8/10/2019 Intgratd Speaking Rubrics

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The response is con-nected to the task,though it may be missingsome relevant informa-

tion or contain inaccura-cies. It contains someintelligible speech, but attimes problems withintelligibility and/or over-all coherence mayobscure meaning. Aresponse at this level ischaracterized by at leasttwo of the following:

Speech is clear at times,though it exhibits prob-lems with pronunciation,intonation, or pacing and

so may require significantlistener effort. Speech maynot be sustained at a con-sistent level throughout.Problems with intelligibilitymay obscure meaning inplaces (but not through-out).

The response is limited inthe range and control ofvocabulary and grammardemonstrated (some com-

plex structures may beused, but typically containerrors). This results in limit-ed or vague expression ofrelevant ideas and impre-cise or inaccurate connec-tions. Automaticity ofexpression may only beevident at the phrasallevel.

The response conveyssome relevant informationbut is clearly incomplete orinaccurate. It is incomplete

if it omits key ideas, makesvague reference to keyideas, or demonstrateslimited development ofimportant information. Aninaccurate response demon-strates misunderstandingof key ideas from the stim-ulus. Typically, ideasexpressed may not be wellconnected or cohesive sothat familiarity with the stim-ulus is necessary to followwhat is being discussed.

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

fluidity 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, but it exhibitsminor difficulties with pro-nunciation, intonation, orpacing and may require

some listener effort attimes. Overall intelligibilityremains good, however.

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

ponse may exhibit someimprecise or inaccurateuse of vocabulary orgrammatical structures orbe somewhat limited in therange of structures used.Such limitations do notseriously interfere with thecommunication of themessage.

The response is sustainedand conveys relevantinformation required by thetask. However, it exhibitssome incompleteness,inaccuracy, lack of speci-

ficity with respect to con-tent, or choppiness in theprogression of ideas.

The response fulfills thedemands of the task,with at most minor laps-es in completeness. It ishighly intelligible andexhibits sustained,coherent discourse. Aresponse at this level ischaracterized by all ofthe following:

Speech is generally clear,fluid, and sustained. It mayinclude minor lapses orminor difficulties with pro-nunciation or intonation.Pace may vary at times asthe speaker attempts torecall information. Overallintelligibility remains high.

The response demonstratesgood control of basic andcomplex grammatical struc-tures that allow for coherent,efficient (automatic) expres-sion of relevant ideas.Contains generally effec-tive word choice. Thoughsome minor (or systemat-ic) errors or imprecise usemay be noticeable, they donot require listener effort(or obscure meaning).

The response presents aclear progression of ideasand conveys the relevantinformation required by thetask. It includes appropri-ate detail, though it mayhave minor errors or minoromissions.

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 lim-ited in content or coher-ence or is only minimallyconnected to the task.Speech may be largelyunintelligible. A responseat this level is character-ized by at least two ofthe following:

Consistent pronunciationand intonation problemscause considerable listen-er effort and frequentlyobscure meaning. Deliveryis choppy, fragmented, ortelegraphic. Speech con-tains frequent pauses andhesitations.

Range and control ofgrammar and vocabularyseverely limit (or prevent)expression of ideas andconnections among ideas.Some very low-levelresponses may rely on iso-lated words or short utter-ances to communicateideas.

The response fails to pro-vide much relevant con-tent. Ideas that areexpressed are often inac-curate, limited to vagueutterances, or repetitions(including repetition ofprompt).

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Integrated Speaking Rubrics (Scoring Standards)