Questions and assessment descriptors Questions to ask the learner Assessment desriptors Any learner who is unable to respond to the factual information questions on the learner information form should not be asked any further questions. Unable to use English and requires an interpreter for form completion Learners should be placed into a working towards this level Beginner A Do you have a job? Tell me about your job. If the learner does not work: Do you live in a house or a flat? Describe your house/flat. Who lives in your _____? Tell me about them. Or if the learner alone: What do you like about living here? Attempts to use very simple grammar and lexis, but with a high frequency of errors Pronunciation places great strain on the listener Relies totally on interlocutor to maintain the interaction, by responding with one word answer, often in L1 Continual hesitations, requests for repetition and rephrasing stilt the exchange Demonstrates great difficulty in understanding or making him/herself understood SCQF Level 2 SQA Access 2 B Why did you decide to come to Scotland? What are your plans for the future? How is your life here different from your life in your hometown? What do you like doing in your free time? How often do you speak English? Uses a range of basic grammar and lexis, but with frequent errors Pronunciation places strain on the listener Relies heavily on interlocutor to maintain the interaction Attempts to discuss familiar topics, but exchange is hindered by frequent hesitations and requests for repetition and clarification SCQF Level 3 SQA Access 3
Questions and assessment descriptors Questions to ask the learner Assessment descriptors C What were you doing before you came to Scotland/the UK? Can you give me some more details? What do you find difficult learning English? How could you improve your English outside the classroom? What do you need to do to become a successful language learner? Uses a good range of grammar and lexis appropriately but with errors Pronunciation requires a sympathetic listener Maintains the interaction satisfactorily, but relies on strategies to facilitate understanding, such as requests for repetition and clarification Can discuss familiar topics, but exchange may be punctuated by occasional hesitations Learners should be placed into a class/group working towards this level SCQF Level 4 SQA Intermediate 1 D What do you have for the future? Tell me about a teacher you’ve had who influenced you in some way. What do you think makes a good language learner? Some people believe that you are only good at a language if you sound like a native speaker. What’s your opinion? Uses a wide range of grammar and lexis appropriately with only minor errors Uses clear pronunciation and can be understood by native speakers with only minimal effort on the part of the listener Maintains the interaction appropriately with relative ease Can discuss familiar and some non-familiar topics SCQF Level 5 SQA Intermediate 2
Questions and assessment descriptors Questions to ask the learner Assessment descriptors E In your experience, how far do language classes prepare you for interaction with native speakers? Do you think there are any benefits in having a job whilst studying? What might they be? What disadvantages are in studying for an exam as opposed to studying for fun? It is often said that experience is more valuable than qualifications. Do you agree with this? If you are assessing younger learners Have you done/are you going to do work experience at school? What do you think the benefits are? What do you do in your free time? How do you think technology has changed the way we spend our free time? Consistently uses a wide range of grammar and lexis appropriately Pronunciation is very clear and understood by individuals whose first language is English with no effort Maintains the interaction appropriately with total ease Competently discusses all topics - familiar and non- familiar Learners should be placed into a class/group working towards this level SCQF Level 6 Higher or vocational or academic course in another subject
Interviewer comments Generally, form and size are consistent and appropriate and sometimes cursive. The learner only uses “because”, but it is unlikely that she does not know other simple connectors. She does not use a range of phrases. Sentences generally consist of one or two clauses, but there is some attempt at using more complexity albeit not accurately: “one year ago I’ve started my…”. There is some attempt at writing logically: “first thing”, “second thing”, but the article is omitted. There is also some expansion of ideas, although there is no attempt to separate the two ideas into two paragraphs. It is also unclear what she wants to be – an interpreter or a driver. Spelling and punctuation are generally accurate enough to be followed most of the time. The only spelling error causing slight confusion with meaning is “collegue”, but the context makes clear that she means “college” and not “colleague”. The learner uses a limited range of grammar and some attempt at using a range of tenses albeit not always accurately: present simple, present continuous, present perfect and “going to”. She attempts to vary sentence structure by not always starting sentences with the subject. Vocabulary used is also fairly limited and sometimes used inaccurately: “have got”, “passed my exam (test?”), “collegue”. Areas to work on are: using grammar more accurately, especially tenses, extend use of basic and more complex connectors and work on paragraphing. In some ways, final placement would suggest SCQF Level 4/SQA Intermediate 1 level but, taking these development points into consideration, should be at the top end of a class/group working towards SCQF Level 3/SQA Access 3 level where the learner should make rapid progress. SCQF Level 4/SQA Intermediate 1 Assessment descriptors Sentences are linked together a range of phrases. Text is continuous and uses paragraphing. Spelling and punctuation are easily comprehensible despite some inaccuracies.