8/10/2019 Indpndnt Speaking Rubrics

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The response addressesthe task appropriately,but may fall short ofbeing fully developed. Itis generally intelligibleand coherent, with somefluidity of expression

though it exhibits somenoticeable lapses in theexpression of ideas. Aresponse at this level ischaracterized by at leasttwo of the following:

Speech is generally clear,with some fluidity ofexpression, though minordifficulties with pronuncia-tion, intonation, or pacingare noticeable and mayrequire listener effort at

times (though overall intel-ligibility is not significantlyaffected).

The response demon-strates fairly automaticand effective use of gram-mar and vocabulary, andfairly coherent expressionof relevant ideas.Response may exhibit

some imprecise or inaccu-rate use of vocabulary orgrammatical structures orbe somewhat limited in therange of structures used.This may affect overall flu-ency, but it does not seri-ously interfere with thecommunication of themessage.

Response is mostly coher-ent and sustained andconveys relevantideas/information. Overalldevelopment is somewhatlimited, usually lacks elab-oration or specificity.

Relationships betweenideas may at times not beimmediately clear.

The response fulfills thedemands of the task,with at most minor laps-es in completeness. It is

highly intelligible andexhibits sustained,coherent discourse. Aresponse at this level ischaracterized by all ofthe following:

Generally well-paced flow(fluid expression). Speechis clear. It may includeminor lapses, or minor dif-

ficulties with pronunciationor intonation patterns,which do not affect overallintelligibility.

The response demon-strates effective use ofgrammar and vocabulary.It exhibits a fairly high

degree of automaticitywith good control of basicand complex structures(as appropriate). Someminor (or systematic)errors are noticeable butdo not obscure meaning.

Response is sustained andsufficient to the task. It isgenerally well developedand coherent; relationships

between ideas are clear(or clear progression ofideas).

The response addressesthe task, but develop-ment of the topic is limit-ed. It contains intelligiblespeech, although prob-lems with delivery and/oroverall coherence occur;meaning may be obs-cured in places. Aresponse at this level ischaracterized by at leasttwo of the following:

Speech is basically intelli-gible, though listener effortis needed because ofunclear articulation, awk-ward intonation, or choppyrhythm/pace; meaningmay be obscured inplaces.

The response demon-strates limited range andcontrol of grammar andvocabulary. These limita-tions often prevent fullexpression of ideas. Forthe most part, only basicsentence structures areused successfully andspoken with fluidity. Struc-tures and vocabulary mayexpress mainly simple(short) and/or generalpropositions, with simpleor unclear connectionsmade among them (seriallisting, conjunction, juxta-position).

The response is connect-ed to the task, though thenumber of ideas presentedor the development ofideas is limited. Mostlybasic ideas are expressedwith limited elaboration(details and support). Attimes relevant substancemay be vaguely expressedor repetitious. Connectionsof ideas maybe unclear.

General Description Delivery Language Use Topic Development

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

Score

4

3

2

1

0

The response is very

limited in content and/orcoherence or is onlyminimally connected tothe task, or speech islargely unintelligible. Aresponse at this level ischaracterized by at leasttwo of the following:

Consistent pronunciation,stress, and intonation diffi-culties cause considerablelistener effort; delivery ischoppy, fragmented, ortelegraphic; frequentpauses and hesitations.

Range and control ofgrammar and vocabularyseverely limit (or prevent)expression of ideas andconnections among ideas.Some low-level responsesmay rely heavily on prac-ticed or formulaicexpressions.

Limited relevant content isexpressed. The responsegenerally lacks substancebeyond expression of verybasic ideas. Speaker maybe unable to sustainspeech to complete thetask and may rely heavilyon repetition of theprompt.

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Independent Speaking Rubrics (Scoring Standards)