SIJIL PELAJARAN MALAYSIA

ENGLISH LANGUAGE

Instructions for Speaking Examiners

To be used with revised examination

© ES 2021 1 For examiner use only

Contents
Introduction ................................................................................................................... 3
A note about terminology ........................................................................................... 3
Security and confidentiality ........................................................................................ 3
The ES Examiner Management System........................................................................ 3
Speaking test roles and responsibilities ........................................................................ 6
Speaking Examiner responsibilities ........................................................................... 6
Speaking Examiner roles ........................................................................................... 7
Marking procedure..................................................................................................... 8
Mark sheet completion .............................................................................................. 9
Recording of tests ....................................................................................................10
The SPM Speaking test ...............................................................................................10
The format of SPM Speaking ....................................................................................11
The Speaking test pack ............................................................................................12
The interlocutor frame ..............................................................................................12
Timing ......................................................................................................................12
SPM Speaking test procedure ......................................................................................12
Before each test .......................................................................................................12
Part 1: Interview .......................................................................................................13
Part 2: Long turn.......................................................................................................14
Part 3: Collaborative task + further discussion task ..................................................16
SPM assessment criteria .............................................................................................17
SPM and the Common European Framework of Reference for Languages ..............17
The separation of assessment focus ........................................................................19
Overall Spoken Performance ....................................................................................19
Analytical Assessment Scales ..................................................................................19
Grammar ..................................................................................................................19
Vocabulary ...............................................................................................................20
Communicative Competence ....................................................................................20
Using the assessment scales ...................................................................................21
Sample Interlocutor mark sheet ................................................................................22
Sample Assessor mark sheet ...................................................................................24
SPM English - Speaking assessment scales ................................................................26
Analytical scales (Assessor) .....................................................................................26
Overall spoken performance scale (Interlocutor) ......................................................28
Notes ………………………………………………………………………………………...29

© ES 2021 2 For examiner use only

Introduction
This manual is to be used by all teachers who are involved in the delivery and assessment of
the Sijil Pelajaran Malaysia (SPM) English Language Speaking exam.
Please note that there are separate documents you will also need to refer to in training and
delivery of assessments. Where relevant, these are noted in this booklet.
ES welcomes feedback on this booklet. Teacher-examiners who would like to pass on
comments may do so via the examiner hierarchy system or directly to ES.
A note about terminology
Given that the teacher is often engaged as an examiner, from this point onwards the term
used in this booklet will be ‘examiner’ but this refers to any ‘teacher-examiners’ who assess
SPM Speaking. The shorthand for Speaking Examiners is ‘SE’, ‘SEs’ or ‘examiners’
throughout.
Security and confidentiality
All test materials including marker training materials and mark schemes are strictly
confidential. Markers are responsible for the security of materials at all times that the
materials are in their possession.
Live test materials (including mark schemes) must not be reproduced or used for teaching
or test practice. Once all candidates within a school have been tested, all Reading & Use of
English, Writing and Listening question papers and mark schemes, and all Speaking Test
packs, should be collected and returned following guidance from ES.
Examiners must not discuss the test materials or assessment criteria with anyone other than
a fellow ES Examiner. During and after live marking, markers and examiners must not,
under any circumstances, divulge information about the performance of candidates or the
marks awarded unless notified that they are allowed to do so by ES.

The ES Examiner Management System

The ES examining process uses a hierarchical structure where more experienced examiners
are expected to support and monitor the performance of less experienced examiners.

The hierarchy is shown on the following page.

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 ES Examiner
Management
Team

KPK
(National Chief
Examiner)

KPN
(State Chief
Examiners)

KPKw
(District Chief
Examiners)

PKw
(District
Examiners)

Speaking
Examiners

Training
All SEs must complete an annual training phase prior to the Speaking test window. This may
be conducted face-to-face or remotely. Regardless of mode of delivery, the following must
be covered in training:

 Standardisation of Procedure
This focuses on ensuring examiners know how to administer the test in a
standardised manner.

 Standardisation of Assessment
This focuses on ensuring that examiners are able to interpret the assessment scales
consistently and appropriately.
The Speaking Test is arguably the most challenging for examiners, in that they are involved
not only in the assessment of the candidates’ language but also in the generation of that
language.

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Examiners have a responsibility to ensure that they provide the conditions which allow
candidates to perform to the best of their abilities.
The annual training of Speaking Test examining will usually cover:

o the test format and materials

o using the interlocutor frame (adhering to a script while speaking naturally)
o interlocuting effectively
o interpreting and applying the assessment criteria

Training may also periodically cover aspects such as preparing the test room, minimizing
security risks, catering for candidates with special requirements, completing mark sheets
and uploading of recordings for monitoring or double-marking activities.
Performance feedback
Feedback is provided to examiners following consideration of various aspects of their
performance.

The most significant of several sources of feedback information is face-to-face monitoring of

SEs during live Speaking tests by KPK/KPN/ KPKw/PKw/ES. Monitoring must take place at
least once every year. SEs must record Speaking tests if requested by KPK/KPN/
KPKw/PKw/ES, when face-to-face monitoring is not possible.

During monitoring, KPK/KPN/ KPKw/PKw/ES refer to the 14-point checklist below.

1. Appropriately professional in appearance and manner.

2. Provides a suitable test environment with the resources available.
3. Carries out the test according to prescribed procedure.
4. Keeps to prescribed timing.
5. Delivers the interlocutor frame naturally, clearly, and at an appropriate speed and
volume.
6. Keeps consistently to the interlocutor frame.
7. Handles test materials efficiently.
8. Provides the opportunity for each candidate to produce the required sample of
language.
9. Is courteous and suitably encouraging throughout the test.
10. Manages effectively any problems that may arise during the test.
11. Provides appropriate overall assessments and can relate these, when required, to
the scales.
12. Provides appropriate analytical assessments and can relate these, when required, to
the scales.
13. Always has printed assessment scales to hand.
14. Completes mark sheets correctly and fully.

Examiners must respond positively to guidance given in the context of training and/or
monitoring.

Additional performance feedback may stem from random or targeted sampling of an

examiner’s assessment, based on recordings of tests they have carried out with candidates.
This may be requested by ES or the relevant senior examiner in line with the timeframes
mentioned above or as part of broader annual monitoring activities to ensure fairness and
trust in the SPM Speaking test.

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Speaking test roles and responsibilities
The following section outlines the roles and duties of an SE.
Speaking Examiner responsibilities
Speaking Examiners must:

 maintain the security and confidentiality of the Speaking test and assessment criteria
 ensure that all candidates are treated fairly and in accordance with the instructions in
this booklet
 be familiar with all relevant sections of this booklet
 be familiar with the appropriate test procedure
 be familiar with the appropriate test materials and use them as instructed
 be familiar with the appropriate assessment criteria and apply them as instructed
 familiarise themselves with all relevant updates and revisions as appropriate
 be professional in their dress and behaviour, to meet candidate expectations.
Clothing should be clean and tidy. All electronic devices must be switched off.
Examiners should be supportive and flexible, as appropriate.
 minimise security risks by:
 varying the test materials, using the full range of tasks in the pack
 ensuring that all test materials remain clean and unmarked
 retrieving materials exactly as instructed in the interlocutor frame
 ensuring that no test materials are taken out of their possession
 checking with local centre staff before the examining session begins that
arrangements have been put in place to prevent contact between candidates who
have taken the test and those who are about to take it
 maintaining the confidentiality of the examination materials throughout the
examining period and thereafter.
 take the following to each examining session:
 all the current test materials for the examination level
 the current Instructions for Speaking Examiners booklet, which includes the
assessment scales
 soft pencils, a pencil sharpener and an eraser
 a reliable clock or watch which shows seconds, and which doesn’t have a loud
tick. Clocks/watches must not be set to emit noises to signal the timings of the
different parts of the test
 examining assignment details
 paper or a notepad for candidate names and timing of tests
 post-it notes / rulers / sheets of plain paper for identifying the test packs to be
used in each test.
 maintain a friendly but professional manner at all times with candidates and bear in
mind that all candidates should be treated in the same way.
 create a non-intimidating atmosphere so as to encourage candidates to perform to
the best of their ability. This may involve making adjustments to furniture layout,
lighting and ventilation. The available furniture should be arranged in the most
suitable way possible, creating an informal but professional atmosphere. For
example, in a very large room the table used should be placed near the door, as
candidates can find it intimidating to have to walk the length of the room under the
gaze of examiners. It is important to check that the candidates, as well as the
examiners, have enough light to see the test materials clearly and that light is not
shining directly into the candidates’ eyes.

The appropriate arrangement of the Speaking test examination room layout is illustrated
below.

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 Figure 1 How participants should be positioned

The Interlocutor (INT) should sit in front of the two candidates (who are sat side by side).
The Assessor (ASR) should sit to one side near enough that they can see and hear
everything clearly.
Speaking Examiner roles
Two Speaking Examiners are always required for the test.

Speaking Examiners must be familiar with the two different roles and responsibilities of
interlocutor and assessor. The assessor is the teacher from a nearby school/centre
appointed by the Assessment and Examination Sector in the State Education Department
(SPP, JPN) while interlocutors are teachers who teach in the candidate’s school/centre. The
Principal or School Administrator is responsible in appointing the interlocutor(s) and
arranging the interlocutors’ schedules throughout the Speaking exam period. The role of
interlocutor will be assigned by the head teacher within each school/centre.

The interlocutor manages the interaction in the test and assesses the candidates using the
overall spoken performance assessment scale. In order to deliver the test equally to all
candidates, the interlocutor must:

 adhere strictly to the interlocutor frame and instructions, using the candidates’ names
correctly at the required points in the test. Research has shown that the use of
unscripted comments and asides creates an unfair test and can, therefore, have a
negative impact on a candidate’s performance.
 keep a discreet eye on their clock/watch to ensure they keep to the prescribed
timings for all parts of the test
 ensure that all candidates are treated fairly and are given an equal opportunity to
speak
 follow the Missing Marks Checklist to ensure the assessor completes the marks fully
and accurately on mark sheets.

The assessor assesses the candidates’ performance using the analytical assessment
scales and is responsible for ensuring the mark sheets are completed accurately and fully. In
order to ensure all candidates are treated fairly, the assessor must:

 sit a little to one side where s/he can see the candidates’ faces and is able to hear
the candidates clearly (see Figure 1)
 listen to the candidates (but not distract them by engaging them in eye contact), and
take no active role in the interaction
 finalise the analytical scales marks by the end of the test and enter them on the mark
sheets

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  follow the Missing Marks Checklist procedure with the interlocutor to ensure all marks
have been recorded before moving on.

Both Speaking Examiners must:

 make their assessments independently, using the appropriate scales. They must not
adjust their marks in light of those given by their co-examiner. Each Speaking
Examiner makes their assessment from a different perspective, using different
criteria. Both sets of marks are used to calculate the candidate’s final Speaking test
mark.
Level of interlocutor involvement
The interlocutor’s role in the Speaking tests is largely confined to setting up tasks and
delivering scripted rubrics. Certain principles of interlocutor behaviour should be borne in
mind, however, and should guide interlocutors where it may be necessary to intervene.
Equal opportunities
Care should always be taken to ensure that all candidates are given equal opportunities to
show their language abilities. This does not mean that candidates will necessarily contribute
equally, as their contribution is likely to reflect their ability, but they should have an equal
opportunity to take part. Adherence to the scripted rubrics ensures the appropriate level of
language input and equality of opportunity amongst candidates.
Eye contact
Eye contact suggests interest in what people are saying and is thus important in those parts
of the test where candidates are addressing the interlocutor. However, in order to encourage
candidate-to-candidate interaction, it may sometimes be necessary to withdraw eye contact
to prevent candidates addressing the interlocutor rather than their partner(s). The
interlocutor must be careful to ensure this is not interpreted as a lack of interest or
engagement with what candidates are saying.
Non-verbal redirection
Attempts to ‘help’ candidates who are slow to respond or reluctant to take part may not
always be helpful. Verbal intervention from the interlocutor, especially unscripted rephrasing,
can be a further source of confusion or lead to a break in concentration. Interlocutors should,
therefore, use eye contact and gestures in the first instance to indicate that, for example, one
candidate needs to take a fuller part, or that another aspect of the prompt material might be
addressed.
Redirection through prompting
When interaction has clearly broken down, or fails to develop initially, the interlocutor will
need to intervene. This should take the form of additional prompts to redirect the candidates
towards the tasks. Interlocutors must not appear to be taking part in the tasks themselves,
however, and so direct questions related to the material or topic under discussion must be
avoided. Redirection may take the form of:

 repetition of all or part of the rubric;

 pointing to a task in the Candidate booklet;
 use of a scripted back-up question/prompt.
Marking procedure
Speaking Examiners must be thoroughly familiar with:

 the level of the Speaking test they are examining

 the assessment criteria

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  both the analytical and overall production scales.

Note: sample mark sheets are provided on pages 22 and 24 of this booklet.
The Interlocutor
The interlocutor uses the overall spoken performance scale and refers to it after the end of
the test (as well as while the candidates are involved in the collaborative tasks and possibly
during the long turns).

The interlocutor must be able to refer to the scale easily but out of view of the candidates.

The interlocutor uses the ‘Missing Marks Checklist’ (see overall spoken performance scale
page for details) to ensure that the assessor has entered analytic marks fully and accurately
(e.g. ‘Have you got two marks for …’)

The interlocutor asks whether the assessor has finished checking their mark sheets before
calling any further candidates in.
The Assessor
The assessor uses the analytical scales and refers to them constantly during the test.

The assessor finalises all the analytical marks and enters them onto the mark sheets by the
end of the test. Marks are entered directly onto their mark sheets out of view of the
candidates.

The assessor uses the ‘Missing Marks Checklist’ (see overall spoken performance scale
page for details) to ensure that the interlocutor has entered overall spoken performance
marks fully and accurately (e.g. ‘Have you got two marks for …’).

The assessor then carefully checks that all marks and other details have been entered on
their mark sheets. The omission of any of the required information or the addition of
unnecessary information may have an adverse effect on the accurate processing of
candidates’ results.

Where a test is being recorded for monitoring purposes it is also the responsibility of the
assessor to ensure the recording is made, is clear and is submitted to ES or the relevant
senior examiner, as instructed.
Both examiners
Examiners must not confer on the marks they award.
Examiners must not divulge marks to anyone, and no separate record of marks is to be kept.
Mark sheet completion
All examiners will be provided with a mark sheet with candidates’ names and index numbers
on the day of the exam, before the beginning of the first session. The details in the mark
sheet will be completed before the speaking test by the school/center. The mark sheet can
be downloaded from ES registration application.

Note: sample mark sheets are provided on pages 22 and 24 of this booklet.

All examiners must study the mark sheets (candidates’ numbers, date, Speaking Examiners’
numbers) carefully before examining to ensure details are correct.

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The assessor and interlocutor should ensure that information relating to the individual tasks
done by each candidate is correctly recorded in the appropriate section of each candidate
mark sheet, as required.

Under no circumstances must a candidate’s marks be entered on a row bearing the name
and number of another candidate.

Completed mark sheets must be kept secure during the examining session. Marks must be
keyed in after each session of the speaking test by both examiners according to their roles.
Mark sheets should then be securely kept in the safety box located in the principal’s room by
following the guidance provided by ES.
Recording of tests
As mentioned above, schools may be required periodically to supply recordings of speaking
tests in order to ensure standardisation of assessment more broadly and as a means to
monitor SE performance.
Schools and SEs will be notified by ES in advance of the testing window for Speaking if this
will be required, providing details of how to submit recordings for review.
Recordings may also be used by senior examiners for more localised monitoring, again, you
will be notified by your senior examiner if this is required.
The notification will include instructions regarding how to submit materials (audio and mark
sheets).
The SPM Speaking test
This section outlines the design and content of the SPM English Speaking test.
The Speaking exam is one of four SPM components, each contributing an equal share to
candidates’ overall marks.

CEFR
Number of
Component Timing Task types Weighting main
items/parts
focus

 3-option multiple choice

(short texts)
Reading
 4-option multiple choice
and Use of
cloze
English 25% of overall B1-B2
1 hour 30 40 items  4-option multiple choice
candidate CEFR
minutes 5 test parts (longer texts)
Paper grade range
Code:  Gapped text
1119/1  matching and information
transfer

Writing  short communicative

message (email) 25% of overall B1-B2
1 hour 30 5 items
Paper  guided writing (essay) candidate CEFR
minutes 3 test parts
Code:  extended writing task (report, grade range
1119/2 review, article or story)

 interview
Speaking
 individual long turn based on
25% of overall B1-B2
13 minutes text/verbal prompt
Paper 3 test parts candidate CEFR
Code:
(approx.)  discussion based on mind grade range
map stimulus
1119/3
 further discussion task

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 Listening
 3-option multiple-choice 25% of overall B1-B2
40 minutes 30 items
Paper  Matching candidate CEFR
(approx.) 4 test parts
Code:  note completion grade range
1119/4

While the main focus of the test is B1-B2 levels, there is some allowance within the test
design and assessment criteria for levels below or above this range of proficiency (the scale
goes from A2 to C1 level descriptors).
The speaking test is intended to cover as wide a range of interaction patterns as feasible
within the practical limits of testing – examiner-candidate interviews, presentation-like ‘long
turns’, peer-peer discussion and further discussion led by an examiner.

The format of SPM Speaking

The standard paired test takes 13 minutes and consists of three parts which are designed
to elicit a range of speaking skills from the candidates.
Task Format Candidate Output
Part Interaction
Input Discourse Features Functions
Pattern
Part 1 Interlocutor Interlocutor frame provides all Responding to Giving factual
Interview interviews questions for interlocutor. questions. information about self
3-4 minutes candidates. (bio data).
Talking about present
circumstances.
Expressing opinions.
Explaining and giving
reasons.
Talking about future
plans.
Talking about past
experience.

Part 2 An individual long- Examiner asks candidate to speak Sustaining a long turn. Giving information of a
Individual turn task (1-2 for about 1 minute on a particular Managing discourse: non-personal kind.
long-turn minutes) with a topic related to the candidate’s  Coherence and Talking about
task listening-candidate own experience, based on written clarity of past/present/future
3-4 minutes response question input in the form of a general message. experience.
(20-30 seconds). instruction and content-focused Explaining and giving
prompts. Then repeat for  Organisation of reasons.
Candidate B with a different language and Expressing and justifying
task/theme. ideas. opinions.
 Accuracy and Describing people,
Each candidate is also given a appropriacy of places and situations.
short response question on their linguistic Speculation (limited).
partner’s task topic. Naming personal
resources.
characteristics, objects
and activities.
Paraphrasing words and
ideas, if necessary.

Part 3 Discussion task Candidates are asked to speak on Turn-taking and Explaining and giving
Discussion (mind-map) a topic for about two minutes with responding reasons.
task a central focus question and appropriately. Exchanging information
Further surrounding ideas to help them. Negotiating. and opinions (likes/
discussion Initiating. dislikes, preferences,
task They are then given a decision Developing topics. experiences, habits,
4-5 minutes question to focus on and discuss etc.).
for 1 minute. Expressing and justifying
opinions.
Next, candidates are given one Negotiating agreement.
further minute to answer the final Making and responding
joint question. to suggestions.
Discussing alternatives.

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Times given include the time needed for the reading of rubrics, handing out and collecting in
of materials etc. For reasons of test reliability and fairness to candidates, the time spent on
the individual parts of the test should not vary from that indicated.
Timings must be strictly adhered to. The only instance where this may not be possible is
when a candidate gives a shorter response. In such cases the examiner should follow the
guidance provided regarding how much time to allow before moving on with the next phase
of the test.
The Speaking test pack
The speaking pack consists of:
 the Examiner booklet, containing the list of contents, the complete interlocutor
frame and reduced copies of all the visuals for the Speaking Examiner’s reference
 the Part 2 Candidate booklet, containing all of the materials that candidates use for
Part 2 of the test
 the Part 3 Candidate booklet, containing all of the materials that candidates use for
Part 3 of the test.
Part 1: There is one interlocutor frame for use with all candidates in Part 1 of the test.
Part 2 and Part 3: There will be a selection of tasks to choose from which should be varied
in use to ensure less predictability of content. These will aim to avoid significant topic overlap
but this is an important factor to consider in making task combination choices.
The interlocutor frame
The examiner booklet is in the form of ‘interlocutor frames’. These frames specify:
• which candidate(s) to address and the exact wording to use
• when to hand out and collect visual materials
• the time allocated to each stage
Timing
It is important, for reasons of test reliability and fairness to candidates, that all tests are of
the same length and that the time spent on the individual parts of the test does not vary from
that indicated.
SPM Speaking test procedure
The following section outlines the procedure which all SEs must follow when administering
the examination.
Before each test
Interlocutors should select two sets before the beginning of each test following the guidelines
provided by ES. In order to enhance test security, interlocutors should combine two sets on
a random basis and must avoid pairing the same sets or use the same two sets throughout
the examining period. (e.g. Day 1 – Set 1 & Set 2, Day 2 – Set 3 & Set 5, Day 3 – Set 4 &
Set 6, Day 4 – Set 1 & Set 4, etc.)
Once the material has been selected, the interlocutor should do the following:
 find the relevant pages in the Examiner booklet and mark them with a post-it note or
other bookmark, so that they are easy to find during the test. (The interlocutor should
not fold down the corners of the pages or mark the booklets using a pen or pencil.)
 place the Examiner booklet on the table, open at Part 1
 open the Part 2 Candidate booklet at the appropriate page of task input, ensuring
that the booklet is completely folded back on itself and that the task input for
Candidate A and B are easy to locate quickly

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  place the Part 2 Candidate booklet on the table underneath the Examiner booklet
 open the Part 3 Candidate booklet at the appropriate page, ensuring that the booklet
is completely folded back on itself
 place the Part 3 Candidate booklet on the table underneath the Examiner booklet
and the Part 2 Candidate booklet.
Part 1: Interview
Timing
3-4 minutes
Purpose
In Part 1, candidates are given the opportunity to offer personal information and to respond
appropriately. Part 1 has two phases, the first phase is general introductions and the second
is focused on a specific theme (e.g. daily routines).
Procedure
The interlocutor first greets the candidates, and then introduces him/herself and the
assessor, using both first names and surnames. The assessor should smile and greet the
candidates when introduced. The interlocutor asks the candidates their names and then
asks for the mark sheets, which he/she then passes to the assessor. The interlocutor should
indicate to the assessor which candidate each mark sheet relates to, and the assessor
should seek immediate clarification if he/she is in any doubt. Candidates are usually
addressed by their first names, and the interlocutor and assessor should make a discreet
note of these on spare paper at the beginning of each test. The timing of the test begins
when the interlocutor greets the candidates, this should also be noted discretely.
In Phase 2, the interlocutor addresses each candidate in turn, selecting one or more
questions from the interlocutor frame (see frame for details). Examiners should note that
‘one or more’ in reality is expected to mean ‘one or two’. Only where a candidate answers a
question with unexpected shortness (e.g. ‘yes, I do’) or where the initial question is
misunderstood should examiners ask a further question.
The interaction should comprise a number of short turns, with the candidates addressed
alternately, rather than two individual long turns. Candidates are not expected to interact with
each other in this part. However, if they naturally respond to each other, this should not be
discouraged. The interlocutor should remain in control of the interaction throughout Part 1.
Selection of questions
The task of the interlocutor in Part 1 is to elicit personal information from both candidates by
asking a variety of questions from the interlocutor frame. Each candidate should be given
time to expand on their answers. It is not necessary for the interlocutor to use the questions
in the order listed, nor is there a fixed number of questions to be used. Examiners should
keep in mind the need to vary the questions asked, in order to maintain test security.
The first phase of Part 1 is likely to lead to short responses, given the nature of the
questions. Phase 2 is where longer responses are anticipated so examiners should assume
roughly 2-3 minutes of this test part should be devoted to the themed questions in this part.
Interlocutors must not ask unscripted supplementary questions. The interlocutor frame does
not always allow as much flexibility as would be needed to make the interview completely
natural. However, the main purpose of the interview is to ensure fairness to all candidates,
rather than to have a completely natural conversation.
Back-up questions can be used if the initial question is not understood. Examiners must not
give further paraphrasing or back-up prompting (i.e. other than is provided in the interlocutor
frame).

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Equal opportunities to speak
Interlocutors should vary the sequence of turns (i.e. Candidate B should not always be
asked to answer after Candidate A) and new topics should be introduced to both candidates
in turn. Interlocutors should also be ready to use the scripted back-up questions with reticent
candidates as provided in the interlocutor frame. Interlocutors may use the candidates’
names, as well as gestures and enquiring looks, in order to encourage candidates to speak
(e.g. a non-threatening hand gesture to say ‘tell me more’).
Prepared speeches
It is expected that some candidates’ responses will sound rehearsed in Part 1, as talking
about oneself is the most familiar of topics. However, lengthy and obviously prepared
speeches should be tactfully intercepted and deflected (e.g. with ‘thank you’ at an
appropriate point to move the discussion onwards).
Part 2: Long turn
Timing
Candidates are asked to speak for about 1 minute each, but a total of 3-4 minutes is allotted
to this test part, to include rubric delivery and the listening candidate’s brief response
(approx. 20 seconds).
Purpose
In Part 2, candidates are given the opportunity to impart information, manage discourse etc.
through independent long turns.
Procedure
The interlocutor gives an individual task to each candidate in turn. This consists of a set of
prompts, based on a specific theme (e.g. a person you admire). The candidates are given 20
seconds to prepare before they start speaking. Below is an example prompt:
A person you admire
Talk about a person you admire.

You should say:

• who this person is
• what this person looks like
• why you admire this person
• if you think it is important for people to have good role models (Why/Why not?)
Each candidate has a long turn of approximately 1 minute, which is followed by a response
of approximately 20 seconds from the listening candidate to a question linked to the theme
(e.g. Candidate B, who do you admire? Why?).
The interlocutor can use back-up prompts as provided in the interlocutor frame (e.g. What
can you say about this point?) if a candidate stops short. Similarly, where provided in the
interlocutor frame, the interlocutor can use ‘Why?’ to prompt the candidate to elaborate on
their initial answer.
Part 2 tasks are selected and combined to avoid overlap in what is produced from one
candidate to the other. The combination of tasks is fixed for this reason and should not be
deviated from.
This part of the test allows candidates to demonstrate both their range of vocabulary and
their ability to organize language in a long turn. Candidates can use the prompts provided as
they feel is useful to them in creating a longer response – they should not be penalized for
failing to cover a particular prompt or answering them in a specific order. Examiners should
however be mindful that some prompts are designed to elicit more complex language. For
example, ‘who this person is’ is designed to elicit a rather concrete and factual account, ‘if

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you think it is important for people to have good role models’ is potentially much more
impersonal, speculative and abstract in scope.
Managing materials
Interlocutor frame and visual materials are handled as follows:
The interlocutor turns to the appropriate page of the examiner booklet and reads the rubric
for the task.
When instructed by the interlocutor frame, the interlocutor removes the Part 2 Candidate
booklet from underneath the Examiner booklet and places it in front of Candidate A. The
candidates should be discouraged from picking up the booklet and should allow each other
to see the visuals.
This is then repeated for Candidate B (with Candidate A answering the relevant listening
candidate response).
Handling the long turn
In order to ensure reliability of the Speaking test and fairness to candidates, it is important
that candidates are given up to one full minute for their long turn. Interlocutors may
encourage reticent candidates to speak through use of gesture and eye contact, repetition of
all or part of the rubric, use of the back-up prompts provided in the interlocutor frame, or by
directing the candidate to the task input. But if a candidate has spoken with difficulty for at
least 40 seconds and then comes to a stop, it may be more appropriate to proceed to the
next part of the test before the minute has elapsed.
The only circumstances in which it is permissible for the interlocutor to bring the long turn to
a close before 40 seconds have elapsed is when the candidate explicitly states that they will
make no further contribution (e.g. ‘That’s it!’ or ‘I’ve finished’) or appears distressed1.
However, interlocutors must always wait for at least 5 seconds before saying ‘Thank you’
and bringing the long turn to a premature close. This pause ensures that candidates are
given an opportunity to extend their long turn if they wish.
It will be necessary for the interlocutor to interrupt a candidate who is still speaking at the
end of the one minute with a polite but firm ‘Thank you’.
Prepared speeches
With a long-turn task there is always a danger that some candidates’ responses will sound
rehearsed, perhaps as a by-product of extensive preparation. Where there is a concern a
response is rehearsed, examiners should consider how closely a candidate response
‘answers’ their task, how much of what is produced is ‘on topic’? What is the source of the
lack of relevance – is it potentially due to a misinterpretation of the prompt or is the
candidate giving a memorized response on a slightly different topic from that in the task?
Handling the listening candidate’s response
It should be noted that the interlocutor frame gives approximately 20 seconds for the
listening candidate’s response. Although there is no requirement for candidates to use the
full 20 seconds, interlocutors can ask the ‘Why?’ or ‘Why not?’ follow-up prompts to
encourage candidates to expand upon a particularly brief response (e.g. ‘Yes’ or ‘No’). It will
be necessary for the interlocutor to interrupt a candidate who is still speaking after 25
seconds with a polite but firm ‘Thank you’.
Note: Although the listening candidate is required to make a response after the other
candidate’s long turn, they should not be assessed on their understanding of what the other

1
In situations where a candidate is visibly distressed, interlocutors should consider if the test
should continue or be halted.

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candidate has said. Candidates may refer to what their partner has said or not, the focus of
assessment is on the quality of language used and the level of proficiency shown.
Part 3: Collaborative task + further discussion task
Timing
Part 3 is allotted a total time of 4-5 minutes and contains two distinct phases: a candidate-
candidate discussion and a follow-up discussion led by the interlocutor.
Firstly, candidates are asked to speak together for about 2 minutes in a discussion prompted
by a mind map which presents a central focus question and surrounding ideas (e.g. main
question: Why do people shop online?, ideas: time-saving, no crowds etc.). After two
minutes of candidate-candidate discussion, the candidates are then given a further minute to
make a decision connected to the theme of the task (e.g. ‘decide together which is the most
popular reason people shop online’).
Then, the interlocutor asks a further discussion question based on the same theme (e.g. in
what ways does advertising on social media influence people’s buying behaviour?) and the
candidates have a further 2 minutes to answer.
Purpose
In Part 3, candidates are given the opportunity to impart and exchange information, attitudes
and opinions through collaboration and negotiation with each other etc.
Note: Although candidates are asked to negotiate towards a decision in the second part of
the Part 3 candidate-candidate discussion task rubric, what is being assessed is not the
completion of the task, but the quality of the language used in the discussion and the
working towards a decision. If candidates fail to reach a decision, they should not be
(re)prompted to do so.
Similarly, in the follow-on further discussion question, the emphasis is on providing an
opportunity for candidates to use more speculative language and justify and elaborate on
their opinions – they are not required to agree.
Procedure
The interlocutor sets up the task according to the interlocutor frame.
When instructed by the interlocutor frame, the interlocutor removes the Part 3 Candidate
booklet from underneath the Examiner booklet and places it in front of the candidates,
ensuring that both candidates can see the task. The candidates should be discouraged from
picking up the booklet.
Following the interlocutor frame, the interlocutor highlights the focus of the task and then
gives the candidates 20 seconds to read the input material.
If candidates start speaking immediately after the first part of the rubric has been read out,
the interlocutor should stop them by repeating the instruction ‘First you have some time to
look at the task’ accompanied by a raised hand gesture to say ‘not yet’.
The interlocutor may indicate with hand gestures that the candidates should interact with
each other and begin the task. The interlocutor further emphasises his/her non-participation
in this part of the test by not maintaining eye contact (e.g. by looking down).
Care should always be taken to avoid situations in which the candidates begin to address
the interlocutor rather than each other in the candidate-candidate discussion. However,
back-up prompts are provided for interlocutors to use if necessary with reticent candidates or
if one candidate is dominating the discussion.
The interlocutor brings the discussion phase to a close after 2 minutes and introduces the
decision phase by saying ‘Thank you. Now you have about a minute to discuss and decide
together …’ as scripted in the interlocutor frame. A further minute is allotted to candidate-

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candidate discussion/decision-making (during which interlocutor eye-gaze is withdrawn
again). There are some back-up prompts to use if necessary. The interlocutor closes this
phase with ‘Thank you. Can I have the booklet, please?’ and takes back the candidate
booklet.
The interlocutor then continues the test with the final discussion task as scripted in the
interlocutor frame (e.g. ‘You’ve been talking about X, now let’s hear your opinion on this’)
followed by a more general question related to the discussion topic.
Again, a hand gesture can be used to indicate candidates should start talking together. The
interlocutor can use the back-up prompts provided to either ‘re-balance’ a pair where one
candidate has dominated to the disadvantage of the other or where a candidate has been
reticent to speak (e.g. How about you Budi?)
At the end of Part 3, the interlocutor indicates clearly that the test has finished by saying
‘Thank you (Candidate A and Candidate B). That’s the end of the speaking test’. This should
be accompanied by a smile so the candidates leave the room feeling reassured. The
assessor also says ‘Goodbye’ to the candidates.
In any cases of breakdown of interaction
This is the only part of the test in which the candidates are completely in control of the
interaction. They need time, especially at the beginning of this part, to engage with the task
and negotiate their turns. Interlocutors should withdraw eye contact and allow moments of
silence in this part. If the interaction fails to develop, however, or breaks down completely,
the interlocutor should intercede and give an additional prompt. This can take the form of:
 a repetition of all or part of the rubric
 use of back-up prompts provided in the interlocutor frame
 pointing to the central question and/or written prompts.
If the candidates fail to respond to such additional encouragement to speak, it may be
necessary to draw this part of the test to a premature close.
SPM assessment criteria
The following section provides information and guidance on the assessment criteria for SPM
Speaking.
SPM and the Common European Framework of Reference for Languages
All of ES’ English language proficiency examinations are now aligned with the levels
described by the CEFR (Common European Framework of Reference). SPM Speaking
assessment criteria (and tasks) have been developed in accordance with the CEFR
descriptors and the features of performance which they ascribe to different proficiency
levels.
There are seven main levels: Pre-A1, A1, A2, B1, B2, C1 and C2. Complimenting this are
the so-called ‘plus’ levels (e.g. A2+, B1+) which describe performance at the upper end of a
given level. Language ability at each level is described using a series of CAN DO
statements.
A1 (Breakthrough) indicates a ‘basic ability to communicate and exchange information in a
simple way’, for example: CAN ask simple questions about a menu and understand simple
answers.
C2 (Mastery) indicates ‘the capacity to deal with material which is academic or cognitively
demanding, and to use language to good effect at a level of performance which may in
certain respects be more advanced than that of an average native speaker’, for example:
CAN scan texts for relevant information, and grasp main topic of text, reading almost as
quickly as a native speaker.

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The CEFR levels are broadly described as follows:

A1 Basic User Can understand and use familiar everyday expressions and very basic phrases aimed
at the satisfaction of needs of a concrete type. Can introduce him/herself and others
and can ask and answer questions about personal details such as where he/she lives,
people he/she knows and things he/she has. Can interact in a simple way provided the
other person talks slowly and clearly and is prepared to help.

A2 Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment). Can communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and routine matters. Can
describe in simple terms aspects of his/her background, immediate environment and
matters in areas of immediate need.

B1 Independent Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise
User whilst travelling in an area where the language is spoken. Can produce simple
connected text on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.

Can understand the main ideas of complex text on both concrete and abstract topics,
B2 including technical discussions in his/her field of specialisation. Can interact with a
degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party. Can produce clear, detailed text on a wide
range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.

Can understand a wide range of demanding, longer texts, and recognise implicit
C1 Proficient meaning. Can express him/herself fluently and spontaneously without much obvious
User searching for expressions. Can use language flexibly and effectively for social,
academic and professional purposes. Can produce clear, well-structured, detailed text
on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.

Can understand with ease virtually everything heard or read. Can summarise
C2 information from different spoken and written sources, reconstructing arguments and
accounts in a coherent presentation. Can express him/herself spontaneously, very
fluently and precisely, differentiating finer shades of meaning even in more complex
situations.

The assessment criteria used in SPM Speaking are derived from the CEFR A2-C1 levels.
For example, the SPM Bandscore 1 (A2 level) Overall Spoken Performance describes a
candidate being able to ‘give basic information on familiar topics using short phrases’ which
is intended to equate to being able to ‘communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and routine matters’ at A2 level. At the
other end of the proficiency spectrum, Bandscore 6 (C1 level) Overall Spoken Performance
refers to a candidate being able to ‘ask and respond to questions and suggestions, including
those on abstract and complex topics’ which finds a parallel in C1 where it refers to being
able to ‘use language flexibly and effectively for social, academic and professional
purposes’.

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The separation of assessment focus
In order to ensure fair assessment, the work of assessing candidate performance is divided
into the two roles of interlocutor (who assesses overall performance) and assessor (who
provides analytic assessments/marks).

Interlocutor Assessor

Overall
Spoken Grammar
Performance

Vocabulary

Communicative
competence

Figure 2 Criteria used by interlocutors and assessors

Overall Spoken Performance

Interlocutors should refer only to this scale when managing the test. The scores provided by
the interlocutor amount to a ‘global’ mark for the candidate but with strict reference to the
descriptors provided. Below is an example from Bandscore 3 (B1 level).
 Can understand questions and instructions directed at him/her though will sometimes
have to ask for repetition of particular words and phrases.
 Can maintain the interaction by asking and responding to questions and suggestions
on familiar matters in a simple and direct way.
 Requires some prompting and support.
Key features of overall performance in these descriptors are: comprehension of instructions
and questions and contributions of the candidate’s partner; the ability to ‘repair’ interaction
when something is not understood; the capacity to ‘keep a conversation going’ via questions
and responses and the extent to which a candidate needs prompting and support (be it from
the interlocutor or their partner).
Interlocutors should balance these factors in their rating decisions to arrive at a fair overall
score, based on the candidate performance across the whole test.
Analytical Assessment Scales
The assessor should refer to the analytical assessment scales to assess the candidate
performance across the whole test, using the following criteria:
Grammar
This refers to a candidate’s ability to communicate accurately, with control of grammatical
structure and the ability to link utterances together using cohesive devices.
In assessing candidates examiners should not simply consider the number of errors made,
but the extent to which they affect the candidate’s message and where and how errors
occur. For example, at Bandscore 1 (A2 level) a candidate is expected to be able to ‘show
sufficient control of simple grammatical structures’ whereas at Bandscore 3 (B1 level) this
becomes an expectation they can ‘show a good degree of control of simple grammatical
structures and attempt some complex grammatical structures’. There is a difference in the

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candidate’s ability to control simple grammatical structures while also an emerging ability to
experiment with more complex grammatical structures. Similarly, at Bandscore 5 (B2 level),
the candidate is expected to have some control of complex grammatical structures.
In terms of the CEFR, this can be seen as moving from ‘control of a specific repertoire’ (A1
to B1) to ‘prominence of mistakes’ (B1 to B2) and finally the ‘degree of control’ a speaker
shows (B2 to C2). This is reflected in how the SPM descriptors build up to Bandscore 6 (C1
level) where accuracy is described as a performance in which ‘errors are rare, difficult to
spot and generally corrected when they do occur’.
Grammatical control should be interpreted as the ability to consistently use grammar
accurately and appropriately to convey intended meaning. It can generally be assumed that
for lower levels (e.g. A2 and B1) candidates may have control of only the simplest exponents
typified by that level.
Cohesion refers to the extent to which a candidate uses their linguistic resources to organise
their ideas. This includes the ability to use language beyond sentence level, the logical
sequencing of content and the way cohesive devices such as linking words, relative
pronouns, substitution, ellipsis and so on are used. Assessment should not be based on the
number of cohesive devices or linkers used but on the appropriacy and relevance to
communication.
Vocabulary
This refers to a candidate’s ability to use vocabulary to convey meaning.
The first differentiating feature in the descriptors is the range of vocabulary used (e.g.
Bandscore 1 (A2 level) = sufficient vocabulary, Bandscore 3 (B1 level) = a range of
appropriate vocabulary, Bandscore 6 (C1 level) = a wide range of appropriate vocabulary).
The higher the proficiency level, the wider the lexical range displayed, as appropriate to the
communicative context.
There is also a functional difference in what is being achieved. At Bandscore 5 (B2 level) the
candidate is able to ‘give and exchange views’ whereas at Bandscore 3 (B1 level) they are
more modestly able to ‘talk about’ things.
Examiners should also consider the nature of the lexis being used. In the assessment
criteria there is a growing expectation of complexity/range involved – as Bandscore 3 (B1
level) is focused on ‘everyday situations and familiar topics’, Bandscore 5 (B2 level)
anticipates ‘a wide range of familiar topics’ and Bandscore 6 (C1 level) ‘a wide range of
abstract, complex and unfamiliar topics’.
Another related consideration is the extent to which vocabulary is appropriate to the context
and intended meaning. For example, at Bandscore 1 (A2 level) the candidate may ‘use
inappropriate vocabulary or some repetition’ where they lack sufficient language to produce
the correct word or need to use the same lexis repeatedly. By contrast, at Bandscore 5 (B2
level), candidates are expected to ‘convey relevant meaning with good vocabulary choice’.
Communicative Competence
This refers to the extent a candidate is able to produce naturally-flowing speech, to sustain a
conversation despite hesitation, to make their meaning clear and to clarify the meaning of
others.
Hesitation and pausing is assumed to occur more frequently at lower proficiency levels. At
Bandscore 1 (A2 level) the candidate is able to ‘make him/herself understood but may have
pauses and false starts’ whereas at Bandscore 3 (B1 level) the candidate can ‘express
him/herself clearly though there is some hesitation’. There is a difference in the clarity of
expression and the amount of hesitation. At Bandscore 5 the candidate shows ‘little
hesitation’, an indication and reflection of speakers at B2 level showing a greater

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‘automaticity’ in speech. At Bandscore 6 (C1 level), contributions are spontaneous and there
is little evidence the speaker needs to search for words.
This criterion also refers to the relative ease with which speakers can initiate, maintain and
close an interaction. At lower levels this may be quite restricted and limited in nature (e.g. ‘I
think this one, you?’) and at higher levels will likely be more linked to other speaker
contributions (e.g. ‘I can see your point but don’t you think that …’). This is reflected in the
descriptors in Bandscore 5 (B2 level), for example, where a candidate ‘can relate
contributions to his/her partner and negotiate towards an outcome’. At Bandscore 3 (B1
level), by contrast, the action of relating contributions is more focused on ‘asking for
clarification’ to move things forward.
At SPM Bandscore 6 (C1 level) the candidate is expected to be able to ‘relate contributions
skilfully and effectively to those of his/her partner’. The key difference with Bandscore 5 (B2
level) here is the skill with which the speaker does this, how effectively they ‘design’ their talk
to achieve mutual understanding.
Using the assessment scales
Descriptors focus in a positive manner on what candidates can, rather than cannot, do at
each of the Bandscore levels. Examiners should make use of all the marks available,
including, where appropriate, the mark 0, which means that a candidate has not met the
Bandscore 1 descriptor.
Candidates must be assessed according to their actual performance and not according to
what examiners feel candidates may be capable of producing. Examiners should apply the
scales by matching the candidate’s performance to the appropriate descriptor. The
candidate’s performance in all parts of the test should be taken into account in deciding the
final mark for each of the criteria.
In both the analytical and overall production scales, detailed descriptors are provided for
Bandscores 1, 3, 5 and 6. Bandscores 2 and 4 should be used either when:
 a performance is assessed to be at the top of the relevant Bandscore, fulfilling all of
the criteria for that Bandscore, but not being quite strong enough for the Bandscore
above
OR
 a performance is assessed to be a mixture of the upper and lower Bandscores being
considered – for example in the case of grammar a candidate may show a good
degree of control over simpler structures but, partly through ambition, makes frequent
errors due to attempts at more complex structures – in such cases a Bandscore 4
may be the fairest mark on balance.
Each criterion descriptor should be interpreted independently of any other descriptors and
should be applied in its own right.
If a candidate merely repeats language as presented to them, the examiner should consider
how much language is being ‘lifted’ see below.
Assessing ‘lifted’ language
Lifted language refers to any text which is presented to candidates (i.e. in task input) and is
then used in their response.
If the language has been crafted carefully into the candidate’s response and does not sound
unnatural, do not penalise. If it has not been crafted carefully into the candidate’s response
and does sound unnatural, do consider penalising the candidate, as it is likely to be more
broadly indicative of a limited range of grammar and vocabulary and/or lead to an uneven
flow of speech. Lifted language used inappropriately or unnaturally may signal broader
issues in terms of Overall Spoken Performance, Grammar, Vocabulary and Communicative
Competence.

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Sample Interlocutor mark sheet

LEMBAGA PEPERIKSAAN
KEMENTERIAN PENDIDIKAN MALAYSIA

SIJIL PELAJARAN MALAYSIA 1119/3MS-I

ENGLISH LANGUAGE SPEAKING TEST SESSION 1 / 2 / 3 COPY
INTERLOCUTOR’S /4
Please read the instructions in the guidelines provided before completing this form. Circle the mark in the category below.

Centre Number Centre

Year Name

Overall Spoken Performance Total marks

No Candidate name Index number
(Max 6) (Max 6)
1 0 1 2 3 4 5 6

2 0 1 2 3 4 5 6

3 0 1 2 3 4 5 6

4 0 1 2 3 4 5 6

5 0 1 2 3 4 5 6

6 0 1 2 3 4 5 6

7 0 1 2 3 4 5 6

8 0 1 2 3 4 5 6

9 0 1 2 3 4 5 6

10 0 1 2 3 4 5 6

11 0 1 2 3 4 5 6

12 0 1 2 3 4 5 6

13 0 1 2 3 4 5 6

© ES 2021 22 For examiner use only

14 0 1 2 3 4 5 6

15 0 1 2 3 4 5 6

16 0 1 2 3 4 5 6

17 0 1 2 3 4 5 6

18 0 1 2 3 4 5 6

19 0 1 2 3 4 5 6

Name of
Signature Date
Interlocutor

© ES 2021 23 For examiner use only

Sample Assessor mark sheet

LEMBAGA PEPERIKSAAN
KEMENTERIAN PENDIDIKAN MALAYSIA

SIJIL PELAJARAN MALAYSIA 1119/3MS-A

ENGLISH LANGUAGE SPEAKING TEST SESSION 1 / 2 / 3 /COPY
ASSESSOR’S 4
Please read the instructions in the guidelines provided before completing this form. Circle the mark in each category.

Centre Number Centre

Name
Year

No Candidate name Index number Grammar Vocabulary Communicative Total marks

(Max 6) (Max 6) Competence (Max 18)
(Max 6)
1 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

2 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

3 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

4 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

5 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

6 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

7 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

8 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

9 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

10 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

11 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

12 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

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13 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

14 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

15 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

16 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

17 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

18 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

19 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

Name of
Signature Date
Assessor

© ES 2021 25 For examiner use only

SPM English - Speaking assessment scales
Analytical scales (Assessor)

Bandscore Grammar Vocabulary Communicative Competence

Consistently maintains a high degree of

grammatical accuracy; errors are rare, Can use a wide range of appropriate Can express him/herself spontaneously with
difficult to spot and generally corrected when vocabulary to give and exchange views on a little obvious searching for expressions.
they do occur. wide range of abstract, complex and unfamiliar
6 Can initiate, maintain, develop and close a
Has a good command of a wide range of topics. conversation with ease.
grammatical structures. Can convey specific differences in meaning Can relate contributions skilfully and
Can use a wide range of organisational through appropriate choice of vocabulary. effectively to those of his/her partner.
patterns, cohesive devices and connectors.

Can communicate with a good degree of

Can use a wide range of appropriate Can express him/herself with little hesitation.
accuracy.
vocabulary to give and exchange views on a Can initiate, maintain, develop and close a
5 Can show a good degree of control of a wide range of familiar topics. conversation with ease.
range of simple and some complex
grammatical structures. Can convey relevant meaning with good Can relate contributions to his/her partner and
vocabulary choice. negotiate towards an outcome.
Can use a range of cohesive devices.

4 Performance shares features of Bandscore 3 and Bandscore 5.

Can communicate with reasonable accuracy. Can express him/herself clearly though there
Can use a range of appropriate vocabulary to is some hesitation.
Can show a good degree of control of simple talk about everyday situations and familiar
3 grammatical structures and attempt some topics. Can initiate, maintain, develop and close a
complex grammatical structures. conversation with little difficulty.
Can convey relevant meaning but may have
Can form longer sentences and link them errors in vocabulary choice. Can ask for clarification and further details in
together using basic cohesive devices. order to move a discussion forward.

2 Performance shares features of Bandscore 1 and Bandscore 3.

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 Can communicate what he/she is trying to Can make him/herself understood but may
say. Can use sufficient vocabulary to talk about have pauses and false starts.
1 everyday situations and familiar topics.
Can show sufficient control of simple Can initiate, maintain and close a
grammatical structures. Can mostly convey meaning but may use conversation with some difficulty.
inappropriate vocabulary or some repetition.
Can use connectors to link simple sentences. Can ask for clarification when necessary.

0
Performance below Band 1 / Candidate does not produce sufficient language to be assessed / Candidate uses language(s) other than English.

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Overall spoken performance scale (Interlocutor)
Bandscore Overall Spoken Performance Recording of tests (for monitoring)
Can understand questions and instructions directed at him/her with ease. If you are recording your test then you must make
Can ask and respond to questions and suggestions, including those on abstract and sure the recording is clear and ready for submission
complex topics. Can maintain and develop the interaction, compensating for gaps in their beforehand. Candidate IDs and Examiner IDs must
6
own vocabulary or grammar knowledge or of the other candidate. be clearly indicated in the audio sample you submit
Can produce extended relevant stretches of language, with very little prompting or for monitoring purposes. For example ‘This is John
support. Smith as Interlocutor, Joan Smith as assessor, with
(Candidate A +index number) .... and (Candidate B
Can understand questions and instructions directed at him/her with ease. +index number)’ etc. at the start of the recording.
Can maintain and develop the interaction by asking and responding to questions and Missing Marks Checklist
5 suggestions on familiar matters using longer responses despite hesitation while searching When the test is finished the assessor checks that the
for patterns and expressions. interlocutor has two Overall Spoken Performance
Requires very little prompting and support. marks: “Do you have two marks for Overall Spoken
Performance?”
4 Performance shares features of Bandscores 3 and 5. Interlocutor then physically checks and answers:
“Check.”
The interlocutor then asks the assessor: “Have you
Can understand questions and instructions directed at him/her though will sometimes got two marks for Grammar?”
have to ask for repetition of particular words and phrases. Assessor then physically checks and answers:
3 Can maintain the interaction by asking and responding to questions and suggestions on “Check.”
familiar matters in a simple and direct way. The interlocutor then asks: “Have you got two marks
Requires some prompting and support. for Vocabulary?”
Assessor then physically checks and answers:
2 Performance shares features of Bandscores 1 and 3. “Check.”
The interlocutor then asks: “Have you got two marks
for Communicative Competence?”
Can understand questions and instructions directed at him/her slowly, directly and Assessor then physically checks and answers:
repeatedly. “Check.”
1
Can give basic information on familiar topics using short phrases.
Requires prompting and support. Note: the assessor and interlocutor must check that
examiner IDs and candidate IDs etc. are correct on
their documentation before moving on.
Candidate does not produce sufficient language to be assessed.
0
Candidate repeatedly uses language(s) other than English. Timing of test: Part 1 (3-4 minutes), Part 2 (3-4
minutes), Part 3 (4-5 minutes)

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Notes

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