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MARKING IN LISTENING SECTION
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MARKING IN LISTENING SECTION
In case of reading section, marking is done on a score of 0-30.
- So there is no need of any band which is required for converting the score 0-4 or 0-5 to 0-30.
- Therefore band assessment is not needed in this section.
- The examinee’s that give the reading section are marked according to some specific factors.
- There are mainly three scoring categories:
High (22-30), Intermediate (15-21) and Low (0-14).
| Sl.No | HIGH: 22-30 | INTERMEDIATE: 15-21 | LOW: 0-14 |
|---|---|---|---|
| 1 | They understand main details and ideas whether they are clearly stated or they are implied. | They understand main details and ideas whether they are clearly stated or they are implied but have difficulty with the ideas that must be inferred or imperative details that is not reinforced. | They understand ideas when they are stated explicitly or marked important, but may have difficulty when main ideas are not stated explicitly or if details are not clearly marked as important. |
| 2 | They separate the more imperative ideas from the lesser ones. | - | - |
| 3 | They understand the usage of information that is made in the passage. | They understand the usage of information that is made in the passage. | - |
| 4 | They understand the connection made between information. | They understand the connection made between information. | They can sometimes recognize major ideas from a text when the information is clearly presented, memorable or illustrated by examples, but have difficulty doing so when the text is more demanding. |
| 5 | They understand other purposes presented by speakers, other than just providing information. Like: expressing a point, showing agreement on a fact or showing disagreement. | They understand other purposes presented by speakers but not so consistently. | When the information is clearly marked as important and there is a central theme, only then it understands the purpose of what the speaker wanted to say in the passage. |
| 6 | Co-ordinates various information, even if the information is not in sequence. | Co-ordinates information from adjacent parts of lecture but may have difficulty in coordinating from separate parts of a lecture. | When the central theme is mentioned, only then they can make connections in the information. |
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