Overall Speaking Rubric (with Quantita
Score Range Description
Communicates effectively and fluently on a variety of familia
90-100% (High) Demonstrates good control of pronunciation, grammar, and
Responses are well-organized and easy to understand. Show
Communicates fairly effectively on familiar topics.
Pronunciation is generally understandable, though some erro
75-89% (Mid-High)
Grammar and vocabulary are adequate for the level, with so
Responses are generally organized but may lack some detai
Communicates with some difficulty, even on familiar topics.
Pronunciation errors frequently impede understanding.
60-74% (Mid-Low)
Grammar and vocabulary limitations are evident. Responses
Hesitation and lack of confidence are noticeable.
Struggles to communicate even on familiar topics
Pronunciation is difficult to understand.
Below 60% (Low)
Significant limitations in grammar and vocabulary
Responses are minimal or non-existent. Lacks confidence an
c (with Quantitative Assessment)
Description
ently on a variety of familiar topics.
nunciation, grammar, and vocabulary appropriate to the elementary level.
d easy to understand. Shows confidence and willingness to communicate.
n familiar topics.
tandable, though some errors may be present.
quate for the level, with some inaccuracies.
d but may lack some detail. Shows some confidence in communication.
ty, even on familiar topics.
mpede understanding.
ons are evident. Responses may be short, fragmented, or poorly organized
are noticeable.
n familiar topics
stand.
r and vocabulary
xistent. Lacks confidence and willingness to communicate.
Section-Specific Rubrics (with Quantitative Assessment):
Part 1: Picture Description
Criteria
Content (30%)
Fluency & Coherence (30%)
Language (Grammar & Vocab) (20%)
Pronunciation (20%)
Part 2: Question and Answer
Criteria
Relevance (30%)
Fluency & Coherence (30%)
Language (Grammar & Vocab) (20%)
Pronunciation (20%)
Part 3: Storytelling
Criteria
Content/Narrative (30%)
Fluency & Coherence (30%)
Language (Grammar & Vocab) (20%)
Pronunciation (20%)
Quantitative Assessment):
High (9-10 points)
Provides a comprehensive description of the
picture, including key details and relationships
between objects/people.
Speaks fluently and connects ideas smoothly.
Description is well-organized and easy to follow.
Uses appropriate vocabulary and grammatical
structures accurately and effectively.
Pronunciation is clear and easily understood.
High (9-10 points)
Answers the questions directly and appropriately,
providing relevant information and details.
Responds fluently and confidently. Answers are
well-organized and easy to understand.
Uses appropriate vocabulary and grammatical
structures accurately and effectively.
Pronunciation is clear and easily understood.
High (9-10 points)
Tells a coherent and engaging story, including all
key elements of the prompt.
Narrates fluently and connects ideas smoothly.
Story is well-organized and easy to follow.
Uses appropriate vocabulary and grammatical
structures accurately and effectively to tell the
story.
Pronunciation is clear and easily understood.
Mid-High (7-8 points) Mid-Low (5-6 points)
Describes some elements but omits
Describes most key elements but may
significant details or misinterprets
miss some details or connections.
parts of the picture.
Speaks relatively fluently, but some Hesitates frequently and struggles to
hesitation or repetition may be present. connect ideas. Description may be
Organization is generally good. disorganized.
Uses appropriate vocabulary and Vocabulary and grammar limitations
grammar with some inaccuracies that do are evident, and errors may hinder
not significantly impede understanding. comprehension.
Pronunciation is generally
Pronunciation errors frequently affect
understandable, with some errors that do
intelligibility.
not impede comprehension.
Mid-High (7-8 points) Mid-Low (5-6 points)
Answers the questions, but some Answers the questions, but responses
responses may be slightly off-topic or lack may be brief, unclear, or tangentially
detail. related.
Responds relatively fluently, but some Hesitates frequently and struggles to
hesitation or repetition may be present. formulate responses. Answers may be
Answers are generally organized. disorganized.
Uses appropriate vocabulary and Vocabulary and grammar limitations
grammar with some inaccuracies that do are evident, and errors may hinder
not significantly impede understanding. comprehension.
Pronunciation is generally
Pronunciation errors frequently affect
understandable, with some errors that do
intelligibility.
not impede comprehension.
Mid-High (7-8 points) Mid-Low (5-6 points)
Tells a story that covers most key Tells a story, but it may be
elements but may lack some details or incomplete, confusing, or lack key
coherence. elements.
Narrates relatively fluently, but some Hesitates frequently and struggles to
hesitation or repetition may be present. connect ideas. Story may be
Organization is generally good. disorganized.
Uses appropriate vocabulary and Vocabulary and grammar limitations
grammar with some inaccuracies that do are evident, and errors may hinder
not significantly impede understanding. comprehension.
Pronunciation is generally
Pronunciation errors frequently affect
understandable, with some errors that do
intelligibility.
not impede comprehension.
Low (Below 5 points)
Provides a very limited or
inaccurate description.
Speaks very slowly and with great
difficulty. Description is
fragmented and difficult to follow.
Uses very limited vocabulary and
grammar. Errors significantly
impact understanding.
Pronunciation is very difficult to
understand.
Low (Below 5 points)
Struggles to answer the questions
or provides irrelevant responses.
Speaks very slowly and with great
difficulty. Answers are
fragmented and difficult to follow.
Uses very limited vocabulary and
grammar. Errors significantly
impact understanding.
Pronunciation is very difficult to
understand.
Low (Below 5 points)
Struggles to tell a coherent story.
Speaks very slowly and with great
difficulty. Story is fragmented and
difficult to follow.
Uses very limited vocabulary and
grammar. Errors significantly
impact understanding.
Pronunciation is very difficult to
understand.
Okay, let's add a quantitative element to the GEPT Elementary Speaking rubrics. T
Overall Speaking Rubric (with Quantitative Assessment)
Score Range
90-100% (High)
75-89% (Mid-High)
60-74% (Mid-Low)
Below 60% (Low)
Export to Sheets
Section-Specific Rubrics (with Quantitative Assessment):
Part 1: Picture Description
Criteria
Content (30%)
Fluency & Coherence (30%)
Language (Grammar & Vocab) (20%)
Pronunciation (20%)
Export to Sheets
Part 2: Question and Answer
Criteria
Relevance (30%)
Fluency & Coherence (30%)
Language (Grammar & Vocab) (20%)
Pronunciation (20%)
Export to Sheets
Part 3: Storytelling
Criteria
Content/Narrative (30%)
Fluency & Coherence (30%)
Language (Grammar & Vocab) (20%)
Pronunciation (20%)
Export to Sheets
Important Notes:
Weighting: The percentages assigned to each criteria can be adjusted based on
Point Allocation: The point range (e.g., 9-10) can also be modified. You could u
Consistency: Ensure that you apply the rubrics consistently across all students
Feedback: Use the quantitative scores in conjunction with qualitative feedback
By adding a quantitative dimension to your rubrics, you can provide more objective
GEPT Elementary Speaking rubrics. This will help provide a more precise score and make it easier to tra
ve Assessment)
Description
Communicates effectively and fluently on a variety of familiar topics.
Demonstrates good control of pronunciation, grammar, and vocabulary
appropriate to the elementary level. Responses are well-organized and easy to
understand. Shows confidence and willingness to communicate.
Communicates fairly effectively on familiar topics. Pronunciation is generally
understandable, though some errors may be present. Grammar and
vocabulary are adequate for the level, with some inaccuracies. Responses are
generally organized but may lack some detail. Shows some confidence in
communication.
Communicates with some difficulty, even on familiar topics. Pronunciation
errors frequently impede understanding. Grammar and vocabulary limitations
are evident. Responses may be short, fragmented, or poorly organized.
Hesitation and lack of confidence are noticeable.
Struggles to communicate even on familiar topics. Pronunciation is difficult to
understand. Significant limitations in grammar and vocabulary. Responses are
minimal or non-existent. Lacks confidence and willingness to communicate.
ve Assessment):
High (9-10 points)
Provides a comprehensive description of the picture, including key details and
relationships between objects/people.
Speaks fluently and connects ideas smoothly. Description is well-organized
and easy to follow.
Uses appropriate vocabulary and grammatical structures accurately and
effectively.
Pronunciation is clear and easily understood.
High (9-10 points)
Answers the questions directly and appropriately, providing relevant
information and details.
Responds fluently and confidently. Answers are well-organized and easy to
understand.
Uses appropriate vocabulary and grammatical structures accurately and
effectively.
Pronunciation is clear and easily understood.
High (9-10 points)
Tells a coherent and engaging story, including all key elements of the prompt.
Narrates fluently and connects ideas smoothly. Story is well-organized and
easy to follow.
Uses appropriate vocabulary and grammatical structures accurately and
effectively to tell the story.
Pronunciation is clear and easily understood.
ach criteria can be adjusted based on your priorities. For example, if fluency is particularly important, y
0) can also be modified. You could use a 5-point scale or a 100-point scale, depending on your prefere
rics consistently across all students to ensure fair and accurate assessment.
onjunction with qualitative feedback to provide students with a comprehensive understanding of their s
brics, you can provide more objective and detailed feedback to your students, helping them to improve
nd make it easier to track progress.
Mid-High (7-8 points)
Describes most key elements but may miss some details or connections.
Speaks relatively fluently, but some hesitation or repetition may be present.
Organization is generally good.
Uses appropriate vocabulary and grammar with some inaccuracies that do not
significantly impede understanding.
Pronunciation is generally understandable, with some errors that do not impede
comprehension.
Mid-High (7-8 points)
Answers the questions, but some responses may be slightly off-topic or lack
detail.
Responds relatively fluently, but some hesitation or repetition may be present.
Answers are generally organized.
Uses appropriate vocabulary and grammar with some inaccuracies that do not
significantly impede understanding.
Pronunciation is generally understandable, with some errors that do not impede
comprehension.
Mid-High (7-8 points)
Tells a story that covers most key elements but may lack some details or
coherence.
Narrates relatively fluently, but some hesitation or repetition may be present.
Organization is generally good.
Uses appropriate vocabulary and grammar with some inaccuracies that do not
significantly impede understanding.
Pronunciation is generally understandable, with some errors that do not impede
comprehension.
articularly important, you could increase its weighting.
ending on your preference.
understanding of their strengths and weaknesses.
elping them to improve their speaking skills more effectively.
Mid-Low (5-6 points)
Describes some elements but omits significant details or misinterprets parts of the picture.
Hesitates frequently and struggles to connect ideas. Description may be disorganized.
Vocabulary and grammar limitations are evident, and errors may hinder comprehension.
Pronunciation errors frequently affect intelligibility.
Mid-Low (5-6 points)
Answers the questions, but responses may be brief, unclear, or tangentially related.
Hesitates frequently and struggles to formulate responses. Answers may be disorganized.
Vocabulary and grammar limitations are evident, and errors may hinder comprehension.
Pronunciation errors frequently affect intelligibility.
Mid-Low (5-6 points)
Tells a story, but it may be incomplete, confusing, or lack key elements.
Hesitates frequently and struggles to connect ideas. Story may be disorganized.
Vocabulary and grammar limitations are evident, and errors may hinder comprehension.
Pronunciation errors frequently affect intelligibility.
Low (Below 5 po
Provides a very limited or inaccurate description.
Speaks very slowly and with great difficulty. Description is fragmented and difficult to follow.
Uses very limited vocabulary and grammar. Errors significantly impact understanding.
Pronunciation is very difficult to understand.
Low (Below 5 po
Struggles to answer the questions or provides irrelevant responses.
Speaks very slowly and with great difficulty. Answers are fragmented and difficult to follow.
Uses very limited vocabulary and grammar. Errors significantly impact understanding.
Pronunciation is very difficult to understand.
Low (Below 5 po
Struggles to tell a coherent story.
Speaks very slowly and with great difficulty. Story is fragmented and difficult to follow.
Uses very limited vocabulary and grammar. Errors significantly impact understanding.
Pronunciation is very difficult to understand.
Section-Specific Rubrics (with Quantitative Assessment):
Part 1: Picture Description
Criteria
Content (30%)
Fluency & Coherence (30%)
Language (Grammar & Vocab)
(20%)
Pronunciation (20%)
Export to Sheets
Part 2: Question and Answer
Criteria
Relevance (30%)
Fluency & Coherence (30%)
Language (Grammar & Vocab)
(20%)
Pronunciation (20%)
Export to Sheets
Part 3: Storytelling
ith Quantitative Assessment):
Mid-High Mid-Low Low
High (9-10 points) (7-8 (5-6 (Below 5
points) points) points)
Describes
Describes
some
most key Provides a
elements
elements very
but omits
Provides a comprehensive description of the but may limited or
significant
picture, including key details and relationships miss inaccurat
details or
between objects/people. some e
misinterpr
details or descriptio
ets parts
connectio n.
of the
ns.
picture.
Speaks
Speaks
relatively Hesitates
very
fluently, frequently
slowly
but some and
and with
hesitation struggles
great
Speaks fluently and connects ideas smoothly. or to
difficulty.
Description is well-organized and easy to repetition connect
Descriptio
follow. may be ideas.
n is
present. Descriptio
fragmente
Organizati n may be
d and
on is disorganiz
difficult to
generally ed.
follow.
good.
Uses
appropriat
Vocabular
e Uses very
y and
vocabular limited
grammar
y and vocabular
limitations
grammar y and
are
Uses appropriate vocabulary and grammatical with some grammar.
evident,
structures accurately and effectively. inaccuraci Errors
and errors
es that do significant
may
not ly impact
hinder
significant understan
comprehe
ly impede ding.
nsion.
understan
ding.
Pronuncia
tion is
generally
understan Pronuncia Pronuncia
dable, tion errors tion is
with some frequently very
Pronunciation is clear and easily understood.
errors affect difficult to
that do intelligibili understan
not ty. d.
impede
comprehe
nsion.
Mid-High Mid-Low Low
High (9-10 points) (7-8 (5-6 (Below 5
points) points) points)
Answers
Answers
the Struggles
the
questions, to answer
questions,
but the
but some
Answers the questions directly and responses questions
responses
appropriately, providing relevant information may be or
may be
and details. brief, provides
slightly
unclear, irrelevant
off-topic
or responses
or lack
tangential .
detail.
ly related.
Responds
relatively Speaks
Hesitates
fluently, very
frequently
but some slowly
and
hesitation and with
struggles
or great
to
Responds fluently and confidently. Answers repetition difficulty.
formulate
are well-organized and easy to understand. may be Answers
responses
present. are
. Answers
Answers fragmente
may be
are d and
disorganiz
generally difficult to
ed.
organized follow.
.
Uses
appropriat
Vocabular
e Uses very
y and
vocabular limited
grammar
y and vocabular
limitations
grammar y and
are
Uses appropriate vocabulary and grammatical with some grammar.
evident,
structures accurately and effectively. inaccuraci Errors
and errors
es that do significant
may
not ly impact
hinder
significant understan
comprehe
ly impede ding.
nsion.
understan
ding.
Pronuncia
tion is
generally
understan Pronuncia Pronuncia
dable, tion errors tion is
with some frequently very
Pronunciation is clear and easily understood.
errors affect difficult to
that do intelligibili understan
not ty. d.
impede
comprehe
nsion.
