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    CEFR Formative Assessment Descriptors A2

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    Daniel Clayton
    This document provides formative assessment descriptors for students at the A2 level of English proficiency according to the Common European Framework of Reference. It describes students' abilities in areas such as production, interaction, reception, and language competence at a basic level using short phrases and simple sentences. Performance is graded on a scale of 1 to 3. Upon achieving mostly 2s and 3s on the descriptors, students will be prepared to take the Cambridge English Key exam, which summatively assesses ability at the A2 level.

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    CEFR Formative Assessment Descriptors A2

    Uploaded by

    Daniel Clayton
    331 views7 pages
    This document provides formative assessment descriptors for students at the A2 level of English proficiency according to the Common European Framework of Reference. It describes students' abilities in areas such as production, interaction, reception, and language competence at a basic level using short phrases and simple sentences. Performance is graded on a scale of 1 to 3. Upon achieving mostly 2s and 3s on the descriptors, students will be prepared to take the Cambridge English Key exam, which summatively assesses ability at the A2 level.

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    For use with New English File

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    This document provides formative assessment descriptors for students at the A2 level of English proficiency according to the Common European Framework of Reference. It describes students' abilities in areas such as production, interaction, reception, and language competence at a basic level using short phrases and simple sentences. Performance is graded on a scale of 1 to 3. Upon achieving mostly 2s and 3s on the descriptors, students will be prepared to take the Cambridge English Key exam, which summatively assesses ability at the A2 level.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    331 views7 pages

    CEFR Formative Assessment Descriptors A2

    Uploaded by

    Daniel Clayton
    This document provides formative assessment descriptors for students at the A2 level of English proficiency according to the Common European Framework of Reference. It describes students' abilities in areas such as production, interaction, reception, and language competence at a basic level using short phrases and simple sentences. Performance is graded on a scale of 1 to 3. Upon achieving mostly 2s and 3s on the descriptors, students will be prepared to take the Cambridge English Key exam, which summatively assesses ability at the A2 level.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7

    CEFR FORMATIVE ASSESSMENT DESCRIPTORS for A2

    New English File: Elementary, Files 4-9; Pre-intermediate, Files 1-3


    Key for grading achievement of the descriptors: 3 = Strong; A2 reached (A2+) 2 = Good; working within A2 1 = Weak; needs more work

    Name of Students

    PRODUCTION
    SPOKEN PRODUCTION
    Overall oral production User can give a simple description or presentation of people, living or working conditions, daily routines, likes/dislikes, etc., as a short series of simple phrases and sentences linked in a list. Sustained monologue: describing experience User can explain why he/she likes/dislikes something. User can describe people, places and possessions in simple terms. User can describe events, real or imagined. User can describe dreams, hopes and ambitions. User can use simple descriptive language to make brief statements about and compare objects and possessions. User can describe his/her family, living conditions, educational background, present or more recent job.

    WRITTEN PRODUCTION
    Overall written production User can write a series of simple phrases and sentences linked with simple connectors, like and, but and because. Creative writing User can write a series of simple phrases and sentences about their family, living conditions, educational background, present or most recent job.

    PRODUCTION STRATEGIES
    Planning User can recall and rehearse an appropriate set of phrases from his/her experience.

    INTERACTION
    SPOKEN INTERACTION
    Overall spoken interaction User can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Conversation User can say what he/she likes. User can use everyday polite forms of greeting and address. User can make and respond to invitations, suggestions and apologies. Informal discussion User can agree and disagree with others User can make and respond to suggestions. Transactions to obtain goods and services User can make simple purchases by stating what is wanted and asking the price. User can get simple information about travel, use public transport: buses, trains and taxis, ask and give directions, and buy tickets. User can order a meal. Information exchange User can communicate in simple and routine tasks requiring a simple and direct exchange of information. User can give and follow simple directions and instructions.

    WRITTEN INTERACTION
    Correspondence User can write very simple personal letters.

    RECEPTION
    SPOKEN RECEPTION
    Overall listening comprehension User can understand phrases and expressions related to areas of most immediate priority (e.g., very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. Listening to announcements and instructions User can understand simple directions relating to how to get from X to Y, by or public transport. Listening to audio media and recordings User can understand and extract the essential information from short, recorded passages dealing with predictable, everyday matters which are delivered slowly and clearly.

    WRITTEN RECEPTION
    Overall reading comprehension User can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. Reading correspondence User can understand short, simple personal letters. User can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation, etc.) on familiar topics. Reading for orientation User can locate information in lists and isolate the information required. Reading for information and argument User can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. Reading instructions User can understand simple instructions.

    RECEPTIVE STRATEGIES
    Identifying cues and inferring User can use the idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from context.

    LANGUAGE
    LANGUAGE COMPETENCE: LINGUISTIC
    General linguistic range User can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions, etc. Vocabulary range User has a sufficient vocabulary for the expression of basic communicative needs. Vocabulary control User can control a narrow repertoire dealing with everyday concrete needs. Grammatical accuracy User can use some simple structures correctly, but still systematically makes basic mistakes for example, tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she wants to say. Phonological control Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. Orthographic control User can copy short sentences on everyday subjects. User can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her vocabulary.

    LANGUAGE COMPETENCE: SOCIOLINGUISTIC


    Sociolinguistic appropriateness User can handle very short exchanges, using everyday polite forms of greetings and address. User can make and respond to invitations, suggestions, apologies, etc.

    LANGUAGE COMPETENCE: PRAGMATIC


    Flexibility User can expand learned phrases through simple re-combinations of their elements. Thematic development User can tell a story or describe something in a simple list of points. Coherence and cohesion User can link groups of words with simple connectors like and, but and because.
    7

    _________________ After achieving mainly 2s and 3s for each of the descriptors, students are ready to sit the Cambridge English: Key (KET) examination, which is a summative assessment aimed at A2 level.

    Daniel Clayton, 2013

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