This document provides an assessment grid for analyzing English texts at different levels, from "working towards" to "beyond." It evaluates skills such as analyzing texts, using evidence, understanding context, structure and coherence, and spelling, punctuation and grammar. Each level provides descriptors of the types of inferences, ideas, structure and conventions typical of students performing at that level. The highest levels involve sophisticated interpretations, synthesis of ideas from various sources, awareness of cultural biases and imaginative adaptations of style and perspective.

1. Assessment
grid
-­‐
English
David
Didau
@LearningSpy,
2014
Analysing
texts
Using
evidence
Understanding
context
Awareness
of
impact
Structure
&
coherence
Spelling,
punctuation
&
grammar
Working
towards
Some
simple
inference
at
a
basic
level
with
some
recognition
of
high
frequency
words;
feature
spotting
Some
awareness
&
understanding
of
simple
meaning
Some
awareness
of
when
and
where
a
text
was
produced
Some
awareness
of
writing
for
an
audience
and
purpose
Simple
connections
between
ideas
and
events,
sometimes
in
order
Begins
to
show
awareness
of
basic
punctuation
and
usually
correct
spelling
of
simple
words
Sometimes
Straightforward
inferences
based
on
unrelated
ideas;
begins
to
make
simple
comments
on
language
features
Identification
of
the
main
points
with
some
textual
references
Able
to
make
straightforward
connections
between
the
text
and
its
context
Purpose
is
beginning
to
be
established
with
some
attempt
to
match
style
to
appeal
to
reader
Attempts
to
organise
logically,
but
paragraphing
inconsistent
Basic
grammatical
structures
are
usually
correct;
high
frequency
words
are
usually
spelt
correctly
Secure
Explanation
of
relevant
language,
structure
&
ideas
without
teacher
support
Able
to
clearly
identify
most
relevant
points
using
a
range
of
quotations
and
textual
references
Understanding
that
texts
reflect
their
time
and
culture
and
fit
into
historical
and
literary
traditions
Purpose
is
clear,
constantly
maintained,
and
adapted
for
a
range
of
audiences
Paragraphing
&
sentence
structure
is
coherent,
clear
and
well-­‐developed,
with
links
generally
maintained
Range
of
punctuation
(including
speech)
used
accurately;
spelling
of
more
complex
words
are
generally
correct
Confident
Explores
multiple
and
developed
interpretations
of
language,
structure
&
ideas
Relevant
points
summarised
and
synthesised
through
well
chosen
textual
references
Making
connections
between
texts
from
different
times
and
cultures
and
being
aware
of
their
own
cultural
bias
Imaginative
treatment
of
material
to
sustain
interest
with
some
adaptation
of
style
and
register
Structure
is
integral
to
a
coherent
sequence
of
ideas
and
information
is
skilfully
shaped
Employs
a
full
range
of
punctuation
accurately
and
for
effect;
spelling
of
irregular
words
is
generally
accurate
Exceptional
To
be
able
to
zoom
in
on
language,
structure
&
ideas,
and
zoom
out
to
judge
relevance
and
impact
of
inference
Precision
in
selection
and
application
of
evidence,
fully
and
concisely
synthesised
and
embedded
into
perceptive
commentary
Understanding
the
impact
of
texts
and
exploring
the
ways
texts
have
influenced
literature
and
society
Creative
selection
and
adaptation
of
a
wide
range
of
forms
using
a
well
judged,
instinctive
voice
to
explore
different
perspectives
A
wide
variety
of
structures
are
used
for
deliberate
effect
Punctuation
deployed
to
craft
meaning;
spelling
and
grammatical
features
are
accurate
Beyond
To
question
and
criticise
interpretations
and
synthesising
ideas
from
a
range
of
texts
including
literary
criticism
Subtlety
in
using
evidence
to
critique
and
challenge
accepted
viewpoints
Challenging
assumptions
about
the
cultural
value
of
texts
Convincingly
take
on
different
perspectives
and
personas
Including
parody,
pastiche,
irony
and
satire
Cross
referencing
in
order
to
develop
counter-­‐arguments
and
to
take
readers
outside
of
confines
of
a
text
Punctuation
is
executed
highly
imaginatively
to
enable
subtle
distinctions
of
meaning