Cambridge English Qualifications Guide for Admissions Requirements PDF
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This document provides a guide for higher education institutions on using Cambridge English Qualifications to set admissions requirements. It outlines which qualifications are appropriate for different levels and explains the expected language ability of students who passed the exams based on the Common European Framework of Reference (CEFR). The guide emphasizes the reliability and validity of these qualifications for measuring English language skills.
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Qualifications for higher education A guide to setting your admissions requirements Using results from Cambridge English Qualifications for your admissions requirements This guide is designed to help you find out: which Cambridge English Qualifications are most suit...
Qualifications for higher education A guide to setting your admissions requirements Using results from Cambridge English Qualifications for your admissions requirements This guide is designed to help you find out: which Cambridge English Qualifications are most suitable for your admissions requirements at different levels what level of language ability a student who has passed one of our exams can be expected to have what each exam covers in terms of language ability what different scores on the Cambridge English Scale mean. CONTENTS About Cambridge Assessment English 2 C1 Advanced 37 Cambridge English Qualifications for An overview 37 higher education 3 Reading and Use of English 39 Why use our exams? 4 Writing 43 Exam security and quality 5 Sample performance 47 How are the exam results reported? 6 Listening 50 What do exam results look like? 7 Speaking 52 Setting your requirements 8 Sample performance 56 Comparing Cambridge English Scale scores Can Do statements 60 to IELTS 9 C2 Proficiency 63 Exams taken before 2015 10 An overview 63 B2 First 11 Reading and Use of English 65 An overview 11 Writing 69 Reading and Use of English 13 Sample performance 73 Writing 17 Listening 76 Sample performance 21 Speaking 78 Listening 24 Sample performance 82 Speaking 26 Can Do statements 86 Sample performance 30 Can Do statements 34 Cambridge Assessment English A guide to setting your admissions requirements 1 About Cambridge Assessment English We are Cambridge Assessment English, part of the University of Cambridge. We provide the world’s leading range of English language qualifications for higher education institutions. Globally recognised by more than 25,000 leading universities, employers and governments, our in-depth exams are a mark of excellence and give students the skills they need to succeed. Here’s a selection of our recognising organisations: UK US US Australia Australia Australia Canada Hong Kong Our qualifications are also accepted by immigration departments, government bodies and leading global businesses, including: Australian Department of Immigration New Zealand (INZ) Procter & Gamble Home Affairs (DOHA) B oard of Regents of the University Accenture I rish Naturalisation and System of Georgia Dell Immigration Service (INIS) KPMG Ernst & Young “C1 Advanced students are of a higher caliber and more prepared to face the challenges and opportunities that exist when studying on a US campus.” See a full list of organisations using our Shawn Greenfield qualifications at Interim Director cambridgeenglish.org/recognition International Marketing and Recruitment, University of Idaho Cambridge Assessment English A guide to setting your admissions requirements 2 Cambridge English Qualifications for higher education Cambridge English Qualifications are based on research into effective teaching and learning. They motivate people of Foundation/ all ages and abilities to learn English and pre-sessional develop practical skills for the real world. B2 First Each exam focuses on a level of the Common European Framework of Gives students the practical Reference (CEFR)*, helping learners to English skills they need for improve their speaking, writing, reading foundation programmes and and listening skills step by step. technical and vocational courses. We recommend the following exams Targeted at Level B2 of the CEFR. for successful study in English: More about this exam on pages 6–7. Undergraduate & postgraduate C1 Advanced This is proof of a high-level achievement in English and the ideal qualification to prepare students for university or professional life. Targeted at Level C1 of the CEFR. More about this exam on pages 8–9. Postgraduate C2 Proficiency This is our highest level qualification and it shows that students have mastered English to an exceptional level. Targeted at Level C2 of the CEFR. More about this exam on pages 10–11. * Further information about the CEFR can be found on our website at: cambridgeenglish.org/cefr. Cambridge Assessment English A guide to setting your admissions requirements 3 Why use our exams? B2 First, C1 Advanced and C2 Proficiency are designed Accepted for student visa applications for use by further and higher education institutions for Cambridge English Qualifications are accepted a variety of purposes. for student visa applications in many countries, including Australia, the UK and Ireland. Choosing FOR ADMISSION REQUIREMENTS our qualifications for your admissions requirements often means that students need only take one English Be sure of a student’s English language skills language exam. Choose exams for your admissions requirements that are more than a snapshot of a student’s level of English. FOR EXIT-LEVEL MEASUREMENT Cambridge English Qualifications are in-depth exams, and preparing for them helps students to improve their Validate students’ language learning English. They provide a reliable indicator of language Offer students an independent assessment of their ability, reducing the risk that students’ English does not language skills and give them a qualification that is match expectations. Cambridge English Qualifications internationally accepted. Our exams can also open test all four language skills – reading, writing, listening doors to further study opportunities. and speaking – as well as covering use of grammar and vocabulary. Improve your students’ employability Rely on secure and trusted exams Make sure your students leave with a valuable qualification that is trusted by some of the world’s Backed by over 100 years of research, our exams top employers. Preparing for the exams helps them are trusted as secure English tests by governments to develop the English language skills they need for worldwide. Our authorised exam centres follow a the workplace. detailed code of practice. Test-day photographs are taken of all candidates. These can be viewed, along with candidate results, on our free online Results Verification Service. Specify one score across our exams For placing your students in an appropriate The Cambridge English Scale is used to report results English class across Cambridge English Qualifications. This makes it easy for you to set your entrance requirements and The Cambridge English Placement Test is a fast, gives you precise information about each skill. accurate and cost-effective way to help you: f ind out what level of English your students Diversify your international student population already have Accept Cambridge English Qualifications as part of d ecide which language class is the most your admissions criteria and you will have access appropriate for them to hundreds of thousands of students from around the world. m ake informed decisions about which Cambridge English Qualification they should aim for. The Cambridge English Placement Test is on demand, adaptive and takes just 30 minutes. Find out more at cambridgeenglish.org/placement Cambridge Assessment English A guide to setting your admissions requirements 4 Exam security and quality We understand that exam quality, integrity and security Quality management are critical to educational institutions. Our robust and Our systems and processes for designing, developing comprehensive approach covers all areas – from exam and delivering examinations are independently certified development, delivery and results processing, through as meeting ISO 9001:2008 for quality management. to post-exam review and evaluation. For more on our rigorous approach to quality All the development and production processes of management, you can download the publication the exam, as well as the post-exam marking and Principles of Good Practice: Research and Innovation administration, are managed and controlled centrally in Language Learning and Assessment from in Cambridge. This means you can trust the results as cambridgeenglish.org/principles. a valid and accurate reflection of a candidate’s ability. Security, integrity and fraud protection measures Exam papers are handled under secure conditions at all times – from preparation to printing to despatch. All our authorised exam centres follow a detailed code of practice which ensures the highest standards of security throughout the testing process, from registration to the recording of results. Photographs of all candidates are taken on the day of the exam. These can be viewed by institutions through our online Results Verification Service. No marking is done by the exam centre. Speaking is marked locally by fully trained and certificated Speaking examiners at the test venue, while Writing scripts are anonymised and allocated to examiners at random to avoid conflicts of interest. Sophisticated results analysis is carried out after each exam session prior to release of results to identify unusual patterns of scores or responses. Cambridge Assessment English A guide to setting your admissions requirements 5 How are the exam results reported? The Cambridge English Scale The Cambridge English Scale is a range of scores used to report results for Cambridge English Qualifications. Results for most Cambridge English Qualifications, including B2 First, C1 Advanced and C2 Proficiency, are reported on the Cambridge English Scale. The Scale covers a wide range of language ability and is designed to complement the CEFR. Candidates receive a score for each skill (reading, writing, listening and speaking) plus Use of English. They also get an overall score on the scale for the exam. *Linguaskill reports up to a maximum score of 180+, which equates to C1 (or above) on the CEFR scale. Scoring up to C2 will be introduced in early 2021. Because the results for all our exams are reported using the same scale, it makes it easy to: Cambridge English Qualifications provide reliable assessment at the CEFR levels above and below the target understand candidates’ results level. These exams are also reported on the Cambridge English Scale, which provides detailed information of compare our qualifications performance. Our qualifications for young learners – Pre A1 Starters, A1 Movers and A2 Flyers – report describe the level of language skills needed for achievement at the target level and the one below. your admissions requirements. For more information visit: cambridgeenglish.org/cambridgeenglishscale The Cambridge English Scale was introduced in 2015 and has been built on result-reporting methodologies which we have developed over many decades of such as stating requirements for admissions for higher research, using data from millions of test takers. education or employment. It is fully aligned with the CEFR, but where the CEFR Scores on the Cambridge English Scale replace the is a broad reference scale of language proficiency, the standardised score and candidate profile reported in Cambridge English Scale brings the comparability so pre-2015 results, but candidates continue to receive a often needed for practical results-reporting purposes CEFR level and grade. To see more about how exam results were reported before January 2015, visit cambridgeenglish.org/institutions Cambridge Assessment English A guide to setting your admissions requirements 6 What do exam results look like? The Statement of Results Reference No. A9183484 All candidates receive a Statement of Results. To be quoted on all correspondence This is the document you should use when checking Certificate in Advanced English candidate results. Statement of Results Candidate name Session CR799 834 05 NZ010 CAE ENTRIES 05 JANUARY 2020 The Statement of Results gives you the candidate’s: Place of entry CHRISTCHURCH overall score on the Cambridge English Scale 1 Result Overall Score CEFR Level Pass at Grade C 192 C1 s cores on the Cambridge English Scale for each of the four skills (reading, writing, listening and Cambridge English Certificated CEFR Level Scale Results Reading Use of English Writing Listening Speaking speaking) and Use of English. 210 C2 Grade A 200 Grade B 195 194 C1 190 191 190 191 Candidates also receive a CEFR level and grade. Grade C 180 2 B2 170 Level B2 You can view a candidate’s Statement of Results – 160 along with a test-day photo – on our secure online 150 Results Verification Service, which is freely accessible to Advanced is an examination targeted at Level C1 in the Council of Results Score all accepting institutions. For more details, see page 9. Europeʼs Common European Framework of Reference. Candidates achieving Grade A (between 200 and 210 on the Pass at Grade A Pass at Grade B 200 — 210 193 — 199 Cambridge English Scale) receive a certificate stating that they have demonstrated ability at Level C2. Candidates achieving Grade B or Pass at Grade C 180 — 192 Grade C (between 180 and 199 on the Cambridge English Scale) Level B2 160 — 179 receive a certificate at Level C1. Candidates who take Advanced and score between 142 and 159 on 1 Overall score Candidates whose performance is below Level C1, but falls within Level B2 (between 160 and 179 on the Cambridge English Scale), the Cambridge English Scale do not receive a result, CEFR level or certificate. receive a certificate stating that they have demonstrated ability at Cambridge English Scale scores below 142 are not reported for this Level B2. examination. This is the overall Cambridge English Scale score for Examination results can be quickly and securely verified online at: www.cambridgeenglish.org/verifiers Other X - the candidate was absent from part of the examination the whole exam. It is the average of the five individual Z - the candidate was absent from all parts of the examination Pending - a result cannot be issued at present, but will follow in due course THIS IS NOT A CERTIFICATE Withheld - the candidate should contact their centre for information scores a candidate receives for the four skills and Use Cambridge Assessment English reserves the right to amend the information given before the issue of certificates to successful candidates. Exempt - the candidate was not required to sit this part of the examination of English. The overall score is the most important piece of information for recognising institutions when setting requirements to ensure that you ask for the exact level of English you need. 2 Individual scores Candidates receive a Cambridge English Scale score for each of the four skills (reading, writing, listening and speaking) and Use of English. With these individual scores it is easy for you to specify the level of English you need in a particular skill. Certificate Successful candidates also receive a certificate showing their overall score, five individual scores, grade and CEFR level. Cambridge Assessment English A guide to setting your admissions requirements 7 Setting your requirements Setting your English language requirements is simple using the Cambridge English Scale. 1. What level of English do you need? It is important to consider both the level of English needed for your courses and which exam is most suited to your needs. This will depend on the level of study and the subject(s) being studied. Each of our exams is targeted at a different level of the CEFR, which means they assess a candidate on a wide range of skills and knowledge at that level. The context of questions is also appropriate to the level being assessed, with higher levels having a greater academic focus. As a guide, Foundation/ Undergraduate Postgraduate we recommend pre-sessional & postgraduate the following qualifications for B2 First C1 Advanced C2 Proficiency the different levels of study: Targeted at CEFR Targeted at CEFR Targeted at CEFR Level B2. Level C1. Level C2. Reports on the Reports on the Reports on the Cambridge English Cambridge English Cambridge English Scale between Scale between Scale between 122 and 190. 142 and 210. 162 and 230. 2. What Cambridge English Scale score? Cambridge English CEFR The Cambridge English Scale makes it easy to: Scale score* specify the overall score you need C2 200+ s pecify minimum scores for the C1 180 individual skills. B2 160 You can use the table on the right to ensure that B1 140 the Cambridge English Scale score you ask for is at the same level as your CEFR requirements. Example requirement for an undergraduate course: Alternatively, please visit cambridgeenglish.org/scale-institutions and use C1 Advanced our interactive score converter. You can input your existing CEFR, IELTS or pre-2015 Cambridge English Overall Cambridge English Scale score of 180. requirement and convert it to a Cambridge English No less than 175 in each skill. Scale score. * inimum Cambridge English Scale score needed M If you have any questions or need help setting to achieve each CEFR level. your requirements, please do not hesitate to get in touch at [email protected] Cambridge Assessment English A guide to setting your admissions requirements 8 Comparing Cambridge English Scale scores to IELTS If your institution already uses IELTS scores for IELTS Cambridge English admissions purposes, specifying scores on the band score Scale score* Cambridge English Scale is easy. 9.0 209+ You can use the table on the right to ensure that the 8.5 205 Cambridge English Scale score you ask for is at the same level as your IELTS requirements. 8.0 200 As the producer of IELTS, we can provide a reliable 7.5 191 comparison between IELTS results and B2 First, 7.0 185 C1 Advanced and C2 Proficiency scores, reported on the Cambridge English Scale. 6.5 176 For more information about how we 6.0 169 make these comparisons, please visit 5.5 162 cambridgeenglish.org/scale-institutions. 5.0 154 4.5 147 * inimum Cambridge English Scale score needed M to achieve each IELTS band score. 4.0 142 Verifying results You can check a candidate’s results quickly and securely online with our free Results Verification Service. Register in minutes 1 Go to cambridgeenglish.org/verifiers 2 Click ‘Register now’ 3 Provide and submit some basic details 4 We will acknowledge your email and then send you a message approving your account 5 Follow the link in the email to set up your password 6 You will now be able to log in at cambridgeenglish.org/verifiers Where a candidate has shared their result with your organisation their details will appear on the ‘shared results’ page of your account. To access their full results, including their component scores, select ‘view’. You will be able to see their test day photo for B2 First, C1 Advanced or C2 Proficiency exams and can download their Statement of Results. Cambridge Assessment English A guide to setting your admissions requirements 9 Exams taken before 2015 In January 2015, B2 First and C1 Advanced were updated as part of our continuous programme of review and improvement. The updated exams assess at exactly the same levels as the previous versions, but there are some differences: The previous versions of the exams had five papers. In the updated versions there are four papers – Reading and Use of English papers have been combined into one paper. There are new tasks in the updated versions which have given the exam more emphasis on academic English, such as a compulsory essay in the Writing paper. Also, the results for these exams and C2 Proficiency were reported differently prior to the introduction of the Cambridge English Scale. Differences in the Statement of Results Candidates applying with results for exams taken before January 2015 will have a Statement of Results that contains three pieces of information: 1. Their overall standardised score based on their total score in all five papers. The standardised score is expressed as a number out of 100 (e.g. 80/100). This should not be confused with a Cambridge English Scale score. 2. A grade. 3. A candidate profile, showing their performance in each of the five papers against the scale: Exceptional Good Borderline Weak Pre-2015 Statement of Results for C1 Advanced Although the candidate profile and standardised scores were replaced by scores on the Cambridge English Scale in January 2015, the reporting of grades and of CEFR levels candidates receive has not changed. You can use the score converter at cambridgeenglish.org/scale-institutions to compare results reported before January 2015 with Cambridge English Scale scores. If you have any questions or need help setting your requirements, please do not hesitate to contact us at [email protected]. Cambridge Assessment English A guide to setting your admissions requirements 10 B2 First – an overview CEFR LEVEL B2 B2 First is focused on a level of English suitable for You can expect a student with B2 First to be able to: everyday study and work environments. It proves that a student has the language ability to: understand the main ideas of complex pieces of writing study at an upper-intermediate level, such as keep up a conversation on a fairly wide range foundation, pathway, or pre-sessional programmes of topics, expressing opinions and presenting start working in an English-speaking environment arguments live independently in an English-speaking country. produce clear, detailed writing, expressing opinions and explaining the advantages and disadvantages of different points of view. KEY FACTS The exam can be taken at hundreds of exam centres around the world. Global availability To find an exam centre, visit cambridgeenglish.org/centresearch. More than 38 exam dates a year, with opportunities to take the exam at least once a month. For a list of Exam dates dates, visit cambridgeenglish.org/fi st-dates. Format of exam Available as both a computer-based and a paper-based exam. Results are given on the Cambridge English Scale. The exam reports on the scale between 122 and 190. Results format For more information about the scale, visit cambridgeenglish.org/cambridgeenglishscale. 2–3 weeks from exam date for computer-based version. Results issued 4–6 weeks from exam date for paper-based version. B2 First is an in-depth exam, rather than a ‘snapshot’ test, so results do not expire. Universities and Expiry of results colleges can choose how long to accept results. The exam is accepted by thousands of universities, government bodies and employers around the world. Recognition A full list can be seen at cambridgeenglish.org/recognition. Cambridge Assessment English A guide to setting your admissions requirements 11 B2 First: What does the exam cover? The exam has four papers which test the full range The overall performance is calculated by averaging of candidates' English skills, using tasks that reflect the scores achieved in Reading, Writing, Listening, situations found in everyday life or study: Speaking and Use of English. The weighting of each of the four skills and Use of English is equal. Paper Content Pages 13–32 include in-depth information about each of the four papers, including task types, sample tasks Reading and Use of English 7 parts/ and assessment criteria. (1 hour 15 minutes) 52 questions Writing 2 parts (1 hour 20 minutes) Listening 4 parts/ (about 40 minutes) 30 questions Speaking (14 minutes per pair of 4 parts candidates) Face-to-face Speaking test Candidates take their test with two examiners and one other candidate. This gives them the opportunity to show that they can: use their spoken language skills effectively in a range of contexts exchange information, express and justify their opinions, and agree or disagree with one another. The paired format provides a more interactive exercise in communication and can be relied on as an accurate measure of a student’s ability to use English for the kinds of interaction required for study, such as seminars and group work. Cambridge Assessment English A guide to setting your admissions requirements 12 B2 First: Paper 1 READING AND USE OF ENGLISH – Reading and Use of English at a glance EXAM STRUCTURE AND TASKS FORMAT The paper contains seven parts. General description For Parts 1 to 3, the test The Reading and Use of English paper uses a variety of contains texts with different tasks, requiring candidates to demonstrate accompanying grammar practical reading skills. The paper also tests the and/or vocabulary tasks. students' vocabulary and ability to use grammar to Part 4 consists of separate items manipulate language. with a grammar and vocabulary focus. Students successful in this part of the exam can For Parts 5 to 7, the test contains a range of texts be expected to have reading skills appropriate for and accompanying reading studying on foundation or pathway courses, such as comprehension tasks. understanding the main idea and gist, while also being TIMING 1 hour 15 minutes able to pick out specific detail and information. NO. OF PARTS 7 How is the paper marked? NO. OF 52 The Reading and Use of English paper contains a QUESTIONS series of items which are marked as either correct MARKS For Parts 1 to 3, each correct or incorrect. answer receives 1 mark. For Part 4, each correct answer Cambridge English uses Rasch (1960/1980) analysis receives up to 2 marks. to ensure that a consistent standard is applied in For Parts 5 to 6, each correct the grading of objectively marked components, answer receives 2 marks. accounting for differences in difficulty between them. For Part 7, each correct answer This is achieved by calibrating the difficulty of all receives 1 mark. the items in a given test onto the same scale. This calibration allows us to determine the raw marks for each test paper that represent a predetermined level of ability – the standard needed to achieve a particular grade or level. Although one paper, marks for Reading and marks for Use of English are aggregated separately in order to produce two separate scores on the Cambridge English Scale. Parts 1, 5, 6 and 7 are Reading tasks and Parts 2, 3 and 4 are Use of English tasks. Cambridge Assessment English A guide to setting your admissions requirements 13 B2 First: Paper 1 Structure and tasks PART 1 PART 5 TASK TYPE Multiple-choice cloze TASK TYPE Multiple choice FOCUS Candidates are tested on their FOCUS Candidates must show detailed understanding and use of contextualised understanding of a text, including vocabulary, including idioms, phrasal identifying opinion, attitude, tone, verbs and collocations, within a short purpose, main idea, gist, meaning reading passage. from context, implication etc. FORMAT A modified cloze test containing eight FORMAT text followed by six multiple‑choice A gaps. There are 4-option multiple- questions. choice items for each gap. PART 2 PART 6 TASK TYPE Open cloze TASK TYPE Gapped text FOCUS T his section focuses on candidates' FOCUS andidates must be able to demonstrate C awareness and control of grammar their understanding of the development and language structure, with some of ideas, opinions and events in the text focus on vocabulary. as a whole. FORMAT modified cloze test containing eight A FORMAT A text from which sentences gaps. have been removed and placed in jumbled order after the text. Candidates must decide from which part of the text the sentences have been PART 3 removed. TASK TYPE Word formation FOCUS Candidates are tested on their vocabulary, in particular how prefixes PART 7 and suffixes, internal changes and TASK TYPE Multiple matching compounds are used for word formation. FOCUS T his section tests candidates' ability to FORMAT text containing eight gaps. Each gap A understand detail, opinion and specific corresponds to a word. The stem of the information, and identify them in a text. missing word is given beside the text and must be changed to form the missing FORMAT text or several short texts, preceded by A word. multiple-matching questions. Candidates must match a prompt to elements in the text. PART 4 TASK TYPE Key word transformation FOCUS This requires candidates to show that they can use both lexis and grammar to express information in different ways, displaying flexibility in use of language. FORMAT S ix separate items, each with a lead-in sentence and a gapped second sentence to be completed in two to five words, one of which is a given ‘key’ word. Cambridge Assessment English A guide to setting your admissions requirements 14 B2 First: Sample task – Reading and Use of English PART 3 – WORD FORMATION TASK ANSWER KEY Q PART 3 17 producer 18 illness(es) 19 effective 20 scientists 21 addition 22 pressure 23 disadvantage 24 spicy ► Sample papers Download a complete sample test (including audio for the Listening paper) at cambridgeenglish.org/ first-sample-papers (27Mb). Cambridge Assessment English A guide to setting your admissions requirements 15 B2 First: Sample task – Reading and Use of English PART 6 – GAPPED TEXT ANSWER KEY Q PART 6 37 D 38 G 39 F 40 A 41 E 42 C Sample papers Download a complete sample test (including audio for the Listening paper) at cambridgeenglish.org/ first-sample-papers (27Mb). Cambridge Assessment English A guide to setting your admissions requirements 16 B2 First: Paper 2 WRITING – EXAM STRUCTURE Structure and tasks AND TASKS PART 1 General description TASK TYPE Writing an essay. Candidates must AND FOCUS produce a piece of writing agreeing The Writing paper requires the candidate to or disagreeing with a statement, produce two different pieces of writing, including a while providing information, compulsory essay. expressing opinions, giving reasons, comparing and contrasting ideas and Students successful in this part of the exam can drawing a conclusion. be expected to have writing skills appropriate for FORMAT Candidates are required to write studying programmes at foundation or pathway 140–190 words. There is an opening rubric to set the scene, and then level, such as writing in a genre-appropriate way, an essay question with two given expressing ideas and opinions, making comparisons prompts, plus a prompt requiring and drawing conclusions. candidates to write about their own additional idea. Writing at a glance PART 2 FORMAT The paper contains TASK TYPE Candidates have to demonstrate two parts. AND FOCUS that they can use appropriate writing skills to complete an article, informal TIMING 1 hour 20 minutes email or letter, a formal email or NO. OF PARTS 2 letter, a report, or a review. NO. OF Candidates are required FORMAT A situationally based writing task, QUESTIONS to complete two tasks: specified in no more than 70 words. a compulsory one in Part 1 Candidates are required to write and one from a choice of between 140 and 190 words. three in Part 2. ANSWER FORMAT The questions are in a booklet. The answers are written in a separate booklet with lined pages. MARKS Each question on this paper carries equal marks. Cambridge Assessment English A guide to setting your admissions requirements 17 B2 First: How Writing is assessed Examiners and marking Assessment scales Writing examiners undergo a rigorous process of Examiners mark tasks using assessment scales training and certification before they are allowed to developed with explicit reference to the CEFR. mark. Once accepted, they are supervised by Team Leaders who are in turn led by a Principal Examiner, The assessment scales, which are used across the who guides and monitors the marking process. spectrum of the Cambridge English Qualifications Writing tests, consist of four subscales: Writing examiners mark candidate responses in a secure online marking environment. The software Content focuses on how well the candidate has randomly allocates candidate responses to fulfilled the task – in other words, if they have done ensure that individual examiners do not receive a what they were asked to do. concentration of good or weak responses, or of any Communicative Achievement focuses on how one language group. appropriate the writing is for the task and whether the candidate has used the appropriate register. The software also allows for examiners' marking to be monitored for quality and consistency. During Organisation focuses on the way the candidate the marking period, the Principal Examiner and Team puts together the piece of writing – in other words, Leaders are able to view their team’s progress and to if it is logical and ordered. offer support and advice, as required. Language focuses on vocabulary and grammar. This includes the range of language as well as how accurate it is. Responses are marked on each subscale from 0 to 5: Communicative B2 Content Organisation Language Achievement 5 All content is relevant to the Uses the conventions of Text is well organised and Uses a range of vocabulary, including task. the communicative task coherent, using a variety less common lexis, appropriately. Target reader is fully effectively to hold the target of cohesive devices and Uses a range of simple and complex informed. reader’s attention and organisational patterns to grammatical forms with control and communicate straightforward generally good effect. flexibility. and complex ideas, as Occasional errors may be present but appropriate. do not impede communication. 4 Performance shares features of Bands 3 and 5. 3 Minor irrelevances and/or Uses the conventions of the Text is generally well Uses a range of everyday vocabulary omissions may be present. communicative task to hold organised and coherent, appropriately, with occasional Target reader is on the whole the target reader’s attention using a variety of linking inappropriate use of less common informed. and communicate words and cohesive lexis. straightforward ideas. devices. Uses a range of simple and some complex grammatical forms with a good degree of control. Errors do not impede communication. 2 Performance shares features of Bands 1 and 3. 1 Irrelevances and Uses the conventions of Text is connected and Uses everyday vocabulary generally misinterpretation of task may the communicative task in coherent, using basic appropriately, while occasionally be present. generally appropriate ways to linking words and a limited overusing certain lexis. Target reader is minimally communicate straightforward number of cohesive Uses simple grammatical forms with a informed. ideas. devices. good degree of control. While errors are noticeable, meaning can still be determined. 0 Content is totally irrelevant. Performance below Band 1. Target reader is not informed. Cambridge Assessment English A guide to setting your admissions requirements 18 B2 First: How Writing is assessed When marking the tasks, examiners take into account length of responses and varieties of English. Guidelines on length are provided for each task; responses which are too short may not have an adequate range of language and may not provide all the information that is required, while responses which are too long may contain irrelevant content and have a negative effect on the reader. These may affect candidates' marks on the relevant subscales. Candidates are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not, for example, switch from using a British spelling of a word to an American spelling of the same word. Cambridge Assessment English A guide to setting your admissions requirements 19 B2 First: Sample task – Writing 2 PART 1 – COMPULSORY ESSAY Part 1 You must answer this question. Write your answer in 140 – 190 words in an appropriate style on the separate answer sheet. ______________________________________________________________________________ 1 In your English class you have been talking about the fashion industry. Now, your English teacher has asked you to write an essay. Write an essay using all the notes and giving reasons for your point of view. Some people say the fashion industry has a bad effect on people’s lives. Do you agree? Notes Write about: 1. whether people’s appearance is important 2. the price of clothes 3. …………………… (your own idea) Sample papers Download a complete sample test (including audio for the Listening paper) at cambridgeenglish.org/ first-sample-papers (27Mb). Cambridge Assessment English A guide to setting your admissions requirements 20 B2 First: Sample performance – Writing CANDIDATE A: EXAMPLE OF A CANDIDATE WHO SCORED 156 (CEFR LEVEL B1) Organisation In today’s world, the fashion industry has a strong The text is generally well organised and coherent. There is a importance in people’s lives. The fashion industry say clear structure to the text with an introduction, main body and to the society what to wear and creates new types of conclusion. Paragraphs are used for the development of ideas. clothes all the time. The text is connected using linking words and a limited number of Some people claim that the fashion industry has a cohesive devices, some of which are misused. More use of pronouns bad effect on people’s lives, they say that the fashion would limit the repetition of key phrases. industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and Language people, who can’t afford it, should not be in the society. There is a range of everyday, topic-specific vocabulary, which is In the other hand, the fashion industry guide the used appropriately (creates new types of clothes; Some people claim; people to be in a good appearance, because, nowadays, extremely high; is more important than). the appearance of the person is more important than the person itself. Simple grammatical forms are used with a good degree of control, although the use of verbs in the third person is not consistent. There In my opinion, the fashion industry doesn’t has a bad are attempts to express ideas using a range of grammatical forms, influence on people’s lives. It’s something which was passives and modals for example, but these are less successful created to help people what to wear. (people, who can’t afford it, should not be in the society; the fashion industry guide the people to be in a good appearance; It’s something which was created to help people what to wear). Errors are noticeable but meaning can still be determined. EXAMINER COMMENTARY Content All content is relevant and the target reader is fully informed. The essay discusses the role of the fashion industry and expresses some negative aspects (nowadays, the appearance of the person is more important than the person itself) and also cost (the clothes' price is extremely high). The candidate also expresses their own idea, suggesting that the fashion industry has a lot of influence on people (say to the society what to wear). The candidate concludes the essay with an opinion, which sums up the main points made. Communicative Achievement Some of the conventions of essay writing are used appropriately. The register and tone are consistently formal and there are some expressions which are appropriate for an essay (In today’s world; Some people claim; Furthermore; In my opinion). There is also an introduction and a conclusion. Although straightforward ideas are communicated, the target reader’s attention is not always held. For example, the final paragraph attempts to sum up the main points, but the ideas are not clearly expressed. Cambridge Assessment English A guide to setting your admissions requirements 21 B2 First: Sample performance – Writing CANDIDATE B: EXAMPLE OF A CANDIDATE WHO SCORED 170 (CEFR LEVEL B2) Straightforward ideas are communicated, using some appropriate Fashion industry is very a discussed subject nowadays: language (in order to; According to them; the industry can increase) to they create and design new clothes everyday in order introduce the ideas, and to hold the target reader’s attention. to satisfy some people needs. Organisation There are many people who claim that the fashion The essay is well organised and coherent. There is a clear overall industry is important and good for society. According structure and the ideas are linked across sentences and paragraphs to them, this industry design beautiful clothes and using referencing, substitution and paraphrasing to avoid repetition. thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion. There are a variety of appropriate linking words and cohesive On the other hand, the fashion industry in some people devices (many people who; According to them, this industry; thanks to opinion, controls the market of clothes and because of that; On the other hand; In addition; In my opinion). that they can’t wear what they want to. In addition, Language the industry can increase the price of clothes, forcing people who don’t want to be “old-fashioned” to buy and A range of everyday, topic-specific vocabulary is used appropriately pay a large a mount of money to keep “beautiful” (to satisfy some people needs; good for society; controls the market; forcing people) but some errors do occur with less common lexis In my opinion, we can’t let the fashion industry and expressions (on today’s fashion). decide what we must or musn’t wear. We shouldn’t judge people for its appearance, because that is not A range of simple and some complex grammatical forms is used important. We must wear whatever we like, want and with a good degree of control (can increase the price of clothes, feel confortable with. forcing people who don’t want to be). There are some repeated errors with prepositions and third person verbs, but these do not impede communication. EXAMINER COMMENTARY Content All content is relevant to the task and the target reader is fully informed. The candidate discusses the importance of appearance in terms of fashion (this industry design beautiful clothes and thanks to that …) and that we shouldn’t judge people for its appearance. The negative aspect of the price of clothes is mentioned and an opinion given on how this affects people’s choice (forcing people … to buy and pay a large amount of money to keep “beautiful”). A third aspect states how choice for consumers is limited due to the fashion industry’s control over design and the market (the fashion industry in some people opinion, controls the market of clothes). Communicative Achievement The conventions of essay-writing are used appropriately. There is an introduction, topic paragraph and a conclusion. The register is appropriate for the task, using generally neutral language to discuss both positive and negative aspects of the question. Cambridge Assessment English A guide to setting your admissions requirements 22 B2 First: Sample performance – Writing CANDIDATE C: EXAMPLE OF A CANDIDATE WHO SCORED 190 (CEFR LEVEL C1) Finally, the high cost of fashion is mentioned in relation to the price The society we live today is characterised by technology of clothes and it is suggested that money could be better spent on in constant development, fast speed processes, social issues rather than on fashion. information travelling and getting to people at a blink Communicative Achievement of an eye and a complex web of social networking. In this context, the fashion industry is becoming The conventions of essay writing are used effectively to hold the increasingly important and having a more and more target reader’s attention. The register and tone are consistently para mount role in our lives. appropriate and there is a range of suitable expressions which introduce both positive and negative aspects of the question, which On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people are balanced throughout the essay. all over the world and generates millions of dollars Straightforward and more complex ideas are communicated, every year. Furthermore, such profitable business is making links between the importance of fashion in consumers' lives also believed to be able to spread and make known and how the fashion industry affects people, communities and the the culture of a people, encouraging and enhancing wider society (the fashion industry is undeniably a source of profit a better understanding of each other. and income. It hires millions of people all over the world; it values a Nevertheless, for those who are neither impressed nor minority of people in detriment to the majority). motivated by nu mbers and figures, the fashion industry is seen as one which segregates people, isolating those Organisation who not fit their laws and commands. It is stated The essay is well organised and coherent. There is a clear overall that people place too much importance on appearance structure and the ideas are linked effectively across paragraphs and and the material, world, sadly true, and the fashion sentences through the use of paraphrasing, substitution, ellipsis and industry just spurs on such situation. Moreover, not only referencing (In this context; It hires; such profitable business is also are the costs of fashion item unrealistically high, it is believed; Nevertheless, for those who; sadly true; such situation; not thought to be a money better spent on more pressing only are). issues, such as poverty and hunger. I do believe that the fashion industry, as it is today, Organisational patterns are used to generally good effect, for has a harmful effect, because it values a minority of example links are made between fashion and industry, fashion and people in detriment to the majority. However, it has finance, and fashion and society throughout the text, making clear such a
