The diagnostic assessment scale

The band scales developed for our project included a description of what students are able to do in written English. The process was iterative: we began with five bands but after some 50 pieces of writing had been examined decided that six bands worked better. As more samples were assessed and re-assessed, the descriptors for each band were also adjusted. Below is the list of six bands which were adopted. These have since been used and adapted by colleagues in other faculties at Curtin (Faculty of Engineering and Science) and by colleagues working in other Australian universities (e.g. the University of Canberra).

Assessment scale for academic writing

1. Outstanding communicator in written English, whose writing shows sophisticated use of English expression that is free of errors. The student is able to use simple and complex sentences and a rich vocabulary to convey ideas clearly. Should communicate successfully in academic and related professional contexts.

2. Successful communicator in written English, whose writing shows minimal errors in grammar, structure and vocabulary. Uses simple and complex sentences to convey meaning clearly. The student should communicate successfully in academic and related professional contexts.

3. Competent communicator in written English, who is able to express ideas clearly, although there are occasional errors in grammar, structure and vocabulary. Uses mostly simple and some complex sentences to convey meaning. The student should communicate competently in academic and related professional contexts.

4. Modest communicator in written English, whose writing shows some weaknesses in grammar, structure and vocabulary. Is unable to express complex ideas and uses simple sentences to convey meaning. The student is likely to require support to communicate adequately in academic and related professional contexts.

5. Poor communicator in written English, whose writing shows some major weaknesses in grammar, structure and vocabulary, sometimes hindering clarity. Is able to express very basic ideas in writing. The student is likely to have difficulty in coping with writing for academic and related professional contexts.

6. Extremely poor communicator in written English, whose writing reflects major weaknesses in grammar, structure and vocabulary, which hinder meaning and clarity. The student is unlikely to be able to cope with the demands of writing for academic and related professional contexts.

In 2005, when it was decided to give formal feedback to students including the scale, the descriptors were modified to make them more suitable for this purpose. The student version of the scale is shown below.

In the first year, all writing was marked by one assessor who also developed the bandscales before this process, adjusting them according to the experience of grading so many samples. In the second and following years, all pieces of writing have been double-marked and have been marked a third time where there seemed to be a great discrepancy between markers.

Student version of the Assessment Scale for Academic Writing

1. You communicate very well and your writing shows sophisticated use of English expression that is free of errors. You express your ideas clearly and should have no problem communicating successfully in academic contexts.

2. You communicate well in written English and your writing shows only minimal errors in grammar, structure and vocabulary. You should communicate successfully in academic contexts.

3. You communicate competently in written English and you are able to express your ideas clearly, although there are occasional errors in grammar, structure and vocabulary. You should communicate competently in academic contexts.

4. You communicate reasonably well in written English, although your writing shows some weaknesses in grammar, structure and vocabulary. You will probably require some support to communicate competently in academic contexts and you are invited to take advantage of Academic Writing Seminars being offered by CBS.

5. You have some difficulty communicating in written English and your writing shows some major weaknesses in grammar, structure and vocabulary, sometimes hindering clarity. You are likely to have difficulty in coping with writing for academic purposes and are strongly urged to attend Academic Writing Seminars being offered by CBS.

6. You have difficulty communicating in written English and your writing reflects major weaknesses in grammar, structure and vocabulary, which hinder meaning and clarity. You are unlikely to be able to cope with the demands of academic writing without support and are strongly urged to attend Academic Writing Seminars being offered by CBS.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم التطوير يبحث آفاق التعاون المشترك مع المعهد العالي لإعداد وتأهيل القادة

إدارة العتبة العباسية المقدسة تطلع على آليات تطوير المهارات الحِرَفية بقسم صناعة الشبابيك

سماحة السيد الصافي يؤكد أهمية التدريب المستمر وتطوير قدرات الملاكات الطبية للارتقاء بالخدمات الصحية

العتبة العباسية المقدسة تقيم مجلسًا عزائيًا لإحياء ذكرى شهادة الإمام الكاظم (عليه السلام)

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998