Appendix 1 to _Communicative assessment in a personal curriculum at Kanda University of International Studies

Communicative assessment in a personal curriculum
at Kanda University of International Studies

Appendix 1: KEPT writing descriptor bands

	Overall essay structure competence	Paragraph structure competence	Vocabulary	Grammatical accuracy	Content
0	No evidence of intro, conclusion, or thesis statement apparent without using liberal amounts of imagination	No apparent knowledge of paragraph structure; may be a list of unconnected sentences	Demonstrates knowledge of only a few words in English	Shows faulty knowledge of even the simplest grammatical constructions	Lack of ideas. No coherent content, just phrases strung together
1	Uses only a one-sentence or otherwise inadequate intro and conclusion; does not use appropriate transitions; no clear thesis statement	Communicates ideas by using sentences which are conceptually linked, but not in clear paragraph form	Uses only very common, simple vocabulary, barely sufficient for the task	Uses only the simplest grammar correctly, makes errors which affect the intelligibility of ideas, so the task is not adequately completed	May be more than a few sentences, but has few ideas expressed in quite limited form, and without the power to convince a reader
2	Some evidence of an attempt to use intro-body-conclusion structure, but it is not effective; may not use essay-level transitions	Displays some basic knowledge of paragraph structure, (e.g. topic orientation, idea-examples, etc.) but does not do it well enough	Generally uses appropriate words for the task, but shows no special knowledge of vocabulary	Seems to have enough grammar to complete the task, may make many errors but the ideas are still understandable	The essay contains some ideas which are supported somewhat logically, but which may not be convincing
3	Uses intro-body-conclusion structure, but may not be perfectly executed; definitely uses essay-level transitions	Shows knowledge of paragraph structure and sentence-level transitions, accomplishes the task but may still have some areas which need improvement	Uses above-average vocabulary, but sometimes without complete control	Some errors may still be present, but displays good control of word-level grammar and morphosyntax	The ideas are expressed relatively effectively; somewhat convincing
4	Uses intro-body-conclusion structure very effectively; uses appropriate transitions to organize essay; shows complete control over the organizational and writing task	Writes well-structured paragraphs which include a clear focus, support for ideas, analysis, and appropriate sentence-level transitions	Uses varied, appropriate vocabulary; displays evidence of complex lexical knowledge	Displays excellent control of sentence-level and word-level grammar and morphosyntax; few errors	The essay contains ideas which are expressed creatively and effectively; convincing arguments are presented

The criterion level for this test is generally a score of 2 on the above categories. This means the examinee has done an acceptable job on that category. If you have insufficient information, then you should not give that person a 2 or above; If a student did not write enough for you to reliably assign a score for a category, assign them U as a score. It will give them a 0 as a score but will contribute to the reliability research on scores and scales that we are pursuing.

Main Article Appendix 1 Appendix 2 Appendix 3

2002 Pan SIG-Proceedings: Topic Index

Complete Pan SIG-Proceedings: Topic Index

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