SPEAKING RUBRICS
INTRODUCTION
The responses to all Speaking tasks are digitally recorded and
sent to ETS's Online Scoring Network. The responses from each
test taker are scored by at least three different human raters.
In addition, some of the tasks are scored by two raters in order
to check the reliability of the ratings. The response for each
task is rated on a scale of 0 to 4 according to the standards
(rubrics). The average of all six ratings is converted to a
scaled score of 0 to 30. Raters evaluate the test taker's ability
in topic development, delivery, and language use. For topic
development, raters consider whether the test taker has addressed
the task and conveyed relevant information. They also consider
whether the test taker has effectively synthesized and summarized
the information in the integrated tasks. Raters evaluate if the
delivery of the response is clear and smooth, and whether the
delivery is consistent throughout the response for overall
intelligibility. Lastly, raters evaluate the range and accuracy
of the test taker's vocabulary and grammar.
INTEGRATED SPEAKING RUBRICS
4 A response at this level
- generally fulfills the demands of the task, with at most minor lapses in completeness; is highly intelligible and exhibits sustained, coherent discourse
- has generally clear, fluid, and sustained speech that may include minor lapses or minor difficulties with pronunciation or intonation; has a pace that may vary at times as the speaker attempts to recall information; is characterized by generally high intelligibility
- demonstrates good control of basic and complex grammatical structures that allow for coherent, efficient (automatic) expression of relevant ideas; contains generally effective word choice; may have some noticeable minor (or systematic) errors or imprecise use that do not require listener effort (or obscure meaning)
- in terms of topic development, presents a clear progression of ideas and conveys the relevant information required by the task; includes appropriate detail, though may have minor errors or minor omissions
- generally addresses the task appropriately, but may fall short of being fully developed; is generally intelligible and coherent, with some fluidity of expression, though exhibits some noticeable lapses in the expression of ideas
- has generally clear speech, with some fluidity of expression, but exhibits minor difficulties with pronunciation, intonation, or pacing and may require some listener effort at times; has good overall intelligibility
- demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly coherent expression of relevant ideas; may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used, which does not seriously interfere with the communication of the message
- in terms of topic development, is sustained and conveys relevant information required by the task, but exhibits some incompleteness, inaccuracy, lack of specificity with respect to content, or choppiness in the progression of ideas
- is generally connected to the task, but may be missing some relevant information or contain inaccuracies; contains some intelligible speech, but at times problems with intelligibility and/or overall coherence may obscure meaning
- has clear speech at times, but exhibits problems with pronunciation, intonation, or pacing and so may require significant listener effort; is characterized by speech that may not be sustained at a consistent level throughout; exhibits problems with intelligibility that may obscure meaning in places (but not throughout)
- is limited in the range and control of vocabulary and grammar demonstrated (some complex structures may be used, but typically contain errors), which results in limited or vague expression of relevant ideas and imprecise or inaccurate connections; has automaticity of expression that may only be evident at the phrasal level
- in terms of topic development, conveys some relevant information but is clearly incomplete or inaccurate; may omit key ideas, make vague reference to key ideas, or demonstrate limited development of important information; may demonstrate misunderstanding of key ideas from the stimulus; expresses ideas that may not be well connected or cohesive so that familiarity with the stimulus is necessary to follow what is being discussed
- is very limited in content or coherence or is only minimally connected to the task; has largely unintelligible speech
- is characterized by consistent pronunciation and intonation problems that cause considerable listener effort and frequently obscure meaning; has choppy, fragmented, or telegraphic delivery; contains frequent pauses and hesitations in speech
- exhibits grammar and vocabulary that severely limit (or prevent) expression of ideas and connections among ideas; may rely on isolated words or short utterances to communicate ideas
- in terms of topic development, fails to provide much relevant content; expresses ideas that are often inaccurate, limited to vague utterances, or repetitions (including repetition of prompt)
- is unrelated to the topic
- is silent
INDEPENDENT SPEAKING RUBRICS
4 A response at this level
- generally fulfills the demands of the task, with at most minor lapses in completeness; is highly intelligible and exhibits sustained, coherent discourse
- has generally clear, fluid, and sustained speech that may include minor lapses or minor difficulties with pronunciation or intonation; has a pace that may vary at times as the speaker attempts to recall information; is characterized by generally high intelligibility
- demonstrates good control of basic and complex grammatical structures that allow for coherent, efficient (automatic) expression of relevant ideas; contains generally effective word choice; may have some noticeable minor (or systematic) errors or imprecise use that do not require listener effort (or obscure meaning)
- in terms of topic development, is sustained and sufficient to the task; is generally well developed and coherent; has clear relationships between ideas (or clear progression of ideas)
- generally addresses the task appropriately, but may fall short of being fully developed; is generally intelligible and coherent, with some fluidity of expression, though exhibits some noticeable lapses in the expression of ideas
- has generally clear speech, with some fluidity of expression, but exhibits minor difficulties with pronunciation, intonation, or pacing and may require some listener effort at times; has good overall intelligibility
- demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly coherent expression of relevant ideas; may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used, which does not seriously interfere with the communication of the message
- in terms of topic development, is mostly coherent and sustained and conveys relevant ideas/information; has somewhat limited overall development, usually lacks elaboration or specificity; may sometimes contain immediately unclear relationships between ideas
- addresses the task, but development of the topic is limited; contains intelligible speech, although problems with delivery and/or overall coherence occur; may have obscured meaning in places
- has basically intelligible speech, though listener effort is needed because of unclear articulation, awkward intonation, or choppy rhythm/pace; may have obscured meaning in places
- demonstrates limited range and control of grammar and vocabulary, which often prevents full expression of ideas; exhibits fluidity and successful use of only basic sentence structures; contains structures and vocabulary that express mainly simple (short) and/or general propositions, with simple or unclear connections made among them (serial listing, conjunction, juxtaposition)
- in terms of topic development, is connected to the task, though the number of ideas presented or the development of ideas is limited; expressed mostly basic ideas with limited elaboration (details and support); sometimes vaguely expresses or repeats relevant substance; have unclear connections of ideas
- is very limited in content or coherence or is only minimally connected to the task; has largely unintelligible speech
- is characterized by consistent pronunciation and intonation problems that cause considerable listener effort and frequently obscure meaning; has choppy, fragmented, or telegraphic delivery; contains frequent pauses and hesitations in speech
- exhibits grammar and vocabulary that severely limit (or prevent) expression of ideas and connections among ideas; may rely heavily on practiced or formulaic expressions
- in terms of topic development, fails to provide much relevant content; expresses ideas that are often inaccurate, limited to vague utterances, or repetitions (including repetition of prompt)
- is unrelated to the topic
- is silent