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Universidad Autónoma de Tamaulipas Centro de Lenguas y Lingüística Aplicada VERDAD BELLEZA PROBIDAD
Speaking Rubric
Scoring
Please take your learners’ level into account.
Students in level 1 and 2 are placed in the basic component of the Common European Framework (Level A1). Therefore, they cannot produce as much language as an intermediate level student. Throughout the test students are assessed on their own individual performance and not in relation to each other. To obtain a high grade, students should be able to use structures and vocabulary taught in the units that he/she just completed. However, expect errors since the learners have not fully acquired the material.
Rubric/ Rating Scale The rating scale for CELLAP English courses has been adapted to help you grade your students in the following linguistic criteria: Criteria Vocabulary Grammar Fluency Interactive Communication Pronunciation
Description Ability to understand and use vocabulary words and phrases. Ability to use correct grammar and sentences structures. Ability to speak quickly, naturally, and without many pauses. Ability to take an active part in the t he development development of a conversation. conversation. Ability to use correct stress, rhythm and intonation patterns.
A simple 2-point system is used for each criterion (see appendix). appendix). The overall grade sums 10 points; results can be interpreted with the following marks:
Points 10 - 9 8- 7 6-4 3-1
Mark Excellent - Very good Good - Average Fair to poor Very poor
CELLAP / PLV / 2011-01
Universidad Autónoma de Tamaulipas Centro de Lenguas y Lingüística Aplicada VERDAD BELLEZA PROBIDAD
Speaking Rubric Feature
2.0 pts.
1.5 pts
1.0 pts
0.5 pts
Uses a variety of vocabulary and expressions.
Uses a variety of vocabulary and expressions, but makes some errors in word choice.
Uses limited vocabulary and expressions.
Uses only basic vocabulary and expressions.
Uses a variety of grammatical structures and sentences patterns in his/her level.
Uses a variety of grammatical structures and sentence patterns in his/her level, but make some errors.
Uses a variety of structures with frequent errors, or uses basic structures with occasional errors.
Uses basic structures, makes frequent errors.
Fluency
Speaks smoothly, with little hesitation, according to his/her level, which does not interfere with communication.
Speaks with some hesitation, according to his/her level, but it does not usually interfere with communication.
Speaks with some hesitation, which often interferers with communication.
Hesitates too often when speaking, which often interferes with communication.
Interaction
Stays on task and communicate effectively; almost always responds appropriately and always tries to develop the interaction.
Stays on task most of the time and communicates effectively; generally responds appropriately and keeps trying to develop the interaction.
Tries to communicate, but sometimes does not respond appropriately or clearly.
Purpose is not clear; needs a lot of help communicating; usually does not respond appropriately or clearly.
Pronunciation
Pronunciation and intonation are almost always very clear / accurate according to her/his level.
Pronunciation and intonation are usually clear / accurate with a few problems.
Pronunciation and intonation errors sometimes make it difficult to understand the student.
Frequent problems with pronunciation and intonation
Vocabulary
Accuracy
Adapted from Speaking Rubric for Fluency Activities. 2005.Pearson Education: Longman.
CELLAP / PLV / 2011-01
Universidad Autónoma de Tamaulipas Centro de Lenguas y Lingüística Aplicada VERDAD BELLEZA PROBIDAD
Speaking Rubric
Feature
Criteria
Vocabulary
Excellent to very good (Has a wide repertoire of words and phrases.) Good to average (Has an average repertoire words and phrases.) Fair to poor (His/her repertoire is limited.) Very poor (Does not show knowledge of enough vocabulary.) Excellent to very good (Controls grammatical structures and sentence patterns in his/her level.) Good to average (Minor errors in his/her use of grammatical structures and sentence patterns.) Fair to poor (The use of grammatical structures and sentence patterns makes communication difficult.) Very poor (Is not able to use proper grammatical str uctures and sentences.) Excellent to very good (May keep the flow of conversation withou t problems.) Good to average (Needs to stop to think, however keeps the conversation going.) Fair to poor (Needs to stop too frequently although finish the ideas.) Very poor (Cannot maintain a conversation, requires assistance.) Excellent to very good (Effective interaction and turn taking all the time.) Good to average (Mostly effective interaction and turn taking, occasional hesitation.) Fair to poor (Although can interact adequately there is too much hesitation and is not sensitive to turn taking) Very poor (Not able to interact with others, requires prompting and assistance). Excellent to very good (Pronunciation and intonation are almost always very clear/accurate) Good to average (Pronunciation and intonation are usually clear/accurate with a few problems) Fair to poor (Pronunciation and intonation errors sometimes make it difficult to understand the student) Very poor (Frequent problems with pronunciation and intonation)
