English Criteria (List) | TestAce

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Paper 1

	Level 1	Level 2	Level 3	Level 4	Level 5
Criterion A: Understanding and interpretation	The response shows little knowledge and understanding of the text. Interpretations are rarely supported by references to the text.	The response shows some knowledge and understanding of the text. Interpretations are sometimes supported by references to the text.	The response shows adequate knowledge and understanding of the text. Interpretations are generally supported by references to the text.	The response shows good knowledge and understanding of the text. Interpretations are frequently supported by appropriate references to the text.	The response shows a perceptive knowledge and understanding of the text. Interpretations are effectively supported by convincing references to the text.
Criterion B: Analysis and evaluation	The response shows little analysis and evaluation of how the author uses stylistic and structural features to shape meaning.	The response shows some analysis and evaluation of how the author uses stylistic and structural features to shape meaning.	The response shows adequate analysis of how the author uses stylistic and structural features to shape meaning.	The response shows good analysis and evaluation of how the author uses stylistic and structural features to shape meaning.	The response shows insightful analysis and evaluation of how the author uses stylistic and structural features to shape meaning.
Criterion C: Coherence, focus and organisation	The response shows little coherence, focus and organisation.	The response shows some coherence, focus and organisation.	The response shows adequate coherence, focus and organisation.	The response shows good coherence, focus and organisation.	The response shows effective coherence, focus and organisation.
Criterion D: Language	The student’s use of vocabulary, tone, syntax, style and terminology is rarely accurate, varied and effective.	The student’s use of vocabulary, tone, syntax, style and terminology is sometimes accurate, varied and effective.	The student’s use of vocabulary, tone, syntax, style and terminology is generally accurate, varied and effective.	The student’s use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective.	The student’s use of vocabulary, tone, syntax, style and terminology is convincingly accurate, varied and effective.

Paper 2

	A: Knowledge/ Understanding	B: Response to the Question	C: Appreciation of the Literary Conventions of the Genre	D: Organization and Development	E: Language
0	The work does not reach a standard described by the descriptors below.	The work does not reach a standard described by the descriptors below.	The work does not reach a standard described by the descriptors below.	The work does not reach a standard described by the descriptors below.	The work does not reach a standard described by the descriptors below.
1	There is some knowledge but virtually no understanding of the part 3 works in relation to the question answered.	The student shows little awareness of the main implications of the question, and ideas are mainly irrelevant and/or insignificant. There is little meaningful comparison of the works used in relation to the question.	Some literary conventions are identified but there is limited development relevant to the question and/or the works used.	Ideas have little organization; there may be a superficial structure, but coherence and/or development are lacking.	Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.
2	There is mostly adequate knowledge and some superficial understanding of the part 3 works in relation to the question answered.	The student responds to some of the main implications of the question with some relevant ideas. There is a superficial attempt to compare the works used in relation to the question.	Examples of literary conventions are sometimes correctly identified and developed, with some relevance to the question and the works used.	Ideas have some organization, with a recognizable structure, but coherence and development are often lacking.	Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, with some errors and inconsistencies; the register and style somewhat appropriate to the task.
3	There is adequate knowledge and understanding of the part 3 works in relation to the question answered.	The student responds to most of the main implications of the question with consistently relevant ideas. There is adequate comparison of the works used in relation to the question.	Examples of literary conventions are satisfactorily identified and developed, with relevance to the question and the works used.	Ideas are adequately organized, with a suitable structure and attention paid to coherence and development.	Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.
4	There is good knowledge and understanding of the part 3 works in relation to the question answered.	The student responds to the main implications and some subtleties of the question, with relevant and carefully explored ideas. The comparison makes some evaluation of the works used in relation to the question.	Examples of literary conventions are clearly identified and effectively developed, with relevance to the question and the works used.	Ideas are effectively organized, with a very good structure, coherence and development.	Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.
5	There is perceptive knowledge and understanding of the part 3 works in relation to the question answered.	The student responds to all the implications, as well as the subtleties of the question, with convincing and thoughtful ideas. The comparison includes an effective evaluation of the works in relation to the question.	Examples of literary conventions are perceptively identified and persuasively developed, with clear relevance to the question and the works used.	Ideas are persuasively organized, with excellent structure, coherence and development.	Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

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