ELA- English Language Assessment
Student Name: Laura Gabriela
Phone Number: 604-388-8913
Government Issued ID presented: Passport
(This assessment is for the internal use of Coastal College of British Columbia)
Scores:
Grammar Assessment Score: 13/14
Oral Language Proficiency: 11/12
Reading Assessment: 12/12
Writing Assessment: 12/12
Final Score: 48/50
Assessment completed by: ______Harkia Bains __________
Date assessment completed: ____September 26, 2023______
Applicants must demonstrate an acceptable level of English skills.
The minimum level of English is IELTS 5 for the program, or
equivalent. Equivalency on this assessment is a mark of 40.
Acceptance is at the discretion of the Senior Educational
Administrator.
You have fully met the English Language requirements at Coastal
College of British Columbia.
ORAL (SPEAKING)
CATEGORY 3 2 1 0
Grammatical
A few minor
errors led to
Grammar was difficulties Grammatical
many minor
GRAMMAR READING Grammar used to
communicate
arose from
not using the
difficulties or one
errors severely
hampered
major breakdown
effectively. grammar communication.
in
rules.
communication.
• 1 1. 2/2 A few minor Some difficulties
Vocabulary Communication
• 2 2. 4/4 studied in class
difficulties arose due to
was severely
arose from limited
• 3 3. 4/4 Vocabulary was used to
not using vocabulary
hampered due to
express ideas lack of
• 4 4. 2/2 eloquently.
appropriate and/or bad
vocabulary.
vocabulary. diction.
• 5
Student
• 6 12/12 Student responded to Student failed to
• 7 responded to most answer some
Student didn't
questions with questions, questions
• 8 appropriate acknowledge appropriately OR
understand or
ignored most
• 9 Listening answers, d most failed to
questions and
acknowledged all statements, acknowledge
• 10 statements, and and some statements
statements.
Student may have
• 11 incorporated incorporated and incorporate
been using notes.
them into the many of these these into the
• 12 discussion. into the conversation.
• 13 conversation.
• 14 Pronunciation
No serious
problems
Some
Pronunciation,
communication
was clear and arose, but inflection, and/or
problems arose
13/14 Voice and non- inflection and better
due to unclear
expression
expressions were pronunciation confused
verbal used to enhance , could have
pronunciation or
communication.
expression.
communication communication. made
Student may have
Student may have
Student sounded communicati been very
been difficult to
confident. on more difficult to hear.
hear.
efficient.
ASPECT 1 2 3
Meaning ● Express logical idea (s) with little focus or ● Express a main idea in simple text that is ● Express a focused idea in more complex text with more
● Developing ideas elaboration using lists, copying, or partially developed & may have many elaboration & clarification; meaning is usually comprehensible
● Detail adapting text, sentence starters, models, digressions; meaning is generally ● Provide some relevant supporting details to support & enhance
● Strategies & repetitive patterns; meaning is comprehensible meaning
somewhat comprehensible ● Provide a few related details to support
● Provide limited related details to support meaning that is generally
meaning comprehensible
Style ● Use some vocabulary including high ● Use more vocabulary including high ● Select from a wider range of vocabulary including high
● Word Choice frequency, descriptive & subject-specific frequency descriptive, academic words, frequency, descriptive, subject-specific & academic words,
(precise language vocabulary related to familiar objects, subject-specific words, & familiar words including some words with multiple meanings
& phrasing) actions & topics with multiple meanings ● Produce a variety of simple compound & complex sentences
● Produce detailed simple sentences & ● Produce simple, compound, & some
compound sentences; often repetitive complex sentences with little variety
Form ● Connect sentences using “and” & simple ● Connect ideas in related sentences using ● Connect sentences into a cohesive paragraph using a variety of
● Connecting and time markers common conjunctions, time & sequence conjunctions, time & sequence markers
transition words ● Organize some related ideas together markers ● Organize ideas in a multi-paragraph composition with a clear
● Sequencing and with a simple or vague introduction and ● Organize related ideas together in a introduction and formulaic conclusion; sequence is logical
organization no conclusion; sequence may be simple paragraph with a predictable ● Produce longer and increasingly complex examples, with
● Introductions and inconsistent introduction and abrupt conclusion; appropriate linguistic & structural features, of a variety of genres
conclusions ● Produce some examples, with sequence is generally logical (i.e., arguments, causal explanations, reports, narratives, poetry)
● Paragraphing appropriate linguistic & structural ● Produce longer and more complex to suit purpose
● Following rules features, of components of a few basic examples, with appropriate linguistic &
and expectations genres (i.e. pieces of information about structural features, of a wider range of
for various an object or thing, parts of a recount, genres (i.e., sequential explanations,
forms/genres descriptive words, or phrases for a factual texts, simple arguments,
procedure) to suit purpose narratives) to suit purpose
Conventions ● Use nouns, present, past & continuous ● Use adjectives, adverbs and ● Use a range of grammatical structures showing more control of
● Capitals tense verbs, pronouns, prepositions, & demonstrate some control of word word order, plurals, tenses, & subject-verb agreement
● Punctuation articles with errors order, plurals & tenses ● Use conventional punctuation, common & irregular spellings, &
● Spelling ● Use basic punctuation & spelling of high ● Use some conventional punctuation & homophones & homonyms
● Word choice frequency & sight words, and invented spelling with the aid of word lists and/or
(diction) spelling as necessary personal dictionary
● Grammar
● Sentence structure
(syntax)
