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Multilevel Speaking Exam Rating Scale

The document outlines a rating scale for multilevel speaking exams, detailing performance descriptors across various proficiency levels from A1 to C1. It specifies criteria for scoring responses based on grammatical accuracy, vocabulary range, pronunciation, and coherence. Each level is defined by specific features that indicate the speaker's ability to communicate effectively in response to exam questions.

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5 views4 pages

Multilevel Speaking Exam Rating Scale

The document outlines a rating scale for multilevel speaking exams, detailing performance descriptors across various proficiency levels from A1 to C1. It specifies criteria for scoring responses based on grammatical accuracy, vocabulary range, pronunciation, and coherence. Each level is defined by specific features that indicate the speaker's ability to communicate effectively in response to exam questions.

Uploaded by

husnidausmanova6
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

RATING SCALE FOR MULTILEVEL SPEAKING EXAMS

Questions 1-3
Point scale Descriptors
5 Performance is likely to be above the A2 level.
4 Responses to all three questions are on topic and show the following features:
(Higher A2) • Some simple grammatical structures are used correctly but basic mistakes
systematically occur.
• Vocabulary is sufficient to respond to the questions, although inappropriate
word choices are noticeable.
• Mispronunciations are noticeable and frequently place a strain on the listener.
• There is frequent pausing, false starts, and reformulations, but the meaning is
still clear.
3 Responses to two questions are on topic and show the following features:
(Lower A2) • Some simple grammatical structures are used correctly but basic mistakes
systematically occur.
• Vocabulary is sufficient to respond to the questions, although inappropriate
word choices are noticeable.
• Mispronunciations are noticeable and frequently place a strain on the listener.
• There is frequent pausing, false starts, and reformulations, but the meaning is
still clear.
2 Responses to at least two questions are on topic and show the following
(Higher A1) features:
• Grammatical structure is limited to words and phrases. Errors in basic patterns
and simple grammar structures impede understanding.
• Vocabulary is limited to very basic words related to personal information.
• Pronunciation is mostly unintelligible except for isolated words.
• Frequent pausing, false starts, and reformulations impede understanding.
1 Response to one question is on topic and shows the following features:
(Lower A1) • Grammatical structure is limited to words and phrases. Errors in basic patterns
and simple grammar structures impede understanding.
• Vocabulary is limited to very basic words related to personal information.
• Pronunciation is mostly unintelligible except for isolated words.
• Frequent pausing, false starts, and reformulations impede understanding.
0 No meaningful language or all responses are completely off-topic (e.g. memorized
answers, guessing).
Questions 4-6
Point scale Descriptors
5 Performance is likely to be above the B1 level.
4 Responses to all three questions are on topic and show the following features:
(Higher B1) • Simple grammatical structures are used correctly. Errors occur when attempting
complex structures.
• There is sufficient range and control of vocabulary for the task. Errors occur
when expressing complex thoughts.
• Pronunciation is generally intelligible but mispronunciations put an occasional
strain on the listener.
• There is some pausing, false starts, and reformulations.
• Uses only simple cohesive devices. Links between ideas are not always clearly
indicated.

3 Responses to two questions are on topic and show the following features:
(Lower B1) • Simple grammatical structures are used correctly. Errors occur when attempting
complex structures.
• There is sufficient range and control of vocabulary for the task. Errors occur
when expressing complex thoughts.
• Pronunciation is generally intelligible but mispronunciations put an occasional
strain on the listener.
• There is some pausing, false starts, and reformulations.
• Uses only simple cohesive devices. Links between ideas are not always clearly
indicated.

2 Responses to at least two questions are on topic and show the following features:
(Higher A2) • Some simple grammatical structures are used correctly but basic mistakes
systematically occur.
• Vocabulary is sufficient to respond to the questions, although inappropriate
word choices are noticeable.
• Mispronunciations are noticeable and frequently place a strain on the listener.
• There is frequent pausing, false starts, and reformulations.
• Cohesion between ideas is limited. Responses tend to be a list of points.

1 Response to one question is on topic and shows the following features:


(Lower A2) • Some simple grammatical structures are used correctly but basic mistakes
systematically occur.
• Vocabulary is sufficient to respond to the questions, although inappropriate
word choices are noticeable.
• Mispronunciations are noticeable and frequently place a strain on the listener.
• There is frequent pausing, false starts, and reformulations.
• Cohesion between ideas is limited. Responses tend to be a list of points.

0 Performance is below A2, or there is no meaningful language, or all responses are


completely off-topic (e.g. memorized answers, guessing).
Question 7
Point scale Descriptors
5 Performance is likely to be above the B2 level.
4 Responses to all three questions are on topic and show the following features:
(Higher B2) • Some complex grammar constructions are used accurately. Errors do not impede
understanding.
• The range of vocabulary is sufficient to discuss the topics required by the task.
Inappropriate lexical choices do not impede understanding.
• Pronunciation is intelligible. Mispronunciations do not put a strain on the listener or lead to
misunderstanding.
• Some pausing while searching for vocabulary but this does not put a strain on the listener.
• A limited number of cohesive devices are used to indicate the links between ideas.
3 Responses to two questions are on topic and show the following features:
(Lower B2) • Some complex grammar constructions are used accurately. Errors do not impede
understanding.
• The range of vocabulary is sufficient to discuss the topics required by the task.
Inappropriate lexical choices do not impede understanding.
• Pronunciation is intelligible. Mispronunciations do not put a strain on the listener or lead to
misunderstanding.
• Some pausing while searching for vocabulary but this does not put a strain on the listener.
• A limited number of cohesive devices are used to indicate the links between ideas.
2 Responses to at least two questions are on topic and show the following features:
(Higher B1) • Simple grammatical structures are used correctly. Errors occur when attempting complex
structures.
• Limitations in vocabulary make it difficult to deal fully with the task.
• Pronunciation is generally intelligible but mispronunciations put an occasional strain on the
listener.
• There is some pausing, false starts, and reformulations.
• Uses only simple cohesive devices. Links between ideas are not always clearly indicated.

1 Response to one question is on topic and shows the following features:


(Lower B1) • Simple grammatical structures are used correctly. Errors occur when attempting complex
structures.
• Limitations in vocabulary make it difficult to deal fully with the task.
• Pronunciation is generally intelligible but mispronunciations put an occasional strain on the
listener.
• There is some pausing, false starts, and reformulations.
• Uses only simple cohesive devices. Links between ideas are not always clearly indicated.

0 Performance is below B1, or there is no meaningful language, or all responses are completely
off-topic (e.g. memorized answers, guessing).
Question 8
Point
scale Descriptors
6 Performance is likely to be above the C1 level.
5 The presentation is clear, highlighting points from each section. Gives reasons in support of and against
(C1) particular points of view.
• A range of complex grammar constructions are used accurately. Some minor errors occur but do not
impede understanding.
• A range of vocabulary is used to discuss the topic required by the task. There is some awkward
usage or slightly inappropriate word choices.
• Pronunciation is intelligible.
• Backtracking and reformulations do not fully interrupt the flow of speech.
• A range of cohesive devices are used to clearly indicate the links between ideas.
4 The response addresses the points from each section and shows the following features:
(Higher • Some complex grammar constructions are used accurately. Errors do not impede understanding.
B2) • The range of vocabulary is sufficient to discuss the topics required by the task. Inappropriate lexical
choices do not impede understanding.
• Pronunciation is intelligible. Mispronunciations do not put a strain on the listener or lead to
misunderstanding.
• Some pausing while searching for vocabulary but this does not put a strain on the listener.
• A limited number of cohesive devices are used to indicate the links between ideas.
3 The response addresses the points from only one of the sections and shows the following features:
(Lower • Some complex grammar constructions are used accurately. Errors do not impede understanding.
B2) • The range of vocabulary is sufficient to discuss the topics required by the task. Inappropriate lexical
choices do not impede understanding.
• Pronunciation is intelligible. Mispronunciations do not put a strain on the listener or lead to
misunderstanding.
• Some pausing while searching for vocabulary but this does not put a strain on the listener.
• A limited number of cohesive devices are used to indicate the links between ideas.
2 The candidate is unable to construct a coherent and sustained response and is heavily dependent on
(Higher the input prompts.
B1) The response shows the following features:
• Simple grammatical structures are used correctly. Errors occur when attempting complex structures.
• Limitations in vocabulary make it difficult to deal fully with the task.
• Pronunciation is generally intelligible but mispronunciations put an occasional strain on the listener.
• There is some pausing, false starts, and reformulations.
• Uses only simple cohesive devices. Links between ideas are not always clearly indicated.

1 The candidate is unable to construct a coherent and sustained response and reads directly from the
(Lower input prompts.
B1) The response shows the following features:
• Simple grammatical structures are used correctly. Errors occur when attempting complex structures.
• Limitations in vocabulary make it difficult to deal fully with the task.
• Pronunciation is generally intelligible but mispronunciations put an occasional strain on the listener.
• There is some pausing, false starts, and reformulations.
• Uses only simple cohesive devices. Links between ideas are not always clearly indicated.

0 Performance is below B1, or there is no meaningful language, or all responses are completely off-topic
(e.g. memorized answers, guessing).

Common questions

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Both Source 1 and Source 3 describe the Higher B1 level as having responses on topic with simple grammatical structures used correctly, whereas errors occur when attempting complex structures. There is sufficient vocabulary control for the task, though errors occur with complex thoughts. Pronunciation is generally intelligible but may occasionally strain the listener, and only simple cohesive devices are used, with links between ideas not always clearly indicated .

Pronunciation errors impact the listener by placing different levels of strain across proficiency levels. For A2 level speakers, errors frequently strain the listener and make understanding more challenging. At the B1 level, errors occasionally strain the listener, whereas at the B2 level, errors do not significantly strain the listener or lead to misunderstanding, indicating improved intelligibility as proficiency increases .

In distinguishing between B1 and B2 levels, cohesive devices play a subtle role. At the B1 level, only simple cohesive devices are used and links between ideas are not always clearly indicated. B2 level performances, however, indicate some use of cohesive devices to link ideas, even if limited, suggesting slightly more advanced organizational skill in speech .

B1 speakers may struggle with fully articulating and linking complex ideas due to limited use of cohesive devices and simpler language structures. C1 speakers are expected to present arguments clearly, providing reasons for and against different points of view using a range of complex grammatical structures and cohesive devices, indicating an advanced ability to articulate and explore ideas thoroughly .

Frequent pausing and reformulations at lower proficiency levels, such as A1 or A2, often impede understanding and strain communication effectiveness. At B1 and B2 levels, while pauses and reformulations occur, they are less frequent and do not significantly impede understanding. This reflects an improvement in fluency and coherence as proficiency advances .

At the B2 level, some complex grammar constructions are used accurately, with errors that do not impede understanding. In contrast, the C1 level expects a range of complex grammar constructions to be used accurately, with minor errors that still do not impede understanding, indicating a higher degree of grammatical precision and complexity .

Candidates rated as Higher B2 use a sufficient range of vocabulary to discuss required topics, yet inappropriate lexical choices do not impede understanding. Those at the C1 level use a broader range of vocabulary to discuss topics, with some awkward usage or slightly inappropriate word choices, suggesting a more advanced grasp and control over language despite minor issues .

At higher proficiency levels like C1, accurate and complex grammar usage is emphasized because it reflects a speaker's ability to convey nuanced and sophisticated ideas clearly, which is critical for effective, detailed communication. In contrast, at A2, the focus is on basic communication skills with simpler structures, as users are only beginning to build foundational language competence .

To achieve a score of 4 (Higher A2) on the speaking exam, the responses must be on topic and show that some simple grammatical structures are used correctly, although basic mistakes occur systematically. Vocabulary should be sufficient to respond to the questions, but inappropriate word choices are noticeable. Mispronunciations should be noticeable and frequently place a strain on the listener, and there should be frequent pausing, false starts, and reformulations, despite the meaning being clear .

A score of 2 (Higher A1) requires responses to at least two questions to be on topic, with grammatical structure limited to words and phrases, where errors in basic patterns and simple grammar structures impede understanding. A score of 1 (Lower A1) involves response to one question on topic, with similar limitations in grammatical structures, and errors that also impede understanding .

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