This rubric evaluates students on their speaking performance across 5 levels or scores from 1 to 5. It assesses criteria such as task achievement, oral participation, preparation, comprehension, following instructions, interactive communication, accuracy of responses, pronunciation, and fluency. For each criteria, it provides descriptors of what a student scoring at each level would demonstrate. For example, a student scoring a 1 on task achievement would not understand instructions and not perform tasks successfully, whereas a 5 would understand and perform instructions well with good preparation. The rubric is to be used to mark students' speaking assessment.
This rubric evaluates students on their speaking performance across 5 levels or scores from 1 to 5. It assesses criteria such as task achievement, oral participation, preparation, comprehension, following instructions, interactive communication, accuracy of responses, pronunciation, and fluency. For each criteria, it provides descriptors of what a student scoring at each level would demonstrate. For example, a student scoring a 1 on task achievement would not understand instructions and not perform tasks successfully, whereas a 5 would understand and perform instructions well with good preparation. The rubric is to be used to mark students' speaking assessment.
This rubric evaluates students on their speaking performance across 5 levels or scores from 1 to 5. It assesses criteria such as task achievement, oral participation, preparation, comprehension, following instructions, interactive communication, accuracy of responses, pronunciation, and fluency. For each criteria, it provides descriptors of what a student scoring at each level would demonstrate. For example, a student scoring a 1 on task achievement would not understand instructions and not perform tasks successfully, whereas a 5 would understand and perform instructions well with good preparation. The rubric is to be used to mark students' speaking assessment.
This rubric evaluates students on their speaking performance across 5 levels or scores from 1 to 5. It assesses criteria such as task achievement, oral participation, preparation, comprehension, following instructions, interactive communication, accuracy of responses, pronunciation, and fluency. For each criteria, it provides descriptors of what a student scoring at each level would demonstrate. For example, a student scoring a 1 on task achievement would not understand instructions and not perform tasks successfully, whereas a 5 would understand and perform instructions well with good preparation. The rubric is to be used to mark students' speaking assessment.
Performance Needs help Needs some help In progress Good Very good level → (1 point) (2 points) (3 points) (4 points) (5 points) Criteria ↓ Task achievement, Does not understand Has difficulty understanding Understands instructions for Understands instructions for Understands and performs oral participation, instructions for tasks nor instructions for tasks, tasks with some rephrasing tasks with little rephrasing instructions for tasks preparation for the performs them successfully. requires frequent repetition and performs some and performs most of them. successfully. class, Lack of preparation for the and rephrasing and instructions well. Quite well-prepared for the Well-prepared for the comprehension session performs some instructions Only partially prepared for session. session. and ability to Gives simple oral phrases successfully. the session. Gives extended oral Gives extended oral follow instructions and/or single-word answers Shows little preparation for Gives quite extended oral answers most of the times. answers. the session answers sometimes. Gives single-sentence oral answers. Interactive oral Starts and keeps the Starts and keeps the Starts and keeps the Starts and keeps the Starts and keeps the communication conversation when conversation rarely. conversation going conversation going easily. conversation going with the use of prompted by instructor and Interacts with difficulty sometimes. Interacts with Interacts easily. Connects successfully. Interacts camera and classmates. Interacts with Maintains simple some hesitation. his/her contributions to the fluently and skillfully, microphone lots of difficulty. exchanges. Needs Keeps the conversation conversation. contributing to the Has considerable difficulty prompting and support going with very little Develops the conversation conversation. maintaining simple when interacting. prompting and support adequately Develops the conversation exchanges. Little use of camera and/or Uses camera sometimes Uses camera at most times effectively. Needs additional prompting when instructor requests. and/or when instructor and/or when instructor Uses camera at all times and support when Lots of background noise requests. requests. spontaneously. interacting. while speaking and Background noise while Some background noise No background noise while No use of webcam interacting in class affects speaking and interacting in while speaking and speaking and interacting in Too much Background noise communication constantly. class affects interacting in class. class. while speaking and communication. interacting in class affects communication seriously. Accuracy of oral Fails to use the language Poor use of language Uses few language Shows a fine use of most Shows a good use of responses: Use of structures studied in the structures studied in the structures studied in the language structures studied language structures studied vocabulary and lesson when performing lesson when performing lesson when performing in the lesson when in the lesson when grammar studied orally. orally. orally. performing orally. performing orally. in the lesson Lacks vocabulary Limited vocabulary for the Fair use of vocabulary for Uses a range of vocabulary Uses a range of vocabulary appropriate for the task. tasks. the tasks. appropriate for most of the appropriate for the task. A lot of Spanish interference Presence of false friends, tasks. quite a lot of Spanish interference
Rubrics to mark students’ performance in Speaking Assessment (UPC, 2020)
Pronunciation and Poor pronunciation Often poor pronunciation Fair pronunciation Mostly intelligible Intelligible pronunciation fluency Words are not stressed Words are rarely stressed Fair use of rising/falling pronunciation. Intonation (rising/falling) is correctly. correctly. intonation Intonation (rising/falling) is appropriate. No use of rising/falling generally adequate.
• El alumno que comete una falta contra la probidad académica en esta evaluación recibe una calificación equivalente a cero en (calificación correspondiente al criterio de evaluación LB). • La reiterancia de la falta será informada a las autoridades para el debido proceso disciplinario.
Rubrics to mark students’ performance in each synch session (UPC, 2020)
