Oral assessment criteria (basic level)

These criteria, based on IATEFL descriptors and the Canadian Language Benchmarks, are general indicators of oral proficiency. They suggest areas that are relevant to the acquisition of language, but they do not attempt to measure that acquisition:

1.       Attitude: Affect has been shown to be more influential in language acquisition than cognition. It is important therefore, that the learner develops a positive attitude to learning, positive self-esteem (self-confidence), and positive motivation. Anxiety and nervousness affect learning adversely, and the language class is well known for breeding these negative factors. The examiner therefore needs to ensure that the test environment is conducive to positive affect. A conversational format (a group of students) can ease this problem, since the students will feel less intimidated talking to each other, rather than being interviewed by an examiner.

2.       Interaction: It has been suggested (Van Lier 1996) that interaction might actually constitute the learning content of any language lesson. Students learn the language by using the language. Interaction also includes the way in which students relate to each other during the communication: non-verbal cues, verbal communication strategies, assisting each other, bringing others into the conversation, using conversation gambits, listening and responding to the others, developing the flow of communication rather than simply making their point, interrupting appropriately, using the correct register. These are all important interaction skills.

3.       Fluency: The ease with which the student is able to express ideas is an indicator of familiarity with the language. Markers of fluency include: delays before speaking, hesitation, pauses, sentence length, connected discourse, and frequency of utterance.

4.       Delivery: This category includes volume, pronunciation, intonation, word-stress, and rhythm of speech.

5.       Range: Finally, this category deals with vocabulary and grammar.

These descriptors proceed from Affect to interaction to cognition. All these criteria are to be considered in the light of whether they assist or impede communication and learning.

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A: The student's attitude/affect ...

... makes communication  difficult.

(0 -1)
  •         Little or no enthusiasm towards the communication process.
  •         Lack of confidence prevents or impedes communication.
  •         Anxiety and/or nervousness prevent or impede communication.

・ almost supports communication

(1 - 2)
  •         Commitment to achieving minimal requirements of the task.
  •         Lack of confidence/ motivation affects attempts to communicate.
  •         Anxiety and/or nervousness make communication hard at times.

・ supports communication

(2 - 3)
  •         Positive attitude towards communication.
  •         Student wants to achieve the communication goal.
  • Confidence/motivation/anxiety/nervousness do not affect communication.

・ enhances communication

(3 - 4)
  • The student brings enthusiasm and a positive attitude to the task.
  •         The student encourages others through his/her enthusiasm.
  •         The student will take (linguistic) chances when communicating.
  •         The student is confident and motivated.

I: The student's interactions ...

・ make communication  difficult.

(0 -1)
  • The student speaks very little, and only in response to the others.
  •         No attempt to keep the communication going.
  •         Needs considerable assistance from the other students.
  •         Lack of non-verbal language or verbal communication strategies.

・ almost support communication.

(1 - 2)
  •         Some attempt to keep the communication going.
  •         Needs frequent assistance.
  •         Can communicate in a limited way.

・ support communication.

(2 - 3)
  •         Sometimes needs assistance.
  •         Shows an awareness of being a part of an interactive social situation.
  •         Tendency towards non-verbal and verbal communication cues. 
  •         The student shows an interest in what other members are saying.

・ enhance communication.

(3 - 4)
  • Can take part in short routine conversations.
  •         The student is actively engaged in or is leading an interactive social situation.
  •         His/her physical language is pro-communicative.
  •         Encourages others to elaborate and clarify by using pro communicative verbal cues.
  •         Makes sure he/she is understood and that others understand him/her.

F: The student's fluency ...

・ makes communication  difficult.

(0 -1)
  • The student speaks after long delays.
  •         Makes long pauses, often repeating the words. Depends on gestures.
  •         Speaks in isolated words or strings of two to three words.
  •         No evidence of connected discourse.

・ almost supports communication

(1 -2)
  • Makes pauses and depends on gestures in expressing meaning.
  •         Uses single words and short sentences.
  •         Asks and responds to simple questions about personal information.
  •         Some evidence of connected discourse.

・ supports communication

(2 -3)
  • There may be short delays before speaking.
  •         Asks and responds to simple familiar questions, including WH questions.
  •         Evidence of connected discourse (and, but).
  •         Errors occur but communication continues.

・ enhances communication

(3 - 4)
  • There is little or no delay before speaking.
  •         Uses a variety of short sentences.
  •         Can describe a situation or tell a simple story.
  •         Clear evidence of connected discourse (and, but, first, next, then, because).
  •         Effectively communicates with few errors. Communication flows at smooth pace
  •         Uses highly appropriate language.

D: The student's delivery ...

・ makes communication  difficult.

(0 -1)
  • May switch to first language at times.
  •         Pronunciation difficulties and low volume may obstruct communication.
  •         The student's speech may be uncomfortably slow.
  •         The voice tends to be monotone.

・ almost supports communication

(1 -2)
  • Pronunciation difficulties may often impede communication.
  •         Low volume and intonation impede communication.

・ supports communication

(2 -3
  •         Pronunciation difficulties may affect communication.
  •         The student shows use of appropriate 'voice' (stress, intonation, pronunciation, volume)

・ enhances communication

(3 - 4)
  • Pronunciation difficulties do not impede communication.
  •         The student uses appropriate 'voice'.

R: The student's range ...

・ makes communication  difficult.

(0 - 1)
  • Very limited vocabulary.
  •         Almost no control of basic grammar structures and tenses.
  •         Not enough range to carry out the task. Communication is impeded.

・ almost supports communication

(1 -2)
  •         Limited vocabulary and a few simple phrases.
  •         Little control of basic grammar structures and tenses.
  • Almost enough range to accomplish the task.
  •         Some information transmission problems may occur.

・ supports communication

(2 -3)
  •         Vocabulary is quite limited.
  •         Some control of very basic grammar (basic structures and tenses).
  •         Uses basic time expressions (e.g. yesterday).
  •         Errors do not impede communication.

・ enhances communication

(3 - 4)
  •         Control of basic grammar; uses correct past tense with common verbs.
  •         Adequate vocabulary for basic routine everyday communication.
  •         Sufficient range to accomplish the task effectively and easily.
Most recently updated on February 27, 2002