ORAL EVALUATION SHEET

STUDENT’S NAME: _________________________ DATE: ____________ LEVEL: _____

TEACHER’S NAME: _________________________

Weak
Very good

Good

presentedNot
Excellent

Acceptable

Inadequate
PERFORMANCE

Poor
COMMENTS
SCORE: 4 3.5 3 2.5 2 1.5 1 0
CONTENT AND TASK
ACHIEVEMENT
GRAMMATICAL ACCURACY
AND RANGE
LEXICAL CONTROL

PRONUNCIATION

FLUENCY

TOTAL ___ /20

Designed by: Prof. Jenny Castelblanco Barrera – Universidad Nacional de Colombia
-------------------------------------------------------------------------------------------------------------------------------------------------------

ORAL EVALUATION SHEET

STUDENT’S NAME: _________________________ DATE: ____________ LEVEL: _____
TEACHER’S NAME: _________________________
Weak
Very good

Good
Excellent

Acceptable

Inadequate

Not presented

PERFORMANCE
Poor

COMMENTS
SCORE: 4 3.5 3 2.5 2 1.5 1 0
CONTENT AND TASK
ACHIEVEMENT
GRAMMATICAL ACCURACY
AND RANGE
LEXICAL CONTROL

PRONUNCIATION

FLUENCY

TOTAL ___ /20

Designed by: Prof. Jenny Castelblanco Barrera – Universidad Nacional de Colombia

 ORAL PERFORMANCE RUBRIC
Excellent Very good Good Acceptable Weak Poor Inadequate Not presented
Develops the topic Develops the topic Develops the topic Manages to develop the Does not fully develop the Does not develop the topic Shows no understanding Not presented
through a clear and through a clear and through a clear and topic in spite of some topic. Speech often has in an effective way. of the objective and topics
CONTENT AND TASK

coherent speech. coherent speech, with coherent speech, with imprecision. imprecision or ambiguity. Speech tends to be of the task. Speech is
ACHIEVEMENT

Always listens to very little imprecision. little imprecision. Sometimes forgets to listen Often forgets to listen to confusing and/ or obscure, containing too
his/her partner and Usually listens to Usually listens to to his/her partner and/or his/her partner and to ask incoherent. many errors in logical
responds his/her partner and/or his/her partner, and ask questions. for information. Does not pay enough organization.
appropriately to responds appropriately responds to his/her Some of his/her responses His/her responses are attention to his/her His/her ideas and
his/her questions. to his/her questions. questions in a are disconnected from the often disconnected from partner’s ideas and does responses are not
Always asks Usually asks question. reasonable manner. line of thought. the line of thought. not ask enough questions. connected to his/her
questions. Often asks questions. Shows difficulties to follow partners’ speech. Does not
the line of thought. ask any questions.
Fulfills the objective Fulfills the objective of Fulfills the objective of
There are no errors There are minimal Makes several errors Sometimes makes errors Makes a lot of errors in Makes too many errors in His/her statements are so Not presented
ACCURACY AND
GRAMMATICAL

in structure. errors in structure in structure which do in structure which may structure, which often structure, which usually brief or syntactically
which do not affect not affect overall affect overall interfere with interfere with disorganized that
overall comprehensibility. comprehensibility. comprehensibility. comprehensibility. comprehensibility is
comprehensibility. impeded.
Has a wide range of Has a wide range of
Has a varied range of Has a fair of structures to Has a limited range of Has a very limited range of
structures and uses structures and uses The knowledge of
structures and uses organize his/her ideas. structures, which often structures, which usually
RANGE

them according to them according to the structures is so limited that

them according to the makes it difficult to find the makes it difficult to find the
the context context demands. it is too hard to find the
context demands. way to organize ideas or way to organize ideas or
demands. way to organize ideas.
reformulate them. reformulate them.
Shows a wide Shows a wide range Shows a varied range Shows a fair range of Has a limited range of Has a very limited range His/her vocabulary Not presented
CONTROL
LEXICAL

range of vocabulary of vocabulary to of vocabulary to vocabulary to express vocabulary. Often uses of vocabulary. Uses a lot of knowledge is too limited.
to express and express and express and his/her ideas, although has expressions from the expressions from the Always needs the use of
reformulate his/her reformulate his/her reformulate his/her some difficulties to mother tongue. mother tongue. expressions from the
ideas. ideas. ideas. reformulate them. mother tongue.
His/her speech is His/her speech is His/her speech is Manages to be His/her speech His/her speech Mispronunciations impede Not presented
PRONUNCIATI

comprehensible and comprehensible and comprehensible understood in spite of comprehensibility is often comprehensibility is comprehensibility.
there are no there are minimal although there are his/her frequent affected by usually affected by
ON

mispronunciations. mispronunciations. some mispronunciations. A few mispronunciations. mispronunciations.

mispronunciations. words are not
comprehensible. Makes so many errors in
Usually makes errors in Makes a lot of errors in
Speech is Speech is continuous Speech is continuous, Speech tends to be slow Speech is discontinuous. Speech is discontinuous. Speech is discontinuous. Not presented
FLUENCY

continuous and has and has a reasonable although occasionally and is sometimes There are many pauses to There are too many The student speaks too
an adequate use of use of fillers and disrupted by search for disrupted by search for search for the correct form pauses to search for the slowly and makes too
fillers and pauses. pauses. correct form of correct form of expression. of expression. Has a correct form of expression many pauses to search for
expression. Has a Makes frequent pauses limited use of fillers. and the use of fillers is too correct form of expression
reasonable use of with some difficulty to find limited. that it’s difficult to follow
The present rubric is the result of the Master’s thesis called MODELO DE PROMOCIÓN, FORTALECIMIENTO Y EVALUACIÓN DE LA PRODUCCIÓN ORAL EN ESTUDIANTES ADULTOS
DE INGLÉS COMO LENGUA EXTRANJERA (ILE) BASADO EN FACTORES DE APRENDIZAJE DE MAYOR IMPACTO EN UN ESTUDIO DE CASO written by Jenny Viviana Castelblanco
Barrera. All rights reserved ©