Assessment

All the Swedish courses at TAMK are assessed according to the skill level descriptions formulated as part of the KORU project (Korkeakoulujen ruotsin kielen suoritusten yhteismitallisuuden kehittäminen, in English Developing a consistent approach to assessing competence in Swedish in Finnish universities). The same grading criteria are in use throughout the Finnish higher education sector, thus allowing individual students’ language skills to be reliably compared, regardless of where they studied. The descriptions of Swedish language performance at different levels of competence are shown in the tables below. Speaking and writing skills are described separately to facilitate targeted grading in these specific skill areas.

KORU SKILL LEVEL DESCRIPTORS FOR ASSESSING SPEAKING SKILLS IN SWEDISH

Good level: grades 4–5 (B2-C1) Acceptable level: grades 1–3 (B1) Insufficient level: (A2 or below)
The student can communicate fluently, spontaneously and appropriately even in challenging work-related situations. He/She can participate in a range of communication situations, both general in nature and those specific to his/her professional field. He/She can communicate smoothly and naturally without putting extra strain on other participants. The student can communicate fairly understandably in routine work-related situations of a general nature and those specific to his/her own profession. However, his/her speech is often limited in scope and halting in delivery. Other participants may have some difficulty in understanding the message in full. The student’s oral skills in Swedish are insufficient to enable him/her to communicate appropriately in work-related situations of a general or professional nature. Speech is too limited in scope. Other participants have considerable difficulty in understanding even the main content of the message.
Interaction skills
The student is an active participant in interaction and contributes to the flow of communication. He/She can express him/herself appropriately in most situations.
Interaction skills
The student can interact in familiar situations and can initiate communication to some extent. He/She may need help from other participants.
Interaction skills
The student cannot participate effectively in interaction because his/her oral skills and/or listening comprehension skills in Swedish are insufficient.
Vocabulary
The student’s command of both general vocabulary and the terminology of his/her own professional field is sufficiently wide-ranging to enable him/her communicate even in challenging situations. Occasional inexactness may occur in the choice of words or use of idiomatic expressions.
Vocabulary
The student’s command of both general vocabulary and the terminology of his/her own professional field is sufficient to enable him/her to communicate in familiar routine situations. Inexactness in word choice and use of idiomatic expressions is common; word substitution from other languages may occur.
Vocabulary
The student’s command of both general and professional vocabulary is too restricted to enable him/her to communicate effectively. He/She makes constant use of inexact and/or inappropriate words and expressions.
Grammatical structures
The student uses a wide range of grammatical structures appropriately and with a high degree of accuracy. Complex or unusual structures may cause hesitation, but the student usually notices his/her own mistakes and can correct them him/herself.
Grammatical structures
The student uses a limited range of grammatical structures and non-standard forms sometimes occur. The influence of other languages sometimes shows in the student’s use of Swedish.
Grammatical structures
The student makes constant mistakes even in applying the most basic norms of grammar. He/She has difficulty distinguishing between different parts of speech. He/She uses non-standard forms of inflection even for the most common word classes.
Pronunciation
The student pronounces Swedish clearly and naturally, using stress and intonation communicatively. Occasional inexactness may occur.
Pronunciation
The student pronounces Swedish understandably on the whole. Delivery may be halting and lacking in fluency. The influence of other languages sometimes shows in the student’s pronunciation of Swedish.
Pronunciation
The student’s oral Swedish is very difficult to understand due to non-standard pronunciation. The student constantly uses rules of pronunciation which apply to other languages.

KORU SKILL LEVEL DESCRIPTORS FOR ASSESSING WRITING SKILLS IN SWEDISH

Good level: grades 4–5 (B2-C1) Acceptable level: grades 1–3 (B1) Insufficient level: (A2 or below)
The student can write work-related texts in Swedish – even highly demanding ones – both of a general nature and specific to his/her professional field. He/She meets the norms of different text-types in Swedish. He/She takes into consideration the intended readers and the particular situation. The student can use simple, understandable Swedish to write fairly coherent, routine, work-related texts of a general nature and specific to his/her professional field. The student’s command of both general and professional Swedish is too restricted to enable him/her to write appropriate work-related texts. Problems of many kinds make the text (almost) impossible to understand.
Content and organisation
The student writes fluent, coherent and well-organised text, dealing with the content clearly and completely.
Content and organisation
On the whole, the student writes well-connected text which deals adequately with the content. The text may be difficult to understand in places due to illogical organisation of material.
Content and organisation
The student cannot write fully developed texts in Swedish – only disconnected sentences expressing random ideas.
Vocabulary
The student’s command of both general vocabulary and the terminology of his/her own professional field is sufficiently wide-ranging to enable him/her communicate even in challenging situations. Occasional inexactness may occur in the choice of words or use of idiomatic expressions.
Vocabulary
The student’s command of both general vocabulary and the terminology of his/her own professional field is sufficient to enable him/her to communicate in familiar routine situations. Inexactness in word choice and use of idiomatic expressions is common; the influence of other languages sometimes shows in the student’s use of Swedish.
Vocabulary
The student’s command of both general and professional vocabulary is too restricted to enable him/her to communicate effectively. He/She makes constant use of inexact and/or inappropriate words and expressions.
Grammatical structures
The student uses a wide range of grammatical structures appropriately and with a high degree of accuracy. Complex or unusual structures may cause difficulties.
Grammatical structures
The student uses a limited range of grammatical structures and non-standard forms sometimes occur. The influence of other languages sometimes shows in the student’s use of Swedish.
Grammatical structures
The student makes constant mistakes even in applying the most basic norms of grammar. He/She has difficulty distinguishing between different parts of speech. He/She frequently uses non-standard forms of inflection.

Source: Raija Elsinen & Taina Juurakko-Paavola, Korkeakouluopiskelijoiden ruotsin kielen taidon arviointi, Hämeenlinna 2006

For more detailed descriptions of both Swedish and English skill levels, see Kielten ja viestinnän opetuksen käytäntösuosituksista ammattikorkeakouluissa 2011 (in Finnish).