Marking scheme (holistic/ analytic) and criteria for assessing speaking

performance of a particular group of Level-3 adult Vietnamese candidates.

Part 1: Self-introduction (8 marks)

Criteria The Student can: Marks
Content Answer questions about himself/ herself and 4
his/her personal interests clearly

Vocabulary Use the appropriate vocabulary to answer 1

questions related to familiar topics

Grammar Use simple and understandable grammatical 1

structures to express clearly, sometimes make
the basic errors.

Pronunciation Pronounce clearly and in a standard way and 1

with intonation

Fluency Can express the idea fluently, without hesitation 1

Part 2 Presenting topics (8 marks)

Criteria The Student can: Marks

Content Present sufficient ideas about the issue given 4
clearly and coherently.
Use linking words to connect ideas

Vocabulary Use the appropriate vocabulary to answer 1

questions related to topics

Grammar Use simple and understandable grammatical 1

structures to express clearly, sometimes make
the basic errors.

Pronunciation Pronounce clearly and in a standard way and 1

with intonation

Fluency Can express the idea fluently, without hesitation 1

Part 3 Topic Development (4 marks)

Criteria The Student can: Marks

Content Answer questions clearly and coherently. 2
 Voice his/her opinions about the questions.

Vocabulary Use the appropriate vocabulary to answer 0,5

questions.

Grammar Use simple and understandable grammatical 0,5

structures to express clearly, sometimes make the
basic errors.

Pronunciation Pronounce clearly and in a standard way and with 0,5

intonation

Fluency Can express the idea fluently, without hesitation 0,5

2. Identify the speaking competence level of the Vietnamese test taker in the given
video clip. You may use the table of Qualitative Aspects of Spoken Language Use
for reference to complete this task. To justify your assessment, be sure to cite
examples from the clip to provide specific evidence of the test taker’s performance
that demonstrates her level of oral competence on different dimensions. These
include task achievement, grammatical accuracy, lexical range, lexical control,
phonological control, fluency, etc.

Please click here to download the video

clip:http://www.moodle.org/0.892818954726742

(7)

(6)
OR
- arranges information and ideas coherently
- uses cohesive devices effectively, but cohesion within and/or between sentences may be
6 faulty or mechanical
- may not always use referencing clearly or appropriately
- uses paragraphing, but not always logically
- coherently organises information and ideas
- uses a range of cohesive devices appropriately although there may be some under-/over-
7
use
- uses paragraphing, presents a clear central topic within each paragraph

Voca
6
7 - uses a rather adequate range of vocabulary for the task
- attempts to use less common vocabulary but with some inaccuracy
- makes some errors in spelling and/or word formation, but they do not impede
 communication
GR
- uses a mix of simple and complex sentence forms
6
- makes some errors in grammar and punctuation but they rarely reduce communication
- uses a mix of simple and complex sentence forms
7
- makes some errors in grammar and punctuation but they do not reduce communication
- uses a variety of simple and complex structures
8 - produces frequent error-free sentences
- make a few mistakes but no systemic or confusing errors