This document outlines the specifications for a speaking assessment task for second year English pedagogy students at Universidad Católica de la Santísima Concepción. The test contains two sections and evaluates students on their ability to describe photographs, come to an agreement, and discuss advantages and disadvantages. Section 1 involves partner work to choose the best holiday location based on photos. Section 2 separately evaluates each student's description of advantages and disadvantages of a photo. Rubrics are provided to score students on content, pronunciation, vocabulary, fluency, organization and turn-taking. Sample student performances are also included.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
The present paperwork deals with the creation of a speaking test for EFL, which considers the main principles of language assessment that have to be taken into account when designing a test.
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
The present paperwork deals with the creation of a speaking test for EFL, which considers the main principles of language assessment that have to be taken into account when designing a test.
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
Writing Basics is a two-book writing series designed for elementary students of English. Throughout, carefully leveled activities guide students as they expand their core vocabulary and gain familiarity with fundamental structures. Students gradually build their confidence in writing about a wide range of topics and everyday situations as they progress towards producing their own responses to prompts. With plenty of support and gradually-increasing task difficulty, the Writing Basics series offers young writers the chance for a positive learning experience and a solid foundation for their English writing skills.
Features
Themed units with graded topic-based vocabulary
Realistic topics and everyday themes
Systematic progression of important structures
Separate vocabulary, grammar, comprehension, and writing practice
Lots of colorful illustrations to support understanding
Gradually increasing task complexity and difficulty
Reshaping the Value of Grammatical Feedback on Writing Using ColorsToyo University
This presentation introduces a new approach to error correction that features the use of colors as a code. Using colors to highlight patterns in students’ errors allows them to readily notice their strengths and weaknesses in grammar. This enhanced awareness focuses attention and motivates students to develop their grammatical accuracy.
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
third assignament
1. Universidad Católica de la Santísima Concepción
Facultad de Educación
Departamento de Lenguas
Language Assessment
UNIT THREE
Speaking Test
(Language Assessment)
Dannae Del Campo and Gabriela Quezada
Professor
Roxana C. Correa
Concepción, 2014
2. Speaking Task
1) Discuss these photographs with a partner and get to an agreement of which
place is better to go on a holiday with your family.
2) Describeone photograph:
Student A: What are the advantages and disadvantages of going to
the first place?
Student B: What are the advantages and disadvantages of going to
the second place?
Adapted from: (Capel and Sharp, Objective First Certificate, 2005,
p.20)
Luoma’s Specifications (2004)
The test purpose: The test aims to assess students’ oral abilities when
describing and coming to an agreement.
Description of the examinees: Two students from second year of English
pedagogy at UCSC.
Test level: Intermediate.
Definition of construct: Communicative approach.
Description of suitable language course or textbook: Taking from the
objective first certificate because it is coherent with the level of the
examinees.
Number of sections/papers: Two sections.
Time for each section/paper: First section: 2-3 minutes, second section: 1-2
minutes each student.
Weighting for each section/paper: The first section has 32 points and the
second section has 28 points. The task has a total of 60 points.
Target language situation:In the first picture students have to get to an
agreement to which place is better for going on a holiday. Therefore, they
3. will use superlatives and adjectives including vocabulary related to places.
In the second task they have to describe the advantages and disadvantages
of one place. For this, they will use adjectives and vocabulary related to
places.
Text types: Images
Text length: Two images for each pair of students.
Language skills to be tested: Speaking
Language elements to be tested: Section 1(content task oriented,
pronunciation, use of vocabulary, fluency, organization of ideas, turn taking
and attitude), section 2 (content task oriented,pronunciation, use of
vocabulary, fluency, organization of ideas).
Test tasks: In the first section students have to describe the photographs
with a partner and get to an agreement of which place is better to go on a
holiday with your family. In the second task each student has to give the
advantages and disadvantages of going to the first place (Student A) and
the second place (Student B).
Test methods: Students will be assessed in pairs on the first task while they
look to pictures and get to an agreement of which place is better to go. In
the second task, they will be assessed separately while each of them look at
one picture and gives the advantages and disadvantages of going to that
place.
Rubrics: See page 4 and 5
Criteria for making: See page 4 and 5
Description of typical performance at each level: See page 4 and 5
Description of what candidates at each level can do in the real world: See
page 4 and 5
Sample papers: See page 4 and 5
Samples of students’ performance on task: See page 7, 8, 9 and 10.
Fulcher’s specification
Specification Task 1 Task 2
Taskorientation Guided Guided
Interactionalrelationship Interactional (two-ways) Non-interactional
Interlocutor status Balanced Balanced
Goalorientation Thereis Thereis
Familiarity High Balanced
Topics Getting in an agreement
with someone else about
going to a place on a
holiday
Comparing and describing
images (Places)
4. Speaking Test Rubric: Section 1 Total Score ____/ 32
EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT: 1
Content task
oriented
The student covers
appropriately all the
questions related to the
topic aiding task
completion.
The student covers
most of the questions
related to the topic
aiding task completion.
The student covers some of
the questions related to the
topic but is not enough
content to meet the
requirements of the task.
The student refers primarily
on irrelevant content.
Pronunciation
(x2)
The Student’s
pronunciation is very
clear, almost error-free;
besides, his/her stress
and intonation improves
comprehension in the
topic. Also, he/she
always uses appropriate
intonation patterns
according to the situation.
The student’s
pronunciation is
generally correct, with
occasional errors;
besides, his/her
pronunciation has a
reasonable control of
stress and intonation
which helps
comprehension in the
topic. Also, he/she
generally uses
appropriate intonation
patterns according to
the situation.
The student’s
pronunciation is
occasionally correct, with
frequent errors; besides,
his/her stress and
intonation are not always
clear enough to understand
which confuses the
listener’s comprehension in
the topic. Also, he/she fails
to use adequate intonation
patterns according to the
situation.
The student’s
pronunciation is rarely
correct, most utterances
contain errors; besides,
his/her stress and
intonation is often difficult
to understand which stops
the listener from
understanding the topic.
Also, he/she fails to use
adequate intonation
patterns according to the
situation.
Use of
Vocabulary
The student uses a wide
range of vocabulary and
expressions. Excellent use
of collocations,
adjectives. Grammatical
structures are always
used correctly and
accurately.
The student uses a
fairly wide range of
vocabulary and
expressions, but makes
some errors in word
choice. Most of the
grammatical structures
are used accurate,
The student uses a limited
range of vocabulary and
expressions. Most
grammatical structures are
basic for the level and used
inaccurately.
The range of vocabulary is
basic. Grammatical
structures are also basic
with frequent errors.
Fluency
(x2)
The speech runs smoothly
without hesitation and
use fillers. The student’s
voice volume is
appropriate.
The speech runs with
occasional hesitations
but it does not interfere
with communication.
The volume is mostly
appropriate and the
student uses several
fillers.
The speech is frequently
interrupted by hesitations.
The student’s voice volume
is not suitable for the class.
Too many types of filler are
used.
The speech is often
interrupted by hesitation
and fillers which often
interfere with
communication. The
student’s voice volume is
either too low or too slow.
Organization
of ideas
The student organizes
his/her ideas correctly.
The student uses
connectors in an
appropriate way.
The student organizes
most of his/her ideas
correctly. Frequent use
of connectors with
some errors.
The student organizes a
few ideas correctly. There is
not enough use of
connectors with a few
errors.
The student does not
organize his /her ideas
correctly and there is no
presence of connectors or
they are used incorrectly
.Very frequent errors.
Turn taking
and attitude
Speaker is eager to speak
yet he/she lets the other
speaker develop his ideas
as well. Interaction flows
smoothly. The use of
attention-getting devices
is appropriate and both
speakers are willing to
listen to the other
speaker’s ideas to make
the conversation
Speakers are able to
make the
communication flow
and sometimes they
overlap the other
speaker’s turn to speak.
Their attitude towards
the situation is good:
both are willing to
interact with each
other.
Speaker overlaps the other
making the interaction
difficult to follow and
his/her attitude towards
the situation is slightly
confusing.
Speaker shows little respect
for the other speaker’s turn
to speak; besides, speaker
does not even make use of
his/her own time to speak.
Bothspeakers are
clearlyuncomfortableduring
theinteraction.
5. coherent.
Speaking Test Rubric: Section 2 Total Score: _____/ 28
EXCELLENT:
4
GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT:
1
Content task
oriented
The student covers
appropriately all the
questions related to
the topic aiding task
completion.
The student covers
most of the
questions related to
the topic aiding task
completion.
The student covers
some of the
questions related to
the topic but is not
enough content to
meet the
requirements of the
task.
The student refers
primarily on irrelevant
content.
Pronunciation
(x2)
The Student’s
pronunciation is very
clear, almost error-
free; besides, his/her
stress and intonation
improves
comprehension in the
topic. Also, he/she
always uses
appropriate
intonation patterns
according to the
situation.
The student’s
pronunciation is
generally correct,
with occasional
errors; besides,
his/her
pronunciation has a
reasonable control of
stress and intonation
which helps
comprehension in
the topic. Also,
he/she generally
uses appropriate
intonation patterns
according to the
situation.
The student’s
pronunciation is
occasionally correct,
with frequent errors;
besides, his/her
stress and intonation
are not always clear
enough to
understand which
confuses the
listener’s
comprehension in
the topic. Also,
he/she fails to use
adequate intonation
patterns according to
the situation.
The student’s
pronunciation is rarely
correct, most utterances
contain errors; besides,
his/her stress and
intonation is often
difficult to understand
which stops the listener
from understanding the
topic. Also, he/she fails
to use adequate
intonation patterns
according to the
situation.
Use of
Vocabulary
The student uses a
wide range of
vocabulary and
expressions.
Excellent use of
collocations,
adjectives.
Grammatical
structures are always
used correctly and
accurately.
The student uses a
fairly wide range of
vocabulary
andexpressions, but
makes some errors
in word choice.
Most of the
grammatical
structures are used
accurate,
The student uses a
limited range of
vocabulary and
expressions. Most
grammatical
structures are basic
for the level and
used inaccurately.
The range of vocabulary
is basic. Grammatical
structures are also basic
with frequent errors.
Fluency
(x2)
The speech runs
smoothly without
hesitation and use
fillers. The student’s
voice volume is
appropriate.
The speech runs
with occasional
hesitations but it
does not interfere
with
communication. The
volume is mostly
appropriate and the
The speech is
frequently
interrupted by
hesitations. The
student’s voice
volume is not
suitable for the
class.Too many
The speech is often
interrupted by hesitation
and fillers which often
interfere with
communication. The
student’s voice volume
is either too low or too
slow.
6. student uses several
fillers.
types of filler are
used.
Organization of
ideas
The student
organizes his/her
ideas correctly. The
student uses
connectors in an
appropriate way.
The student
organizes most of
his/her ideas
correctly. Frequent
use of connectors
with some errors.
The student
organizes a few ideas
correctly. There is
not enough use of
connectors with a
few errors.
The student does not
organize his /her ideas
correctly and there is no
presence of connectors
or they are used
incorrectly .Very
frequent errors.
Test pilot
During the pilot two third year students from English Pedagogy were
assessed. Their level is intermediate and they are working during classes with the
First Certificate Cambridge.
After piloting, we noticed that in section two, the question did not specify the
number of advantages and disadvantages the students had to mention. The
students asked how many reasons they needed to answer to have the total score
of the task. Therefore, it was needed to clarify the question by asking them to give
specifically two advantages and two disadvantages.
Regarding to the time for each section, we realized that both students
answer the questions during the estimated time. Although, one of the students
spoke more than the other, both students accomplished what was expected.
In terms of images, the students did not present any problem at the moment
of describing and comparing them. Therefore, we can conclude that the images
were suitable for the task and the examinees.
7. Rubric Piloting Test: Section 1, Student A Total Score 30/32
EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT
: 1
Content task
oriented
The student covers
appropriately all the
questions related to the topic
aiding task completion.
The student covers most of
the questions related to the
topic aiding task completion.
The student covers
some of the questions
related to the topic but
is not enough content
to meet the
requirements of the
task.
The student refers
primarily on irrelevant
content.
Pronunciation
(x2)
The Student’s pronunciation
is very clear, almost error-
free; besides, his/her stress
and intonation improves
comprehension in the topic.
Also, he/she always uses
appropriate intonation
patterns according to the
situation.
The student’s pronunciation
is generally correct, with
occasional errors; besides,
his/her pronunciation has a
reasonable control of stress
and intonation which helps
comprehension in the topic.
Also, he/she generally uses
appropriate intonation
patterns according to the
situation.
The student’s
pronunciation is
occasionally correct,
with frequent errors;
besides, his/her stress
and intonation are not
always clear enough to
understand which
confuses the listener’s
comprehension in the
topic. Also, he/she fails
to use adequate
intonation patterns
according to the
situation.
The student’s
pronunciation is rarely
correct, most
utterances contain
errors; besides, his/her
stress and intonation is
often difficult to
understand which stops
the listener from
understanding the
topic. Also, he/she fails
to use adequate
intonation patterns
according to the
situation.
Use of
Vocabulary
The student uses a wide
range of vocabulary and
expressions. Excellent use of
collocations, adjectives.
Grammatical structures are
always used correctly and
accurately.
The student uses a fairly wide
range of vocabulary and
expressions, but makes some
errors in word choice. Most
of the grammatical structures
are used accurate,
The student uses a
limited range of
vocabulary and
expressions. Most
grammatical structures
are basic for the level
and used inaccurately.
The range of vocabulary
is basic. Grammatical
structures are also basic
with frequent errors.
Fluency
(x2)
The speech runs smoothly
without hesitation and use
fillers. The student’s voice
volume is appropriate.
The speech runs with
occasional hesitations but it
does not interfere with
communication. The volume
is mostly appropriate and the
student uses several fillers.
The speech is
frequently interrupted
by hesitations. The
student’s voice volume
is not suitable for the
class. Too many types
of filler are used.
The speech is often
interrupted by
hesitation and fillers
which often interfere
with communication.
The student’s voice
volume is either too
8. low or too slow.
Organization of
ideas
The student organizes his/her
ideas correctly. The student
uses connectors in an
appropriate way.
The student organizes most
of his/her ideas correctly.
Frequent use of connectors
with some errors.
The student organizes a
few ideas correctly.
There is not enough use
of connectors with a
few errors.
The student does not
organize his /her ideas
correctly and there is
no presence of
connectors or they are
used incorrectly .Very
frequent errors.
Turn taking
and attitude
Speaker is eager to speak yet
he/she lets the other speaker
develop his ideas as well.
Interaction flows smoothly.
The use of attention-getting
devices is appropriate and
both speakers are willing to
listen to the other speaker’s
ideas to make the
conversation coherent.
Speakers are able to make
the communication flow and
sometimes they overlap the
other speaker’s turn to speak.
Their attitude towards the
situation is good: both are
willing to interact with each
other.
Speaker overlaps the
other making the
interaction difficult to
follow and his/her
attitude towards the
situation is slightly
confusing.
Speaker shows little
respect for the other
speaker’s turn to speak;
besides, speaker does
not even make use of
his/her own time to
speak. Bothspeakers
are
clearlyuncomfortabledu
ringtheinteraction.
Rubric Piloting Test: Section 2, Student A
Total Score: 26/28
EXCELLENT:
4
GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT:
1
Content task
oriented
The student covers
appropriately all the
questions related to
the topic aiding task
completion.
The student covers
most of the
questions related to
the topic aiding task
completion.
The student covers
some of the
questions related to
the topic but is not
enough content to
meet the
requirements of the
task.
The student refers
primarily on irrelevant
content.
Pronunciation
(x2)
The Student’s
pronunciation is very
clear, almost error-
free; besides, his/her
stress and intonation
improves
comprehension in
the topic. Also,
he/she always uses
appropriate
intonation patterns
according to the
situation.
The student’s
pronunciation is
generally correct,
with occasional
errors; besides,
his/her
pronunciation has a
reasonable control
of stress and
intonation which
helps
comprehension in
the topic. Also,
he/she generally
uses appropriate
intonation patterns
according to the
situation.
The student’s
pronunciation is
occasionally correct,
with frequent errors;
besides, his/her
stress and intonation
are not always clear
enough to
understand which
confuses the
listener’s
comprehension in
the topic. Also,
he/she fails to use
adequate intonation
patterns according to
the situation.
The student’s
pronunciation is rarely
correct, most utterances
contain errors; besides,
his/her stress and
intonation is often
difficult to understand
which stops the listener
from understanding the
topic. Also, he/she fails
to use adequate
intonation patterns
according to the
situation.
Use of
Vocabulary
The student uses a
wide range of
vocabulary and
expressions.
Excellent use of
The student uses a
fairly wide range of
vocabulary
andexpressions, but
makes some errors
The student uses a
limited range of
vocabulary and
expressions. Most
grammatical
The range of vocabulary
is basic. Grammatical
structures are also basic
with frequent errors.
9. collocations,
adjectives.
Grammatical
structures are always
used correctly and
accurately.
in word choice.
Most of the
grammatical
structures are used
accurate,
structures are basic
for the level and
used inaccurately.
Fluency
(x2)
The speech runs
smoothly without
hesitation and use
fillers. The student’s
voice volume is
appropriate.
The speech runs
with occasional
hesitations but it
does not interfere
with
communication. The
volume is mostly
appropriate and the
student uses several
fillers.
The speech is
frequently
interrupted by
hesitations. The
student’s voice
volume is not
suitable for the
class.Too many
types of filler are
used.
The speech is often
interrupted by hesitation
and fillers which often
interfere with
communication. The
student’s voice volume
is either too low or too
slow.
Organization of
ideas
The student
organizes his/her
ideas correctly. The
student uses
connectors in an
appropriate way.
The student
organizes most of
his/her ideas
correctly. Frequent
use of connectors
with some errors.
The student
organizes a few
ideas correctly.
There is not enough
use of connectors
with a few errors.
The student does not
organize his /her ideas
correctly and there is no
presence of connectors
or they are used
incorrectly .Very
frequent errors.
Rubric Piloting Test: Section 1, Student B Total Score: 30/32
EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT
: 1
Content task
oriented
The student covers
appropriately all the
questions related to the topic
aiding task completion.
The student covers most of
the questions related to the
topic aiding task completion.
The student covers
some of the questions
related to the topic but
is not enough content
to meet the
requirements of the
task.
The student refers
primarily on irrelevant
content.
Pronunciation
(x2)
The Student’s pronunciation
is very clear, almost error-
free; besides, his/her stress
and intonation improves
comprehension in the topic.
Also, he/she always uses
appropriate intonation
patterns according to the
situation.
The student’s pronunciation
is generally correct, with
occasional errors; besides,
his/her pronunciation has a
reasonable control of stress
and intonation which helps
comprehension in the topic.
Also, he/she generally uses
appropriate intonation
patterns according to the
situation.
The student’s
pronunciation is
occasionally correct,
with frequent errors;
besides, his/her stress
and intonation are not
always clear enough to
understand which
confuses the listener’s
comprehension in the
topic. Also, he/she fails
to use adequate
intonation patterns
according to the
situation.
The student’s
pronunciation is rarely
correct, most
utterances contain
errors; besides, his/her
stress and intonation is
often difficult to
understand which stops
the listener from
understanding the
topic. Also, he/she fails
to use adequate
intonation patterns
according to the
situation.
Use of
Vocabulary
The student uses a wide
range of vocabulary and
expressions. Excellent use of
collocations, adjectives.
The student uses a fairly wide
range of vocabulary and
expressions, but makes some
errors in word choice. Most
The student uses a
limited range of
vocabulary and
expressions. Most
The range of vocabulary
is basic. Grammatical
structures are also basic
with frequent errors.
10. Grammatical structures are
always used correctly and
accurately.
of the grammatical structures
are used accurate,
grammatical structures
are basic for the level
and used inaccurately.
Fluency
(x2)
The speech runs smoothly
without hesitation and use
fillers. The student’s voice
volume is appropriate.
The speech runs with
occasional hesitations but it
does not interfere with
communication. The volume
is mostly appropriate and the
student uses several fillers.
The speech is
frequently interrupted
by hesitations. The
student’s voice volume
is not suitable for the
class. Too many types
of filler are used.
The speech is often
interrupted by
hesitation and fillers
which often interfere
with communication.
The student’s voice
volume is either too
low or too slow.
Organization of
ideas
The student organizes his/her
ideas correctly. The student
uses connectors in an
appropriate way.
The student organizes most
of his/her ideas correctly.
Frequent use of connectors
with some errors.
The student organizes a
few ideas correctly.
There is not enough use
of connectors with a
few errors.
The student does not
organize his /her ideas
correctly and there is
no presence of
connectors or they are
used incorrectly .Very
frequent errors.
Turn taking
and attitude
Speaker is eager to speak yet
he/she lets the other speaker
develop his ideas as well.
Interaction flows smoothly.
The use of attention-getting
devices is appropriate and
both speakers are willing to
listen to the other speaker’s
ideas to make the
conversation coherent.
Speakers are able to make
the communication flow and
sometimes they overlap the
other speaker’s turn to speak.
Their attitude towards the
situation is good: both are
willing to interact with each
other.
Speaker overlaps the
other making the
interaction difficult to
follow and his/her
attitude towards the
situation is slightly
confusing.
Speaker shows little
respect for the other
speaker’s turn to speak;
besides, speaker does
not even make use of
his/her own time to
speak. Bothspeakers
are
clearlyuncomfortabledu
ringtheinteraction.
Rubric Piloting Test: Section 2, Student B Total Score: 26/28
EXCELLENT:
4
GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT:
1
Content task
oriented
The student covers
appropriately all the
questions related to
the topic aiding task
completion.
The student covers
most of the
questions related to
the topic aiding task
completion.
The student covers
some of the
questions related to
the topic but is not
enough content to
meet the
requirements of the
task.
The student refers
primarily on irrelevant
content.
Pronunciation
(x2)
The Student’s
pronunciation is very
clear, almost error-
free; besides, his/her
stress and intonation
improves
comprehension in
the topic. Also,
he/she always uses
appropriate
intonation patterns
according to the
situation.
The student’s
pronunciation is
generally correct,
with occasional
errors; besides,
his/her
pronunciation has a
reasonable control
of stress and
intonation which
helps
comprehension in
the topic. Also,
he/she generally
uses appropriate
intonation patterns
The student’s
pronunciation is
occasionally correct,
with frequent errors;
besides, his/her
stress and intonation
are not always clear
enough to
understand which
confuses the
listener’s
comprehension in
the topic. Also,
he/she fails to use
adequate intonation
patterns according to
The student’s
pronunciation is rarely
correct, most utterances
contain errors; besides,
his/her stress and
intonation is often
difficult to understand
which stops the listener
from understanding the
topic. Also, he/she fails
to use adequate
intonation patterns
according to the
situation.
11. according to the
situation.
the situation.
Use of
Vocabulary
The student uses a
wide range of
vocabulary and
expressions.
Excellent use of
collocations,
adjectives.
Grammatical
structures are always
used correctly and
accurately.
The student uses a
fairly wide range of
vocabulary
andexpressions, but
makes some errors
in word choice.
Most of the
grammatical
structures are used
accurate,
The student uses a
limited range of
vocabulary and
expressions. Most
grammatical
structures are basic
for the level and
used inaccurately.
The range of vocabulary
is basic. Grammatical
structures are also basic
with frequent errors.
Fluency
(x2)
The speech runs
smoothly without
hesitation and use
fillers. The student’s
voice volume is
appropriate.
The speech runs
with occasional
hesitations but it
does not interfere
with
communication. The
volume is mostly
appropriate and the
student uses several
fillers.
The speech is
frequently
interrupted by
hesitations. The
student’s voice
volume is not
suitable for the
class.Too many
types of filler are
used.
The speech is often
interrupted by hesitation
and fillers which often
interfere with
communication. The
student’s voice volume
is either too low or too
slow.
Organization of
ideas
The student
organizes his/her
ideas correctly. The
student uses
connectors in an
appropriate way.
The student
organizes most of
his/her ideas
correctly. Frequent
use of connectors
with some errors.
The student
organizes a few
ideas correctly.
There is not enough
use of connectors
with a few errors.
The student does not
organize his /her ideas
correctly and there is no
presence of connectors
or they are used
incorrectly .Very
frequent errors.
Speaking Task after Piloting
3) Discuss these photographs with a partner and get to an agreement of which
place is better to go on a holiday with your family.
4) Describe one photograph:
12. Student A: What are the advantages and disadvantages of going to
the first place? Mention two advantages and two disadvantages
Student B: What are the advantages and disadvantages of going to
the second place? Mention two advantages and two disadvantages.
Adapted from: (Capel and Sharp, Objective First Certificate, 2005,
p.20)
References
Capel, A., & Sharp, W. (2005). Objective First Certificate. Cambridge Univertsity
Press, United Kingdom.
Fulcher, G. (n.d.) Examples of Task Types. Retrieved on May, Thursday 28th, 2014
from http://languagetesting.info
Luoma, S. (2004).Assessing Speaking. Cambridge University Press, United
Kingdome.