This document provides an assessment rubric for evaluating a student's speaking skills when describing their family in a VoiceThread activity at an intermediate English proficiency level. The rubric assesses pronunciation, fluency, initiation, and language use across 5 levels from excellent to poor. Key areas of evaluation include pronunciation and accuracy, fluency in terms of cohesion/coherence and speed of delivery, and use of grammar and vocabulary appropriate for the level. Scores and indicators are provided for each assessment category.

1. Name: Wildan / 1506
ELE 227
Skill : Speaking
Sub-skill developed : Speaking about particular topic (Describing Family)
Level of learner : Intermediate
TASK :
Leave your comment regarding with the VoiceThread ‘Family’
Assessment (Holistic Rubric)
Score and indicators
A. Excellent–
Student is able to describe the picture completely;
Very good in pitch, repetition of sounds, words, phrases, or sentences, that leads to effective
response;
very good in grammatical structures/ using tenses and in selecting new vocabulary/ dictions)
B. Good–
Student is able to describe the picture but incompletely.
Comprehensible adequate organization of speech.
Good in pitch, repetition of sounds, words, phrases, or sentences, that leads to good
response;
Good in grammatical structures/ using tenses and in selecting new vocabulary/ dictions)
C. Fair–
Student is able to describe the picture.
Somewhat comprehensible (some problems are found about organization on speech), but
still understandable.
Fair in pitch, Frequently repeat the same words, phrases, or sentences, that still leads to
proper response;
Not Good in grammatical structures/ using tenses.
D. Poor–
Student cannot describe the picture.
Not comprehensible, Lacks of organization on speech.
Poor in pitch, too long in giving pause.
Poor in both grammatical structures/ using tenses and word order.

2. Analytic Scale
5 4 3 2 1
PRONUNCIATION
AND ACCURACY
Pronunciation,
stress and
intonation
Has clear,
natural
pronunciation
that can be
easily
understood by
the listener.
Varies stress
and intonation
match with
content &
meaning.
Has
pronunciation
that can be
easily
understood by
the listener.
Make stress
intonation in
keeping with
meaning.
Is intelligible
though there
are instances
of some
mispronunciati
on.
Tries to speak,
varying stress
but no
intonation
Is not always
intelligible
and
inappropriat
e content or
meaning
unintelligible
Initiation Is prompt to
initiate
discussion on
the picture
appropriately.
Keep the
interaction
going;
Is easily able to
initiate
discussions on
the picture.
Keep the
interaction
going; takes
turns
appropriately.
Is able to
initiate
discussions on
the picture.
Good effort to
keep the
interaction
going
Difficult to
initiate
discussions
on the
picture.
Makes little
effort to
keep the
interaction
going;
Does not
initiate
discussions.
FLUENCY
Cohesion and
Coherence
Presents
information in
a logical
sequence of
linked
utterances
with a clear
connection
between ideas,
arguments and
statements.
Uses a range of
cohesive
devices.
Presents
information in
a logical
sequence of
linked
utterances
with a
connection
between ideas,
arguments and
statements.
Uses with ease
some cohesive
devices.
Presents
information
generally in a
logical order
but overall
progression
may not
always be
clear.
Uses a range of
cohesive
devices but
some
over/under
use.
Coherence
may be
affected by
hesitancy or
rephrasing.
Presents
information
but without
clear
progression.
Uses limited
cohesive
devices
repetitively.
Severe
hesitation
may impede
communicati
on.
Presents
information
with no
progression.
May use only
isolated
words and
phrases.

3. Speed of
Delivery
Speak fluently
with minimal
hesitation.
Intelligible
speed of
delivery.
Speaks fluently
with some
hesitation.
Intelligible
speed of
delivery
Intelligible
speed of
delivery
Speed of
delivery
impedes
understandi
ng
Speed of
delivery
makes others
not clear
LANGUAGE
Grammar and
Vocabulary
Uses an
expressive and
appropriate
range of
structures,
words and
phrases on
topics
appropriate to
the level and to
deliver an
effective
message.
Uses an
expressive and
appropriate
range of words
and phrases on
topics
appropriate to
the level.
Can use the
language of
the level but is
repetitive.
Becoming
weaker
Uses basic,
simple words
and phrases
for the level.
There may
be an effort
to find
suitable
words,
Uses simple,
isolated
words for the
level.