Sophomore Speaking Rubric

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Testing Speaking Skills: Marking Criteria for Sophomores
Points
Description
Task Achievement
7-8
Superior completion of the task. Student’s answers are fully developed.
Responses directly relate to the task given and have sufficient
information or detail based on the learned material. Student
demonstrates an excellent knowledge of the topic.
5-6
Completion of the task. Responses are appropriate but not completely
developed. Answers are relevant but lack appropriate details. Student
demonstrates a very good knowledge of the topic but might have done
better.
3-4
Partial completion of the task. Responses are mostly appropriate yet
undeveloped. Student makes an effort to talk about the topic but falls
very short, possibly missing some required elements. Student has some
knowledge of the topic.
1-2
Minimal completion of the task and/ or responses are frequently
inappropriate. Student diverts from the task and demonstrates minimal
knowledge of the topic.
0
Student answers inadequately bearing little or no relation to the task.
Organization
7-8
Student answers in a highly organized fashion. Transition words and
phrases are used accurately to create a logical sequence.
5-6
Student’s thoughts are well organized with a logical sequence.
3-4
Student attempts to structure answer in an organized manner, however
logical order is not clear.
1-2
Student answers questions in a point by point fashion with no attempt
given to creating coherence.
0
No logical structure.
Fluency
7-8
Fluent mastery of the language. Student has very few long pauses and
the general meaning is clear. Very few interruptions are necessary.
5-6
Clear and effective communication. Student has a few unnatural pauses.
A few interruptions are usually necessary but intention is clear.
Testing Speaking Skills: Marking Criteria for Sophomores
Points
Description
3-4
Competent communication. Student makes themselves understood with
little or no difficulty, using the language to meet most of needs for
information and explanation. Some interruptions are necessary and with
longer pauses to search for words.
1-2
Basic communication. Student speaks in short phrases and seeks and
conveys information in simple terms with unnaturally long pauses.
0
Communication full of pauses. Student has a very halting delivery.
Language in Use (Grammar)
7-8
A rich variety of grammar studied in the class is used to communicate
effectively. The grammar structures are used appropriately and
accurately. The student makes very few minor mistakes.
5-6
The student uses a variety of grammar structures mostly appropriately
and accurately with some repetition.
3-4
The student uses a limited variety of grammar structures with some
repetition. Some grammar is used inappropriately.
1-2
Inadequate and/ or inaccurate use of grammar. Grammar used has a
lack of variety and a very high proportion of errors.
0
Basic grammar errors cause misunderstanding or serious confusion.
Language in Use (Vocabulary)
7-8
Student has an accurate mastery of vocabulary, has consistently
accurate pronunciation, and varies intonation.
5-6
Student uses vocabulary appropriately and speaks confidently with good
pronunciation and intonation.
3-4
Student generally has a good usage of vocabulary, good pronunciation,
and intonation.
1-2
Student makes quite a few mistakes in vocabulary which sometimes
interfere with communication, limited expressions, and a few
pronunciation errors.
0
Student has limited expressions and several serious pronunciation errors.
Testing Speaking Skills: Marking Criteria for Sophomores
Points
Description
Task Achievement
7-8
Superior completion of the task. Student’s answers are fully developed.
Responses directly relate to the task given and have sufficient
information or detail based on the learned material. Student
demonstrates an excellent knowledge of the topic.
5-6
Completion of the task. Responses are appropriate but not completely
developed. Answers are relevant but lack appropriate details. Student
demonstrates a very good knowledge of the topic but might have done
better.
3-4
Partial completion of the task. Responses are mostly appropriate yet
undeveloped. Student makes an effort to talk about the topic but falls
very short, possibly missing some required elements. Student has some
knowledge of the topic.
1-2
Minimal completion of the task and/ or responses are frequently
inappropriate. Student diverts from the task and demonstrates minimal
knowledge of the topic.
0
Student answers inadequately bearing little or no relation to the task.
Organization
7-8
Student answers in a highly organized fashion. Transition words and
phrases are used accurately to create a logical sequence.
5-6
Student’s thoughts are well organized with a logical sequence.
3-4
Student attempts to structure answer in an organized manner, however
logical order is not clear.
1-2
Student answers questions in a point by point fashion with no attempt
given to creating coherence.
0
No logical structure.
Fluency
7-8
Fluent mastery of the language. Student has very few long pauses and
the general meaning is clear. Very few interruptions are necessary.
5-6
Clear and effective communication. Student has a few unnatural pauses.
A few interruptions are usually necessary but intention is clear.
Testing Speaking Skills: Marking Criteria for Sophomores
Points
Description
3-4
Competent communication. Student makes themselves understood with
little or no difficulty, using the language to meet most of needs for
information and explanation. Some interruptions are necessary and with
longer pauses to search for words.
1-2
Basic communication. Student speaks in short phrases and seeks and
conveys information in simple terms with unnaturally long pauses.
0
Communication full of pauses. Student has a very halting delivery.
Language in Use (Grammar)
7-8
A rich variety of grammar studied in the class is used to communicate
effectively. The grammar structures are used appropriately and
accurately. The student makes very few minor mistakes.
5-6
The student uses a variety of grammar structures mostly appropriately
and accurately with some repetition.
3-4
The student uses a limited variety of grammar structures with some
repetition. Some grammar is used inappropriately.
1-2
Inadequate and/ or inaccurate use of grammar. Grammar used has a
lack of variety and a very high proportion of errors.
0
Basic grammar errors cause misunderstanding or serious confusion.
Language in Use (Vocabulary)
7-8
Student has an accurate mastery of vocabulary, has consistently
accurate pronunciation, and varies intonation.
5-6
Student uses vocabulary appropriately and speaks confidently with good
pronunciation and intonation.
3-4
Student generally has a good usage of vocabulary, good pronunciation,
and intonation.
1-2
Student makes quite a few mistakes in vocabulary which sometimes
interfere with communication, limited expressions, and a few
pronunciation errors.
0
Student has limited expressions and several serious pronunciation errors.
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