SPEAKING: Band Descriptors (public version)

Band Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation
9 • speaks fluently with only rare repetition or self-correction; • uses vocabulary with full flexibility and precision in all • uses a full range of structures naturally and appropriately • uses a full range of pronunciation features with precision and
• any hesitation is content-related rather than to find words or topics • produces consistently accurate structures apart from ‘slips’ subtlety
grammar • uses idiomatic language naturally and accurately characteristic of native speaker speech • sustains flexible use of features throughout
• speaks coherently with fully appropriate cohesive features • is effortless to understand
• develops topics fully and appropriately
8 • speaks fluently with only occasional repetition or self- • uses a wide vocabulary resource readily and flexibly to • uses a wide range of structures flexibly • uses a wide range of pronunciation features
correction; hesitation is usually content-related and only convey precise meaning • produces a majority of error-free sentences with only very • sustains flexible use of features, with only occasional
rarely to search for language • uses less common and idiomatic vocabulary skilfully, with occasional inappropriacies or basic/non-systematic errors lapses
• develops topics coherently and appropriately occasional inaccuracies • is easy to understand throughout; L1 accent has minimal effect
• uses paraphrase effectively as required on intelligibility
7 • speaks at length without noticeable effort or loss of • uses vocabulary resource flexibly to discuss a variety of • uses a range of complex structures with some flexibility • shows all the positive features of Band 6 and some, but not all, of
coherence topics • frequently produces error-free sentences, though some the positive features of Band 8
• may demonstrate language-related hesitation at times, or some • uses some less common and idiomatic vocabulary and shows grammatical mistakes persist
repetition and/or self-correction some awareness of style and collocation, with some inappropriate
• uses a range of connectives and discourse markers with some choices
flexibility • uses paraphrase effectively
6 • is willing to speak at length, though may lose coherence at times • has a wide enough vocabulary to discuss topics at length and • uses a mix of simple and complex structures, but with • uses a range of pronunciation features with mixed control
due to occasional repetition, self-correction or hesitation make meaning clear in spite of inappropriacies limited flexibility • shows some effective use of features but this is not
• uses a range of connectives and discourse markers but not always • generally paraphrases successfully • may make frequent mistakes with complex structures sustained
appropriately though these rarely cause comprehension problems • can generally be understood throughout, though
mispronunciation of individual words or sounds reduces
clarity at times
5 • usually maintains flow of speech but uses repetition, self • manages to talk about familiar and unfamiliar topics but • produces basic sentence forms with reasonable accuracy • produces basic sentence forms with reasonable accuracy
correction and/or slow speech to keep going uses vocabulary with limited flexibility • uses a limited range of more complex structures, but these usually • uses a limited range of more complex structures, but these usually
• may over-use certain connectives and discourse markers • attempts to use paraphrase but with mixed success contain errors and may cause some comprehension problems contain errors and may cause some comprehension problems
• produces simple speech fluently, but more complex • shows all the positive features of Band 4 and some, but not all, of • shows all the positive features of Band 4 and some, but not all, of
communication causes fluency problems the positive features of Band 6 the positive features of Band 6

4 • cannot respond without noticeable pauses and may speak slowly, • is able to talk about familiar topics but can only convey basic • produces basic sentence forms and some correct simple • uses a limited range of pronunciation features
with frequent repetition and self-correction meaning on unfamiliar topics and makes frequent errors in sentences but subordinate structures are rare • attempts to control features but lapses are frequent
• links basic sentences but with repetitious use of simple word choice • errors are frequent and may lead to misunderstanding • mispronunciations are frequent and cause some difficulty for
connectives and some breakdowns in coherence • rarely attempts paraphrase the listener

3 • speaks with long pauses • uses simple vocabulary to convey personal information • attempts basic sentence forms but with limited success, or • shows some of the features of Band 2 and some, but not
• has limited ability to link simple sentences • has insufficient vocabulary for less familiar topics relies on apparently memorised utterances all, of the positive features of Band 4
• gives only simple responses and is frequently unable to • makes numerous errors except in memorised expressions
convey basic message
2 • pauses lengthily before most words • only produces isolated words or memorised utterances • cannot produce basic sentence forms • Speech is often unintelligble
• little communication possible

1 • no communication possible
• no rateable language
0 • does not attend

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 WRITING TASK 2: Band Descriptors (public version)
Band Task response Coherence and cohesion Lexical resource Grammatical range and accuracy
9 • fully addresses all parts of the task • uses cohesion in such a way that it attracts no attention • uses a wide range of vocabulary with very natural and • uses a wide range of structures with full flexibility and
• presents a fully developed position in answer to the question • skilfully manages paragraphing sophisticated control of lexical features; rare minor errors occur accuracy; rare minor errors occur only as ‘slips’
with relevant, fully extended and well supported ideas only as ‘slips’

8 • sufficiently addresses all parts of the task • sequences information and ideas logically • uses a wide range of vocabulary fluently and flexibly to • uses a wide range of structures
• presents a well-developed response to the question with • manages all aspects of cohesion well convey precise meanings • the majority of sentences are error-free
relevant, extended and supported ideas • uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical items but there may be • makes only very occasional errors or inappropriacies
occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation
7 • addresses all parts of the task • logically organises information and ideas; there is clear • uses a sufficient range of vocabulary to allow some • uses a variety of complex structures
• presents a clear position throughout the response progression throughout flexibility and precision • produces frequent error-free sentences
• presents, extends and supports main ideas, but there may be a • uses a range of cohesive devices appropriately although • uses less common lexical items with some awareness of • has good control of grammar and punctuation but may
tendency to over-generalise and/or supporting ideas may lack there may be some under-/over-use style and collocation make a few errors
focus • presents a clear central topic within each paragraph • may produce occasional errors in word choice, spelling
and/or word formation
6 • addresses all parts of the task although some parts may be • arranges information and ideas coherently and there is a more fully • uses an adequate range of vocabulary for the task • uses a mix of simple and complex sentence forms
covered than others clear overall progression • attempts to use less common vocabulary but with some • makes some errors in grammar and punctuation but they rarely
• presents a relevant position although the conclusions may • uses cohesive devices effectively, but cohesion within become unclear inaccuracy reduce communication
or repetitive and/or between sentences may be faulty or mechanical • makes some errors in spelling and/or word formation, but they
• presents relevant main ideas but some may be • may not always use referencing clearly or appropriately do not impede communication
inadequately developed/unclear • uses paragraphing, but not always logically
5 • addresses the task only partially; the format may be • presents information with some organisation but there may be a • uses a limited range of vocabulary, but this is minimally • uses only a limited range of structures
inappropriate in places lack of overall progression adequate for the task • attempts complex sentences but these tend to be less
• expresses a position but the development is not always clear • makes inadequate, inaccurate or over-use of cohesive • may make noticeable errors in spelling and/or word accurate than simple sentences
and there may be no conclusions drawn devices formation that may cause some difficulty for the reader • may make frequent grammatical errors and punctuation may
• presents some main ideas but these are limited and not • may be repetitive because of lack of referencing and be faulty; errors can cause some difficulty for the reader
sufficiently developed; there may be irrelevant detail substitution
• may not write in paragraphs, or paragraphing may be
inadequate
4 • responds to the task only in a minimal way or the answer is • presents information and ideas but these are not arranged tangential; the • uses only basic vocabulary which may be used repetitively or • uses only a very limited range of structures with only rare use
format may be inappropriate coherently and there is no clear progression in the which may be inappropriate for the task of subordinate clauses
• presents a position but this is unclear response • has limited control of word formation and/or spelling; errors may • some structures are accurate but errors predominate, and
• presents some main ideas but these are difficult to identify • uses some basic cohesive devices but these may be and may be cause strain for the reader punctuation is often faulty
repetitive, irrelevant or not well supported inaccurate or repetitive
• may not write in paragraphs or their use may be confusing
3 • does not adequately address any part of the task • does not organise ideas logically • uses only a very limited range of words and expressions with • attempts sentence forms but errors in grammar and
• does not express a clear position • may use a very limited range of cohesive devices, and those used very limited control of word formation and/or spelling punctuation predominate and distort the meaning
• presents few ideas, which are largely undeveloped or may not indicate a logical relationship between ideas • errors may severely distort the message
irrelevant
2 • barely responds to the task • has very little control of organisational features • uses an extremely limited range of vocabulary; essentially • cannot use sentence forms except in memorised phrases
• does not express a position no control of word formation and/or spelling
• may attempt to present one or two ideas but there is no
development
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all
0 • does not attend
• does not attempt the task in any way
• writes a totally memorised response

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