IELTS Speaking Marking Criteria & Feedback sheet

IELTS Speaking scores are calculated using 4 criteria:

1. Fluency and coherence (FC) = how clear and structured is your speech. refers to
your ability to speak smoothly and at an appropriate speed, without any unnatural
pauses. This is an area that is often misunderstood by students to mean that you just
talk as fast as you possibly can or talking without pausing. If you listen to how native
speakers talk they don’t normally talk very fast and there are plenty of pauses. This is
totally acceptable, you just don’t want to pause more than normal.

Coherence literally means being logical and consistent. For the IELTS speaking
criteria this refers to how you expand and explain your answers with explanations and
examples, answer the question being asked and how you connect sentences together
using discourse markers and tenses. Simply it means that when the examiner asks you
a question they clearly understand your answer and you have answered the question
fully.

 Discourse markers- or linking words or cohesive devices as some people call

them- are words that signal to the listener what you are talking about. For
example you might want to add an additional point, so you might use a
discourse marker like ‘As well as that’ or ‘On top of that’. If you wanted to
give an example you might say ‘For example’ or ‘For instance’.

2. Lexical Resource (LR) = how good is your vocabulary. To do well in this area you
need to have a wide ranging vocabulary and use that vocabulary accurately. But what
does that mean? Let’s say you are asked to talk about your mobile phone. Some of the
words we might use could be ‘advanced’, ‘cutting-edge’, ‘outdated’, ‘modern’,
‘useful’, ‘features’, ‘apps’, ‘screen’, ‘resolution’, ‘operating system’, ‘user-interface’
and so on. Most of these words are very specific to the topics of mobile phones or
technology and enable candidates to give a very clear answer to the examiner.
Without these words students will really struggle to give a comprehensive answer
about mobile phones. Band 8 and 9 students have such a wide ranging vocabulary that
they can talk about any speaking topic because they have the required vocabulary to
talk about each of them.

3. Grammatical Range and Accuracy (GRA) = how good is your grammar. This part
of the IELTS Speaking Criteria refers to your ability to avoid making grammar
mistakes. You should also have a wide enough range of grammar to be able to talk
about a range of things and use complex sentences.For example, the examiner might
ask you to talk about the past and future and you will therefore need to be able to use
past tenses and future structures. However, it is not just about tenses, although these
are very important. You also need to be aware of different types of functional
language, such as how to give your opinion, explain something, talk hypothetically
and compare and contrast ideas.

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 4. Pronunciation (P) = how naturally you sound. You don’t have to worry about having
an American or British accent, the main consideration here is that your speech is clear
and you are easy to understand. There are many aspects to pronunciation that you
should try to use in order to get a high mark. The most important one is at word level-
is it easy for the examiner to understand the individual words you are saying? If you
are not familiar with phonemes and the phonemic chart you should definitely check
it out. Each language uses different tongue, jaw and lip movements and some of the
ones we use in English can be very strange for other languages. If there is a certain
sound that you struggle to make in English, it will sometimes be difficult for the
examiner to understand what you are saying.

 Each word in English also has a particular stress pattern and this can have an
effect on your intelligibility. At sentence level you also need to consider:

 Sentence stress (certain words being emphasised in a sentence)

 Weak sounds (certain words sound weaker than normal in a sentence)

 Intonation (the rise and fall in pitch or tone)

 Linking words (how certain words connect with one another)

Common Problems & Solutions to boost your score in each assessment criteria
A. Fluency and coherence (FC)

 The main problem is students worrying too much about grammar and vocabulary

and this slowing and stopping their speech to an unnatural pace. In your own language

you do not have to think as much as you do in English and this leads to a very smooth

and regular pattern of words. In English, especially in a test, you are often searching

for the perfect word or phrase and this causes problems.

Solution– what works best for my students is to record themselves once focusing on
grammar and vocabulary and then again talking about the same thing but not worrying about
making mistakes. They often find that they actually sounded clearer the second time around.
You should do this regularly when reviewing what you have studied that day. Practice talking
at a normal speed without thinking about making grammar mistakes and your fluency will
gradually improve.

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  Another common problem is misunderstanding what fluency actually is. Fluency is

not the ability to talk ‘fast’. If you listen to how native speakers actually talk, they do

not try to talk as quickly as possible and you should avoid doing this. Some students

practice speaking as quickly as possible and this sounds very unnatural and will lose

you marks because it is difficult to understand.

Solution– Understand that being fluent is about talking a natural speed and not very quickly.

 Last but not least , is overusing discourse markers and/or using them inappropriately

and not giving long enough answers. Many students are not confident and want the

test to be over as soon as possible and this results in them giving as short an answer as

possible. Just like the writing test you need to explain what you mean fully and give

examples- where appropriate- to really get the high marks.

Solution– Make sure you know what each discourse marker actually means and when to

use them. You don’t have to learn them all; just a few for each function. Listen to how

native speakers talk and count how many times they use them. It will surprise you how

little they do. Don’t start every sentence with ‘In my opinion’ and don’t feel like you have

to include words like ‘moreover’ and ‘in addition’, native speakers almost never use

these.

 To increase score for FC:

o connect your sentences by linking words and signpoints

o extend your answers, add all the relevant details
o speak smoothly and continuously
o use pausing correctly

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 B. Lexical Resource (LR)

 The most common problem is trying to use vocabulary you are not 100% sure about.

Many students try to insert long, complicated words into their speaking test in the

hope that this will get them a high score. Unfortunately, you have to use words

accurately or you will lose marks. Using lots of less common words inappropriately is

one of the signs someone has a very limited vocabulary.

Solution 1– Follow the 100% rule. Only use words that you are 100% sure about. You should
know the meaning, the grammar, collocations, synonyms and antonyms of this word, as well
as what context it should be used in. If you don’t know all of these, don’t use it. It is better to
use simpler vocabulary and make no mistakes than use very high level vocabulary that is
wrong.

Solution 2 – Buy a notebook to write any new words you hear or read. Record them with
meanings, synonyms, antonyms, grammar, pronunciation, pictures, example sentences etc. or
whatever you think will help you remember them. Make sure you regularly review these
words one week, two weeks and one month after you first record them. Try to read and listen
to as much English as you can. When you hear a new word, record it.

 To increase score for LR:

o use a wide range of vocabulary

o discuss different topics freely, using appropriate words
o choose words accurately
o use idiomatic language

C. Grammatical Range and Accuracy (GRA)

 The biggest problem is students trying to use grammar structures or functional

language they are not sure about. This results in big errors and your sentences not
being very clear.

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.Solution– Like vocabulary, use the 100% rule- only make a sentence when you are sure it is

100% correct. It is better to write a simple sentence that is correct, than a complex sentence

with lots of big mistakes.

 The second main problem is making small careless mistakes. Most students make
these mistakes that are totally avoidable and they can easily correct themselves.

Solution– You should identify your common grammar mistakes. Have a teacher or native
speaker listen to you speak and it will soon become clear that you have a few things that you
consistently get wrong. You can then work on improving these.

 To increase score for GRA:

o avoid grammatical mistakes

o try to use more advanced grammatical structures (passive voice, direct
speech, different tenses and conditional sentences, etc.)

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Rizvi.A.R MA. TESOL The University of
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 D. Pronunciation (P)

 The most common problem is not being able to produce individual phonemes

properly. This leads to a breakdown in communication because it stops the examiner

understanding the word you are trying to say.

 Another common problem is using little or no intonation. This makes it sound like

you have no emotion and not interested in the topic.

Solution– try to sound like you are actually interested or passionate about the topics. If you
have positive feelings about what you are saying, intonation will normally follow. I know that
some of the topics are a little boring, but try to pretend you are interested.

 Finally, not emphasising at all or emphasising the wrong words in a sentence.

Solution– very generally the most important words or the words that carry meaning are
stressed in a sentence. Listen to how native speakers talk and think about which words they
normally stress when talking. Soon you will see a pattern and you can incorporate this.
Saying each word very emphatically without any linking or weak sounds

 To increase score for P:

o pronounce words as clearly as possible

o record your speech and work on the words that you spell incorrectly
o stress words and sentences correctly
o use correct intonations

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 Feedback sheet for Speaking Assessment
Criteria Key focus for scoring Comments

Fluency and o Avoid silence or hesitation?

Coherence (FC)
Does the speaker speak too slowly, hesitate,

repeat or make corrections?

o Speak at length on each topic?

Are the answers of an appropriate length

for the task?

o Use words to connect ideas? Use a wide

range of vocabulary?

Does the speaker use a range of cohesive

devices and discourse markers?

 Start every single response with

lead-in cohesive devices. (e.g.
You know, Well, So, Actually,
Naturally, Telling you the truth,
Being Honest, Speaking Frankly,
Traditionally, Basically,
Fortunately, Luckily and etc.)

Lexical
Resource (LR) o Does the speaker use a range of
vocabulary (everyday vocabulary / less
common vocabulary / colloquial
expressions)?

o Does the speaker use the vocabulary

appropriately (word form /
collocation)?

o Is the speaker able to paraphrase?

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  Use Phrasal verbs (e.g. look after,
to make sm1’s mind up, look like,
take after, and etc)

 Use Idiomatic language ( to be on

the top of the world, to be
browned off, to be out of spirit, to
be full in spirit, to be on cloud
nine and etc.)

Grammatical Range
& Accuracy (GRA) o Does the speaker use simple
grammatical forms with control?

 Use variety of tenses and aspects (past,

present, future, simple, continuous and

perfect)

 Use modals and modal verb like verbs

(e.g. can, could, should, have to, ought to,
to be supposed to, manage to, to be able
to)

 Use Conditional Sentences or if clauses

accurately

o Does the speaker use complex

structures? Are they used accurately?

Pronunciation (P)
o Can the speaker be generally
understood?

o Are individual sounds clear? Are they

correctly produced?

o Does the speaker use word stress and

sentence stress correctly?

o Is the speaker’s intonation

appropriate?

Nb rating on performance can also be considered in the sense of being satisfactory or not.

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 Fruitful Practice Resources

 https://www.academia.edu/77488668/Detailed_Self_study_Action_Plan_to_Target_B
and_score_8_in_IELTS_Speaking_Test_plus_Fruitful_Practice_Resources_to_Better
_Spoken_Fluency

 https://www.academia.edu/44062028/boost_IELTS_speaking_score

 The Ultimate Guide to IELTS Speaking by Parthesh Thakkar’s

 IELTS Speaking-The Most Comprehensive Guide, All in One Kite Boy Series by

Michael C.Thorp

 Cambridge Vocabulary for IELTS (intermediate & advanced ) by Pauline Cullen

 English vocabulary organizer by Gough

 1000 collocations in 10 minutes a day by Shayana Oliveira

 English collocation in use (intermediate) by Michael McCarthy & Felicity O'Dell

 Grammar & Vocabulary for Advanced CAE by Martin Hewings & Simon Haines
 English Vocabulary in use ( Advanced : fourth edition) by Stuart Redman

 https://www.podbean.com/podcast-detail/yxzxf-a8cc5/IELTS-Speaking-for-Success-
Podcast
 https://play.google.com/store/apps/details?id=com.rocketraven.ieltsapp&hl=en&gl=US

 https://play.google.com/store/apps/details?id=ielts.speaking.pro

 English prounciation in use (Elementary, Inter, advanced) by Mark Hancock

 Cambridge Grammar for IELTS By Pauline Cullen

References

 https://ielts-up.com/speaking/ielts-speaking-marking.html
 https://www.ieltsadvantage.com/2015/06/28/ielts-speaking-criteria/

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Nottingham rizvialireza@gmail.com 10