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4 3 2 1 Score

Accuracy in

Grammar

Uses grammar

effectively with

few errors

Uses grammar

effectively but with

some errors

Frequent errors lead

to communication

breakdown

Unable to

convey intended

meaning

Accuracy inVocabulary

Uses a wide range

of vocabulary

accurately

Occasionally

unable to find the

correct word but

communicates

effectively

Frequently unable to

express ideas through

lack of vocabulary

Unable to find

vocabulary to

express ideas

Fluency Responds

and interacts

confidently

without stopping

unnaturally

Responds and

interacts confidently

with occasional

stopping

Often stops or is

unable to respond,

which interrupts

communication flow

Does not respond

to most questions

Appropriacy Uses language

appropriate to

setting, purpose,

audience

Uses language

appropriate to

setting, purpose, and

audience most of the

time

Frequently

uses language

inappropriate to

setting, purpose, or

audience

Unable to

use language

appropriate to

setting, purpose,

or audience

Comprehensibility Is easy to

understand at all

times

Occasionally has to

repeat him/herself to

be understood

Makes errors in

pronunciation that

sometimes lead to

misunderstanding

Difficult to

understand

Total Score /20

Section 6, Unit 2: AssessingSpeaking and Pronunciation

I. EXAMPLE RUBRICS TO ASSESS SPEAKING

1. Rubric to Assess Conversations or Role-Plays

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Grammar Vocabulary Pronunciation Fluency

I / My partner can say hello and goodbye. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

I / My partner can introduce myself / himself or herself. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5  1 2 3 4 5

I / My partner can introduce a friend. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

I / My partner can ask and answer questions about times and dates. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

2. Rubric for Self-Assessment or Peer-Assessment

1- can’t do this yet 2- needs a lot more practice 3- makes some mistakes 4- makes few errors 5- can do this without any mistakes at all

Assessment Activity Procedure

Pair dictation:

To practice producing

contrasting phonemes.

Students have a list of minimal pairs, for example, sink / think, sum / thumb, mouth / mouse . They dictate one

word from each pair to a partner. The partner writes the word they hear.

Card game:

To practice vowels and

diphthongs.

Give each pair or group a set of cards with words that have similar vowel sounds, for example, weak / seen, turn /

work, phone / boat . There is one word on each card. Students match the cards for the words with a similar vowe

sound.

Find your group:

To practice syllable stress

in words.

Given each student a piece of paper with a word of two or more syllables on it. Students find all the students

who have a word with the same stress pattern.

Examples: exciting interesting difficult important necessary

Contradiction game:

To practice contrastive

sentence stress.

Each student is given a sentence that is obviously false. Students walk around the room saying their sentence

to every student they meet. The other person has to contradict them using the correct sentence stress. For

example:

A: Paris is in Italy.B: No, it isn’t. Paris is in France.

Intonation game:

How do I feel? To practice

using intonation patterns to

express different feelings.

Students work in groups. Each group has a set of emotion cards. Each card has a different emotion written on it

(for example: angry , surprised , disappointed , and  please d ). They also have a list of sentences. Each student in tur

picks up a card and (without showing the card to the others) says a sentence from the li st using that emotion.

The other students have to guess the emotion. Whoever guesses correctly scores a point.

... ... ..... ...... ....

II. USEFUL ACTIVITIES TO ASSESS PRONUNCIATION

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