Interviewer comments Generally, form and size are consistent and appropriate and sometimes cursive. The learner only uses but it is unlikely that she does not know other “because”, 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: year ago I’ve started my…”. “one There is some attempt at writing logically: thing”, thing”, but the “first “second 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 but the context makes clear that she means and not “collegue”, “college” “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 to”. She attempts to vary sentence “going structure by not always starting sentences with the subject. Vocabulary used is also fairly limited and sometimes used inaccurately: got”, my “have “passed 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.
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.
initialassessmentpack.docx