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    Mark Task Achievement Spontaneity and Coherence Lexical Resource Grammatical Resource

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    cq86fs2wfg
    The document summarizes a speaking exam rubric that evaluates test takers on fluency, accuracy, task achievement, spontaneity, and coherence. It provides descriptors and point scales ranging from 0 to 2.5 for evaluating lexical resource, grammatical resource, coverage of content, and development of the response.

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    Mark Task Achievement Spontaneity and Coherence Lexical Resource Grammatical Resource

    Uploaded by

    cq86fs2wfg
    16 views2 pages
    The document summarizes a speaking exam rubric that evaluates test takers on fluency, accuracy, task achievement, spontaneity, and coherence. It provides descriptors and point scales ranging from 0 to 2.5 for evaluating lexical resource, grammatical resource, coverage of content, and development of the response.

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    18___________ ______

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    The document summarizes a speaking exam rubric that evaluates test takers on fluency, accuracy, task achievement, spontaneity, and coherence. It provides descriptors and point scales ranging from 0 to 2.5 for evaluating lexical resource, grammatical resource, coverage of content, and development of the response.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    16 views2 pages

    Mark Task Achievement Spontaneity and Coherence Lexical Resource Grammatical Resource

    Uploaded by

    cq86fs2wfg
    The document summarizes a speaking exam rubric that evaluates test takers on fluency, accuracy, task achievement, spontaneity, and coherence. It provides descriptors and point scales ranging from 0 to 2.5 for evaluating lexical resource, grammatical resource, coverage of content, and development of the response.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Speaking Exam

    Fluency Accuracy
    Mark Task Achievement Spontaneity Lexical Grammatical

    and Resource Resource

    coherence

    The response is well developed and


    The response fulfills the demands Uses vocabulary with full Uses a full range of structures naturally
    of the task. It demonstrates coherent. Logical and coherent flexibility. Excellent control of and appropriately; produces sentences
    2.5
    excellent coverage of content- delivery with level-appropriate language features; a wide range of using variety of structures and
    speed. Smooth and fluid speech;
    related points. The student well-chosen vocabulary. consistently accurate structures apart
    almost no hesitations; no attempts to
    develops topics fully and from ‘slips’.
    search for words;
    appropriately.

    Demonstrates good coverage of The response includes a few Evidence of topic/level-related Some errors in grammatical structures
    content-related points. The language-related hesitations and/or vocabulary with a few minor possibly caused by attempt to include a
    2.0
    response addresses the task self-correction which do not strain errors. Uses some inaccurate use of variety. The student produces error-free
    appropriately but may fall short the listener. The student speaks at vocabulary and shows some sentences, though some grammatical
    of being fully developed. length without noticeable effort or inappropriate choices. mistakes persist.
    loss of coherence.

    Demonstrates some coverage of Fairly frequent and noticeable The response demonstrates Fairly frequent errors and evidence of
    content with minor digression hesitations straining the listener. limited range and control of restricted range of structures. Frequent
    1.5
    from the task. The response vocabulary. These limitations grammatical errors that do not obscure
    The student usually maintains flow
    addresses the task, but often prevent full expression of meaning; uses a limited range of more
    of speech but uses repetition, self-
    development of the topic is ideas. Vocabulary range is lacking complex structures. For the most part,
    correction and/or slow speech to
    limited. flexibility. only basic structures are used
    keep going.
    successfully.

    Demonstrates poor coverage of Speech which is frequently Frequent basic errors and limited Frequent grammatical errors even in
    content with major digression incoherent/ illogical with impeding range of appropriate topic/level- simple structures; meaning is obscured,
    1.0
    from the task. The response is hesitations. Speech is slow, hesitant related vocabulary, it does not or relies on apparently memorized
    very limited in content. & has limited ability to link simple match the task. Some low-level utterances makes numerous errors except

    Caucasus University
    sentences gives only simple responses in terms of vocabulary in memorized expressions.
    responses and is frequently unable range.
    to convey basic message.

    Demonstrates little evidence and Lack of attempt to speak in general. Little attempt to use language Little attempt to use language structures.
    attempt to cover the content with /topic/level-related vocabulary.
    0.5
    digression from the task.

    0 The student gets 0 if s/he refuses to take part in the exam/ is totally inadequate/ is absent.

    Caucasus University

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