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CELPIP Speaking Test Rubric Guide

The document provides sample questions and grading rubrics for a speaking test. It lists 9 potential topics that students may be asked to discuss during the test, such as describing their hometown or interests. It then lists two rubrics for grading: one for interaction and one for question response. The interaction rubric evaluates appropriateness and linguistic errors, while the question response rubric assesses comprehensibility, coherence, fluency, details, vocabulary, grammar, pronunciation, and overall demonstration of English ability. Scores range from 0 to 3 based on these criteria.

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56 views2 pages

CELPIP Speaking Test Rubric Guide

The document provides sample questions and grading rubrics for a speaking test. It lists 9 potential topics that students may be asked to discuss during the test, such as describing their hometown or interests. It then lists two rubrics for grading: one for interaction and one for question response. The interaction rubric evaluates appropriateness and linguistic errors, while the question response rubric assesses comprehensibility, coherence, fluency, details, vocabulary, grammar, pronunciation, and overall demonstration of English ability. Scores range from 0 to 3 based on these criteria.

Uploaded by

ynagonzalez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

During the speaking test, you will be asked to answer one of the following topics/questions.

It would be
good to prepare answers to these questions before the test. The grading rubric is also given below.

 Tell me something about the area where you grew up. What did you like about living there?
 What do you most enjoy doing when you’re at home? Why do you enjoy this? How much time
do your spend at home?
 Who are the most important people in your life? Why are they important?
 Tell me about your best friend.
 What’s the most exciting thing you’ve ever done? Tell me about it.
 Is there anything you’d love to be able to do in the future? What is it? Tell me about it.
 What do you think were the most important things you learned at elementary school?
 What do you think would be the most interesting job to do? Why?
 Where is the best place to spend a free afternoon in your town? Why would you recommend
that?
 Where did you spend your last holiday? What did you do?
 What sort of films do you NEVER watch? Why? Are there films you’d like to see again? Why or
why not?

Part 1: Interaction Rubric

Score Point 2 • Response Appropriate for the prompt; vocabulary is precise.


• Response is free of linguistic errors—pronunciation or grammar—or contains
only a few very minor errors.

Score Point 1 • Response Somewhat Appropriate for the prompt; one or


more words may not be precise.
• Response contains a few serious linguistic errors—
pronunciation or grammar—but is intelligible.

Score Point 0 • Response Unintelligible or refusal to speak; speaking only


in native language or only repeating prompt; insufficient
information to score.

Part 2 : Question Response Rubric

Score Point 3 The student’s response:


• is completely and easily comprehensible
• is coherent
• is fluent
• provides appropriate and specific details and/or examples
• shows well-developed vocabulary resources (the student can usually find
the right word)
• may display grammatical mistakes (for example, in the use of articles or
prepositions), but mistakes do not generally interfere with communication
• may display an accent, but errors of pronunciation and intonation do not
interfere with communication
Score Point 2 The student’s response:
• is comprehensible, but may require effort on the part of the listener
• develops in a somewhat coherent way
• is somewhat fluent
• provides some appropriate and specific details and/or examples
• displays a basic, but not wide or extensive vocabulary (the student
sometimes cannot find the right word)
• grammatical errors sometimes interfere with comprehension
• may display errors in pronunciation and/or intonation that interfere with
communication

Score Point 1 The student’s response:


• is somewhat comprehensible
• presents limited ideas (the student has difficulty expressing a complete
thought without prompting)
• is spoken haltingly (the student usually does not produce no more than
one or two words at a time)
• provides few, if any, details or examples
• shows a very limited range of vocabulary, which interferes with
communication (the student often cannot find the right word)
• makes numerous grammatical errors that interfere with communication
• shows little control of pronunciation, intonation, or stress

Score Point 0 The student gives no response, gives a response that cannot be understood as
English, or does not demonstrate an understanding of English

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