A2-II Final Interview Guide

Context -
Sub test Objective Material Time Points
A student will answer one question related to material from the units.
Part A: Students will then answer two information questions from the
Approx.
Discuss professor: these questions can be in any grammatical form that we Question 15
4
personal have studied that is appropriate to the context. Next, the professor will Bank points
minutes
topics. give the student a prompt card and answer the question for
him/herself, and the student will ask two information questions.
Part B: Students are provided with two fliers to examine. Students will state Approx.
15
Discuss their preference and give the reason why supported by an example. 2 fliers 3
points
preference. Professor may ask additional questions to meet time requirement. minutes
Steps -
Introduction:
1. Ask 1 student to come in and take a seat. This will be a face-to-face interview with the professor.
2. Before the exam starts, write down the of the student on your grading sheet.
3. Greet the student. Keep the tone of the conversation relaxed, addressing the student on a first name basis to
make it more personal. Speak slowly and clearly, but keep your speech natural.
Part A:
1. Ask the student a question using the Part A: Question Bank. The professor decides which questions to ask. Next,
the professor will ask two information questions using who, what, where, when, why, or how using any
grammatical form studied in class that is appropriate for the context of the conversation. Next, the professor will
give the student a prompt card and answer the question for him/herself. Next, the student will ask the professor
two information questions.
2. If a student does not answer completely, or if you cannot understand their answer, prompt them by saying:
Anything else? or Can you repeat that?
Part B:
1. Present two fliers to the student. Allow students to read and understand the content of the fliers.
2. Ask student which of the two plans they prefer. The student must a reason why supported by an example. Ask
information questions to meet time requirement if necessary.
Conclusion:
1. Thank your student and tell him/her that you will upload their grades shortly; they are free to consult you if they
have any questions.
2. Finish marking the grade sheet. Mark the final grade next to each students name.
 Grading -

Point Breakdown (Part A)

Task Fulfillment (the student can carry on a natural conversation, give an opinion 5 points
with a reason, and ask two information questions)
Language 5 points
Fluency 5 points
Total 15 points
Point Breakdown (Part B)
Task Fulfillment (the student can give his/her preference with the reason why 5 points
and a supporting example)
Language 5 points
Fluency 5 points
Total 15 points

Refer to grading rubric below for criteria of Task Fulfillment, Language, and Fluency.
Parts A and Part B

5 4 3 2 1 0
Task
Fulfillment - Task is half-way complete.
- Full completion of task. - Task is not complete.
- Lacking some details and support
- Required details or support included. - Lacking required details or support.
required by the task.
- Professors help not needed to complete - Task is not fulfilled despite
- Needs professors help to fulfill task.
task. professors help.

Contains a combination of criteria between bands 5 and 3.

Contains a combination of criteria between bands 1 and 3.

5 4 3 2 1 0

- Accurate use of words for this level. - An inaccurate use of some words for - Words are inaccurately used for this
this level that sometimes interfere with level.
Grammar & - Complete sentences in target structures. meaning.
Language Use

- Spanish is used multiple times at or

Not completed.
Vocabulary - Correct word order. - Isolated Spanish words are used beyond the word level.
- No Spanish words are used (with the occasionally (not including words that
have no English equivalent, e.g. - Single words, fragments, or
exception of words that have no English incomplete sentences are used in
equivalent, e.g. cazuela.). cazuela.).
target structures.
- Errors may be present in production or - Some incomplete sentences are - Incorrect word order is common.
comprehension, but they do not interfere present in target structures.
with meaning the majority of the time. - Errors in production or
- Some word order is incorrect. comprehension interfere with meaning
- Errors in production or comprehension more than half of the time.
interfere with meaning half of the time.

5 4 3 2 1 0
Fluency
- Produces stretches of language with
- Produces extended stretches of language
some hesitation. - Produces incomplete responses
with little hesitation.
which are with significant hesitation.
- Fluency is generally maintained,
- Minimal dis-fluencies are detected as although dis-fluencies sometimes - Fluency is severely lacking and
student can maintain a complete thought to affect intelligibility. interferes with intelligibility.
the end.
- Minor breakdowns may occur.