Skill Align TASC English as an Additional Language or Dialect Level 3 - Free Online Pack 0
English as an Additional Language or Dialect Level 3 | EAL315120 | External Assessment | Written Examination | 2026
- Paper
- Written Examination
- Preparation time
- 15 minutes (additional to writing time)
- Suggested working time
- 3 hours
- Assessment
- 111 numerical marks plus one Criterion 5 extended rating
This independently authored practice examination uses original spoken, written and multimodal source material created for Skill Align.
Section A - Listening and Responding
Approximately 45 minutes. 42 marks. Answer both questions. Use the separately packaged self-running MP4. Each complete spoken text includes its context and is presented three times. After the first and second presentations, an answering gap equal to the passage length is encoded; after the third, the encoded answering gap is twice the passage length.
Question 1
21 numerical marksSPOKEN TEXT 1 - The Label That Moved A school kitchen coordinator and a volunteer discuss a ten-day trial of movable refrigerator labels. The complete spoken text is presented three times in the separately packaged MP4.
Question 2
21 numerical marksSPOKEN TEXT 2 - The Second Bell A recreation-centre manager reports on a trial of a quieter closing warning. The complete spoken text is presented three times in the separately packaged MP4.
Section B - Reading and Responding
Approximately 45 minutes. 45 marks. Read both independently authored texts, which contain 700–1000 words in total. Answer all six short closed-ended questions for each text. Each text includes at least two Type 1, two Type 2 and two Type 3 questions; every question is independent.
Question 3
22 numerical marksTEXT 1 - WHERE THE SEAT RETURNS
I joined the portable-seat trial because the community garden is beautiful and steep. Its main path climbs between terraces built long before anyone wrote an access plan. The volunteer group had purchased six light folding seats. Visitors could borrow one at the lower gate and return it to any marked hook. I assumed the trial would be judged by a simple total: more loans would mean better access.
During the first week, the total was modest. Yet the return locations formed a pattern. Four seats repeatedly came back to the hook beside the herb terrace, even though that hook was not closest to the gate. Visitors wrote brief optional notes on reusable cards. One said the upper path had enough shade but no place to rest after the sharpest turn. Another explained that carrying the seat made the narrow corner harder to manage. A third visitor returned early because the wind made the folded seat difficult to hold.
These details changed the question. The seat was not merely equipment moving out and back. Where it returned showed which parts of a route were usable and which resting places mattered. The loan total could not explain why a visitor stopped, changed direction or offered the seat to someone else.
We moved one hook, added a stable resting platform below the narrow corner and offered a shoulder strap. Loans increased, but that number still needed care. The weather had improved and a spring workshop brought more people to the garden. We therefore compared route notes rather than claiming that the changes alone caused every new visit.
The notes also raised a question about privacy. People should not have to describe pain, disability or age to justify a route change. We redesigned the card so a visitor could mark only a location and choose from practical reasons such as gradient, surface, wind, shade or carrying difficulty. A blank card remained valid. The group reviewed comments together without keeping names.
I now support continuing the scheme through another season, followed by a public review. A useful record should combine loan numbers, return points and voluntary explanation. It should also allow the people using the path to decide how much experience becomes data. The trial succeeded when it stopped treating every borrowed seat as the same journey.
Question 4
23 numerical marksTEXT 2 - MORE THAN ONE WAY TO SAY IT
When our local choir lost a folder of pronunciation notes, I volunteered to create a replacement. The folder had contained handwritten reminders beside songs in several languages. I imagined one clean digital guide: each word, one standard spelling of its sound, one recording and no confusing marks in the margin.
The first rehearsal challenged that plan. Two singers had written different reminders beside the same vowel. One note compared the sound with a word learned at school; another linked it to a family name. Both singers produced a sound the language adviser accepted. Their annotations recorded routes into pronunciation, not simply right and wrong answers.
Other marks carried history. A circle showed where the choir had repeatedly lost confidence. An arrow recalled a conductor's gesture. A small star identified a phrase that one singer wanted to check privately with a community speaker before it was recorded. Removing these marks would make the page neater, but it would also erase evidence about how knowledge had been built and where consent was still required.
I began to picture the guide as a layered map. The shared layer could contain the approved text, a careful recording, source information and the date of review. A rehearsal layer could collect optional strategies that singers had tested. A personal layer could remain private or be shared only when its author chose. The layers would lead towards a common performance without pretending that everyone travelled by one path.
This approach created new responsibilities. A comparison that helps one person may stereotype another language or community. A recording may be accurate but not licensed for permanent reuse. A singer may contribute a useful note and later decide it feels too personal. Every item therefore needs a source label, contributor choice and revision date. Searchability is valuable, but it does not cancel ownership.
The rebuilt guide is less polished than the single standard I first imagined. It is also more honest. It shows which information the choir shares, which strategies remain optional and which questions are still open. I support a digital archive only if contribution is voluntary, community advisers can request changes and older versions are not treated as timeless authority. Pronunciation needs careful standards, but learning also needs room for more than one accountable route.
Section C - Multimodal Texts
Approximately 45 minutes. 24 marks. Study all three original multimodal stimuli and answer exactly two questions. Each question is worth 12 marks and contains one Type 1, one Type 2 and one Type 3 short closed-ended part. Type 3 is worth 6 marks.
Question 5
12 numerical marksSTIMULUS 1 - Check Before You Share COMMUNITY NOTICE TEAM A useful post names its source, date and local context. If a detail may change, tell readers when it will be checked again. Volunteers should use the four-step card before publishing. Useful now does not mean correct forever. Small print: Report corrections through the notice-page review form.
Question 6
12 numerical marksSTIMULUS 2 - Returned Containers BRING IT BACK. KEEP THE NEXT MEAL MOVING. Return the reusable container to any participating cafe. Rinse it, scan the base and place it in the blue crate. The four-week trial is growing, but customer numbers also rose in Weeks 3 and 4. Small print: Counts show returns, not the return rate per customer.
Question 7
12 numerical marksSTIMULUS 3 - Welcome Route FIRST VISIT? You do not need to memorise the whole building. Follow one clear next step. Accessible route cards and large-print room lists are available at the entrance. If a room changes, the blue desk will confirm the current location. Small print: Ask for another format or communication support at any stage.
Section D - Writing in English
Approximately 45 minutes. Answer one of Questions 8, 9, 10 and 11 in approximately 250 words. Each question specifies a role, context, audience, platform, purpose and text type. The completed response receives one Criterion 5 extended rating.
Question 8
1 extended ratingYou are the student representative on a school-kitchen safety group. Staff are considering a two-label refrigerator trial.
Response - Question 8
1 extended ratingWrite approximately 250 words. Complete only one Section D question.
Question 9
1 extended ratingA community garden is publishing a collection of short fiction for local families. The collection explores how a familiar place can be understood differently.
Response - Question 9
1 extended ratingWrite approximately 250 words. Complete only one Section D question.
Question 10
1 extended ratingYou volunteer for a council website that lists community services. Several entries have no review date.
Response - Question 10
1 extended ratingWrite approximately 250 words. Complete only one Section D question.
Question 11
1 extended ratingA large community centre is deciding whether to fund clearer wayfinding as well as extra reception staffing.
Response - Question 11
1 extended ratingWrite approximately 250 words. Complete only one Section D question.
Indicative Response Guidance And Skill Align Practice Marking Guidance
Section A Question 1
(a) ten lunch-service days
Award 1 mark for each independent keyed point, to a maximum of 1. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(b) food category; preparation date; use-by time
Award 1 mark for each independent keyed point, to a maximum of 3. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(c) a label moved with one container; a replacement container occupied the shelf; the replacement had no visible date
Award 1 mark for each independent keyed point, to a maximum of 3. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(d) the shelf label guides location; the container tag carries the safety record; the two purposes must be tested separately
Award 1 mark for each independent keyed point, to a maximum of 3. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(e) misplaced items; readability after cleaning; performance during the busiest period
Award 1 mark for each independent keyed point, to a maximum of 3. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(f) volunteers find the correct shelf quickly; safety information remains with each container; container tags remain readable after cleaning; both location and safety results improve during the busiest period
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(g) retain both shelf labels and container tags during the repeat trial; collect separate evidence for location and safety; train volunteers to check both labels before service; do not treat one incident as proof that the whole system failed
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
Skill Align practice marking guidance - not an official TASC marking tool
Award marks only for the independent evidence points stated for each subpart. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Accept equivalent wording, apply the stated maximum and award partial credit point by point. Where a response contains a direct contradiction, do not credit the contradicted point.
(a) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 1. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(b) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 3. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(c) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 3. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(d) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 3. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(e) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 3. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(f) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(g) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
Section A Question 2
(a) eight evening sessions
Award 1 mark for each independent keyed point, to a maximum of 1. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(b) a wall-light pulse occurred first; a two-tone bell followed
Award 1 mark for each independent keyed point, to a maximum of 2. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(c) the earlier total was eleven; the trial total was four; late exits decreased by seven
Award 1 mark for each independent keyed point, to a maximum of 3. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(d) spoken reminders also became clearer; two conditions changed together; their separate effects were not measured
Award 1 mark for each independent keyed point, to a maximum of 3. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(e) people looked towards the desk; staff gained time to explain; the pulse created a visible preparation pause; users could anticipate the bell rather than meet an abrupt warning
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(f) use the same reminder script every evening; record responses to the light and bell separately; seek feedback from users with different sensory needs; compare the combined signal with an otherwise matched bell-only session
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(g) the combined signal is encouraging; the lower exit count is not causal proof; sensory-access feedback must inform the decision; a controlled repeat must precede permanent adoption
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
Skill Align practice marking guidance - not an official TASC marking tool
Award marks only for the independent evidence points stated for each subpart. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Accept equivalent wording, apply the stated maximum and award partial credit point by point. Where a response contains a direct contradiction, do not credit the contradicted point.
(a) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 1. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(b) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 2. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(c) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 3. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(d) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 3. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(e) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(f) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(g) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
Section B Question 3
(a) at the lower gate
Award 1 mark for each independent keyed point, to a maximum of 1. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(b) the hook beside the herb terrace; four seats were repeatedly returned there
Award 1 mark for each independent keyed point, to a maximum of 2. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(c) the sharpest turn needed a resting place; carrying the seat affected use of the narrow corner; return location revealed route usability; loan totals alone could not show why journeys changed
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(d) visitors should not need to disclose pain, disability or age; practical route reasons could be selected; a blank card remained valid; names were not retained
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(e) success begins as a high loan total; return locations become evidence about route usability; visitor explanations help interpret the numbers; causal claims are qualified by weather and events; user choice about providing data becomes part of success
Award 1 mark for each independent keyed point, to a maximum of 5. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(f) continue the trial for another season; combine loan totals with return locations; keep explanations voluntary; retain a valid blank response option; compare results across weather and event conditions; hold a public review before permanent changes
Award 1 mark for each independent keyed point, to a maximum of 6. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
Skill Align practice marking guidance - not an official TASC marking tool
Award marks only for the independent evidence points stated for each subpart. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Accept equivalent wording, apply the stated maximum and award partial credit point by point. Where a response contains a direct contradiction, do not credit the contradicted point.
(a) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 1. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(b) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 2. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(c) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(d) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(e) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 5. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 5 | Provides 5 accurate, independent and uncontradicted points from the stated key. |
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(f) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 6. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 6 | Provides 6 accurate, independent and uncontradicted points from the stated key. |
| 5 | Provides 5 accurate, independent and uncontradicted points from the stated key. |
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
Section B Question 4
(a) a folder of handwritten pronunciation notes
Award 1 mark for each independent keyed point, to a maximum of 1. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(b) one sound spelling; one recording
Award 1 mark for each independent keyed point, to a maximum of 2. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(c) different learning routes can produce an accepted sound; annotations may connect to school learning; annotations may connect to a family name; difference did not automatically mean one note was wrong
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(d) a shared layer holds approved common material; a rehearsal layer holds optional strategies; a personal layer remains controlled by its author; several routes can lead to a common performance
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(e) approved common information is searchable; each item identifies its source; each item has a review date; contributors choose whether personal notes are shared; personal layers remain controlled by their authors; community advisers may request correction
Award 1 mark for each independent keyed point, to a maximum of 6. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(f) comparisons may stereotype speakers; recordings may not be licensed for reuse; contributors may withdraw personal notes; pronunciation guidance may need later review; community advisers may request change; questions and optional layers remain visible
Award 1 mark for each independent keyed point, to a maximum of 6. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
Skill Align practice marking guidance - not an official TASC marking tool
Award marks only for the independent evidence points stated for each subpart. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Accept equivalent wording, apply the stated maximum and award partial credit point by point. Where a response contains a direct contradiction, do not credit the contradicted point.
(a) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 1. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(b) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 2. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(c) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(d) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(e) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 6. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 6 | Provides 6 accurate, independent and uncontradicted points from the stated key. |
| 5 | Provides 5 accurate, independent and uncontradicted points from the stated key. |
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(f) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 6. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 6 | Provides 6 accurate, independent and uncontradicted points from the stated key. |
| 5 | Provides 5 accurate, independent and uncontradicted points from the stated key. |
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
Section C Question 5
(a) find the source; record the date
Award 1 mark for each independent keyed point, to a maximum of 2. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(b) verbs address volunteers directly; each verb specifies one action; the sequence makes checking repeatable; responsibility appears practical rather than optional
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(c) the final step requires a future review; the footer rejects permanent certainty; both acknowledge information can change; the process continues after publication; volunteers retain responsibility; the warning supports correction rather than discouraging sharing
Award 1 mark for each independent keyed point, to a maximum of 6. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
Skill Align practice marking guidance - not an official TASC marking tool
Award marks only for the independent evidence points stated for each subpart. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Accept equivalent wording, apply the stated maximum and award partial credit point by point. Where a response contains a direct contradiction, do not credit the contradicted point.
(a) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 2. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(b) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(c) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 6. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 6 | Provides 6 accurate, independent and uncontradicted points from the stated key. |
| 5 | Provides 5 accurate, independent and uncontradicted points from the stated key. |
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
Section C Question 6
(a) Week 1 was 22; Week 4 was 46
Award 1 mark for each independent keyed point, to a maximum of 2. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(b) the imperative calls for action; bring it back is direct and memorable; the next meal links one return to continued service; the shared system appears collective
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(c) the bars show a numerical rise; customer numbers also rose; raw returns are not a per-customer rate; the graphic supports increased activity; it does not prove changed individual behaviour; a return-rate comparison would strengthen the claim
Award 1 mark for each independent keyed point, to a maximum of 6. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
Skill Align practice marking guidance - not an official TASC marking tool
Award marks only for the independent evidence points stated for each subpart. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Accept equivalent wording, apply the stated maximum and award partial credit point by point. Where a response contains a direct contradiction, do not credit the contradicted point.
(a) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 2. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(b) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(c) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 6. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 6 | Provides 6 accurate, independent and uncontradicted points from the stated key. |
| 5 | Provides 5 accurate, independent and uncontradicted points from the stated key. |
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
Section C Question 7
(a) ASK; CONFIRM
Award 1 mark for each independent keyed point, to a maximum of 2. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(b) the eye follows one connected step; the staggered panels separate actions; short verbs reduce reading load; progress remains visible
Award 1 mark for each independent keyed point, to a maximum of 4. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
(c) the diagram supplies an ordered route; the headline reassures unfamiliar visitors; the note offers other formats and support; the blue desk provides current human confirmation; independence is encouraged without removing assistance; the combined message reduces uncertainty
Award 1 mark for each independent keyed point, to a maximum of 6. Accept an accurate equivalent. Award partial credit for each uncontradicted point.
Skill Align practice marking guidance - not an official TASC marking tool
Award marks only for the independent evidence points stated for each subpart. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Accept equivalent wording, apply the stated maximum and award partial credit point by point. Where a response contains a direct contradiction, do not credit the contradicted point.
(a) Type 1
Award 1 mark for each accurate, independently stated point below, to a maximum of 2. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(b) Type 2
Award 1 mark for each accurate, independently stated point below, to a maximum of 4. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
(c) Type 3
Award 1 mark for each accurate, independently stated point below, to a maximum of 6. Accept equivalent wording. A directly contradicted point receives no mark; other accurate points remain creditable.
| Mark | Descriptor |
|---|---|
| 6 | Provides 6 accurate, independent and uncontradicted points from the stated key. |
| 5 | Provides 5 accurate, independent and uncontradicted points from the stated key. |
| 4 | Provides 4 accurate, independent and uncontradicted points from the stated key. |
| 3 | Provides 3 accurate, independent and uncontradicted points from the stated key. |
| 2 | Provides 2 accurate, independent and uncontradicted points from the stated key. |
| 1 | Provides 1 accurate, independent and uncontradicted point from the stated key. |
| 0 | Provides no accurate independent keyed point. |
Section D Question 8
The content will differ for every candidate. A successful response fulfils the stated role, audience, platform, purpose and text type.
Indicative response guidance - not a model or required answer. Plan a clear response, select details suited to the specified audience and purpose, and control register, structure and expression.
Skill Align practice rating guidance - not an official TASC marking tool
Credit any response that fulfils the selected question's context, purpose, audience and text-type requirements and demonstrates the applicable Criterion 5 standard. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Assign one of A+, A, A-, B+, B, B-, C+, C, C-, t+, t, t-, or z. Do not convert the rating into a percentage or numerical mark.
Criterion 5 - create a range of written texts for different purposes and audiences
Assign one independent extended rating for the complete response using the current Criterion 5 standards and only the external-assessment elements applicable to this task.
Acceptable alternatives: Credit any response that meets the selected task's specified role, context, audience, platform, purpose and text type. Do not require the indicative guidance to be followed in order or wording.
Do not credit by itself: Writing in a text type or register that does not suit the specified audience and platform; Missing the stated purpose or using an undeveloped sequence of unrelated points; Language errors or narrow vocabulary that obscure meaning
Section D Question 9
The content will differ for every candidate. A successful response fulfils the stated role, audience, platform, purpose and text type.
Indicative response guidance - not a model or required answer. Plan a clear response, select details suited to the specified audience and purpose, and control register, structure and expression.
Skill Align practice rating guidance - not an official TASC marking tool
Credit any response that fulfils the selected question's context, purpose, audience and text-type requirements and demonstrates the applicable Criterion 5 standard. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Assign one of A+, A, A-, B+, B, B-, C+, C, C-, t+, t, t-, or z. Do not convert the rating into a percentage or numerical mark.
Criterion 5 - create a range of written texts for different purposes and audiences
Assign one independent extended rating for the complete response using the current Criterion 5 standards and only the external-assessment elements applicable to this task.
Acceptable alternatives: Credit any response that meets the selected task's specified role, context, audience, platform, purpose and text type. Do not require the indicative guidance to be followed in order or wording.
Do not credit by itself: Writing in a text type or register that does not suit the specified audience and platform; Missing the stated purpose or using an undeveloped sequence of unrelated points; Language errors or narrow vocabulary that obscure meaning
Section D Question 10
The content will differ for every candidate. A successful response fulfils the stated role, audience, platform, purpose and text type.
Indicative response guidance - not a model or required answer. Plan a clear response, select details suited to the specified audience and purpose, and control register, structure and expression.
Skill Align practice rating guidance - not an official TASC marking tool
Credit any response that fulfils the selected question's context, purpose, audience and text-type requirements and demonstrates the applicable Criterion 5 standard. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Assign one of A+, A, A-, B+, B, B-, C+, C, C-, t+, t, t-, or z. Do not convert the rating into a percentage or numerical mark.
Criterion 5 - create a range of written texts for different purposes and audiences
Assign one independent extended rating for the complete response using the current Criterion 5 standards and only the external-assessment elements applicable to this task.
Acceptable alternatives: Credit any response that meets the selected task's specified role, context, audience, platform, purpose and text type. Do not require the indicative guidance to be followed in order or wording.
Do not credit by itself: Writing in a text type or register that does not suit the specified audience and platform; Missing the stated purpose or using an undeveloped sequence of unrelated points; Language errors or narrow vocabulary that obscure meaning
Section D Question 11
The content will differ for every candidate. A successful response fulfils the stated role, audience, platform, purpose and text type.
Indicative response guidance - not a model or required answer. Plan a clear response, select details suited to the specified audience and purpose, and control register, structure and expression.
Skill Align practice rating guidance - not an official TASC marking tool
Credit any response that fulfils the selected question's context, purpose, audience and text-type requirements and demonstrates the applicable Criterion 5 standard. Other accurate, relevant and well-supported responses may receive the same or a higher practice result. Assign one of A+, A, A-, B+, B, B-, C+, C, C-, t+, t, t-, or z. Do not convert the rating into a percentage or numerical mark.
Criterion 5 - create a range of written texts for different purposes and audiences
Assign one independent extended rating for the complete response using the current Criterion 5 standards and only the external-assessment elements applicable to this task.
Acceptable alternatives: Credit any response that meets the selected task's specified role, context, audience, platform, purpose and text type. Do not require the indicative guidance to be followed in order or wording.
Do not credit by itself: Writing in a text type or register that does not suit the specified audience and platform; Missing the stated purpose or using an undeveloped sequence of unrelated points; Language errors or narrow vocabulary that obscure meaning
Diagnostic Checklist
| Review focus | Section | Reflection and next action |
|---|---|---|
| TEAL-W-LISTEN-DETAIL - Missing explicit listening detail | Q1-Q2 | Replay the relevant spoken text after practice and note names, numbers, sequence and stated facts before checking the key. |
| TEAL-W-LISTEN-INFER - Weak listening inference | Q1-Q2 | Link two spoken clues and write the implied meaning in one precise sentence. |
| TEAL-W-LISTEN-VIEW - Viewpoint, purpose or qualification misunderstood | Q1-Q2 | Separate what a speaker claims, why the text was created and the limit or caution the speaker adds. |
| TEAL-W-READ-T1 - Type 1 retrieval failure | Q3-Q4 | Locate the exact sentence or adjacent sentences containing the requested fact, then paraphrase only that detail. |
| TEAL-W-READ-T2 - Type 2 paragraph inference failure | Q3-Q4 | Combine the relevant details within one paragraph and state the inference they support. |
| TEAL-W-READ-T3 - Type 3 whole-text interpretation failure | Q3-Q4 | Track the text's beginning, development and conclusion before stating its overall position. |
| TEAL-W-COPY - Copying instead of answering in own words | Q1-Q7 | Replace copied clauses with a short paraphrase that directly answers the command. |
| TEAL-W-MODE-LINK - Visual and verbal modes not connected | Q5-Q7 | Name one visual choice and one wording choice, then explain their combined audience effect. |
| TEAL-W-MODE-EFFECT - Feature identification without audience effect | Q5-Q7 | After identifying a feature, add what it encourages the intended audience to think, feel or do. |
| TEAL-W-SECTION-C-COUNT - Wrong number of stimuli answered | Q5-Q7 | Choose exactly two Section C stimuli before writing and cross out the unused selection box. |
| TEAL-W-PURPOSE-AUDIENCE - Section D purpose or audience missing | Q8-Q11 | Underline the role, audience, platform and purpose in the selected task and check each one in the response. |
| TEAL-W-REGISTER-TYPE - Register or text type inappropriate | Q8-Q11 | List two conventions of the required text type and revise tone and address for the named audience. |
| TEAL-W-PLAN - Planning and organisation weak | Q8-Q11 | Use a brief beginning-middle-end or claim-reason-action plan before drafting. |
| TEAL-W-CONTROL - Grammar, punctuation or spelling obscures meaning | Q8-Q11 | Edit one sentence at a time for complete clauses, punctuation boundaries and high-frequency spelling. |
| TEAL-W-VOCAB - Vocabulary is limited | Q8-Q11 | Replace repeated general words with precise, purpose-appropriate vocabulary while keeping meaning clear. |
| TEAL-W-TIME - Response incomplete or time poorly allocated | Q1-Q11 | Practise the 45-minute section limits and reserve the final five minutes of each section for completion checks. |