Cambridge English Certificates in ESOL Skills for Life
There are a total of 18 marks for Task 1, and 24 marks each for Tasks 2 and 3.
For each task, candidates are given a mark of 0 – 6 for each of the Learning Outcomes in the tables below.
Entry 3 Writing – Task 1 (form or questionnaire)
Learning Outcome
Be able to produce text
for a given audience –
Sentence
Learning Outcome
Be able to produce text
for a given audience –
Word
Learning Outcome
Be able to complete a
form
Assessment Criteria
The learner can:
Use grammar correctly
Use punctuation
correctly
Assessment Criteria
The learner can:
Produce content for the
intended audience
Spell words correctly
Assessment Criteria
The learner can:
Complete a form with
open and closed
responses correctly
Sentence grammar (e.g. verb form and tense, word order) used is sufficiently controlled for meaning
to remain clear.
Clear evidence of ability to construct compound sentences accurately.
Basic punctuation is correct.
Sentence grammar (e.g. verb form and tense, word order) is sufficiently controlled for message to be
communicated, though there may be isolated losses of clarity.
Evidence of ability to construct compound sentences accurately.
Basic punctuation is generally correct.
Sentence grammar (e.g. verb form and tense, word order) is sufficiently controlled for most of
message to be communicated, though meaning may be impeded at times.
Some evidence of ability to construct compound sentences.
Basic punctuation is used but not consistently.
Insufficient evidence of achievement at this level.
Vocabulary is appropriate to task.
Handwriting is legible.
A range of task-appropriate and common words are spelled correctly.
Vocabulary is usually appropriate to task.
Handwriting is almost always legible.
Many task-appropriate and common words are spelled correctly.
Evidence of ability to use appropriate vocabulary, though it may not always be successful.
Handwriting is generally legible but there may be occasional instances of illegibility.
Some task-appropriate and common words are spelled correctly.
Insufficient evidence of achievement at this level.
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
1 or 2 marks
All sections of the form are completed appropriately and effectively.
0 marks
5 or 6 marks
Form is on the whole completed appropriately.
Some sections of the form are completed.
Insufficient evidence of achievement at this level.
3 or 4 marks
1 or 2 marks
0 marks
Cambridge English Certificates in ESOL Skills for Life
Entry 3 Writing – Tasks 2 & 3 (e.g. message, note, email, letter, description, short report)
Learning Outcome
Be able to plan text for a
given audience
Learning Outcome
Be able to produce text
for a given audience –
Text
Learning Outcome
Be able to produce text
for a given audience –
Sentence
Learning Outcome
Be able to produce text
for a given audience –
Word
Assessment Criteria
The learner can:
Plan text for the
intended audience
Assessment Criteria
The learner can:
Produce content for the
intended audience
Structure main points in
short paragraphs
Sequence text
chronologically
Assessment Criteria
The learner can:
Use grammar correctly
Use punctuation
correctly
Assessment Criteria
The learner can:
Produce content for the
intended audience
Spell words correctly
Evidence of planning is shown through appropriate degree of coherence.
Some evidence of planning is shown through appropriate degree of coherence.
Some evidence of attempt at planning is shown through appropriate degree of coherence.
Insufficient evidence of achievement at this level.
Intended audience would be fully informed.
Evidence of ability to adapt text to audience in terms of register and format.
Clear evidence of ability to organise text into paragraphs.
Clear evidence of ability to sequence text chronologically, for example through appropriate use of
discourse markers.
Intended audience would be adequately informed.
Some evidence of ability to adapt text to audience in terms of register and format.
Evidence of ability to organise text into paragraphs.
Evidence of ability to sequence text chronologically, for example through use of discourse markers.
Intended audience would be partially informed.
Clear evidence of awareness of audience.
Some evidence of ability to organise text.
Some evidence of ability to sequence text chronologically, for example through some use of
discourse markers.
Insufficient evidence of achievement at this level.
Sentence grammar (e.g. verb form and tense, word order) used is sufficiently controlled for meaning
to remain clear.
Clear evidence of ability to construct compound sentences accurately.
Basic punctuation is correct.
Sentence grammar (e.g. verb form and tense, word order) is sufficiently controlled for message to be
communicated, though there may be isolated losses of clarity.
Evidence of ability to construct compound sentences accurately.
Basic punctuation is generally correct.
Sentence grammar (e.g. verb form and tense, word order) is sufficiently controlled for most of
message to be communicated, though meaning may be impeded at times.
Some evidence of ability to construct compound sentences.
Basic punctuation is used but not consistently.
Insufficient evidence of achievement at this level.
Vocabulary is appropriate to task.
Handwriting is legible.
A range of task-appropriate and common words are spelled correctly.
Vocabulary is usually appropriate to task.
Handwriting is almost always legible.
Many task-appropriate and common words are spelled correctly.
Evidence of ability to use appropriate vocabulary, though it may not always be successful.
Handwriting is generally legible but there may be occasional instances of illegibility.
Some task-appropriate and common words are spelled correctly.
Insufficient evidence of achievement at this level.
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks
5 or 6 marks
3 or 4 marks
1 or 2 marks
0 marks