Speaking criteria

SPEAKING CRITERIA

Mark	Criteria
A	The student performs the tasks and communicates with ease. Grammar and vocabulary is correctly used and varied. The student shows mastery in communicative strategies (e.g. cohesion [kəu'hi:ʒ(ə)n] (связность) – formal, “grammatical” aspects, coherence [kə(u)'hɪər(ə)n(t)s] (состыкованность) – the connection of ideas at the idea level, turn-taking) and has no hesitation or pronunciation errors. The student is above the level expected for these tasks.
B	The student performs the tasks and communicates comfortably. Grammar and vocabulary is varied and mostly used correctly. The student shows clear knowledge of communicative strategies and is able to form long and coherent utterances ['ʌt(ə)r(ə)n(t)s], shows some mastery in turn-taking and has no hesitation. The student’s pronunciation does not impede comprehension. The student is at a slightly higher level than that expected for these tasks.
C	The student is able to communicate throughout the tasks. Grammar and vocabulary is adequate and any mistakes made do not result in significant breakdown of communication. The student shows some knowledge of communicative strategies and is able to form coherent utterances, shows some skill in turn-taking and rarely hesitate s. The student may have some pronunciation problems but it should not cause communication breakdown. The student is at the level expected for these tasks.
D	The student finds it difficult to perform the tasks and relies heavily on other students to do so. The student is limited in the ability to communicate and has difficulty in choosing and using grammar and vocabulary. The student has limited communicative strategies and finds it difficult to complete extended utterances. Pronunciation should not be a problem but may occasionally result in misunderstanding or miscomprehension (понимание устной и письменной речи). The student is a little below the level expected for these tasks.
E	The student cannot perform the tasks properly and communicates with much difficulty. Grammar and vocabulary are not sufficient and it may take some time to frame utterances. The student has few communicative strategies and there are clear examples of communication breakdown. Pronunciation may cause miscomprehension and misunderstanding. The student is below the level expected for these tasks.
F	The student does not communicate or take part in the tasks. / Absent for tasks.

SPEAKING CRITERIA

What two general things must the student be able to do?	Perform the tasks and communicate.
What language aspects are assessed by theCriteria?	Grammar, vocabulary, communicative strategies, pronunciation.
What are the requirements to grammar and vocabulary for every mark (A, B, C, D)?	A	Grammar and vocabulary is correctly used and varied.
B	Grammar and vocabulary is varied and mostly used correctly.
C	Grammar and vocabulary is adequate and any mistakes made do not result in significant breakdown of communication.
D	The student is limited in the ability to communicate and has difficulty in choosing and using grammar and vocabulary.
E	The student communicates with much difficulty. It may take some time to frame utterances.
What are the requirements to pronunciation for every mark (A, B, C, D)?	A	The student has pronunciation errors.
B	The student’s pronunciation does not impede comprehension.
C	The student may have some pronunciation problems but it should not cause communication breakdown.
D	Pronunciation should not be a problem but may occasionally result in misunderstanding or miscomprehension.
E	Pronunciation may cause miscomprehension and misunderstanding.
What are communicative strategies?	cohesion [kəu'hi:ʒ(ə)n] (связность) – formal, “grammatical” aspects, coherence [kə(u)'hɪər(ə)n(t)s] (состыкованность) – the connection of ideas at the idea level, turn-taking
What are the requirements to proficiency/skills in communicative strategies for every mark (A, B, C, D)?	A	The student shows mastery in communicative strategies and has no hesitation.
B	The student shows clear knowledge of communicative strategies and is able to form long and coherent utterances ['ʌt(ə)r(ə)n(t)s], shows some mastery in turn-taking and has no hesitation.
C	The student shows some knowledge of communicative strategies and is able to form coherent utterances, shows some skill in turn-taking and rarely hesitates.
D	The student has limited communicative strategies and finds it difficult to complete extended utterances.
E	The student has few communicative strategies and there are clear examples of communication breakdown.
How should the students’ performance meet the requirements according to the level expected for the tasks?	A	The student is above the level expected for these tasks.
B	The student is at a slightly higher level than that expected for these tasks.
C	The student is at the level expected for these tasks.
D	The student is a little below the level expected for these tasks.
E	The student is below the level expected for these tasks.
What mark does the student get when does not take part in the task or is absent for it?	F

Дата добавления: 2015-10-29