Oral assessment criteria
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This document outlines criteria for assessing oral proficiency at different levels from 1 to 5. It describes the global tasks, functions, context/content, accuracy of text type, and elicitation techniques expected at each level. Level 5 indicates a high level of proficiency with narration and description across major time frames on topics of personal interest or current events. Level 1 indicates no verbal communication ability and identification of only a few nouns. The criteria provide benchmarks for evaluating oral language skills at varying stages of development.
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3) Discourse features in testing situations, such as type, processing, domain and style, can highlight the role and effectiveness of discourse in language assessment and show how results may not generalize due to each discourse's uniqueness.
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Oral assessment criteria
- 1. ATU E.L.I. Oral Assessment Criteria Name:_______________ ______ Interviewer:_________________ / Rater: ___________________ Level:_______ Notes: Proficiency Level Global Tasks and Functions Context / Content Accuracy Text Type Elicitation Techniques Level 5 “Informed like a reporter” Narrate and describe in major time frames Topics of personal interests and current events Experiences+ COMMUNITY Grammar and pronunciation understood by those unaccustomed to dealing with non- native speakers Paragraphs (logically organized text; uses discourse markers to lineate a story “One example is…Another example…and also…Finally…” etc.) Talk about an experience you had with… Compare… Press for more details: “What do you mean by that?” Level 4 “Linguistic Survivor” Can initiate, maintain, and bring to a close a simple conversation by asking and responding to simple questions Some informal settings A limited number of transactional situations Daily Life + EXPERIENCES Grammar and pronunciation understood by speakers accustomed to dealing with non- native speakers with minimal clarification. Able to string sentences together some of the time, though lacks the cohesion of Level 5. Describe… Tell me about a time… “Could you give me some more details about…?” Level 3 “Emerging fluency” Can create with the language Familiar topics related to daily activities Self + DAILY LIFE Generally understood though often makes mistakes with verb tenses and subject- verb agreement that require clarification. Discrete sentences (sentences you can “move around” without changing the overall meaning.) (as a follow-up) “Why?” Describe… Tell me about… Level 2 “Like a parrot” Communicate minimally Use memorized / formulaic grammar, lists, and phrases Only the most common aspects of daily life SELF Requires greater listener effort than a level 3. May be difficult to understand due to pronunciation or grammatical errors. Words, phrases, and lists. Afew complete sentences, but unable to use structures for creating original sentences. Closed questions followed by vocabulary elicitation: “Do you like fruit? What kind of fruit do you like?” Level 1 “Non- communicative” Cannot communicate verbally May be able to identify a few nouns OBJECTS Pronunciation may be impossible to understand, even for those accustomed to dealing with NNS’s. Isolated words (pointing or holding an object or picture) “What is this?”