Oral assessment criteria (intermediate 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)
  • No attempt to keep the communication going.
  • Needs considerable assistance from the other students.
  •         Can participate with some effort in routine social conversations.
  • Absence of pro-communicative physical language and verbal strategies.

・ almost support communication.

(1 - 2)
  • Some attempt to keep the communication going.
  •         Can communicate with some confidence in casual social conversations.
  •         Can communicate facts and ideas in some detail.
  •         Can describe, report and provide a simple narration.

・ support communication.

(2 - 3)
  • Can communicate comfortably in most common daily situations.
  •         Can speak on familiar concrete topics at a descriptive level (five to 10 minutes).
  •         Can present a detailed analysis or comparison
  •         Shows an awareness of being a part of an interactive social situation.
  •         There is a tendency towards pro-communicative physical and verbal cues. 
  •         Responds to physical cues to clarify or elaborate.
  •         Shows an interest in what other members are saying.

・ enhance communication.

(3 - 4)
  • Can communicate effectively in most daily practical and social situations.
  •         Can speak on familiar topics at both concrete and abstract levels (10 to 15 minutes).
  •         Can provide descriptions, opinions and explanations; can express abstract complex ideas.
  •         Ability to respond appropriately to the formality level of the situation.
  •         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)
  • Can demonstrate discourse that is connected (and, but, first, next, then, because).
  •         Frequent errors obstruct communication.

・ almost supports communication

(1 -2)
  • Can demonstrate discourse that is reasonably fluent.
  •         Frequent normal hesitations.

・ supports communication

(2 -3)
  • Errors occur but communication continues.
  •         Discourse is reasonably fluent.
  •         Frequent self-corrections and/or rephrasing.

・ enhances communication

(3 - 4)
  • The student effectively communicates with few errors.
  •         The student uses highly appropriate language.
  •         Communication flows at a smooth pace.

D: The student's delivery ...

・ makes communication  difficult.

(0 -1)
  • Hesitations and pauses are frequent.
  •         The student speaks after long delays.
  •         The student's speech may be uncomfortably slow.
  •         The voice tends to be monotone.
  •         Pronunciation difficulties and low volume may obstruct communication.

・ almost supports communication

(1 -2)
  • Pronunciation difficulties often impede communication.
  •         Low volume and lack of intonation affect 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)
  • Little or no delay before speaking.
  •         The student uses appropriate 'voice'.

R: The student's range ...

・ makes communication  difficult.

(0 - 1)
  • Can demonstrate a range of common everyday vocabulary and a limited number of idioms. May avoid topics with unfamiliar vocabulary.
  •         Grammar and pronunciation errors are frequent and sometimes impede communication.
  •         Does not have the necessary range to effectively accomplish the demands of the task.

・ almost supports communication

(1 -2)
  • Can demonstrate a range of everyday vocabulary, some common phrases and idioms.
  •         Can use a variety of structures with some omission/reduction of elements (e.g., articles, past tense).
  •         Grammar and pronunciation errors may impede communication.

・ supports communication

(2 -3)
  • Can use a variety of sentence structures (including compound and complex sentences) and an expanded inventory of concrete and common idiomatic language.
  •         Grammar and pronunciation errors are less frequent, and rarely impede communication.
  •         The student shows enough range to accomplish the task.
  •         Some information transmission problems may occur.

・ enhances communication

(3 - 4)
  • Can use a variety of sentence structures, including embedded/report structures, and an expanded inventory of concrete, idiomatic and conceptual language.
  •         Grammar and pronunciation errors do not impede communication.
  •         The student shows sufficient range to accomplish the task effectively and easily.
Most recently updated on February 27, 2002