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    Assessment Rubric Speaking BD

    Uploaded by

    betti delevi
    This document provides a scoring rubric to evaluate performance on speaking tasks. It evaluates content, delivery, and language use and assigns scores from 1 to 4. A score of 4 reflects highly developed content that is intelligible and coherent, clear speech with minor mistakes, and effective use of grammar and vocabulary. A score of 3 addresses the task appropriately but ideas may lack full development or specificity, has generally intelligible speech that requires some listener effort, and demonstrates fairly automatic use of grammar and vocabulary. A score of 2 addresses the task with limited development and has problems with coherence, intelligibility, and limitations in grammar and vocabulary use. A score of 1 is very limited in content and coherence and has largely unintelligible speech.

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    Assessment Rubric Speaking BD

    Uploaded by

    betti delevi
    105 views2 pages
    This document provides a scoring rubric to evaluate performance on speaking tasks. It evaluates content, delivery, and language use and assigns scores from 1 to 4. A score of 4 reflects highly developed content that is intelligible and coherent, clear speech with minor mistakes, and effective use of grammar and vocabulary. A score of 3 addresses the task appropriately but ideas may lack full development or specificity, has generally intelligible speech that requires some listener effort, and demonstrates fairly automatic use of grammar and vocabulary. A score of 2 addresses the task with limited development and has problems with coherence, intelligibility, and limitations in grammar and vocabulary use. A score of 1 is very limited in content and coherence and has largely unintelligible speech.

    Original Description:

    Rubric for assessing a speaking exercise to be used by the teacher

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    This document provides a scoring rubric to evaluate performance on speaking tasks. It evaluates content, delivery, and language use and assigns scores from 1 to 4. A score of 4 reflects highly developed content that is intelligible and coherent, clear speech with minor mistakes, and effective use of grammar and vocabulary. A score of 3 addresses the task appropriately but ideas may lack full development or specificity, has generally intelligible speech that requires some listener effort, and demonstrates fairly automatic use of grammar and vocabulary. A score of 2 addresses the task with limited development and has problems with coherence, intelligibility, and limitations in grammar and vocabulary use. A score of 1 is very limited in content and coherence and has largely unintelligible speech.

    Copyright:

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

    Assessment Rubric Speaking BD

    Uploaded by

    betti delevi
    This document provides a scoring rubric to evaluate performance on speaking tasks. It evaluates content, delivery, and language use and assigns scores from 1 to 4. A score of 4 reflects highly developed content that is intelligible and coherent, clear speech with minor mistakes, and effective use of grammar and vocabulary. A score of 3 addresses the task appropriately but ideas may lack full development or specificity, has generally intelligible speech that requires some listener effort, and demonstrates fairly automatic use of grammar and vocabulary. A score of 2 addresses the task with limited development and has problems with coherence, intelligibility, and limitations in grammar and vocabulary use. A score of 1 is very limited in content and coherence and has largely unintelligible speech.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Score

    Content

    fulfills the
    demands of the
    task
    well developed
    highly intelligible
    and coherent
    addresses the

    Delivery (pronunciation,

    Language (Grammar, vocabulary,

    pace, articulation)

    structure)

    effective use of grammar and

    vocabulary
    high degree of automaticity

    do not affect

    with good control of basic and

    intelligibility

    complex structures

    Speech is generally

    conveys relevant

    clear
    some fluidity of

    ideas/information
    at times not fully

    expression
    minor difficulties

    and vocabulary
    fairly coherent expression of

    developed, lacking

    with pronunciation,

    relevant ideas
    some imprecise or inaccurate

    elaboration or

    intonation, or pacing
    requires listener

    task appropriately,

    Well-paced
    clear speech
    minor mistakes that

    specificity.
    generally

    effort at times

    demonstrates fairly automatic


    and effective use of grammar

    use of vocabulary or

    grammatical structures
    Some lapses in overall fluency,

    intelligible and

    not seriously interfering with

    coherent
    lapses in the

    the communication of the


    message

    expression of
    ideas, with unclear
    2

    relationships
    addresses the

    task, but

    though listener

    development of

    effort needed

    the topic limited


    contains
    intelligible speech,

    because of unclear

    articulation
    awkward intonation,

    or rhythm/pace
    meaning may be

    with problems in

    coherence
    meaning may be

    demonstrates limited range and


    control of grammar and

    vocabulary
    limitations often prevent full

    expression of ideas
    only basic sentence structures
    and vocabulary are used
    successfully and spoken with

    obscured in places
    the number or

    fluidity
    simple or unclear connections

    development of

    made among responses


    misuse of vocabulary and

    ideas presented is

    basically intelligible,

    limited
    limited
    elaboration
    (details and

    support)
    vaguely expressed

    or repetitious
    connections of

    obscured in places

    structures

    ideas may be
    1

    unclear
    very limited in

    speech is largely

    unintelligible.
    consistent

    content and/ or

    coherence
    generally lacks

    Range and control of grammar


    and vocabulary severely limit or
    prevent expression of ideas and

    pronunciation, stress

    connections among ideas


    some low-level responses may

    substance beyond

    and intonation

    expression of very

    difficulties causing

    rely heavily on classroom

    basic ideas
    unable to sustain

    considerable listener

    work/instructions/models

    speech to

    complete the task

    effort
    delivery is halting,
    fragmented, or

    telegraphic
    frequent pauses and
    hesitations.

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