LCE Oral grid
This grid shows our five-point scale for grading the oral proficiency of LCE students.
This evaluation scheme is used for continuous assessment in speaking classes, and for oral exams at the end of each semester.
Since LCE students are English specialists, many of whom intend to become English teachers, great emphasis is placed on pronunciation. Grammatical
accuracy is also important, with the ability to communicate effectively taking third priority.
Students’ grades are generally normally distributed, i.e., cluster around 9 and 10, with 10/20 the passing grade.
16 1 student
14 2 students
12 3 students
10
4 students
10
pass
9 3 students 12 fail, plus 3 absent
8 3 students
7 2 students
6 2 students
4 1 student
2 1 student
ABS 3 students
|
OVERALL |
GRADE |
Pronunciation |
Grammar/vocabulary |
Communication |
FINAL
MARK |
|
|
|
outstanding |
5 |
*native-like
phonemes and intonation |
* no
errors in grammar or word choice |
*
rapid speech, no hesitation |
|
20 |
|
|
|
|
|
*
use of complex grammatical structures |
*
sophisticated discourse |
|
|
|
|
|
|
|
*
rich and sophisticated vocabulary |
*
excellent response to task |
|
18 |
|
|
|
|
|
|
|
|
|
|
|
excellent |
4 |
*
phonemes and intonation close to native-speaker quality |
*
occasional, minor errors |
*
fluent delivery |
|
16 |
|
|
|
|
|
*
complex grammatical structures |
*
ideas expressed clearly |
|
|
|
|
|
|
|
*
good range of vocabulary |
*
good response to task |
|
14 |
|
|
|
|
|
|
|
|
|
|
|
very
good |
3 |
*
good phonemes and intonation |
*
occasional, minor errors |
*
quite fluent delivery |
|
12 |
|
|
|
|
*
entirely and immediately comprehensible |
*
grammar correct and quite complex |
*
ideas generally clear |
|
|
|
|
|
|
|
*
appropriate choice of words |
*
appropriate response to task |
|
10 |
|
|
|
|
|
|
|
|
|
|
|
fair |
2 |
*
pronunciation not native-like |
*
frequent errors |
*
some hesitation and reformulation |
|
8 |
|
|
|
|
*
errors in phonemes and intonation |
*
simple grammar, containing errors |
*
ideas not always expressed clearly |
|
|
|
|
|
|
*
individual words mispronounced |
*
simple vocabulary, containing errors |
*
mediocre response to task |
|
6 |
|
|
|
|
|
|
|
|
|
|
|
weak |
1 |
*
systematic errors in pronunciation |
*
many major errors in grammar |
*
hesitant, halting delivery |
|
4 |
|
|
|
|
|
and
word choice |
*
ideas difficult to follow |
|
|
|
|
|
|
|
|
*
frequent misunderstandings |
|
2 |
|
|
|
|
|
|
|
|
|
|
|
very
poor |
0 |
*
very poor pronunciation |
*
errors in grammar and vocabulary |
*
unable to participate |
|
|
|
|
|
|
*
largely incomprehensible |
prevent
effective communication |
*
unable to express ideas |
|
0 |
|
|
|
|
|
|
*
unable to understand questions |
|
|
|
|
|
|
|
|
OR unable to attempt task
|
|
|
|