LEA Oral grid
This grid shows our five-point scale for grading the oral proficiency of LEA students.
This evaluation scheme is used for continuous assessment in speaking classes, and for oral exams at the end of each semester.
Since LEA students are learning English for pragmatic reasons, great emphasis is placed on communication. Grammatical
accuracy is also important, with pronunciation 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 |
Communication |
Grammar/vocabulary |
Pronunciation |
FINAL
MARK |
|
|
|
outstanding |
5 |
*
rapid speech, no hesitation |
* no
errors in grammar or word choice |
*
phonemes and intonation native-like |
|
20 |
|
|
|
|
|
*
use of complex grammatical structures |
or
close to native-speaker quality |
|
|
|
|
|
|
|
*
rich and sophisticated vocabulary |
|
|
18 |
|
|
|
|
|
|
|
|
|
|
|
excellent |
4 |
*
fluent delivery |
*
occasional, minor errors |
*
good phonemes and intonation |
|
16 |
|
|
|
|
*
ideas expressed clearly |
*
complex grammatical structures |
*
entirely and immediately comprehensible |
|
|
|
|
|
|
*
good response to task |
*
good range of vocabulary |
|
|
14 |
|
|
|
|
|
|
|
|
|
|
|
very
good |
3 |
*
quite fluent delivery |
*
some errors, generally minor |
*
phonemes and intonation OK |
|
12 |
|
|
|
|
*
ideas generally clear |
*
grammar generally accurate |
*
generally comprehensible |
|
|
|
|
|
|
*
appropriate response to task |
*
appropriate choice of words |
|
|
10 |
|
|
|
|
|
|
|
|
|
|
|
fair |
2 |
*
some hesitation and reformulation |
*
frequent errors |
*
pronunciation not native-like |
|
8 |
|
|
|
|
*
ideas not always expressed clearly |
*
simple grammar, containing errors |
*
errors in phonemes and intonation |
|
|
|
|
|
|
*
mediocre response to task |
*
simple vocabulary, containing errors |
*
individual words mispronounced |
|
6 |
|
|
|
|
|
|
|
|
|
|
|
weak |
1 |
*
hesitant, halting delivery |
*
many major errors in grammar |
*
systematic errors in pronunciation |
|
4 |
|
|
|
|
*
ideas difficult to follow |
and
word choice |
|
|
|
|
|
|
|
*
frequent misunderstandings |
|
|
|
2 |
|
|
|
|
|
|
|
|
|
|
|
very
poor |
0 |
*
unable to participate |
*
errors in grammar and vocabulary |
*
very poor pronunciation |
|
|
|
|
|
|
*
unable to express ideas |
prevent
effective communication |
*
largely incomprehensible |
|
0 |
|
|
|
|
*
unable to understand questions |
|
|
|
|
|
|
|
|
OR
unable to attempt task
|
|
|