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Simple and common vocabulary and grammar
Simple functions such as greeting, agreeing or disagreeing, and easy description.
About oneself and his/her family
Marking key
Students are assessed on their own performance according to the criteria in the marking scales in the table 5.1
MARKING SCALES – TASK 1 (6 marks out of 10)
| Marks | Fluency | Accuracy and Appropriacy of Language | Pronunciation | Task Achievement |
| 6 | Occasional hesitations, but not such as to impede communication | Meaning is conveyed despite noticeable structural inaccuracies, lack of vocabulary | Generally easy to understand despite L1 accent | Tasks dealt with adequately |
| 5 | Hesitation often demands unreasonable patience of listener. | Meaning occasionally obscured by structural inaccuracies and limited vocabulary | L1 interference occasionally causes difficulty in understanding | Limited ability to deal with tasks |
| 4-3 | Speech very disconnected and difficult to follow | Frequently incomprehensible because of limited vocabulary and numerous structural errors | Frequently impossible to understand | Ineffective handling of tasks |
| 2-1 | No connected speech. | Incomprehensible because of insufficient vocabulary and gross structural errors | Impossible to understand | Unable to deal with tasks |
Table 5.1: The Marking Scales for Task 1 of the Sample Term 1 Achievement Speaking Test
Task 2: Describe your normal day
Purpose of the task:
to assess the students’ ability to use English to take a bit transactional long turns, ie. communicate some information.
Specified components of speaking ability to be tested:
The ability to make a description through a short oral presentation.
The place where the task occurs:
In the classroom
Expected duration of task performance:
About 3 minutes
Specific and understandable instructions:
The student tells the assessors about the main activities you normally do during the day. Your talk is about 100 words or less.
Areas of linguistic, pragmatic and topical knowledge adequate
Simple and common vocabulary and grammatical structures
Functions such as starting and closing a presentation
About oneself and common daily activities
Marking key
Students are assessed on their own performance according to the criteria in the marking scales in the table 5.2 on page 68
MARKING SCALES – TASK 2 (4 marks out of 10)
| Marks | Fluency | Accuracy and Appropriacy of Language | Pronunciation | Task Achievement |
| 4 | Occasional hesitations, but not such as to impede communication | Meaning is conveyed despite noticeable structural inaccuracies, lack of vocabulary | Generally easy to understand despite L1 accent | Tasks dealt with adequately |
| 3 | Hesitation often demands unreasonable patience of listener. | Meaning occasionally obscured by structural inaccuracies and limited vocabulary | L1 interference occasionally causes difficulty in understanding | Limited ability to deal with tasks |
| 2 | Speech very disconnected and difficult to follow | Frequently incomprehensible because of limited vocabulary and numerous structural errors | Frequently impossible to understand | Ineffective handling of tasks |
| 1 | No connected speech. | Incomprehensible because of insufficient vocabulary and gross structural errors | Impossible to understand | Unable to deal with tasks |
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