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CEFR level is assigned for the candidate?","Question",{"text":63,"@type":64},"The document lists the CEFR Level as C2.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What evaluation areas are covered in the written test?",{"text":68,"@type":64},"Written test performance is assessed across Communicative Achievement, Organisation, and Language (vocabulary and grammar) for each CEFR band.",{"name":70,"@type":61,"acceptedAnswer":71},"Which competencies are assessed in the oral test?",{"text":72,"@type":64},"Oral test assessment covers Grammatical Resource, Lexical Resource, Pronunciation, Discourse Management, and Interactive 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Results  \nCandidate name  \nELISA JOSEFA OLTRA GARCIA  \nSession  \nAPRIL 2021  \nPlace of entry  \nINSTITUTO DE LENGUAS  \nCEFR Level  \nC2  \nWritten test  \n\n| CEFR\u003Cbr>Level | Communicative Achievement | Organisation | Language |\n| --- | --- | --- | --- |\n|  | Demonstrates complete command of the conventions of the communicative task.\u003Cbr>Communicates complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes. | Text is organised impressively and coherently using a wide range of cohesive devices and organisational patterns with complete flexibility. | Uses a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style.\u003Cbr>Use of grammar is sophisticated, fully controlled and completely natural.\u003Cbr>Any inaccuracies occur only as slips. |\n| C2 | Uses the conventions of the communicative task with sufficient flexibility to communicate complex ideas inan effective way, holding the target reader’s attention with ease, fulfilling all communicative purposes. | Text is a well-organised, coherent whole, using a variety of cohesive devices and organisational patterns with flexibility. | Uses a range of vocabulary, including less common lexis, effectively and precisely.\u003Cbr>Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication.\u003Cbr>Errors, if present, are related to less common words and structures, or occur as slips. |\n| C1 | Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate. | Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect. | Uses a range of vocabulary, including less common lexis, appropriately.\u003Cbr>Uses a range of simple and complex grammatical forms with control and flexibility.\u003Cbr>Occasional errors may be present but do not impede communication. |\n| B2 | Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas. | Text is generally well organised and coherent, using a variety of linking words and cohesive devices. | Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis.\u003Cbr>Uses a range of simple and some complex grammatical forms with a good degree of control.\u003Cbr>Errors do not impede communication. |\n| B1 | Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas. | Text is connected and coherent, using basic linking words and a limited number of cohesive devices. | Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis.\u003Cbr>Uses less simple grammatical forms with a good degree of control. While errors are noticeable, meaning can still be determined. |\n| A2 | Produces text that communicates simple ideas in simple ways. | Text is connected using basic, high-frequency linking words. | Uses basic vocabulary reasonably appropriately.\u003Cbr>Uses simple grammatical forms with some degree of control. Errors may impede meaning at times. |\n\nExaminer comments  \nDoes not directly address the task but the writing is effective, with accurate use of a wide range of structures and vocabulary and consistently appropriate discourse markers.  \n•  \n•  \n“we also held informal journal club sessions once weekly where med students, graduate students, researchers  \nand professors shared relevant stories that had been recently published.“  \n“Many of my students, in fact, stay in contact years after, some telling me how this way of learning science  \nchanged their concept of updating their knowledge.”  \nVery infrequent minor errors which in no way impede communication eg”  \n•  \n•  \n“share a scientific pape","cbCaiigAmaRzEHL5","https://ap.wps.com/l/cbCaiigAmaRzEHL5","pdf",206723,"English","# Statement of Results\n## Written test\n## Oral test","[{\"question\":\"What CEFR level is assigned for the candidate?\",\"answer\":\"The document lists the CEFR Level as C2.\"},{\"question\":\"What evaluation areas are covered in the written test?\",\"answer\":\"Written test performance is assessed across Communicative Achievement, Organisation, and Language (vocabulary and grammar) for each CEFR band.\"},{\"question\":\"Which competencies are assessed in the oral test?\",\"answer\":\"Oral test assessment covers Grammatical Resource, Lexical Resource, Pronunciation, Discourse Management, and Interactive Communication.\"}]","English Language Proficiency Test - Statement of Results | PDF",1790859592]