SPEAKING

FEEDBACK
FORM
About
This OET Speaking Feedback Form is designed to help teachers pinpoint
learners’ strengths and weaknesses according to the OET Assessment Criteria
and Glossary. The form will help you understand each criterion more deeply
and provide targeted feedback to help your learners prepare and progress.
Use it when conducting practice role plays or listening to recorded role plays.
How to Use
Each criterion on the OET Speaking Feedback Form is broken down into its
separate elements or indicators. When conducting practice role plays, tick
the relevant column (red, orange or green) for each element and use the
‘Comments’ section to provide feedback on what you heard (or did not hear).
Use this feedback form not to calculate a final score, but to provide rich and
detailed feedback to your learners.
At the end of the form, write your recommendations and instruct the learner to
complete the self-reflection.
Digital or print versions
Digital:
• Download this PDF and save it on your computer.
• Complete the form in Adobe Acrobat or Adobe Reader.
• Remember to save the document regularly as you work through it. If you
complete the form in a web browser, you may lose your changes.
Print:
• Alternatively you can download, print copies of the form, and fill it in manually.
Variations
Here are some other ideas to use the OET Speaking Feedback Form:
1) Have your learners record their practice role plays, listen back, and fill in
the feedback form themselves.
2) Have learners assess their peers using the feedback form.
3) Focus on only one criteria type (linguistic or clinical) per role play.
4) Have learners review their previous feedback form before the next
practice role play and set goals (e.g. I will score green for all my
‘Appropriateness of Language’ features.)
5) Review the feedback forms with the role play cards. Have learners identify
places where they could have performed better.
Understanding OET Speaking Scoring
In the OET Speaking sub-test, a candidate’s performance on each of their two
Speaking role plays is scored by at least two assessors using nine criteria
(four for linguistic and five for clinical communication). The assessors award
a band score for each criterion. These raw scores then undergo analysis and
conversion into a numerical grade (0-500) and corresponding letter grade
(E-A). While you cannot calculate the final score based on raw criteria scores,
test-takers securing grade B will have achieved predominantly scores of 5 out
of 6 on each linguistic criteria and 2 out of 3 for the clinical communication
criteria.
Note: This feedback form is intended for use as a teaching tool, not for official
assessment.
 Speaking Feedback Form Page 1 / 3

Name: ____________________________ Feedback from: ____________________________

Date: 00 / 00 / 0000
KEY:
 = Needs work
 = Okay
 = Very good
LINGUISTIC CRITERIA

Intelligibility    Appropriateness of language   

Pronunciation is easily understood throughout
Stress, intonation, rhythm (pausing and chunking) are effective
Projects/pitches voice clearly without mumbling or slurring
L1 accent has no effect on intelligibility
Language is comprehensible to a patient/carer; any technical/
medical terms are adapted and given in lay terms
An appropriate level of formality is used for the situation
(not too formal or informal)
Tone of voice is suitable to the situation; tone shows
appropriate attitude for utterance
Comments:

Comments:

Resources of grammar and expression   

Adequate range of accurate vocabulary used for clear
Fluency    expression
Speech is at a normal rate (not too fast or too slow) to be easily Adequate range and control of grammatical expression
understood
Speech has a smooth, continuous flow (not staccato) Able to paraphrase

Pauses / hesitations are situationally appropriate Able to sustain longer utterances with appropriate use of
(not a sign of searching for words or structures) cohesive devices
Minimal use of fillers, repetition, restarting, searching for Idiomatic language used accurately and appropriately
language
Comments: Comments:
 Page 2 / 3
CLINICAL COMMUNICATION CRITERIA

Relationship building    Providing structure   

The test taker… The test taker…
A1 Initiates the interaction appropriately C1 Sequences the interview purposefully and logically

A2 Demonstrates an attentive and respectful attitude C2 Signposts changes in topic

A3 Demonstrates a non-judgemental approach C3 Uses organising techniques in explanations (categorisation,

labelling, chunking, repetition and summary)
A4 Shows empathy for feelings / predicament / emotional state Comments:

Comments:

Understanding and incorporating the patient’s perspective   

The test taker…
B1 Elicits and explores the patient’s ideas / concerns /
expectations
B2 Picks up the patient’s cues and responds appropriately
(e.g. by echoing, overtly checking out statements or hints etc.)
B3 Relates explanations to elicited ideas / concerns /
expectations
Comments:
 Page 3 / 3
CLINICAL COMMUNICATION CRITERIA

Information gathering    Information giving   

The test taker… The test taker…

D1 Uses active listening techniques (silence & pausing,
verbal encouragement, echoing & repetition, paraphrasing &
interpretation), minimising interruption
D2 Uses initially open questions, appropriately moving to closed
questions
D3 Does NOT use compound questions/leading questions
E1 Establishes initially what the patient already knows
E2 Pauses periodically when giving information, using the
response to guide next steps
E3 Encourages the patient to contribute reactions/feelings
E4 Checks whether the patient has understood information

D4 Clarifies statements which are vague or need amplification

E5 Discovers what further information the patient needs

D5 Summarises information gathered to encourage correction/

Comments:
invite further information
Comments:
TEACHER FEEDBACK
General comments / Recommendations:

LEARNER SELF-REFLECTION
After seeing your teacher’s feedback, answer these questions.

1) What did you do well in this role play? How did you improve this skill?

2) Choose 2 areas that you need to improve. How will you work on these before your next role play?