Oral Evaluation Rubric
3000 (B1-)
Grammar (30%)
Complexity of grammatical
structures
AXES
Accuracy of key grammatical
points: mistakes frequency
Mistakes: Intelligibility /
frequency
90%- Simple grammatical structures
100% prevail and L1 influence is
little evident. There are
attempts to produce more
complex ones though.
Mistakes of key points may
still appear though these do
not interfere with
communication.
80%- Simple grammatical
89% structures prevail but there
are attempts to produce more
complex ones. The influence
of L! is still evident
Mistakes of key points still
appear though these do not
interfere with communication.
Directly adapted from : Jullian, P., Ross P. and Lobos L. (2010) “Rúbricas para la Evaluación de la Competencia Oral en Inglés“ Pontificia Universidad Católica de Chile, Facultad de
Letras, Departamento de Ciencias del Lenguaje.
@English UC Language Center, 2015
Semantics (30%) Fluency (30%) Content (10%)
Idiomatic expressions- Continuous speech: ease or lack Relevant response to the task.
vocabulary from class topics: of it due to hesitations and / or
use and accuracy reformulations Development of the main idea:
Support by means of facts,
Pronunciation: accuracy and Need of prompting examples, details.
foreign accent
In general, there is suitable Despite hesitations in long The content is relevant to the
use of idiomatic expressions strings of ideas, the exchange task.
and vocabulary from the topics flows with reasonable ease.
studied in classes. Ideas are generally well-
Prompting might be needed to supported by means of facts,
Pronunciation is clearly give continuity to speech. examples, and details.
intelligible and deviations
are seldom present, though a
foreign accent is regularly
perceived.
In general, there is suitable Despite hesitations due to The content is almost always
use of vocabulary from the lack of language resources, relevant to the task.
topics studied in classes. the exchange flows with
reasonable ease. Ideas are generally supported
Though not always successful, by means of facts, examples, and
there is an observable attempt Prompting is rarely needed to details.
to use idiomatic give continuity to speech.
expressions.
The pronunciation of
consonants sounds is
generally clear and
comprehensible. Almost no
need to request for
repetitions from the part of
the listener.

70%- Simplest grammatical
79% structures prevail mainly
influenced by L1. Though
mistakes appear, they do
not interfere with
communication.
60%- There are frequent mistakes
69% of key grammatical points,
which at times do interfere
with communication of the
message.
50%- Mistakes in word order,
59% person, number and tense
agreement are recurrent and
make the message difficult
for the listener
Directly adapted from : Jullian, P., Ross P. and Lobos L. (2010) “Rúbricas para la Evaluación de la Competencia Oral en Inglés“ Pontificia Universidad Católica de Chile, Facultad de
Letras, Departamento de Ciencias del Lenguaje.
@English UC Language Center, 2015
The vocabulary used is the
minimum required from the
lexical repertoire and/or from
the topics studied in classes.
The pronunciation of
consonants sounds is
generally clear and
comprehensible. Little need
to request for repetitions from
the part of the listener.
The lexical repertoire is
mostly basic and repetitive,
though efficient.
Some of the vocabulary
revised in classes is used, but
often inappropriately.
The pronunciation of
consonants sounds is
generally clear and
comprehensible. Some need
to request for repetitions from
the part of the listener is
observed.
The vocabulary used is
limited and somewhat
inefficient. Even high
frequency words are not
appropriately used or
combined. There is no attempt
to use lexical items revised in
classes.
The exchange flows but there
are some hesitations due to lack
of language resources.
Some prompting may be still
needed to give continuity to
speech.
The flow of speech is disrupted
at times due to lack of language
resources.
Prompting is necessary at
times to give continuity to
speech.
The flow of speech is frequently
disrupted due to lack of
language resources.
Prompting is regularly needed
to give continuity to speech.
Oral Evaluation Rubric
3000 (B1-)
The content is almost always
relevant to the task.
Ideas are at times supported by
means of facts, examples, and
details.
The content is adequate to the
task.
Ideas may be supported by
either examples, and/or details
and/or facts.
Contribution in response to the
task is only really relevant at
times.
Some attempts to support with
facts can be perceived, but
linguistic resources are still
insufficient to do so.
 Oral Evaluation Rubric
3000 (B1-)

The pronunciation of
consonants sounds is
generally clear and
comprehensible, but there is
an evident need to request for
repetitions from the part of
the listener.

49%- Strong interference of L1
40% grammatical features makes
the message quite
unintelligible for the listener.
The vocabulary is so limited
that makes comprehension
difficult, to the point of code
mixing and inventing new
words based on the L1.
The pronunciation of
consonants sounds make the
message quite unintelligible
for the listener.
Long pauses are frequent due
to a lack of language resources.
Prompting is essential to give
continuity to speech.
The content is addressed but not
really relevant as a response to
the task.
Few or no attempts can be
perceived to support the ideas
due to lack of linguistic resources.

39%- L1 grammar interferes badly The vocabulary used is Speech is continuously broken The content requested by the
30% with the content of the limited and inefficient. Even down at the utterance level task is addressed only at times.
message high frequency words are not Not all the tasks/questions are
repeated throughout. answered.

Deviations in the
pronunciation of consonants
sounds interfere badly with
the content of the message.

Directly adapted from : Jullian, P., Ross P. and Lobos L. (2010) “Rúbricas para la Evaluación de la Competencia Oral en Inglés“ Pontificia Universidad Católica de Chile, Facultad de
Letras, Departamento de Ciencias del Lenguaje.
@English UC Language Center, 2015
 Oral Evaluation Rubric
3000 (B1-)

29%- The task is not accomplished The task is not Speech is disconnected but The content requested by the task
20% due to the lack of accomplished due to the from brief and planned is not addressed.
grammatical resources lack of vocabulary resources utterances.
hindering communication. hindering communication.

The speaker resorts to L1 to The speaker resorts to L1 to

fill in grammar. fill in vocabulary.

Deviations in the
pronunciation hinder
communication.

≤19% There is no response to the There is no response to the There is no response to the There is no response to the task.
task. task. task.

Concept Key
L1 = mother tongue (Spanish)
L2 = target language (English)

Directly adapted from : Jullian, P., Ross P. and Lobos L. (2010) “Rúbricas para la Evaluación de la Competencia Oral en Inglés“ Pontificia Universidad Católica de Chile, Facultad de
Letras, Departamento de Ciencias del Lenguaje.
@English UC Language Center, 2015