TASK 2- Error Detection

TASK SETTINGS

To test learners’ ability to recognise the error in various grammatical forms and structures
Purpose
given in contexts
Response
Multiple choice items (4-option)
format
Answer Key
Known
[Note: Learners know there is an answer key with which their responses will be
criteria
compared]
Weighting All items worth 1 point (0 for incorrect response)
Number of
5 items
items

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Sample Test Item
In questions 17-21, there are four CAPITALISED words / phrases. One of them contains a
grammatical mistake. Choose the option that shows the mistake. (5x1=5 points)

  17. Last year, we A) GO to Antalya. My sister and I love B) SWIMMING. She is C) A good surfer.
This year I want to surf with D) HER.

TASK 3- Dialogue Completion

TASK SETTINGS

Purpose To test learners’ ability to recognise the correct use of functions given in a dialogue
Response
Multiple choice items (4-option)
format
Answer Key
Known
[Note: Learners know there is an answer key with which their responses will be
criteria
compared]
Weighting All items worth 1 point (0 for incorrect response)
Number of
2 items
items
Sample Test Item
Choose the correct option to complete the dialogues in questions 22-23. (2x1=2 points)
22. Student: ____________ that I didn’t do my homework. Sorry.
Teacher: That’s fine. I know you were busy.
a) I’m afraid
b) I’ll tell him
c) She’s upset
d) I promise

PART B – LISTENING

TASK SETTINGS

Response Multiple choice (4-option)

format
Known Answer Key
criteria [Note: Learners know there is an answer key with which their responses will be
compared]
No partial credit

10
Number of 2
tasks
Number of 5 in each task (10 in total)
items
Weighting All items worth 1 point (0 for incorrect response)
Time 1 minute for reading the instructions and reviewing the questions
constraints 30 seconds before the second play of the recording
1,5 minutes before the start of the second task
Intended To test learners’ ability to:
operations  identify the main points in short talks on familiar topics, if delivered slowly and
clearly.
 identify key details in a simple recorded dialogue or narrative.
 identify key details (e.g. name, number) in factual talks on familiar topics, if
delivered in clear standard language.

TASK DEMANDS
Input
Discourse Dialogue /conversation or monologue / talk
mode Narration / Exposition
Description /Argumentation / Instruction
[Note: Item writers could choose either conversation or talk in Task 1 on the condition
that both are used in the listening test, i.e., the other listening task will include the one
that has not been used.]
Channel Auditory
Length 3-4 minutes
Nature of Semi-authentic/concrete
information
Content Familiar topics that interest learners but that do not overexcite or disturb
knowledge
Variety of Standard British or Standard American
accent European English
Number of 1 or 2 in each task depending on the discourse mode
speakers
SAMPLE TASK

You will hear people talking in different situations. Choose the correct option for questions 24-
28. You will hear the recording twice. (5x1=5 points)

  24. You hear a husband and wife discussing what to call their new baby. What name do they choose?
a) Stuart c) Steven
b) Gregory d) Micheal

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 SESSION III: WRITING

TASK - Writing an Opinion Essay

TASK SETTINGS

Response format Open-ended

Time Allocated 65 minutes
To test learners’ ability to:
 organise ideas for an academic essay
 Write introduction, body and conclusion paragraphs to support the thesis
Intended Operations statement
 use a variety of accurate language structures and vocabulary
corresponding to the target language level use correct spelling,
punctuation and capitalisation 
Minimum 350 words
Word Limit of Response 

Response format Open-ended

SCORING
Analytic (see Appendix 1)
Type of Scale

Sample Test Item

Task: Write a well-developed opinion essay of minimum 350 words in four or five paragraphs.
Topic: “Do you think it is a good idea for students to get a job?”
Support your opinion with specific reasons and details.

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 SPEAKING
Test Type Achievement Test

Test Format Oral Interview

Weighting 25%

Time Allocated 15 minutes for each pair of students

Language Level B1/B1+ of GSE (Global Scale of English)

Number of Tasks 3

Task Types 1. Warm-up Questions (Student-Interviewer)

The interviewer asks each pair a certain set of predetermined basic verbal
questions.
2. Individual Discussion Questions (Student-Interviewer)
The interviewer asks each student a different set of predetermined verbal
questions.
3. Pair Discussion Questions (Student-Student)
The interviewer asks each pair to discuss a topic, make a decision, etc. through
written stimulus.

Scoring:

Type of Scale Holistic (see Appendix 2)

Tasks Marked 2&3

Assessor’s contribution to 15% (The mark automatically converted in Excel form)

final mark
Interviewer’s contribution 10% (The mark automatically converted in Excel form)
to final mark

Marker Reliability More than 1 band (e.g. 2-4) requires negotiation between the interviewer and assessor.

TASK 1- Warm-up Questions

Sample Question
What’s your department?
TASK 2 –Individual Discussion Questions
Sample Question
Who is the most self-confident person you know? Give examples of his/her behaviour.
TASK 3 – Pair Discussion Questions
Sample Question
You’re going to talk about popular tourist destinations for about 3 minutes.
Think about the sorts of places that are popular with tourists. Talk to each other about why tourists
prefer going to places like these. Choose at least three reasons for this:
* prices
* nightlife
* accommodation
* sandy beaches
* cultural activities
* local food
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IMPORTANT REMINDERS

 Students are required to have ID cards to be able to take the exam. Without the ID card with the
photograph on, it will not be possible for students to take the exam.
 Students are responsible for following the announcements about the exam entirely for the exam venue,
time, speaking exam pairings and interview sessions on YDYO website before the exam.
 Students who are late for the speaking exam will not be able to take the exam.
 Students whose pairs do not arrive on time for the speaking exam will take the exam in groups of three
with the following pair in the same class.
 Students must be ready in their classes 10 minutes before the start of the exam.
 Students can take the written exam late if it is not more than 15 minutes.
 Students need to comply with the warnings of the proctors during the sessions. Therefore, students who
do not comply with the specified rules forfeit the right to take the exam.
 Students are not allowed to use extra resources (dictionaries, printed materials, etc.) during the exam
session.
 Students are required to provide and check all the necessary information on the exam booklets and
optical forms (i.e., names, surnames, school numbers and exam classes).
 Students themselves will be responsible for any errors in the answers (wrong marking of the answer,
wrong marking of the student number, missing marking, not finishing or not being able finish the exam
within the specified time, etc.) Thus, they must check the accuracy of the markings before handing in
their exam documents. It must be noted that it will not be possible for students to get back the exam
documents after they hand them in.
 If it is detected that a student has attempted to cheat in any way, his/her exam will be nullified.
Additionally, disciplinary and legal actions will be taken for those students.
 Students have the right to object to their exam results only in suspicious cases of miscalculation. Then,
students must submit a petition of objection to the SFL Student Affairs Office within 7 working days.
Students cannot object to the grades given by the instructor(s) for a re-evaluation.

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 APPENDIX 1
ESSAY WRITING ANALYTIC RATING SCALE / STUDENT’S COPY (25 pts.)

CONTENT & 2 the topic is introduced with general information which is properly narrowed down to focused information
ORGANISATION 1 the topic is introduced with some general information but there may not be a smooth transition to focused information OR the introduction may be too specific
(15 pts.) INTRODUCTION and/or short
(2 pts.)
0 no introduction / does not communicate OR not enough to evaluate
THESIS 2 the thesis statement presents the controlling idea with a reference to the opposing view and to subtopics/reasons
(2 pts.) 1 the thesis statement presents the controlling idea but does not refer to the opposing view and/or subtopics/reasons
0 no thesis statement or the thesis statement does not present the controlling idea
CONTENT 4 the thesis is supported with relevant major supporting ideas including well-focused details/examples
3 all major supporting ideas support the thesis but one or two details/examples are undeveloped
2 most major supporting ideas support the thesis but one major idea may be irrelevant and/or several details/examples are undeveloped /irrelevant
1 the thesis is supported inadequately with frequently repeated/irrelevant/undeveloped major supporting ideas and/or details/examples
BODY 0 ideas considered partly relevant OR not enough to evaluate
(8 pts.) 4 task requirements are fully met / fluent expression of well-organised ideas / a wide range of accurate cohesive devices
3 task requirements are partially met / a few ideas may not be smoothly connected / an adequate range of cohesive devices with one or two errors
ORG 2 t task requirements are partially met /some ideas may be disconnected or loosely-organised / a limited range of cohesive devices with several errors
1 most task requirements are not met /ideas disconnected or poorly organised / non-fluent / a very limited range of cohesive devices with frequent errors
0 no organisation OR not enough to evaluate
3 the conclusion is signalled with a transition phrase, and the subtopics are summarised or the thesis is restated, and finalised with a comment
CONCLUSION 2 the subtopics are summarised or the thesis is restated, but the conclusion may not be signalled with a transition phrase or there may not be a final comment
(3 pts.) 1 one or two of the subtopics may be missing in the summary or the restatement of the thesis may be in very similar words
0 no conclusion / does not communicate OR not enough to evaluate

LANGUAGE USE 4 a wide range of appropriate vocabulary with one or two errors
(8 pts.) VOCABULARY
(4 pts.) 3 an adequate range of appropriate vocabulary with several errors
2 a limited use of vocabulary with repetitions and/or frequent errors that may impair communication at times
1 very poor and repetitive vocabulary and major errors that seriously hinder communication
4 effective use of simple grammatical structures but there may be one or two errors in complex constructions
SENTENCE STRUCTURE 3 effective use of simple grammatical structures with one or two errors but several errors in complex constructions
(4 pts.)
2 good use of simple grammatical structures with one or two errors but major or frequent errors in complex constructions
1 major or frequent errors in simple and/or complex grammatical structures
0 dominated by errors and thus does not communicate OR not enough to evaluate
MECHANICS 2 one or two errors in spelling, punctuation and capitalisation
(2 pts.)
1 several errors in spelling, punctuation and capitalisation
0 frequent errors in spelling, punctuation and capitalisation, making the text ineligible

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 ADDITIONAL NOTES:

1. Half marks will not be given.

2. Discrepancy of more than 3 points between two raters requires reassessment/negotiation

3. ‘The fully met task requirements’ in ‘body’ part of the essay include:

a. 2 or 3 body paragraphs
b. a topic sentence in each body paragraph
c. at least 2 major supporting ideas in each body paragraph
d. at least 1 supporting detail for each main idea

4. Check the table below for additional notes on marking:

PROBLEM MARKING Extra Notes:

Plagiarism The response will be marked ‘0’ -Please consult the Testing Unit
See example cases of plagiarism points out of 25. only for cases you are unsure
below: about.

a. Copying parts or sentences

from internet sources or any
printed sources
b. Copying parts or sentences
from another student

‘Off-topic’ response The response will be marked ‘0’ -Please consult the Testing Unit
points out of 25. only for cases you are unsure
about.
- For the cases you are unsure
about, please follow ‘Standards
of Marking’ procedures before
you make a decision about
fully irrelevant (off-topic) and
partly irrelevant (around-topic)
responses.

A response below 350 words 1 point will be subtracted from the -Please use the subtraction part
overall mark. in the relevant Excel file to
 The response is in the essay calculate the overall mark.
format but shorter than the
minimum word limit.

16
Ineligible for grading The response will be marked ‘0’ Please consult the Testing Unit
points out of 25. only for cases you are unsure
- The response is not in the about.
essay format and too short.

No title 1 point will be subtracted from the -Please use the subtraction part
overall mark. in the relevant Excel file to
calculate the overall mark.

Paragraph(s) not indented 1 point will be subtracted from the -Please use the subtraction part
overall mark. in the relevant Excel file to
calculate the overall mark.

Paragraph order 1 point will be subtracted from the -Please use the subtraction part
overall mark if the body paragraphs in the relevant Excel file to
are not ordered in the same order as calculate the overall mark.
the sub-topics (if explicitly given) in
the thesis statement.

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APPENDIX 2
Speaking Skills / B1+ LEVEL of GSE (Global Scale of English)
Holistic Rating Scale / Student’s Copy
Band PERFORMANCE DESCRIPTORS

 All task requirements are fully completed without any irrelevancies/omissions.

 Can present clearly focused information and points of view using extended stretches of language. Can talk about a variety of topics and
effectively connect ideas and arguments with complex language.
5
 Occasional hesitation; uses stress and intonation to convey meaning effectively.
 Uses a good and varied range of vocabulary, collocations and some complex functions. Is able to express ideas and opinions on most topics
without obviously searching for words. Can exploit pragmatic meanings of everyday fixed phrases.
 Communicates with accuracy on a wide range of topics. Makes occasional errors when dealing with complex abstract topics but these do
not prevent understanding. Can self-correct. Errors may be either fossilized L1interference or reflect L1 identity.

4 Some features of band 5 and some features of band 3.

 All / most task requirements are completed without any irrelevancies/omissions or there may be only minor irrelevancies/omissions.
 Can communicate using longer stretches of connected clauses and functional language (e.g. compare/contrast; reason/explanation).
 May pause when handling more complex matters and need to use repair strategies. Is generally intelligible and can use basic stress and
intonation to support meaning.
 Uses a range of words, structures and collocations. Can deal with unfamiliar everyday topics but has a limited range of complex language.
3
Searches for unknown words and /or uses repetitive paraphrases.
 Communicates with reasonable accuracy in familiar contexts; generally, has good control of most basic and some complex structures.
Errors occur when using more complex phrases or when talking about unfamiliar or abstract topics. Generally, uses vocabulary appropriately
for the topic.

2 Some features of band 3 and some features of band 1.

 Some task requirements are not completed. Irrelevances and misinterpretation of the task may be present.
 Can use the most common connectors to link a series of simple clauses or sentences to show time, reason or contrast.
 Can construct utterances consisting of several simple sentences but may hesitate, pause and repair speech. Is generally intelligible but this
may break down in longer utterances.
1  Has an appropriate range of words, structures, some basic collocations but a limited range of functions. May be repetitive and have
imprecise vocabulary.
 Has control of a set of basic structures, words and functional language for predictable content and message is clear. May still make basic
tense errors even in short, simple sentence structures.

0 No tasks completed / Very hard to understand / Clearly significantly below level criteria / Insufficient language for assessment

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 Categories of Spoken Performance Descriptors
(Adapted from GSE Adult Assessment Framework)
Category Sub-category
Task achievement Relevancy Outlined in item 1 of the bands in
Task Completion the scale
Spoken production & Length of contribution Outlined in items 2 & 3 of the
fluency Cohesion bands in the scale
Intelligibility
Pausing & Hesitation

Range Structure Outlined in item 4 of the bands in

Vocabulary the scale
Functional language

Accuracy Structure Outlined in item 5 of the bands in

Vocabulary the scale
Functional language

Conversion Table of Marking

Band Mark in Holistic Scale (5 pts.)
Speaking Total Mark (25 pts.) Assessor Interviewer
25 5 5
23 5 4
22 4 5
20 4 4
18 4 3
17 3 4
15 3 3
13 3 2
12 2 3
10 2 2
8 2 1
7 1 2
5 1 1
3 1 0
2 0 1
0 0 0

* The “assessor score” to be multiplied by 3, the “interviewer score” to be multiplied by 2

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