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    Evaluation Speaking

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    api-313043252
    This document provides a scale for assessing language proficiency across four criteria: range, accuracy, fluency, and interaction. The scale has 5 levels, with level 5 being the highest level of proficiency. At level 5, a student can use language flexibly and spontaneously with a high degree of grammatical accuracy and can engage in discussion. Level 1 represents the lowest proficiency, where a student can only use basic words and phrases related to personal details.

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    Evaluation Speaking

    Uploaded by

    api-313043252
    36 views2 pages
    This document provides a scale for assessing language proficiency across four criteria: range, accuracy, fluency, and interaction. The scale has 5 levels, with level 5 being the highest level of proficiency. At level 5, a student can use language flexibly and spontaneously with a high degree of grammatical accuracy and can engage in discussion. Level 1 represents the lowest proficiency, where a student can only use basic words and phrases related to personal details.

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    evaluation speaking

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    This document provides a scale for assessing language proficiency across four criteria: range, accuracy, fluency, and interaction. The scale has 5 levels, with level 5 being the highest level of proficiency. At level 5, a student can use language flexibly and spontaneously with a high degree of grammatical accuracy and can engage in discussion. Level 1 represents the lowest proficiency, where a student can only use basic words and phrases related to personal details.

    Copyright:

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

    Evaluation Speaking

    Uploaded by

    api-313043252
    This document provides a scale for assessing language proficiency across four criteria: range, accuracy, fluency, and interaction. The scale has 5 levels, with level 5 being the highest level of proficiency. At level 5, a student can use language flexibly and spontaneously with a high degree of grammatical accuracy and can engage in discussion. Level 1 represents the lowest proficiency, where a student can only use basic words and phrases related to personal details.

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    © All Rights Reserved
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    M.

    CALCOEN
    Pupil:
    Name Task:

    Class:
    Date:

    RANGE

    ACCURACY

    FLUENCY

    INTERACTION

    Has a good command of a broad


    range of language allowing his/her
    to select a formulation to express
    him/herself clearly in an
    appropriate style.

    Consistently maintains a high


    degree of grammatical accuracy;
    errors are rare, difficult to spot
    and generally corrected when
    they occur.

    Can express him/herself fluently


    and spontaneously, almost
    effortlessly, only a conceptually
    difficult subject can hinder a
    natural, smooth flow of language.

    Can select a suitable phrase from


    a readily available range of
    discourse functions to relate
    his/her own contributions to those
    of other speakers.

    Has a sufficient range of language


    to be able to give clear
    descriptions, express viewpoints on
    most general topics, without much
    searching for words.

    Shows a relatively high degree of


    grammatical control. Does not
    make errors which cause
    misunderstanding, and can
    correct most of his/her mistakes.

    Can produce stretches of


    language with a fairly even
    tempo; although he/she can be
    hesitant as he or she searches for
    patterns and expressions, there
    are few noticeably long pauses.

    Has enough language to get by,


    with sufficient vocabulary to
    express him/herself with some
    hesitation on topics such as family,
    hobbies and exc.

    Uses reasonably accurately a


    repertoire of frequently used
    routines and patterns associated
    with more predictable situations.

    Can keep going comprehensibly,


    even though pausing for
    grammatical and planning and
    repair is very evident, especially
    in longer stretches of free
    production.

    Can initiate dialogue, take his/her


    turn when appropriate and end
    conversation when he/she needs
    to, though he/she may not always
    do this elegantly. Can help the
    discussion along, confirming
    statements, inviting others in, etc.
    Can start, maintain and close a
    simple face-to-face conversation
    on topics that are familiar or of
    personal interest. Can repeat
    what someone has said to
    confirm.

    Uses basic sentence patterns with


    memorised phrases, groups of a
    few words and formulate them in
    order to communicate limited
    information in simple everyday
    situations.

    Uses some simple structures


    correctly, but still systematically
    makes basic mistakes.

    Can make him/herself understood


    in very short utterances, even
    though pauses, false starts and
    reformulation ere very evident.

    Can answer questions and


    respond to simple statements.
    Can indicate when he/she is
    following but is rarely able to
    understand enough to keep
    conversation going of his/her own
    part.

    Has a vey basic repertoire of words


    and simple phrases related to
    personal details and particular
    concrete situations.

    Shows only limited control of a


    few simple grammatical
    structures and sentence patterns
    in a memorised repertoire.

    Can manage very short, isolated,


    mainly pre-packaged sentences
    with much pausing to search for
    expressions, to articulate less
    familiar words, and to repair
    communication.

    Can ask and answer questions


    about personal details. Can
    interact in a simple way but
    communication is totally
    dependent on repetition,
    rephrasing and repair.

    Score:

    M. CALCOEN

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