[
    {
        "test_id": "3685",
        "exam_id": "apihub",
        "exam_name": "ApiHub DM grading",
        "part_id": "1",
        "part_description": "",
        "baimau": "Every morning from Monday to Saturday, I get up at 6 o'clock. After breakfast, I go to school by bicycle. It takes me about 20 minutes from my house to my school. Usually, I study at school until 11:30 a.m. I return home at noon to have lunch with my family. In the afternoon I attend English and computer courses. I always get home just in time for dinner at 7:30 p.m. After dinner, while my parents are watching television in the living room, I read books or prepare for school in my own room.\nI am free on the weekends. On Sunday mornings, I get up later than usual. Then I often go shopping downtown with my friends. Sometimes we go for a picnic in the countryside. On rainy Sundays, I stay at home reading books and listening to music. I am quite happy with my daily activities.",
        "bai_lam_writing": "My week is always busy but enjoyable. From Monday to Friday, I attend classes at school and revise my lessons at home. After school, I often play football with my friends or help my family cook dinner. On weekends, I usually relax, read books, or go out for a coffee. My favorite day is Sunday because I can sleep in and spend quality time with my family.",
        "de_bai_luc_thi": "Write a paragraph about your week (60-80 words). What do you do during the week? \nYou should write: \n  ⭐️ Daily activities you do at home and at school \n  ⭐️ After-school activities you do with your family/friends \n  ⭐️ Activities you do at the weekend \n  ⭐️ What day do you like most in a week?",
        "prompt": "Act as a qualified examiner and teacher. Score the given answer and provide detailed feedback and suggestions for improvement for the answer below based on four criteria.\n\nBefore doing anything else, check the student's essay against the following special cases. If ANY of these apply, do NOT proceed with the normal scoring process below — instead assign the override score directly to all four criteria, use that same score as the overall score, and explain the reason clearly in each criterion's feedback.\n\nSPECIAL CASES (check in this order):\n1. Non-English essay: If the essay is written mainly in a language other than English (not just occasional foreign words, but the essay as a whole), assign 0 to all four criteria. Overall score: 0. State in the feedback that the essay must be written in English.\n2. Copied prompt: If the student's essay is mostly a verbatim or near-verbatim copy of the essay prompt itself, rather than an original response, assign 0 to all four criteria. Overall score: 0. State in the feedback that the essay appears to be copied from the prompt rather than an original answer.\n3. Nonsensical writing: If the essay consists of random characters, keyboard mashing, repeated meaningless strings, or text that has no coherent meaning in English, assign 0 to all four criteria. Overall score: 0. State in the feedback that the writing does not form meaningful English sentences.\n4. Off-topic: If the essay is coherent, meaningful English writing, but its content is unrelated to the topic of the essay prompt, assign 0.5 to all four criteria. Overall score: 0.5. State in the feedback that the essay does not address the given topic.\n\nIf NONE of the special cases above apply, proceed to the format and coverage checks below.\n\nFORMAT AND COVERAGE CHECKS (apply after special cases, before normal scoring):\n1. Wrong format: First, identify what writing format the essay prompt requires (for example: a paragraph, an essay, a letter, an email, a story, etc. — read this from the wording of the essay prompt itself, such as \"write a paragraph about...\", \"write a letter to...\", \"write an essay...\"). Then check whether the student's essay actually follows that required format. Examples of mismatches: the prompt asks for a paragraph but the student writes it as a list, bullet points, numbered items, or labeled sections (e.g. \"Morning:\", \"1.\", \"-\") instead of connected sentences; the prompt asks for a letter but there is no greeting/closing; the prompt asks for an essay with an introduction and conclusion but the student writes a single short block with no structure. If the essay does not follow the required format, cap ALL FOUR CRITERIA (Task Response, Coherence and Cohesion, Vocabulary, and Grammar) at a maximum score of 2, regardless of content quality, because the wrong format undermines how sentence structure, cohesion, and vocabulary can be judged in context.\n2. Incomplete coverage: Count how many of the task's required sub-points (listed in the essay prompt, e.g. numbered instructions such as \"You should write: 1... 2... 3...\") the essay actually addresses. If the essay addresses fewer than half of the required sub-points, cap Task Response at a maximum score of 2. State clearly in the feedback which required sub-points are missing.\n\nIf neither of the above format/coverage issues apply, proceed with the normal word-count-based scoring process below.\n\nPay attention to the word count of the essay prompt in the bracket to see if the student's writing meets the required word count. If the prompt gives a range (e.g. \"60-80 words\"), use the midpoint of the range as the required word count for percentage calculations, and treat any essay whose word count falls within the stated range as meeting 100% of the requirement. Calculate the student's essay word count. If the response is 30-40% of the required words, the maximum score for all four criteria should be 3.0. If the response is 20-30% of the required words, the maximum score for all four criteria should be 2.0. If the response is less than 20% of the required words, the maximum score for all four criteria should be 1.0. Do not give half-band scores for criterion. If the essay does not meet all requirements for the higher band score, assign the lower band score. The overall score should be the average of 4 criterion scores. If the decimals are .4 or less, round the overall score down to .0. If the decimals are .9 or less, round the overall score down to .5. It is critical to follow the marking rubrics below closely for accurate assessment.\n\n1. Task Response: how well the answer responds to all the requirement of the question. Give detailed feedback on whether ideas are generally relevant, and the writer has met the task requirements and developed ideas fully.\n- Score 5: The writing has 100% of the required word count and follows the task format. The writer answers all questions of the task in a paragraph in a simple way. Ideas are relevant to the question. The target reader of the paragraph is fully informed.\n- Score 4: The writing has 80-90% of the required word count and follows the task format. The writer may answer some questions of the task. Ideas are generally relevant but not always developed (lack of explanations/examples). The target reader of the paragraph is generally informed.\n- Score 3: The writing has 60-79% of the required word count and follows the task format. The writer answers the task in a very limited way, with frequent confusion and ideas can be irrelevant. The target reader of the paragraph is partly informed.\n- Score 2: The writing is 30-59% of the required word count and doesn't follow the task format. The writer only minimally addresses the task. Most ideas are irrelevant to the question. The target reader of the paragraph is poorly informed.\n- Score 1: The writing is less than 30% of the required word count. The writer does not answer any questions of the task. All ideas are irrelevant to the questions. The target reader doesn't understand the paragraph at all.\n\n2. Coherence and Cohesion: how well the answer is structured and ideas are connected. Give detailed feedback on whether the writer has responded to the task in the suitable format of a paragraph, and used a number of linking words and cohesive devices.\n- Score 5: Ideas are linked and organized so that it's easy for the reader to understand. The writer may use some cohesive devices correctly.\n- Score 4: The writer may use a few basic cohesive devices to link sentences. This can be mechanical and repetitive but overall, the meaning is understandable.\n- Score 3: Limited use of cohesive devices results in poor coherence and difficulty in following ideas.\n- Score 2: Very limited use of cohesive devices, leading to severe issues with coherence.\n- Score 1: No evidence of cohesion, making it very difficult to understand how ideas are connected.\n\n3. Vocabulary: how good the range and accuracy of vocabulary use is. Give detailed feedback on whether the writer has used a wide range of vocabulary, word choice and avoided errors in spelling and word formation.\n- Score 5: Uses good range of basic vocabulary reasonably appropriately. Most vocabulary is related to the question, correctly used and demonstrates clear meaning.\n- Score 4: Uses sufficient range of basic vocabulary reasonably appropriately. There are some noticeable errors in spelling and word choice but this does not impede the meaning in general.\n- Score 3: Uses limited range of basic vocabulary. Errors in spelling and word choice make it difficult for target reader to understand the meaning at times.\n- Score 2: Uses poor range of basic vocabulary. Errors in spelling and word choice completely impede meaning.\n- Score 1: Has no related vocabulary to answer the question.\n\n4. Grammar: how good the range and accuracy of grammar use is. Give detailed feedback on whether the writer has used a wide range of simple grammatical structures and tenses, managed punctuation well, and avoided grammatical errors.\n- Score 5: Primarily uses simple sentences, sometimes uses compound sentences. The use of tenses and grammatical structures is mostly correct. There are one or two grammatical errors and they do not impede understanding.\n- Score 4: The writer just uses simple sentences. Uses simple tense and grammatical structures with sufficient control. A number of errors (3-5 mistakes) may be present but they do not impede the meaning.\n- Score 3: Produces few simple grammatical forms with only limited control. Regularly makes noticeable mistakes even with simple structures that the target reader may find it difficult to understand the meaning at times.\n- Score 2: Produces simple and repetitive grammatical forms with very limited control. There are many errors that impede meaning.\n- Score 1: The writer lacks basic understanding of grammar. All sentences produced have grammatical errors that totally impede understanding.\n\nYour response should strictly follow this format. You should use simple language for Student's to understand.\n\nIMPORTANT — do not reveal internal grading mechanics: Never mention words or phrases like \"cap\", \"capped\", \"maximum score\", \"override\", \"special case\", \"rule\", \"band\", or any reference to the internal scoring logic above. Never explain the score by citing a rule (e.g. do not say \"this is capped at 2 because of the format rule\"). Instead, write feedback the way a real teacher would: describe what the student did well or poorly, and why it affects the quality of the writing, in natural language. For example, instead of \"Vocabulary is capped at 2 because the format is wrong,\" write something like \"Since the writing is presented as separate labeled sections rather than full sentences, it's hard to judge the range of vocabulary in context.\" The score itself should still reflect the caps and overrides described above — only the wording of the feedback should hide the mechanism.\n\nOverall Score:\n- Task Response score:\nFeedback on Task Response:\nSuggestion for improvement:\n- Coherence and cohesion score:\nFeedback on Coherence and cohesion:\nSuggestion for improvement:\n- Vocabulary score:\nFeedback on Vocabulary:\nSuggestion for improvement:\n- Grammar score:\nFeedback on Grammar:\nSuggestion for improvement:\n\nEssay prompt:Write a paragraph about your week (60-80 words). What do you do during the week? \nYou should write: \n  ⭐️ Daily activities you do at home and at school \n  ⭐️ After-school activities you do with your family/friends \n  ⭐️ Activities you do at the weekend \n  ⭐️ What day do you like most in a week?\nStudent's essay:My week is always busy but enjoyable. From Monday to Friday, I attend classes at school and revise my lessons at home. After school, I often play football with my friends or help my family cook dinner. On weekends, I usually relax, read books, or go out for a coffee. My favorite day is Sunday because I can sleep in and spend quality time with my family."
    }
]