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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 Description
Vocabulary Ability to understand and use vocabulary words and phrases.
Grammar Ability to use correct grammar and sentences structures.
Fluency Ability to speak quickly, naturally, and without many pauses.
Interactive Ability to take an active part in the development of a conversation.
Communication
Pronunciation Ability to use correct stress, rhythm and intonation patterns.

A simple 2-point system is used for each criterion (see appendix). The overall grade sums 10 points; results
can be interpreted with the following marks:

Points Mark
10 - 9 Excellent - Very good
8- 7 Good - Average
6-4 Fair to poor
3-1 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

Vocabulary Uses a variety of Uses a variety of Uses limited Uses only basic
vocabulary and vocabulary and vocabulary and vocabulary and
expressions. expressions, but expressions. expressions.
makes some errors in
word choice.

Accuracy Uses a variety of Uses a variety of Uses a variety of Uses basic


grammatical grammatical structures with structures, makes
structures and structures and frequent errors, frequent errors.
sentences patterns sentence patterns in or uses basic
in his/her level. his/her level, but structures with
make some errors. occasional errors.

Fluency Speaks smoothly, Speaks with some Speaks with Hesitates too
with little hesitation, according some hesitation, often when
hesitation, to his/her level, but it which often speaking, which
according to does not usually interferers with often interferes
his/her level, interfere with communication. with
which does not communication. communication.
interfere with
communication.

Interaction Stays on task and Stays on task most of Tries to Purpose is not
communicate the time and communicate, clear; needs a lot
effectively; almost communicates but sometimes of help
always responds effectively; generally does not respond communicating;
appropriately and responds appropriately or usually does not
always tries to appropriately and clearly. respond
develop the keeps trying to appropriately or
interaction. develop the clearly.
interaction.

Pronunciation Pronunciation and Pronunciation and Pronunciation Frequent


intonation are intonation are and intonation problems with
almost always very usually clear / errors sometimes pronunciation and
clear / accurate accurate with a few make it difficult intonation
according to problems. to understand
her/his level. the student.

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 Score


Vocabulary Excellent to very good 2
(Has a wide repertoire of words and phrases.)
Good to average 1.5
(Has an average repertoire words and phrases.)
Fair to poor 1
(His/her repertoire is limited.)
Very poor 0.5
(Does not show knowledge of enough vocabulary.)
Accuracy Excellent to very good 2
(Controls grammatical structures and sentence patterns in
his/her level.)
Good to average 1.5
(Minor errors in his/her use of grammatical structures and
sentence patterns.)
Fair to poor 1
(The use of grammatical structures and sentence patterns
makes communication difficult.)
Very poor 0.5
(Is not able to use proper grammatical structures and sentences.)
Fluency Excellent to very good 2
(May keep the flow of conversation without problems.)
Good to average 1.5
(Needs to stop to think, however keeps the conversation going.)
Fair to poor
(Needs to stop too frequently although finish the ideas.) 1
Very poor
(Cannot maintain a conversation, requires assistance.) 0.5
Interaction Excellent to very good 2
(Effective interaction and turn taking all the time.)
Good to average 1.5
(Mostly effective interaction and turn taking, occasional hesitation.)
Fair to poor
(Although can interact adequately there is too much 1
hesitation and is not sensitive to turn taking)
Very poor
(Not able to interact with others, requires prompting and assistance). 0.5
Pronunciation Excellent to very good 2
(Pronunciation and intonation are almost always very clear/accurate)
Good to average
(Pronunciation and intonation are usually clear/accurate with a few problems) 1.5
Fair to poor
(Pronunciation and intonation errors sometimes make it difficult to understand
the student) 1
Very poor
(Frequent problems with pronunciation and intonation)
0.5

CELLAP / PLV / 2011-01