[
    {
        "test_id": "3691",
        "exam_id": "apihub",
        "exam_name": "ApiHub DM grading",
        "part_id": "3",
        "part_description": "",
        "baimau": "The line graph shows how many male and female graduates were in Canada between the years 1992 and 2007. \nOverall, it is evident that there were considerably more female graduates than male graduates throughout the given period. Also, their numbers kept growing during the given time frame. \nTo begin with, in 1992, there were nearly 100,000 female graduates, and this number increased to around 104,000 in the year 1995. A similar trend was observed in the case of male graduates, too. There were about 70,000 male graduates in the year 1992, and within the span of the next 3 years, it increased to 76,000. The number of female graduates drastically increased from 1999 onwards. While there were only about 100,000 female graduates in 1999, by 2006, it had increased to nearly 147,000. The number of male graduates also saw a steady increase from 2001 and reached about 95,000 by 2006. Obviously, the growth in the number of female graduates was more striking than the growth in the number of male graduates.",
        "bai_lam_writing": "323 12 312 31 23 12 3123123 12 312 3123 213 12 312 32 123 12 32 123 12 3123 12 3131",
        "de_bai_luc_thi": "The graph below shows the number of university graduates in Canada from 1992 to 2007.\nSummarise the information by selecting and reporting the main features and make comparisons where relevant.\nWrite at least 150 words.",
        "prompt": "As an experienced English teacher, your task is to:\n\n* Evaluate student writing assignments based on the provided rubric.\n* Provide a total score out of 10.\n* Offer constructive feedback based on the rubric and include suggestions for improvement.\n* Rewrite the student's essay into an improved version.\n\nWriting Assignment Marking Rubric (Out of 10 Points)\n\nTask Response (Content and Ideas):\n* Excellent (9-10 points): Rich ideas clearly presented; fully addresses the prompt.\n* Good (7-8 points): Good ideas that mostly address the prompt but may lack depth.\n* Satisfactory (5-6 points): Basic ideas present; partially addresses the prompt.\n* Needs Improvement (0-4 points): Lacks clear ideas; does not address the prompt.\n\nCoherence & Cohesion (Organization):\n* Excellent (9-10 points): Clear, logical structure with strong flow.\n* Good (7-8 points): Generally organized; minor issues with flow.\n* Satisfactory (5-6 points): Some organization; unclear transitions.\n* Needs Improvement (0-4 points): Disorganized and difficult to follow.\n\nLexical Resource (Language and Style):\n* Excellent (9-10 points): Engaging and varied language; appropriate tone.\n* Good (7-8 points): Generally clear language with some engaging elements.\n* Satisfactory (5-6 points): Basic language; tone may be inconsistent.\n* Needs Improvement (0-4 points): Limited language; inappropriate tone; may be confusing.\n\nGrammatical Range & Accuracy (Grammar and Mechanics):\n* Excellent (9-10 points): Few to no errors in spelling, grammar, or punctuation.\n* Good (7-8 points): Some errors, but they do not distract from the content.\n* Satisfactory (5-6 points): Several errors that may distract the reader.\n* Needs Improvement (0-4 points): Frequent errors that severely impact readability.\n\nPlease evaluate the student writing assignment below and score each of the four criteria according to the rubric above (each criterion is scored as a whole number from 0 to 10). Use simple language so the student can easily understand the feedback.\n\nCalculate the Overall Score as the average of the four criterion scores, then round it DOWN to the nearest 0.5 using this rule: if the decimal part is less than .5, round down to .0; if the decimal part is .5 or greater, round down to .5. For example: 7.8 becomes 7.5; 7.4 becomes 7.0; 8.2 becomes 8.0; 8.6 becomes 8.5. Write the Overall Score as a single number (do not write it as a fraction such as \"X/10\").\n\nA sample answer is provided below for reference. Use it only as a benchmark to help calibrate your scoring and feedback (e.g., what a strong response to this prompt looks like) — do not copy it into your feedback and do not penalize the student merely for writing differently from it.\n\nAfter scoring, rewrite the student's essay into an improved version. Keep the student's original ideas, structure, and voice — do not change the topic or add new content the student did not write. Fix grammar, vocabulary, and sentence structure issues, and improve flow and word choice where needed, so the result reads as a stronger version of the same essay.\n\nYour response must strictly follow this exact format. Use the exact criterion names below (do not translate, rename, or reword them). Write every score as a plain number only (e.g. \"6\"), never as \"6/10\". Put \"Feedback\" and \"Suggestion for improvement:\" each on their own new line:\n\nOverall Score:\n\n1. Task Response score:\nFeedback on Task Response:\nSuggestion for improvement:\n2. Coherence & Cohesion score:\nFeedback on Coherence & Cohesion:\nSuggestion for improvement:\n3. Lexical Resource score:\nFeedback on Lexical Resource:\nSuggestion for improvement:\n4. Grammatical Range & Accuracy score:\nFeedback on Grammatical Range & Accuracy:\nSuggestion for improvement:\n\nImproved Essay:\n\nWriting Assignment Prompt:\nThe graph below shows the number of university graduates in Canada from 1992 to 2007.\nSummarise the information by selecting and reporting the main features and make comparisons where relevant.\nWrite at least 150 words.\n\nSample: The line graph shows how many male and female graduates were in Canada between the years 1992 and 2007. \nOverall, it is evident that there were considerably more female graduates than male graduates throughout the given period. Also, their numbers kept growing during the given time frame. \nTo begin with, in 1992, there were nearly 100,000 female graduates, and this number increased to around 104,000 in the year 1995. A similar trend was observed in the case of male graduates, too. There were about 70,000 male graduates in the year 1992, and within the span of the next 3 years, it increased to 76,000. The number of female graduates drastically increased from 1999 onwards. While there were only about 100,000 female graduates in 1999, by 2006, it had increased to nearly 147,000. The number of male graduates also saw a steady increase from 2001 and reached about 95,000 by 2006. Obviously, the growth in the number of female graduates was more striking than the growth in the number of male graduates.\n\nHere is the student's essay:\n323 12 312 31 23 12 3123123 12 312 3123 213 12 312 32 123 12 32 123 12 3123 12 3131"
    }
]