English Language Assessment Criteria

Requirements for Assessment Criteria

Assessment criteria provide an ideal representation of what the expected outcome of an assignment should look like. These benchmarks need to be prepared in advance and communicated to students before they begin the task. The criteria must be:

• Specific and Unambiguous: The criteria should not be vague. For example, when assessing a speaking task, the phrase “the response is complete” would be unclear. A more precise criterion might be “the response addresses all the questions,” followed by specifying the number of questions. The exact formulation will depend on the type of task being assessed.
• Clear and Understandable: Criteria should be formulated according to the age group of the students. For younger learners, keep the descriptions short and enhance them with symbols or illustrations. For example, a writing task could be paired with a pen symbol, while a multiple-choice task could use a checkmark symbol. Creative formatting can engage younger students more effectively.

For teenagers and adults, while symbols can still be used, the descriptions should be more detailed. For older students, criteria can be much more comprehensive. For instance, in addition to setting a minimum number of grammatical structures to be used, you could list the specific structures studied, emphasizing their correct usage and frequency in writing or speaking tasks.

• Accessible to All Students: In online learning, the criteria should be published on the course website. In offline settings, they should be displayed visibly, such as on the board.

Even when criteria meet all requirements, they should not be listed randomly but form part of a coherent grading system.

Developing Assessment Criteria

To create an effective system of criteria, follow a structured approach. This process involves several steps, starting with deciding how to present the criteria. Possible formats include:

• A structured table in English.
• A self-assessment checklist.
• A peer-assessment checklist.

The following steps apply to any format.

Identify What Will Be Assessed

Decide which skills are being evaluated: writing, speaking, grammar, vocabulary, etc. The criteria can focus on a single skill or be a combination of several skills. In the latter case, all skills need to be clearly outlined. The more detailed the description, the easier it is to ensure the criteria are specific and understandable.

If multiple individual goals are being assessed, it’s best to organize them in a list.

Organizing Criteria into Blocks

Organize the criteria into related blocks, grouping them based on how they connect to different parts of the task. For convenience, keep the number of blocks to a minimum (usually 3-4). For example, when assessing a written response, possible blocks might include:

1. Topic relevance.
2. Length of the response (word count, number of sentences, range of topics covered).
3. Grammar accuracy.
4. Vocabulary usage.

Within each block, there may be multiple parameters for assessment.

Assigning Points Within Blocks

The number of points allocated depends on the teaching system and the desired level of accuracy in assessment. If you're simply checking whether a criterion has been met or not, a binary scale of 1 (met) and 0 (not met) is sufficient.

More complex evaluations may involve a range of points. For example, in the "Grammar Accuracy" block, a certain number of points could be assigned for error-free writing, while points may be deducted for each grammatical mistake.

Assigning Points for the Entire Task

The points from each block contribute to the total score for the task. You can either calculate the maximum score based on the points assigned to each block or set a total maximum score first, then distribute points across the blocks. The distribution does not have to be equal and may vary depending on the task and skills being assessed.

Describing Each Point Level

The presentation of the criteria depends on the format chosen earlier. If using a table, columns may represent different achievement levels, and rows may represent the assessment criteria. For each criterion, parameters for each point level should be clearly described, such as a list of words, expressions, or grammatical structures to be used. These tables can be created in either the students' native language or in English, depending on their level of Prociency.

For a checklist, you might create a step-by-step list of tasks, each specifying the required elements (e.g., the number of words, expressions, or grammatical structures). Students can use the checklist to self-assess or peer-assess their work if tasks are completed in groups.

Examples of Exam Criteria (IELTS, TOEFL)

For exams like IELTS or TOEFL, the assessment criteria are well-structured and detailed. Some common criteria include:

• Task Response/Completion: For writing tasks, students must fully address all parts of the question. For speaking, responses should be relevant and coherent.
• Coherence and Cohesion: In both writing and speaking, ideas should flow logically, with appropriate use of linking words (e.g., “however,” “therefore”) to connect thoughts.
• Lexical Resource: This assesses vocabulary range. In IELTS and TOEFL, for higher scores, students must use a wide range of vocabulary accurately, including idiomatic expressions.
• Grammatical Range and Accuracy: Students are expected to use complex grammatical structures with minimal errors. The number of grammatical errors, their severity, and their impact on clarity will affect the score.
• Pronunciation (for speaking tasks): Clear pronunciation is essential, and students are expected to avoid major mispronunciations that may hinder comprehension.

Familiarizing Students with the Criteria

Students should be informed about the criteria before starting the task. If they have any questions, it’s important to clarify how the tasks should be completed and which skills they need to apply. By understanding how they will be evaluated, students can better align their efforts with the expectations.

For teenagers and adults, consider involving them in revising the criteria if something seems unclear. This can increase their engagement and demonstrate the importance of their active participation in the learning process.

Developing assessment criteria based on this algorithm doesn’t take much time. Ultimately, it helps both teachers and students: teachers can evaluate the work more easily, while students gain self-assessment skills and improve their learning outcomes.

The TEFL/TESOL (Teaching English as a Foreign Language / Teaching English to Speakers of Other Languages) courses equip teachers with the skills necessary to design effective assessments. Upon completing the course, teachers receive a certification that attests to their English Prociency and ability to use modern teaching methodologies. TEFL & TESOL certificates are essential for any English teacher and can be used when seeking employment or launching online courses.