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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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Task completion
and preparedness
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Superior Completion of the task; content rich. The student is
completely prepared and has obviously rehearsed.
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Completion of the task. Content appropriate. The student seems pretty
prepared but might have needed a couple more rehearsals.
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Partial Completion of the task; content somewhat adequate and mostly
appropriate. The student is somewhat prepared, but it´s clear that rehearsal
was lacking.
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Minimal completion of the task, content undeveloped. The student does
not seem at all prepared to present.
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Clear speech
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Speaks clearly and distinctly all the time and mispronounces no words.
Speech may contain elements of a native accent.
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Speaks clearly and distinctly all the time, but mispronounces very few
words. Understood without difficulty by listener.
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Speaks clearly and distinctly most (94-85%) of the time. Mispronounces
some words. Usually understood by a listener.
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Often mumbles or can not be understood or mispronounces a lot of
words. Difficult to understand. Speech is so strongly influenced by first
language.
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Fluency
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The speech demonstrates ease and comfort with the language and any
pausing is natural.
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The student completes nearly all thoughts but has some pauses. Speech
flows naturally most of the time.
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There are mostly complete thoughts with significant pauses as the
student searches for words to complete the thoughts.
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There is a lot of hesitation and stopping and sometimes the student
does not complete thoughts or may leave a long period of silence during
speech delivery.
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Grammar
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There are almost no grammatical mistakes in student’s speech.
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There are a few grammatical mistakes in student’s speech.
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There are some grammatical mistakes in student’s speech.
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There are a lot of grammatical mistakes in student’s speech.
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