ANALYTIC MARKING SCHEME FOR ASSESSING STUDENTS’ ORAL ABILITY

(Criteria for assessment: accuracy, fluency and comprehensibility)

SCALE ACCURACY FLUENCY COMPREHENSIBILITY
Pronunciation is perfect. Speaks without too great an Easy for listener to understand the
Two or three minor effort with wide range of speaker’s attention and general
grammatical and lexical expressions. Not much meaning. Very few interruptions or
6 errors searching for words and only clarification required.
one or two long pauses.

Pronunciation is slightly Has to make an effort The speaker’s intention and

influenced by the sometimes to search for general meaning are fairly clear. A
mother tongue (L1). A words. Nevertheless, smooth few interruptions by the listener for
5 few grammatical and delivery on the whole and the sake of clarification are
lexical errors but most only a few unnatural or long necessary.
utterances are correct. pauses

Pronunciation is still Although he has to make an Most of what the speaker says is
influenced a little by L1 effort and search for words, easy to follow. His intention is
but no serious there are not too many always clear but several
4 phonological errors. A
few grammatical and
unnatural pauses. Fairly
smooth delivery mostly.
interruptions are necessary are
necessary to help him/her convey
lexical errors but only Occasionally fragmentary but the message or to seek
one or two major errors conveys general meaning clarification.
causing confusion. clearly. Fair range of
expression.

Pronunciation is Has to make an effort for The listener can understand a lot
influenced by L1 but much of the time. Often has to of what is said, but he must
only a few serious search for the desired constantly seek clarification.
3 phonological errors.
Several grammatical
meaning. Rather halting
delivery and fragmentary.
Cannot understand many of the
speaker’s more complex or longer
and lexical errors, some Range of expressions fairly sentences.
of them cause limited.
confusion.
Pronunciation is Long pauses while he Only small bits (usually short
seriously influenced by searches for the desired sentences and phrases) can be
L1 with errors causing a meaning. Frequently understood. Needs some effort to
2 breakdown in
communication. Many
fragmentary and halting
delivery. Almost gives up
understand much of it.
Interruptions often necessary and
‘basic’ grammatical and making the effort. Limited sometimes has difficulty in
lexical errors. range of expressions. explaining or making meaning
clearer.

Very serious Full of long and unnatural Hardly anything of what is said can
pronunciation errors as pauses. Very halting and be understood. Almost impossible
well as many ‘basic’ fragmentary delivery. Gives to understand the utterances.
1 grammatical and lexical
errors. No evidence of
up making the effort.
Extremely limited range of
Interruptions constantly necessary
but the speaker is unable to
having mastered any of expressions. explain, to make meaning clearer
the language skills and and to clarify anything he seems to
areas practiced in the have said.

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 class.

The analytic method:

The maximum total number of marks for all 3 sections (accuracy, fluency, and
comprehensibility) is 18 (i.e. 3 x 6) and the minimum is 3 (i.e. 3 x 1). Total of the
marks that is given e.g. 4 (accuracy) + 5 (fluency) + 4 (comprehensibility) = 13/18.
Thus, the total mark would be: 13/18 x 10 = 7,2

GLOBAL IMPRESSION MARKING SCHEME

BAND LEVEL OF PERFORMANCE

Expert speaker: speaks with authority on a variety of topics. Can initiate, expand
10 – 9 and develop a theme.

Very good non-native speaker: maintains effectively his/her own part of a

8,99 - 8 discussion. Initiates, maintains and elaborates as necessary. Reveals interest and
responds quickly and smartly to interlocutor’s utterances.

Good speaker: presents case clearly and logically and can develop the dialogue
7,99 - 7 coherently and constructively. Rather less flexible and less fluent than band 8
performer but can respond to main changes of tone or topic. Some hesitation and
repetition due to a measure of language restriction but interacts effectively.

Competent speaker: is able to maintain theme of dialogue, to follow topic switches

6,99 - 6 and to use main attitude markers. Stumbles and hesitates at times but is reasonably
fluent otherwise. Some errors and inappropriate language but these will not impede
the exchange of views. Shows some independence in discussion with ability to
initiate.
Modest speaker: Although gist of dialogue is relevant and can be basically
5,99 - 5 understood, there are noticeable in mastery of language patterns and style. Needs to
ask for repetition and clarification and similarly to be asked for them. Lacks
flexibility and initiative. The interviewer often has to speak rather deliberately (in a
slow and careful way). Copes/succeeds but not with great style or interest.

Marginal speaker: can maintain dialogue but in a rather passive manner, rarely
4,99 - 4 taking initiative or guiding the discussion/dialogue. Has difficulty in following
English at normal speed; lacks fluency and probably accuracy in speaking. The
dialogue is therefore neither easy nor flowing. Nevertheless, gives the impression
that he/she is in touch with the gist of the dialogue even if not wholly master of it.
Noticeable L1 accent.

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 Extremely limited speaker: Dialogue is a drawn-out affair (taking more time)
3,99 - 3 punctuated/interrupted with hesitations and misunderstandings. Only catches part of
normal speech and unable to produce continuous and accurate discourse. Basic
merit is just hanging on to discussion gist, without making major

Intermittent speaker: No working facility; occasional and sporadic communication

2,99 - 2
Non-speaker: Not able to understand and/or speak.
1,99 - 0

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Scale RECEPTION PROMPTNESS GRAMMAR AND PRONUNCIATION INTERACTIVE FLUE
AND EXTEND OF VOCABULARY COMMUNICATION
RESPONSE
Understand all or USE CORRECT GRAMMAR Interact actively and show interest Speaks without too g
at least 85% of all PRODUCE appropriate IN ALL OR MOST (AT pronounce all the during the communication with the wide range of expres
the questions and response with a lot of LEAST 85%) utterances and vocabularies and peer and examiner searching for words
5 follow instruction extension beyond the
minimum
sentences produced and apply
appropriate vocabularies
utterances correctly
with correct
two long pauses.

requirements without intonation

any hesitation

Understand 85 – USE CORRECT GRAMMAR Interact actively with slight Has to make an effo
75 % of all the PRODUCE appropriate IN some (within 84-75%) pronounce most of hesitation but show interest during search for words. Ne
questions and response with some utterances and sentences the vocabularies and the communication with the peer and delivery on the whol
4 follow
instructions
extension without any
hesitation
produced and apply appropriate
vocabularies
utterances correctly
with correct
examiner unnatural or long pa

intonation

pronounce most of the Interact actively with some Although he has to m

Understand 74 PRODUCE appropriate USE CORRECT GRAMMAR vocabularies and hesitation and show less interest search for words, the
– 65 % of all the response within the IN some (within 74-65%) utterances with slightly during the communication with the many unnatural paus
utterances and sentences
3 questions and
follow
minimum
requirements with produced and apply
appropriate vocabularies
incorrect intonation peer and examiner delivery mostly. Occ
fragmentary but con
instructions slight hesitation meaning clearly. Fai
expression.
Understand 64 – PRODUCE appropriate USE less CORRECT pronounce some of the Interact LESS actively with A LOT Has to make an effo
50 % of all the response within the GRAMMAR IN some (within vocabularies and OF hesitation and show less interest time. Often has to se
questions and minimum requirements 64-50%) utterances and utterances with incorrect during the communication with the desired meaning. Ra
2 follow
instructions
with some hesitation sentences produced and apply
less appropriate vocabularies
intonation peer and examiner. delivery and fragme
expressions fairly lim
Understand less PRODUCE appropriate USE mostly INCORRECT pronounce few Interact inactively and show no Long pauses while h
than 50 % of all response below the GRAMMAR, in utterances and vocabularies and interest during the communication desired meaning. Fre
the questions and minimum requirements sentences produced and apply utterances with incorrect with the peer and examiner fragmentary and hal
1 follow
instructions
with a lot hesitation less appropriate vocabularies intonation Almost gives up ma
Limited range of exp

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 do not understand do not PRODUCE Full of long and unn
0 the questions and
instructions at all
appropriate response USE INCORRECT GRAMMAR
IN all utterances and
Cannot utter any
word
Do not interact at all halting and fragmen
Gives up making the
sentences produced and limited range of exp
apply inappropriate
vocabularies

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