ESL go.com's evaluation grading rubric for TESOL TESL & TEFL speaking tests
I use this when administering oral exams to my EFL students in Korea. It will also work for those teaching English as a second language. For my exams, students form or are assigned groups of three or four. Then they engage in some communicative task, generally a conversation or a role-play. There is an accompanying ESL test study guide, which you can print and hand out to students.
The evaluation rubric will measure proficiency in expressing oneself in English.
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CATEGORY
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4
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3
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2
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1
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Score |
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Grammar
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Grammar covered in class was used to communicate effectively. | A few minor difficulties arose from not using the grammar studied in class. | Grammatical errors led to many minor difficulties or one major breakdown in communication. | Grammatical errors severely hampered communication. | AB |
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Vocabulary
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Vocabulary studied in class was used to express ideas eloquently. | A few minor difficulties arose from not using appropriate vocabulary. | Some difficulties arose due to limited vocabulary and/or bad diction. | Communication was severely hampered due to lack of vocabulary. | |
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Fluency |
Student acted as a facilitator, helping the conversation flow and develop. | Some minor difficulties maintaining the conversation were evident. | Some effort was required to maintain the conversation. There may have been a few long pauses. | Much effort was required to maintain the conversation. There may have been many long pauses. | |
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Listening
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Student responded to questions with appropriate answers, acknowledged all statements, and incorporated them into the discussion. | Student responded to most questions, acknowledged most statements, and incorporated many of these into the conversation. | Student failed to answer some questions appropriately OR failed to acknowledge some statements and incorporate these into the conversation. | Student didn't understand or ignored most questions and statements. Student may have been using notes. |
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Voice and non-verbal communication
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Pronunciation was clear and inflection and expressions were used to enhance communication. | No serious problems arose, but better pronunciation, inflection, and/or non-verbal communication could have made communication more efficient. |
Some communication problems arose due to unclear pronunciation and/or lack of inflection and/or expression. Student may have been difficult to hear. |
Pronunciation, inflection, and/or expression confused communication. Student may have been very difficult to hear. |
Points will be deducted from your final score if you speak for less than the assigned time.