A Writing Scoring Rubric Adopted from on Reid (1993: 236-237)
Aspect of writing
Content (appropriate topic/theme, originality, logic)
Organization (coherence, cohesion, and unity)
Diction (word selection, selection, vocabulary idiom)
Language use (tenses, articles, pronoun, etc) etc)
Range
Score
30-27
Excellent to very good
26-22
Good to average
21-17
Fair to poor
16-13
Very poor
20-18
Excellent to very good
17-14
Good to average
13-10
Fair to poor
9-7
Very poor
20-18
Excellent to very good
17-14
Good to average
13-10
Fair to poor
9-7
Very poor
25-22
Excellent to very good
21-18
Good to average
Criterion Knowledgeable. Substantive, through development of thesis. Relevant to assigned topic. Some knowledge of subject. Adequate range. Limited development of thesis. Mostly relevant to topic, but lacks detail. Limited knowledge of subject. Little substance. Inadequate development of topic. Does not show knowledge of subject. Non-substantive. Non-substantive. Not pertinent, pertinent, or not not enough to evaluate. Fluent expression. Ideas clearly stated/supported. Succinct. Wellorganized. Logical sequencing cohesive. Somewhat choppy. Loosely organized but main ideas ideas stand stand out. Limited Limited support. Logical but incomplete sequencing. Non-fluent. Ideas Ideas confused confused or disconnected. Lack logical sequencing, and development. Does not communicate. No organization, or not enough to evaluate. Sophisticated range. Effective word/idiom choice and usage. Word form mastery. Appropriate register. Adequate range. Occasional errors of word/idiom form, choice, usage but meaning not obscured. Limited range. Frequent errors of word/idiom form, choice, usage. Meaning confused or obscured. Essentially translation. Little knowledge of English vocabulary idioms. Word form or not enough to evaluate. Effective complex constructions. Few errors of agreement, agreement, tense, number, word order/function, order/function, articles, pronouns, prepositions. Effective but simple constructions minor problem in complex
Mechanics (spelling and punctuation) punctuation)
17-11
Fair to poor
10-5
Very poor
5
Excellent to very good
4
Good to average
3
Fair to poor
2
Very poor
constructions. Several errors of agreement, tense, number, word order/function, order/function, articles, pronouns, prepositions, but meaning meaning seldom obscured. Major problems in simple/complex constructions. Frequent errors of negation, agreement, tense, number, word order/function, order/function, articles, pronouns, prepositions, and/fragments, and/fragments, run-ons, deletions. Meaning confused/obscured. Virtually no mastery of sentence constructions rules. Dominated by errors. Does not communicate. Or not enough to evaluate. Demonstrate mastery of conventions. Few errors of spelling, punctuation, punctuation, capitalization, paragraphing. Occasional errors of spelling, punctuation, capitalization, capitalization, paragraphing, paragraphing, but meaning meaning not obscured. Frequent errors of spelling, punctuation, punctuation, capitalization, paragraphing. Poor handwriting. Meaning confused or obscured. No mastery mastery of convention. convention. Dominated Dominated by errors of spelling, spelling, punctuation, punctuation, capitalization, paragraphing. Handwriting illegible or not enough to evaluate.
Reference:
Reid, Joy M. 1993. Teaching ESL Writing. London: Prentice Hall Englewood Cliffs.
A Speaking Scoring Rubric Guideline Adopted from Hughes (1989: 131)
Pronunciation No. 1 2 3 4 5 6
Indicators Pronunciation frequently unintelligible. unintelligi ble. Frequent gross errors and very heavy accent make understanding difficult, require frequent repetition r epetition.. “Foreign accent” requires concentrated listening and mispronunciations lead to occasional misunderstanding. Marked “foreign accent” and occasional mispronunciation which do not interfere with understanding. No conspicuous mispronunciations, mispronunciati ons, but would not be taken for a native speaker. Native pronunciation pronunciations, s, with no trace of “foreign accent”. accent”.
Score 1.0-4.5 4.6-5.5 5.6-6.5 6.6-7.5 7.6-8.5 8.6-10.0
Grammar No. 1 2 3 4 5 6
Indicators Grammar almost entirely inaccurate except in stock phrases. Constant errors showing control of very few major patterns and frequently preventing communication. communication. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding. Few errors, with no patterns of failure. No more than errors during the interview.
Score 1.0-4.5 4.6-5.5 5.6-6.5 6.6-7.5 7.6-8.5 8.6-10.0
Vocabulary No. 1 2 3 4 5 6
Indicators Vocabulary inadequate for even the simplest conversation. conversation . Constant limited to basic personal and survival areas. Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics. Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion discussion of any non-technical non-technical subject subject with some some circumlocutions. circumlocutions. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation. Vocabulary apparently as accurate and extensive as that of an educated native speaker.
Score 1.0-4.5 4.6-5.5 5.6-6.5 6.6-7.5 7.6-8.5 8.6-10.0
Fluency No. 1 2 3 4 5 6
Indicators Speech is so halting and fragmentary that conversation is virtually impossible. Speech is very slow and uneven except for short or routine sentences. sentences. Speech is frequently hesitant and jerky; sentences may be left completed. Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words. Speech is effortless and smooth, but perceptively non-native non-nati ve in speed and evenness. Speech on all professional and general topics as effortless and smooth as a native speaker’s.
Score 1.0-4.5 4.6-5.5 5.6-6.5 6.6-7.5 7.6-8.5 8.6-10.0
Expression No. Indicators 1 Facial expressions show absolutely absolutely no interest in topic presented 2 Facial Faci al expressions show some negativity toward topic presented. Facial expressions have either a deadpan expression of shows a conflicting 3 expression during entire presentation. Facial expression occasionally displays both a deadpan and conflicting expression 4 during presentation. presentation. Facial expressions occasionally demonstrate either a deadpan or conflicting 5 expression during presentation. Facial expressions give audience clues to what the content of speech is about; 6 appropriate expression
Score 1.0-4.5 4.6-5.5 5.6-6.5 6.6-7.5 7.6-8.5 8.6-10.0
Reference:
Hughes, Arthur. 1989. Testing for Language Teachers. Cambridge: Cambridge University Press.
