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    Rubrics For Speaking Skills

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    jencardona
    This document contains a rubric to evaluate speaking skills in three levels: To be improved, Average, and Advanced. The rubric includes categories like Fluency, Accuracy, Confidence, and Performance Skills. For each category, it provides descriptors to distinguish the levels and guide assessment of where a student is at in their speaking abilities.

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    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd

    Rubrics For Speaking Skills

    Uploaded by

    jencardona
    685 views2 pages
    This document contains a rubric to evaluate speaking skills in three levels: To be improved, Average, and Advanced. The rubric includes categories like Fluency, Accuracy, Confidence, and Performance Skills. For each category, it provides descriptors to distinguish the levels and guide assessment of where a student is at in their speaking abilities.

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    Rubrics for Speaking Skills

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    This document contains a rubric to evaluate speaking skills in three levels: To be improved, Average, and Advanced. The rubric includes categories like Fluency, Accuracy, Confidence, and Performance Skills. For each category, it provides descriptors to distinguish the levels and guide assessment of where a student is at in their speaking abilities.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    685 views2 pages

    Rubrics For Speaking Skills

    Uploaded by

    jencardona
    This document contains a rubric to evaluate speaking skills in three levels: To be improved, Average, and Advanced. The rubric includes categories like Fluency, Accuracy, Confidence, and Performance Skills. For each category, it provides descriptors to distinguish the levels and guide assessment of where a student is at in their speaking abilities.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
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    Rubrics for Speaking Skills

    To be improved
    Pronouncing individual words in phrases or sentences in isolation -

    Average
    Attempting to speak in meaningful chunks -

    Advanced
    Producing connected speech Producing speech occasionally disrupted by hesitations as students search for correct form of expression Varying speed to convey intended meanings and feelings

    Producing speech frequently disrupted by hesitations as students search for correct form of expression

    Fluency

    Producing speech with long hesitations Speaking too slowly -

    Speaking generally at normal speed

    Pronouncing most words incomprehensibly Speaking in monotone Using isolated words or sentence fragments Making many grammatical errors which obscure meaning -

    Using correct pronunciation for familiar and simple words Attempting to use intonation in speech Using simple sentences Making some grammatical errors which obscure meaning -

    Using correct pronunciation for both familiar and some unfamiliar words Using appropriate stress and intonation to express ideas and opinions Using a variety of sentences Making few grammatical errors which do not interfere with the message

    Accuracy

    Making no use of cohesive devices to connect ideas -

    Making little use of cohesive devices to connect ideas -

    Using very limited vocabulary to express ideas and feelings -

    Making good use of cohesive devices to connect ideas

    Using basic vocabulary to express ideas and feelings -

    Using vocabulary sufficient to express ideas and feelings

    Speaking in volume which is almost inaudible -

    Speaking in soft voice

    Speaking clearly and loudly Making good use of body language to help express ideas and feelings (e.g. good

    Making some use of body language to help express ideas and feelings (e.g. eye-contact) Making little effort to pronounce unfamiliar words Sometimes unwilling to speak up or perform in class -

    Confidence

    Being nervous or standing still without attending to audience (e.g. no eye-contact) -

    eye-contact) Making good effort to pronounce unfamiliar words Willing to speak up or perform in class

    Skipping unknown words Very unwilling to speak up or perform in class

    Speaking without attending to content or meaning

    Making some use of gestures and / or facial expression to convey meaning and intonation Making little effort to use tone to convey meanings or feelings

    Making good use of gestures and facial expression to convey meaning and intonation Varying tone to convey intended meanings or feelings

    Performance Skills

    Having no idea to use tone to convey meanings or feelings

    Taken from TeacherPlanet.com

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