Modulabschlussprüfung der ZESS – Scientific
English – Bewertung des schriftlichen Ausdrucks (C1) Student:
Dieses Protokoll ergänzt die Kommentare und Notizen auf den schriftlichen Produktionen der/des Studierenden.
Task 1:
Task 2:
Kurs: Genaue Prüfungsanforderungen: siehe Modulkatalog der ZESS | Beschreibung der Arbeitsaufträge: siehe Portfolio der/des Studierenden
Content
(1) task realization (2) substance & support (3) accessibility
Task 1
Task 2
General remarks
□ responds fully to task – clearly demonstrates knowledge/understanding of topic – extremely substantive –
well-chosen details/examples – thorough development – explains complex concepts clearly
□ responds well to task – demonstrates knowledge/understanding of topic – substantive – good
details/examples – good development – explains complex concepts fairly clearly
□ responds satisfactorily to task – demonstrates general knowledge/understanding of topic – competent –
some good details/examples – satisfactory development – explains (complex) concepts somewhat clearly
□ acceptable response to task – demonstrates limited knowledge/understanding of topic – relevance not
always clear – minimal details/examples – some development – some difficulty explaining concepts
□ insufficient, incomplete or inappropriate response to task – failure to demonstrate knowledge and/or
understanding of topic – insufficient in development and/or ability to explain (basic) concepts
Task 1:
excellent (1)
1
1,3
1,7
Task 2:
good (2)
2,0
2,3
2,7
satisfactory (3)
3,0
3,3
sufficient/poor (4)
3,7
4,0
insufficient
5,0
Functionality (1) structure/cohesion (2) layout/formatting/task-related conventions
Task 1
Task 2
General remarks:
□ excellent execution – extremely well-organized and cohesive – paragraphs/sections are well-balanced –
key information is readily accessible – formatting and task-related conventions are impeccable
□ effective execution – well-organized and cohesive – paragraphs/sections are generally well-balanced – key
information is accessible – formatting and task-related conventions are generally correct
□ satisfactory execution – fairly well-organized and cohesive – paragraphs/sections may be somewhat
uneven – key information generally accessible – some errors in formatting and/or task-related conventions
□ sufficient execution – overall structure is adequate – not very cohesive – paragraphs/sections are uneven –
key information difficult to pick out – multiple errors in formatting and/or task-related conventions
□ insufficient, incomplete or inappropriate execution – organization/structure are inadequate/missing –
complete lack of logical sequencing – inappropriate layout, formatting and/or task-related conventions
Task 1:
excellent (1)
1
1,3
1,7
Task 2:
good (2)
2,0
2,3
2,7
satisfactory (3)
3,0
3,3
sufficient/poor (4)
3,7
4,0
insufficient
5,0
Modulabschlussprüfung der ZESS –Bewertung des schriftlichen Ausdrucks (C1) Student:
Range & accuracy of language (for details see notations on student’s text)
Task 1
Task 2
General remarks:
Lexical range & control
□
□
□
□
□
advanced range of academic and/or scientific lexis – broad and varied; precise word choice
good range of academic and/or scientific lexis – fairly broad and varied; good word choice
satisfactory range of lexis – generally correct and appropriate word choice and/or word forms
limited range of lexis – issues with word choice and/or word forms may obscure meaning in some cases
insufficient range of lexis – major problems with word choice and/or word forms obscure meaning
Grammatical/syntactical range & control
□ excellent control of grammatical/syntactic structures – near mastery of conventions
□ correct, flexible use of varied grammatical/syntactic structures with relatively few minor errors
□ generally accurate (if somewhat simple) grammatical/syntactic structures – inaccuracies may distract but
do not obscure meaning and/or significantly detract from message
□ issues even with fairly basic grammatical/syntactic structures – language generally simplistic –
inaccuracies are distracting and may obscure meaning and/or significantly detract from message
□ insufficient control of grammatical/syntactic structures – inaccuracies obscure meaning and/or seriously
detract from message
Register
□
□
□
□
□
consistently appropriate – style is academic/professional; voice is authoritative and assured
appropriate – style is academic/professional
generally appropriate – overall style is academic/professional with occasional slips
acceptable – style is either inconsistent or somewhat too informal throughout
unacceptable – register is inappropriate to the task
Task 1:
excellent (1)
1
1,3
1,7
Task 2:
good (2)
2,0
2,3
2,7
satisfactory (3)
3,0
3,3
sufficient/poor (4)
3,7
4,0
Content
___________ x 25 %
Functionality
___________ x 25 %
Range & Accuracy of Language
___________ x 50 %
Final Grade Written Expression
___________
not at level
5,0
_____________________________
(Date, Teacher’s Signature)