Speaking Test Evaluation Form Nombre _____________________ Clase ____________ Exam ____________

Comprehension (ability to understand aural cues and respond appropriately) Comprehensibility (ability to communicate ideas and be understood) Accuracy (ability to use structures and vocabulary correctly) luency (ability to communicate clearly and smoothly) E!!ort (inclusion o! details beyond the minimum predictable response) (Poor) (Poor) (Poor) (Poor) (Poor) 1 1 1 1 1 2 2 2 2 2

Fecha ____________ VR# _____________

3 3 3 3 3

4 4 4 4 4

(Excellent) (Excellent) (Excellent) (Excellent) (Excellent)

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ____

Speaking Test Evaluation Form Nombre _____________________ Clase ____________ Exam ____________
Comprehension (ability to understand aural cues and respond appropriately) Comprehensibility (ability to communicate ideas and be understood) Accuracy (ability to use structures and vocabulary correctly) luency (ability to communicate clearly and smoothly) E!!ort (inclusion o! details beyond the minimum predictable response) (Poor) (Poor) (Poor) (Poor) (Poor) 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 (Excellent) (Excellent) (Excellent) (Excellent) (Excellent)

Fecha ____________ VR# _____________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

_____________________________________________________________________________ ____

1"#2$ pts% &he student accomplishes the assi'ned tas( success!ully) spea(s clearly and accurately) and brin's additional lin'uistic material to the basic situation) !or example) usin' ne* !unctions or structures that be'innin' lan'ua'e learners seldom use spontaneously+ 1,#1-pts% &he student accomplishes the assi'ned tas( success!ully *ith a !e* errors+ &he student is able to communicate e!!ectively in spite o! these errors and o!!ers meanin'!ul responses+ 12#14 pts% &he student accomplishes the tas( *ith di!!iculty+ .e or she demonstrates minimum oral competence) hesitates !re/uently) and sho*s little creativity) o!!erin' only minimal) predictable responses+ 0#11 pts% &he student is unable to accomplish the tas( or !ails to demonstrate acceptable mastery o! !unctions) vocabulary) and 'rammatical concepts+ $#" pts% Communication is almost non#existent+ &he student does not understand the aural cues and is unable to accomplish the tas(+ Errors are so extreme that communication is impossible+

1"#2$ pts% &he student accomplishes the assi'ned tas( success!ully) spea(s clearly and accurately) and brin's additional lin'uistic material to the basic situation) !or example) usin' ne* !unctions or structures that be'innin' lan'ua'e learners seldom use spontaneously+ 1,#1-pts% &he student accomplishes the assi'ned tas( success!ully *ith a !e* errors+ &he student is able to communicate e!!ectively in spite o! these errors and o!!ers meanin'!ul responses+ 12#14 pts% &he student accomplishes the tas( *ith di!!iculty+ .e or she demonstrates minimum oral competence) hesitates !re/uently) and sho*s little creativity) o!!erin' only minimal) predictable responses+ 0#11 pts% &he student is unable to accomplish the tas( or !ails to demonstrate acceptable mastery o! !unctions) vocabulary) and 'rammatical concepts+ $#" pts% Communication is almost non#existent+ &he student does not understand the aural cues and is unable to accomplish the tas(+ Errors are so extreme that communication is impossible+