Scheme For The Oral Exam Administration: Language Institute

LANGUAGE INSTITUTE
SCHEME FOR THE ORAL EXAM ADMINISTRATIONi

Thinking about improving more and more not only our service (education) but also our
dexterity as teachers/evaluators; and, since rubrics make expectations and criteria explicit,
which facilitates feedback and self-assessment; the Language Institute has decided to
standardize a rubric to evaluate the students’ performance during the Oral Exams.
So that, it’s important to keep in mind that assessment rubrics are there to accomplish three
goals:
• inform the students of standards and expectations
• inform the students about levels of achievement
• inform the students about specific areas in need of improvement.
In addition, teachers may prefer to distribute assessment rubrics at the beginning of the
semester, so that students are aware of expectations and understand how their work will be
evaluated.
Consequently, the following chart is the scoring table which is going to be included in the Exam
Answer Sheet. There are listed 4 criteria which must be evaluated during the Oral Exam; each
one has a grading scale ranging from 0ii to 2.5 points.
There’s also a place where the teacher could either take notes of all the mistakes the student
makes during his/her performance, or write some recommendations to the student.
At the end of this evaluation, it’s necessary to write down the final GRADE of the exam.
In order to have a better administration of this scoring table, it’s important to understand what
each criterion means or represents.
In simple words, here are the definitions:
SALESIAN POLYTECHNIC UNIVERSITY

LANGUAGE INSTITUTE
LANGUAGE INSTITUTE

LANGUAGE INSTITUTE
LANGUAGE INSTITUTE

LANGUAGE INSTITUTE
LANGUAGE INSTITUTE
CRITERION DEFINITION
Comprehensio ability to understand questions and respond appropriately
n
Grammar ability to use correct grammar and sentence structures
Vocabulary ability to understand and use vocabulary words and phrases
Fluency and, ability to speak quickly, naturally, and without many pauses
Pronunciation ability to use correct stress, rhythm, and intonation patterns
CRITERION 0 .5 1 1.5 2 2 .5
Seriously incoherent Produces simple Produces Produces Produces extended
responses. speech responses extended stretches
fluently, but more which are stretches of of language with very little
complex extended language despite hesitation.
communication causes beyond short some hesitation. Contributions are relevant
fluency phrases, Contributions are and
problems. despite relevant and there is a clear
hesitation. there is very little organization of
Comprehension Contributions repetition. ideas.
are mostly Uses a range of Uses a range of cohesive
relevant, cohesive devices. devices
despite some and discourse markers.
repetition.
Uses basic
cohesive
devices.
Severely restricted Use of some simple Shows a good Shows a good Shows a good degree of
command of simple structures and degree of degree of control control
grammatical forms. expressions control of of simple of a range of simple and
but makes frequent simple grammatical some
systematic errors. grammatical forms, complex grammatical
Grammar forms. and attempts forms.
some complex
grammatical
forms.
No evidence of Uses predominantly Uses a range of Uses a range of Uses a range of

range of vocabulary simple structures appropriate appropriate appropriate
even when talking and memorized vocabulary vocabulary to give vocabulary to give and
Vocabulary about everyday vocabulary. when talking and exchange exchange
situations. about views on a range views on a wide range of
everyday of familiar topics. familiar
situations. topics.
Fluency and, Very poor control; Frequently Is mostly Is intelligible. Is intelligible.
difficult to unintelligible intelligible, and Intonation is Intonation is appropriate.
Pronunciation understand. Many articulation. Frequent has generally Sentence and word stress
gross errors; phonological errors. some control of appropriate. is
frequently phonological Sentence and accurately placed.
incomprehensible. features at both word stress is Individual sounds are

LANGUAGE INSTITUTE
LANGUAGE INSTITUTE
Insufficient utterance and generally, articulated

accuracy. word levels. accurately placed. clearly.
Individual sounds
are generally
articulated
clearly.
Please, remember that students must:
 be explained how they will be evaluated

 understand the used criteria
 have this scoring table in advance, so that they have a clear understanding of the
expectations the teacher has on their performance, which would help to improve the
teaching-learning process.

LANGUAGE INSTITUTE
i
This scheme and rubric are based on the one stablished by © Cambridge University Press 2015 (Interchange and Passages).
ii
The lowest grade a student could get during this evaluation is 0.5 points; although some of the best known exams as Cambridge
exams (KET, PET, FCE) is 0 (zero)

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LANGUAGE INSTITUTE

SCHEME FOR THE ORAL EXAM ADMINISTRATIONi

In simple words, here are the definitions:

SALESIAN POLYTECHNIC UNIVERSITY

SALESIAN POLYTECHNIC UNIVERSITY

SALESIAN POLYTECHNIC UNIVERSITY

No evidence of Uses predominantly Uses a range of Uses a range of Uses a range of

SALESIAN POLYTECHNIC UNIVERSITY

Insufficient utterance and generally, articulated

Please, remember that students must:

 be explained how they will be evaluated

SALESIAN POLYTECHNIC UNIVERSITY

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