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MARKING IN READING SECTION
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MARKING IN READING 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 | These candidates have a very good command over academic vocabulary and grammatical structure. | These have a good command over vocabulary but still have some difficulty when the vocabulary is too high level. But they have a very good understanding of grammatical structure. | These candidates have a command of basic academic vocabulary, but their understanding of less common vocabulary is inconsistent. |
| 2 | Even when the concept is vague and language is difficult, the ability to understand concept and synthesize ideas to make inferences is there. | Can understand concept, synthesize ideas and make inferences but have problem when concept is dense and vocabulary is high level. | They have limited ability to understand and connect information, have difficulty recognizing paraphrases of text information, and often relies on particular words and phrases rather than a complete understanding of the text. |
| 3 | The organization of sentences and meaning as well as reference of specific sentences in the whole concept is known. | The organization of sentences and meaning as well as reference of specific sentences in the whole concept is known but have difficulty when these are not easy to infer from the text. | They have difficulty identifying the author’s purpose, except when that purpose is explicitly stated in the text or easy to infer from the text; and |
| 4 | Main ideas of the concept are gathered, even when the language is complex. | Main ideas of the concept are gathered, but he/she has difficulty in doing so when text is conceptually dense. | 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. |
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