World Languages Speaking Rubric
Scoring Guide for Formative Assessments
SCORE
5
4
3
2
1
MESSAGE/DELIVERY
GRAMMATICAL
CONTROL
PRONUNCIATION
VOCABULARY
TASK
COMPLETION
Is easily comprehended;
student closely models
native-like speech in
speed, pause, and
intonation
Student demonstrates high
control of target grammar
structures appropriate for
this task with no or only
minor errors
Student closely follows
models of native-like
speech with few errors
Student demonstrates high
control of target vocabulary
for this task
Student completes task
thoroughly with some
added elaboration
Is mostly comprehended,
occasionally modeling
native-like speech in
speed, pause, and
intonation
Student demonstrates
adequate control of target
grammar structures
appropriate for this task
with only a few minor
errors or mistakes
Pronunciation is mostly
accurate and usually
follows models of nativelike speech
Student demonstrates
adequate control of target
vocabulary for this task
Student minimally
completes task, including
all elements of the task
Is comprehended with
some effort, inconsistently
modeling native-like
speech in speed, pause,
and intonation
Student demonstrates
inconsistent control of
target grammar structures
appropriate for this task;
errors and mistakes are
common
Student occasionally
follows models of nativelike speech, showing some
influence of first language
on target language
Student demonstrates
inconsistent control of
target vocabulary for this
task
Student attempts to
complete the task, but the
response is missing some
minor component(s) of the
prompt or task
Is comprehended only
after extreme effort and
several repetitions, due to
unnatural pauses and or
flawed intonation
Student demonstrates
weak control of target
grammar structures
appropriate for this task
with many errors or
mistakes
Student is highly accented
and shows heavy influence
of first language with many
inconsistencies and flaws
Student demonstrates
weak control of target
vocabulary for this task
Student attempts to
complete the task but the
response is missing one
or more key components
of the prompt or task
requirements
Is mostly incomprehensible
even with numerous
repetitions of the response
due to unnatural pauses
and flawed intonation
Student demonstrates
lack of control of target
grammar structures
appropriate for this task;
errors are prevalent and
lead to communication
breakdown
Is dominated by first
language and requires
multiple repetitions in
order to comprehend even
basic words or phrases.
Student demonstrates
lack of control of target
vocabulary for this task;
little effort is made to utilize
even basic vocabulary
Student shows no effort
to complete the task and
either answers entirely
in English or supplies a
response that is off topic or
nonresponsive
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