Creating Opportunity Worldwide

Speaking Rubric
Criteria

Excellent / 5

Good /4

Average /3

Task Achievement

Manages all components of

the task with correct register

Manages nearly all

components with correct
register

Manages nearly all

components but with
inconsistent register

Borderline/2

Needs improvement/ 1

Manages to meet
approximately half of the
components with
inconsistent register
Some use of less common
Vocabulary is flexibly used
There is some idiomatic
Some inappropriacies
language e.g. exacerbating
and there is some idiomatic language but this may be
with vocabulary but
and idiomatic language.
vocabulary Error free
used repetitively i.e. there is various topics can be
Most sentences are error free sentences are frequent but a limited vocabulary range. discussed.
with occasional errors e.g.
there are some grammatical There are some simple
Complex sentences have
problems with collocation. Is
mistakes e.g. some lack of
error free sentences but
frequent mistakes in
able to connect ideas logically, plural s. These errors
complex sentences contain terms of grammatical
give clear descriptions and
never cause
errors. Ideas sometimes
accuracy but meaning is
justify opinions.
misunderstanding. Is able to lack logic and sometimes
still clear. Not all ideas are
connect ideas logically,
lack support. Detail is
easy to follow or
descriptions and
sufficient.
supported. Some ideas
justifications are usually
lack detail.
clear.

Struggles with the task and is

not able to complete what is
required.

Fluency

Topics are well developed and

the student can speak fluently
about almost any topic with
ease

Can speak at length without

noticeable effort. There is
some hesitation but they
speak at a fairly even
tempo. There is some
repetition and selfcorrection but this does not
cause any problems for the
assessor in terms of
understanding.

May not paraphrase (use

other words to
simplify/clarify their
meaning). Able to correct
some of his/her mistakes.
Hesitates when speaking
about less familiar
topics/ideas but is able to
continue with some effort.

They are willing to speak

at length but with
repetition, self-correction
and hesitation.
uses a range of
connectives and
discourse
markers but not always
appropriately

Usually maintains flow of

speech but uses
repetition, self-correction
and/or slow speech to
keep going May over-use
certain cohesive markers.
Produces simple speech
fluently, but more
complex communication
causes fluency problems

Pronunciation

May have an accent but there

is never any difficulty in
understanding them i.e. they
are clear and use intonation
well.

Can be understood
throughout and sound
natural i.e. may produce
short forms. Linguistically
aware in that s/he can
correct most of his/her
mistakes.

Can be understood most of

the time and sound natural
sometimes.

Adequate but with

occasional strain for the
listener i.e. assessor can
determine what the
speaker means after
some thought.

Difficulties in comprehension
are experienced by the
assessor due to poor/mis
pronunciation

Language
accuracy/range

The British Council, 2014

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Vocabulary has limited

flexibility i.e. it is very simple.
Most sentences are basic but
complex sentences are
attempted. However, these
complex sentences usually
contain errors

Creating Opportunity Worldwide

Writing Rubric
Criteria

Excellent / 5

Good /4

Average /3

Borderline/2

The British Council, 2014

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Needs improvement/ 1

Creating Opportunity Worldwide

Task achievement

Grammatical/lexical
range

Grammatical/lexical
accuracy

Coherence and
cohesion

Answers the task in a

clear, detailed and
appropriate way with
correct register.

The task is answered but

with some small
inconsistencies. Uses
correct register.

The task is generally

addressed though ideas
may be unclear at times.
Awareness of register is
evidenced though
inconsistent at times

There is evidence of some

understanding of the task
though ideas are limited
and not sufficiently
developed. Incorrect
register may be used
throughout.
Uses a limited range of
words and expressions
with limited control of word
formation.

The learner is unable to

complete the task
effectively. Parts of the
writing may be unclear,
irrelevant, inaccurate or
repetitive

Skilful control and range of

more complex structures.
Uses synonyms to avoid
repetition.

An broad range of
vocabulary/grammar more
with more complex
structures attempted

The learner uses enough

of the target language i.e.
s/he is interested in to
accomplish the task.
Grammar and vocabulary
are more simple than
complex

High level of accuracy,

occasional slips or nonsystematic errors and
minor flaws but these do
not impede on
understanding. Spelling
and punctuation are
reasonably accurate.

Uses reasonably
accurately, frequently used
routine/language chunks.
Mistakes are apparent with
more complex structures.
These put no stress on the
reader.

Attempts complex
sentences but less
accurate than simple
sentences. Both slips and
errors are evident in
simple and complex
structures-reader can still
understand meaning.

There may be inaccuracies

in word choice/spelling in
simple sentences.
Noticeable errors are made
when attempting more
complex structures which
can put strain on the
reader.

Some simple structures

are accurate but errors
predominate and
punctuation is often faulty.
Errors in sentences often
distort meaning and put
considerable strain on the
reader.

Can produce clearly

intelligible continuous
writing which follows
paragraphing
conventions. Can
paraphrase to cover gaps
in linguistic knowledge.
Effectively uses cohesive
markers to show
progression of ideas.

Arranges information and

ideas coherently and there
is a clear overall
progression. Uses cohesive
devices effectively, but
cohesion within and/or
between sentences may be
faulty or mechanical.

Presents information with

some organisation but
there may be a lack of
overall progression.
Makes inadequate,
inaccurate or overuse of
cohesive devices.

There is some coherence

between ideas/paragraphs,
this is not always logical.
Evidence of simple
sequences to link a series
of shorter elements.

Presents information and

ideas but these are not
arranged coherently and
there is no clear
progression. Can link
words or groups of words
with very basic linear
connectors like and or
then.

The British Council, 2014

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Uses only a very limited

range of structure with only
rare use of subordinate
clauses