This document outlines assessment criteria for Paper 2 (written assignment) for both SL and HL students. It is divided into three criteria: 1. Language - Evaluates effective and accurate use of language, range of vocabulary, and sentence structure. 2. Message - Assesses how clearly and coherently ideas are developed and organized and how appropriate supporting details are. 3. Format - Judges how well the required text type is produced and how appropriate conventions of the text type are. Scores range from 0 to 10 for each criterion. Descriptors provide guidance for assessing performance within each score range. Comments sections are included for examiner notes. Failure to meet the minimum word count results in a 1-mark

1. Paper 2- SL Assessment Criteria
Marks:
/ 25
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
• How effectively and
accurately does the student
use language?
Criterion B- Message
•
How clearly can the student
develop and organize relevant
ideas?
1-2
3-4
5-6
7-8
9-10
The work does not reach a
standard described by the
descriptors below.
Command of the language is
generally inadequate.
A very limited range of
vocabulary is used, with many
basic errors.
Simple sentence structures are
rarely clear.
The work does not reach a standard
described by the descriptors below.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary is
used, with many basic errors.
Simple sentence structures are
sometimes clear.
The message has barely been
communicated.
The ideas are sometimes irrelevant
and/or repetitive.
The development of ideas is confusing;
supporting details are limited and/or
not appropriate.
Command of the language is
generally adequate, despite
many inaccuracies.
A fairly limited range of
vocabulary is used, with many
errors.
Simple sentence structures are
usually clear.
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Simple sentence structures are
clear.
Command of the language is
good and effective.
A wide range of vocabulary is
used accurately, with few
significant errors.
Some complex sentence
structures are clear and effective.
The message has been partially
communicated.
The ideas are relevant to some extent.
The development of ideas is evident at
times; supporting details are
sometimes appropriate.
/10
0
/10
The message has not been
communicated.
The ideas are irrelevant and/or
repetitive.
The development of ideas is unclear;
supporting details are very limited
and/or not appropriate.
Criterion C – Format
•
•
How correctly does the student produce
the required text type?
To what extent are the conventions of
text types appropriate?
0
The work does not reach a standard
described by the descriptors below.
1
The text type is not recognizable.
Conventions appropriate to the text
type are not used.
2
3
4
5
The text type is hardly recognizable
or is not appropriate.
Conventions appropriate to the text
type are very limited.
The text type is sometimes
recognizable and appropriate.
Conventions appropriate to the text
type are limited.
The text type is generally
recognizable and appropriate.
Conventions appropriate to the text
type are evident.
The text type is clearly recognizable
and appropriate.
Conventions appropriate to the text
type are effective and evident.
The message has been
communicated fairly well.
The ideas are mostly relevant.
The development of ideas is coherent;
supporting details are mostly
appropriate.
The message has been
communicated well.
The ideas are relevant.
The development of ideas is coherent
and effective; supporting details are
appropriate.
/5
Comments:
________________________________________________________________________
________________________________________________________________________

2. Paper 2- HL Assessment Criteria
Section A:
Marks:
/ 25
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
• How effectively and
accurately does the student
use language?
0
1-2
3-4
5-6
7-8
9-10
Criterion B- Message
•
How clearly can the student
develop and organize relevant
ideas?
The work does not reach a
standard described by the
descriptors below.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary is
used, with many basic errors.
Simple sentence structures are
sometimes clear.
The work does not reach a standard
described by the descriptors below.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary is
used, with many basic errors.
Simple sentence structures are
sometimes clear.
The message has been partially
communicated.
The ideas are relevant to some extent.
The development of ideas is evident at
times; supporting details are
sometimes appropriate.
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Simple sentence structures are
clear.
The message has been
communicated fairly well.
The ideas are mostly relevant.
The development of ideas is coherent;
supporting details are mostly
appropriate.
Command of the language is
good and effective.
A wide range of vocabulary is
used accurately, with few
significant errors.
Some complex sentence
structures are clear and effective.
Command of the language is
very effective.
A wide range of vocabulary is
used accurately and effectively,
with very few errors.
Complex sentence structures are
clear and effective
Criterion C – Format
•
•
How correctly does the student produce
the required text type?
To what extent are the conventions of
text types appropriate?
The message has been
communicated well.
The ideas are relevant.
The development of ideas is coherent
and effective; supporting details are
appropriate.
/10
The message has not been
communicated.
The ideas are irrelevant and/or
repetitive.
The development of ideas is confusing;
supporting details are limited and/or
not appropriate.
0
1
2
3
4
5
The work does not reach a standard
described by the descriptors below.
The text type is not recognizable.
Conventions appropriate to the text
type are not used.
The text type is hardly recognizable
or is not appropriate.
Conventions appropriate to the text
type are very limited.
The text type is sometimes
recognizable and appropriate.
Conventions appropriate to the text
type are limited.
The text type is generally
recognizable and appropriate.
Conventions appropriate to the text
type are evident.
The text type is clearly recognizable
and appropriate.
Conventions appropriate to the text
type are effective and evident.
The message has been
communicated very well.
The ideas are relevant and effective.
The development of ideas is coherent
and thorough; supporting details are
highly appropriate.
/10
/5
Comments:
________________________________________________________________________
________________________________________________________________________

3. Section B:
Marks:
/ 20
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
•
How effectively and accurately does the student
use language?
Criterion B- Argument
•
•
•
How skillfully does the student develop ideas?
How clear and convincing is the argument?
To what extent does the student react to the stimulus?
The work does not reach a standard described by the
descriptors below.
Command of the language is limited and
generally ineffective.
A limited range of vocabulary is used, with many
basic errors.
Simple sentence structures are sometimes clear.
The work does not reach a standard described by the
descriptors below.
The development of ideas is very poor, and the argument
is unclear and unconvincing.
The structure of the argument is vague and confusing.
The ideas are irrelevant.
3-4
Command of the language is generally adequate,
despite many inaccuracies.
A fairly limited range of vocabulary is used, with
many errors.
Simple sentence structures are usually clear.
The development of ideas is poor, and the argument is
rarely clear and convincing.
The structure of the argument is sometimes apparent.
The ideas are sometimes relevant.
5-6
Command of the language is effective, despite
some inaccuracies.
A range of vocabulary is used accurately, with some
errors.
Simple sentence structures are clear.
The development of ideas is sometimes good, and the
argument has some clarity and is sometimes convincing.
The structure of the argument is evident.
The ideas are generally relevant.
Command of the language is effective.
A wide range of vocabulary is used accurately, with
few significant errors.
Some complex sentence structures are clear and
effective
Command of the language is very effective.
A wide range of vocabulary is used accurately and
effectively, with very few errors.
Complex sentence structures are clear and effective.
The development of ideas is good and methodical; the
argument is clear and fairly convincing.
The structure of the argument is coherent and organized.
The ideas are well expressed and relevant.
0
1-2
7-8
9-10
/10
The development of ideas is very good and methodical;
the argument is convincing.
The structure of the argument is consistently coherent and
organized.
The ideas are very well expressed, relevant and engaging
/10
Comments:
________________________________________________________________________
________________________________________________________________________

4. Individual Oral- SL Assessment Criteria
Marks:
/ 20
Criterion A- Productive skills
0
1-2
3-4
5-6
7-8
9-10
Criterion B- Interactive & receptive skills
How successfully does the student use the language
in speech?
• How fluent and clear is the student’s speech?
• How accurate and varied is the language used?
• How much does the student’s intonation aid
communication?
To what extent does the student understand and demonstrate
an ability to interact in a conversation?
• How well can the student express simple and complex
ideas?
• How well can the student maintain a conversation?
The work does not reach a standard
described by the descriptors below.
Command of spoken language is very
limited.
The production of language is very hesitant
and hardly comprehensible.
Language is often incorrect and/or very
limited.
Intonation interferes seriously with
communication.
Command of spoken language is limited.
The production of language is hesitant and
not always comprehensible.
Language is often incorrect and/or limited.
Intonation sometimes interferes with
communication.
Command of spoken language is fairly
good.
The production of language is
comprehensible and fluent at times.
Language is sometimes correct, with some
idiomatic expressions.
Intonation does not interfere with
communication.
Command of spoken language is good.
The production of language is mostly fluent.
Language is generally correct, varied and
articulate.
Intonation contributes to communication.
The work does not reach a standard described by the
descriptors below.
Simple ideas are understood with great difficulty
and interaction is very limited.
Simple ideas and opinions are presented
incoherently.
The conversation is disjointed.
Command of spoken language is very
good.
The production of language is fluent.
Language is correct, varied and articulate;
errors do not interfere with message.
Intonation enhances communication.
/10
Simple ideas are understood with difficulty and
interaction is limited.
Simple ideas and opinions are presented with
difficulty, sometimes incoherently.
The conversation does not flow coherently.
Simple ideas are understood fairly well and
interaction is acceptable.
Simple ideas and opinions are generally presented
clearly.
The conversation flows coherently at times but with
some lapses.
Simple ideas are understood well and interaction
is good.
Simple ideas and opinions are presented clearly and
coherently; there is some difficulty with complex
ideas.
The conversation generally flows coherently.
Complex ideas are understood well and
interaction is good.
Both simple and complex ideas and opinions are
generally presented clearly, coherently and
effectively.
The conversation flows coherently.
/10
Comments:
________________________________________________________________________
________________________________________________________________________

5. Individual Oral- HL Assessment Criteria
Marks:
/ 20
Criterion A- Productive skills
Criterion B- Interactive & receptive skills
How successfully does the student use the language
in speech?
• How fluent and clear is the student’s speech?
• How accurate and varied is the language used?
• How much does the student’s intonation aid
communication?
To what extent does the student understand and demonstrate
an ability to interact in a conversation?
• How well can the student express simple and complex
ideas?
• How well can the student maintain a conversation?
The work does not reach a standard
described by the descriptors below.
Command of spoken language is
limited.
The production of language is hesitant and
not always comprehensible.
Language is often incorrect and/or limited.
Intonation interferes with communication.
The work does not reach a standard described by
the descriptors below.
Simple ideas are understood with difficulty
and interaction is limited.
Simple ideas and opinions are presented with
difficulty, sometimes incoherently.
The conversation does not flow coherently.
Command of spoken language is fairly
good.
The production of language is
comprehensible and fluent at times.
Language is sometimes correct, with some
idiomatic expressions.
Intonation does not interfere seriously with
communication.
Simple ideas are understood fairly well and
interaction is acceptable.
Simple ideas and opinions are generally
presented clearly.
The conversation flows coherently at times but
with some lapses.
5-6
Command of spoken language is good.
The production of language is mostly
fluent.
Language is generally correct, varied and
idiomatic.
Intonation contributes to communication.
Simple ideas are understood well and
interaction is good.
Simple ideas and opinions are presented clearly
and coherently; there is some difficulty with
complex ideas.
The conversation generally flows coherently.
7-8
Command of spoken language is very
good.
The production of language is fluent, with
a touch of authenticity.
Language is accurate.
Intonation enhances communication.
Complex ideas are understood well and
interaction is very good.
Both simple and complex ideas and opinions are
generally presented clearly, coherently
and effectively.
The conversation flows coherently.
9-10
Command of spoken language is
excellent.
The production of language is fluent and
generally authentic.
Language is varied and idiomatic.
Intonation enhances communication.
Complex ideas are understood very well and
interaction is excellent.
Complex ideas and opinions are presented
clearly, coherently and effectively.
The conversation flows coherently in a natural
manner.
0
1-2
3-4
/10
/10
Comments:
________________________________________________________________________
________________________________________________________________________

6. Interactive Oral- SL Assessment Criteria
Marks:
/ 20
Criterion A- Productive skills
Criterion B- Interactive & receptive skills
How successfully does the student use the
language in speech?
• How fluent and clear is the student’s
speech?
• How accurate and varied is the language?
• How much does the student’s intonation aid
communication?
0
1
2
3
4
5
To what extent does the student understand and
demonstrate an ability to interact in a conversation?
• How well can the student express simple and
complex ideas?
• How well can the student maintain a conversation?
The work does not reach a standard
described by the descriptors below.
Command of spoken language is very
limited.
The production of language is very hesitant
and hardly comprehensible.
Language is often incorrect and/or very
limited.
Intonation interferes seriously with
communication.
Command of spoken language is limited.
The production of language is hesitant and
not always comprehensible.
Language is often incorrect and/or limited.
Intonation sometimes interferes with
communication.
Command of spoken language is fairly
good.
The production of language is
comprehensible and fluent at times.
Language is sometimes correct, with some
idiomatic expressions.
Intonation does not interfere seriously with
communication.
Command of spoken language is good.
The production of language is mostly fluent.
Language is generally correct, varied and
articulate.
Intonation contributes to communication.
The work does not reach a standard described by the
descriptors below.
Simple ideas are understood with great difficulty
and interaction is very limited.
Simple ideas and opinions are presented
incoherently.
The conversation is disjointed.
Command of spoken language is very
good.
The production of language is fluent.
Language is correct, varied and articulate;
errors do not interfere with message.
Intonation enhances communication.
/5
Simple ideas are understood with difficulty and
interaction is limited.
Simple ideas and opinions are presented with
difficulty, sometimes incoherently.
The conversation does not flow coherently.
Simple ideas are understood fairly well and
interaction is adequate.
Simple ideas and opinions are generally presented
clearly.
The conversation flows coherently at times but with
some lapses.
Simple ideas are understood well and interaction
is good.
Simple ideas and opinions are presented clearly and
coherently; there is some difficulty with complex
ideas.
The conversation generally flows coherently.
Complex ideas are understood well and
interaction is very good.
Both simple and complex ideas and opinions are
generally presented clearly, coherently and
effectively.
The conversation flows coherently.
/5
Comments:
________________________________________________________________________
________________________________________________________________________

7. Interactive Oral- HL Assessment Criteria
Marks:
/ 20
Criterion A- Productive skills
Criterion B- Interactive & receptive skills
How successfully does the student use the
language in speech?
• How fluent and clear is the student’s
speech?
• How accurate and varied is the language?
• How much does the student’s intonation aid
communication?
1
2
3
4
5
The work does not reach a standard
described by the descriptors below.
Command of spoken language is
limited.
The production of language is hesitant and
not always comprehensible.
Language is often incorrect and/or limited.
Intonation interferes with communication.
Command of spoken language is fairly
good.
The production of language is
comprehensible and fluent at times.
Language is sometimes correct, with some
idiomatic expressions.
Intonation does not interfere seriously with
communication.
Command of spoken language is good.
The production of language is mostly
fluent.
Language is generally correct, varied and
idiomatic.
Intonation contributes to communication.
Command of spoken language is very
good.
The production of language is fluent, with
a touch of authenticity.
Language is accurate.
Intonation enhances communication.
Command of spoken language is
excellent.
The production of language is fluent and
generally authentic.
Language is varied and idiomatic.
Intonation enhances communication.
The work does not reach a standard described by
the descriptors below.
Simple ideas are understood with difficulty
and interaction is limited.
Simple ideas and opinions are presented with
difficulty, sometimes incoherently.
The conversation does not flow coherently.
/5
0
To what extent does the student understand and
demonstrate an ability to interact in a conversation?
• How well can the student express ideas and
opinions?
• How well can the student maintain a conversation?
/5
Simple ideas are understood fairly well and
interaction is adequate.
Simple ideas and opinions are generally
presented clearly.
The conversation flows coherently at times but
with some lapses.
Simple ideas are understood well and
interaction is good.
Simple ideas and opinions are presented clearly
and coherently; there is some difficulty with
complex ideas.
The conversation generally flows coherently.
Complex ideas are understood well and
interaction is very good.
Both simple and complex ideas and opinions are
generally presented clearly, coherently and
effectively.
The conversation flows coherently.
Complex ideas are understood very well and
interaction is excellent.
Complex ideas and opinions are presented
clearly, coherently and effectively.
The conversation flows coherently in a natural
manner.
Comments:
________________________________________________________________________
________________________________________________________________________

8. Written Assignment- SL Assessment Criteria
Marks:
/ 25
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
How effectively and accurately
does the student use
language?
0
1-2
3-4
5-6
7-8
Criterion B- Content
• How well has the student
used the sources to
achieve the aim(s) stated in
the rationale?
• How skillfully are the
sources used for the task?
• How well organized is the
information gathered from
the sources?
The work does not reach a
standard described by the
descriptors below.
Command of the language is
generally inadequate.
A very limited range of
vocabulary is used, with many
basic errors.
Sentence structures are rarely
clear.
The work does not reach a
standard described by the
descriptors below.
The student makes little use
of the sources and has not
fulfilled the aim(s) stated in
the rationale.
Use of the sources is
superficial or poorly
developed.
There is no evidence of
organization.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary
is used, with many basic
errors.
Sentence structures are
sometimes clear.
The student makes some use
of the sources and partially
fulfills the aim(s) stated in
the rationale.
Use of the sources is basic,
though at least relevant.
There is an attempt at
organization.
Command of the language is
generally adequate, despite
many inaccuracies.
A fairly limited range of
vocabulary is used, with many
errors.
Sentence structures are
usually clear.
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Sentence structures are clear.
The student makes use of
the sources and generally
fulfills the aim(s) stated in
the rationale.
Use of the sources is
adequate.
There is some organization.
9-10
/8
Criterion C- Format
• How correctly does the
student produce the
required text type?
• To what extent are the
conventions of text types
appropriate?
0
1
2
3
4
The work does not reach a
standard described by the
descriptors below.
The text type is not
recognizable.
Conventions appropriate to
the text type are not used.
The text type is hardly
recognizable or is not
appropriate.
Conventions appropriate to
the text type are limited.
The text type is
sometimes recognizable
and appropriate.
Conventions appropriate to
the text type are evident.
The text type is clearly
recognizable and
appropriate.
Conventions appropriate to
the text type are effective
and evident.
Criterion D- Rationale
• How clear and convincing is
the rationale?
0
1
2
3
The work does not reach a
standard described by the
descriptors below.
The rationale is not clear.
The rationale is clear to
some extent.
The rationale is clear and
directly linked to the
sources.
The student makes good use
of the sources and mostly
fulfills the aim(s) stated in
the rationale.
Use of the sources is good.
The work is mostly organized.
The student makes effective
use of the sources and
fulfills the aim(s) stated in
the rationale.
Use of the sources is effective.
The work is organized.
/10
/4
/3
Comments:
________________________________________________________________________
________________________________________________________________________

9. Written Assignment- HL Assessment Criteria
Marks:
/ 25
Failure to write the minimum number of words will result in a 1-mark penalty.
Criterion A- Language
How effectively and accurately
does the student use
language?
0
1-2
3-4
Criterion B- Content
• To what extent does the
student show appreciation
of the literary work?
• How skillfully is the task
planned?
The work does not reach a
standard described by the
descriptors below.
Command of the language is
limited and generally
ineffective.
A limited range of vocabulary
is used, with many basic
errors.
Simple sentence structures are
sometimes clear.
The work does not reach a
standard described by the
descriptors below.
The student does not make
use of the literary work.
Connection with the text is
superficial or little developed.
There is no evidence of
organization.
Command of the language is
generally adequate, despite
many inaccuracies.
A fairly limited range of
vocabulary is used, with many
errors.
Simple sentence structures are
usually clear.
The student makes little use
of the literary work.
Connection with the text is
basic.
There is little evidence of
organization.
Criterion C- Format
• How correctly does the
student produce the
required text type?
• To what extent are the
conventions of text types
appropriate?
0
1
2
3
4
5-6
7-8
Command of the language is
effective, despite some
inaccuracies.
A range of vocabulary is used
accurately, with some errors.
Simple sentence structures are
clear.
Command of the language is
effective.
A wide range of vocabulary is
used accurately, with few
significant errors.
Some complex sentence
structures are clear and
effective.
The work does not reach a
standard described by the
descriptors below.
The text type is
sometimes recognizable
and appropriate.
Conventions appropriate to
the text type are limited.
The text type is generally
recognizable and
appropriate.
Some conventions
appropriate to the text
type are evident.
The text type is
recognizable and
appropriate.
Conventions appropriate to
the text type are effective.
The text type is
recognizable,
appropriate and
convincing.
Conventions appropriate to
the text type are effective
and varied.
Criterion D- Rationale
• How clear and convincing is
the rationale?
0
The work does not reach a
standard described by the
descriptors below.
The rationale is not clear.
1
2
3
The rationale is clear to
some extent.
The rationale is clear,
pertinent and directly
linked to the literary work.
The student makes some use
of the literary work.
Connection with the text is
adequate and is used fairly
well.
There is some evidence of
organization.
The student makes use of
the literary work.
Connection with the text is
good.
There is evidence of
organization.
The student makes good use
of the literary work.
Connection with the text is
effective.
There is clear evidence of
organization.
9-10
/8
/10
/4
/3
Comments:
________________________________________________________________________
________________________________________________________________________