iBT/Next Generation TOEFL Test

Independent Speaking Rubrics (Scoring Standards)

Score General Description Delivery Language Use Topic Development

4 The response fulfills the Generally well-paced flow The response demon- Response is sustained and
demands of the task, (fluid expression). Speech strates effective use of sufficient to the task. It is
with at most minor laps- is clear. It may include grammar and vocabulary. generally well developed
es in completeness. It is minor lapses, or minor dif- It exhibits a fairly high and coherent; relationships
highly intelligible and ficulties with pronunciation degree of automaticity between ideas are clear
exhibits sustained, or intonation patterns, with good control of basic (or clear progression of
coherent discourse. A which do not affect overall and complex structures ideas).
response at this level is intelligibility. (as appropriate). Some
characterized by all of minor (or systematic)
the following: errors are noticeable but
do not obscure meaning.

3 The response addresses Speech is generally clear, The response demon- Response is mostly coher-
the task appropriately, with some fluidity of strates fairly automatic ent and sustained and
but may fall short of expression, though minor and effective use of gram- conveys relevant
being fully developed. It difficulties with pronuncia- mar and vocabulary, and ideas/information. Overall
is generally intelligible tion, intonation, or pacing fairly coherent expression development is somewhat
and coherent, with some are noticeable and may of relevant ideas. limited, usually lacks elab-
fluidity of expression require listener effort at Response may exhibit oration or specificity.
though it exhibits some times (though overall intel- some imprecise or inaccu- Relationships between
noticeable lapses in the ligibility is not significantly rate use of vocabulary or ideas may at times not be
expression of ideas. A affected). grammatical structures or immediately clear.
response at this level is be somewhat limited in the
characterized by at least range of structures used.
two of the following: This may affect overall flu-
ency, but it does not seri-
ously interfere with the
communication of the
message.

2 The response addresses Speech is basically intelli- The response demon- The response is connect-
the task, but develop- gible, though listener effort strates limited range and ed to the task, though the
ment of the topic is limit- is needed because of control of grammar and number of ideas presented
ed. It contains intelligible unclear articulation, awk- vocabulary. These limita- or the development of
speech, although prob- ward intonation, or choppy tions often prevent full ideas is limited. Mostly
lems with delivery and/or rhythm/pace; meaning expression of ideas. For basic ideas are expressed
overall coherence occur; may be obscured in the most part, only basic with limited elaboration
meaning may be obs- places. sentence structures are (details and support). At
cured in places. A used successfully and times relevant substance
response at this level is spoken with fluidity. Struc- may be vaguely expressed
characterized by at least tures and vocabulary may or repetitious. Connections
two of the following: express mainly simple of ideas may
(short) and/or general be unclear.
propositions, with simple
or unclear connections
made among them (serial
listing, conjunction, juxta-
position).

1 The response is very Consistent pronunciation, Range and control of Limited relevant content is
limited in content and/or stress, and intonation diffi- grammar and vocabulary expressed. The response
coherence or is only culties cause considerable severely limit (or prevent) generally lacks substance
minimally connected to listener effort; delivery is expression of ideas and beyond expression of very
the task, or speech is choppy, fragmented, or connections among ideas. basic ideas. Speaker may
largely unintelligible. A telegraphic; frequent Some low-level responses be unable to sustain
response at this level is pauses and hesitations. may rely heavily on prac- speech to complete the
characterized by at least ticed or formulaic task and may rely heavily
two of the following: expressions. on repetition of the
prompt.

0 Speaker makes no attempt to respond OR response is unrelated to the topic.

Copyright © 2004 by Educational Testing Service. All rights reserved.

 iBT/Next Generation TOEFL Test
Integrated Speaking Rubrics (Scoring Standards)

Score General Description Delivery Language Use Topic Development

4 The response fulfills the Speech is generally clear, The response demonstrates The response presents a
demands of the task, fluid, and sustained. It may good control of basic and clear progression of ideas
with at most minor laps- include minor lapses or complex grammatical struc- and conveys the relevant
es in completeness. It is minor difficulties with pro- tures that allow for coherent, information required by the
highly intelligible and nunciation or intonation. efficient (automatic) expres- task. It includes appropri-
exhibits sustained, Pace may vary at times as sion of relevant ideas. ate detail, though it may
coherent discourse. A the speaker attempts to Contains generally effec- have minor errors or minor
response at this level is recall information. Overall tive word choice. Though omissions.
characterized by all of intelligibility remains high. some minor (or systemat-
the following: ic) errors or imprecise use
may be noticeable, they do
not require listener effort
(or obscure meaning).

3 The response addresses Speech is generally clear, The response demon- The response is sustained
the task appropriately, with some fluidity of strates fairly automatic and conveys relevant
but may fall short of expression, but it exhibits and effective use of gram- information required by the
being fully developed. It minor difficulties with pro- mar and vocabulary, and task. However, it exhibits
is generally intelligible nunciation, intonation, or fairly coherent expression some incompleteness,
and coherent, with some pacing and may require of relevant ideas. Res- inaccuracy, lack of speci-
fluidity of expression, some listener effort at ponse may exhibit some ficity with respect to con-
though it exhibits some times. Overall intelligibility imprecise or inaccurate tent, or choppiness in the
noticeable lapses in the remains good, however. use of vocabulary or progression of ideas.
expression of ideas. A grammatical structures or
response at this level is be somewhat limited in the
characterized by at least range of structures used.
two of the following: Such limitations do not
seriously interfere with the
communication of the
message.

2 The response is con- Speech is clear at times, The response is limited in The response conveys
nected to the task, though it exhibits prob- the range and control of some relevant information
though it may be missing lems with pronunciation, vocabulary and grammar but is clearly incomplete or
some relevant informa- intonation, or pacing and demonstrated (some com- inaccurate. It is incomplete
tion or contain inaccura- so may require significant plex structures may be if it omits key ideas, makes
cies. It contains some listener effort. Speech may used, but typically contain vague reference to key
intelligible speech, but at not be sustained at a con- errors). This results in limit- ideas, or demonstrates
times problems with sistent level throughout. ed or vague expression of limited development of
intelligibility and/or over- Problems with intelligibility relevant ideas and impre- important information. An
all coherence may may obscure meaning in cise or inaccurate connec- inaccurate response demon-
obscure meaning. A places (but not through- tions. Automaticity of strates misunderstanding
response at this level is out). expression may only be of key ideas from the stim-
characterized by at least evident at the phrasal ulus. Typically, ideas
two of the following: level. expressed may not be well
connected or cohesive so
that familiarity with the stim-
ulus is necessary to follow
what is being discussed.

1 The response is very lim- Consistent pronunciation Range and control of The response fails to pro-
ited in content or coher- and intonation problems grammar and vocabulary vide much relevant con-
ence or is only minimally cause considerable listen- severely limit (or prevent) tent. Ideas that are
connected to the task. er effort and frequently expression of ideas and expressed are often inac-
Speech may be largely obscure meaning. Delivery connections among ideas. curate, limited to vague
unintelligible. A response is choppy, fragmented, or Some very low-level utterances, or repetitions
at this level is character- telegraphic. Speech con- responses may rely on iso- (including repetition of
ized by at least two of tains frequent pauses and lated words or short utter- prompt).
the following: hesitations. ances to communicate
ideas.

0 Speaker makes no attempt to respond OR response is unrelated to the topic.

Copyright © 2004 by Educational Testing Service. All rights reserved.