1. Universidad Católica de la Santísima Concepción
Facultad de Educación
Departamento de Lenguas
Language Assessment
UNIT THREE
Speaking Test
(Language Assessment)
Dannae Del Campo and Gabriela Quezada
Professor
Roxana C. Correa
Concepción, 2014

2. Speaking Task
1) Discuss these photographs with a partner and get to an agreement of which
place is better to go on a holiday with your family.
2) Describeone photograph:
 Student A: What are the advantages and disadvantages of going to
the first place?
 Student B: What are the advantages and disadvantages of going to
the second place?
Adapted from: (Capel and Sharp, Objective First Certificate, 2005,
p.20)
Luoma’s Specifications (2004)
 The test purpose: The test aims to assess students’ oral abilities when
describing and coming to an agreement.
 Description of the examinees: Two students from second year of English
pedagogy at UCSC.
 Test level: Intermediate.
 Definition of construct: Communicative approach.
 Description of suitable language course or textbook: Taking from the
objective first certificate because it is coherent with the level of the
examinees.
 Number of sections/papers: Two sections.
 Time for each section/paper: First section: 2-3 minutes, second section: 1-2
minutes each student.
 Weighting for each section/paper: The first section has 32 points and the
second section has 28 points. The task has a total of 60 points.
 Target language situation:In the first picture students have to get to an
agreement to which place is better for going on a holiday. Therefore, they

3. will use superlatives and adjectives including vocabulary related to places.
In the second task they have to describe the advantages and disadvantages
of one place. For this, they will use adjectives and vocabulary related to
places.
 Text types: Images
 Text length: Two images for each pair of students.
 Language skills to be tested: Speaking
 Language elements to be tested: Section 1(content task oriented,
pronunciation, use of vocabulary, fluency, organization of ideas, turn taking
and attitude), section 2 (content task oriented,pronunciation, use of
vocabulary, fluency, organization of ideas).
 Test tasks: In the first section students have to describe the photographs
with a partner and get to an agreement of which place is better to go on a
holiday with your family. In the second task each student has to give the
advantages and disadvantages of going to the first place (Student A) and
the second place (Student B).
 Test methods: Students will be assessed in pairs on the first task while they
look to pictures and get to an agreement of which place is better to go. In
the second task, they will be assessed separately while each of them look at
one picture and gives the advantages and disadvantages of going to that
place.
 Rubrics: See page 4 and 5
 Criteria for making: See page 4 and 5
 Description of typical performance at each level: See page 4 and 5
 Description of what candidates at each level can do in the real world: See
page 4 and 5
 Sample papers: See page 4 and 5
 Samples of students’ performance on task: See page 7, 8, 9 and 10.
Fulcher’s specification
Specification Task 1 Task 2
Taskorientation Guided Guided
Interactionalrelationship Interactional (two-ways) Non-interactional
Interlocutor status Balanced Balanced
Goalorientation Thereis Thereis
Familiarity High Balanced
Topics Getting in an agreement
with someone else about
going to a place on a
holiday
Comparing and describing
images (Places)

4. Speaking Test Rubric: Section 1
EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT: 1
Content task
oriented
The student covers appropriately
all the questions related to the
topic aiding task completion.
The student covers most of
the questions related to the
topic aiding task completion.
The student covers some
of the questions related to
the topic but is not enough
content to meet the
requirements of the task.
The student refers primarily
on irrelevant content.
Pronunciatio
n (x2)
The Student’s pronunciation is
very clear, almost error-free;
besides, his/her stress and
intonation improves
comprehension in the topic.
Also, he/she always uses
appropriate intonation patterns
according to the situation.
The student’s pronunciation
is generally correct, with
occasional errors; besides,
his/her pronunciation has a
reasonable control of stress
and intonation which helps
comprehension in the topic.
Also, he/she generally uses
appropriate intonation
patterns according to the
situation.
The student’s
pronunciation is
occasionally correct, with
frequent errors; besides,
his/her stress and
intonation are not always
clear enough to
understand which confuses
the listener’s
comprehension in the
topic. Also, he/she fails to
use adequate intonation
patterns according to the
situation.
The student’s pronunciation
is rarely correct, most
utterances contain errors;
besides, his/her stress and
intonation is often difficult
to understand which stops
the listener from
understanding the topic.
Also, he/she fails to use
adequate intonation
patterns according to the
situation.
Use of
Vocabulary
The student uses a wide range of
vocabulary and expressions.
Excellent use of collocations,
adjectives. Grammatical
structures are always used
correctly and accurately.
The student uses a fairly
wide range of vocabulary and
expressions, but makes some
errors in word choice. Most
of the grammatical
structures are used accurate,
The student uses a limited
range of vocabulary and
expressions. Most
grammatical structures are
basic for the level and used
inaccurately.
The range of vocabulary is
basic. Grammatical
structures are also basic
with frequent errors.
Fluency
(x2)
The speech runs smoothly
without hesitation and use fillers.
The student’s voice volume is
appropriate.
The speech runs with
occasional hesitations but it
does not interfere with
communication. The volume
is mostly appropriate and the
student uses several fillers.
The speech is frequently
interrupted by hesitations.
The student’s voice volume
is not suitable for the class.
Too many types of filler are
used.
The speech is often
interrupted by hesitation
and fillers which often
interfere with
communication. The
student’s voice volume is
either too low or too slow.
Organization
of ideas
The student organizes his/her
ideas correctly. The student uses
connectors in an appropriate
way.
The student organizes most
of his/her ideas correctly.
Frequent use of connectors
with some errors.
The student organizes a
few ideas correctly. There
is not enough use of
connectors with a few
errors.
The student does not
organize his /her ideas
correctly and there is no
presence of connectors or
they are used incorrectly
.Very frequent errors.
Turn taking
and attitude
Speaker is eager to speak yet
he/she lets the other speaker
develop his ideas as well.
Interaction flows smoothly. The
use of attention-getting devices is
appropriate and both speakers are
willing to listen to the other
speaker’s ideas to make the
conversation coherent.
Speakers are able to make the
communication flow and
sometimes they overlap the
other speaker’s turn to speak.
Their attitude towards the
situation is good: both are
willing to interact with each
other.
Speaker overlaps the other
making the interaction
difficult to follow and
his/her attitude towards the
situation is slightly
confusing.
Speaker shows little respect
for the other speaker’s turn
to speak; besides, speaker
does not even make use of
his/her own time to speak.
Bothspeakers are
clearlyuncomfortableduringt
heinteraction.

5. Total Score ____/ 32
Speaking Test Rubric: Section 2
EXCELLENT:
4
GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT: 1
Content task
oriented
The student covers
appropriately all the
questions related to
the topic aiding task
completion.
The student covers most
of the questions related
to the topic aiding task
completion.
The student covers some
of the questions related to
the topic but is not enough
content to meet the
requirements of the task.
The student refers primarily on
irrelevant content.

6. Total Score: _____/ 28
Test pilot
Pronunciation
(x2)
The Student’s
pronunciation is very
clear, almost error-
free; besides, his/her
stress and intonation
improves
comprehension in
the topic. Also,
he/she always uses
appropriate
intonation patterns
according to the
situation.
The student’s
pronunciation is
generally correct, with
occasional errors;
besides, his/her
pronunciation has a
reasonable control of
stress and intonation
which helps
comprehension in the
topic. Also, he/she
generally uses
appropriate intonation
patterns according to the
situation.
The student’s
pronunciation is
occasionally correct, with
frequent errors; besides,
his/her stress and
intonation are not always
clear enough to understand
which confuses the
listener’s comprehension
in the topic. Also, he/she
fails to use adequate
intonation patterns
according to the situation.
The student’s pronunciation is
rarely correct, most utterances
contain errors; besides, his/her
stress and intonation is often
difficult to understand which
stops the listener from
understanding the topic. Also,
he/she fails to use adequate
intonation patterns according
to the situation.
Use of
Vocabulary
The student uses a
wide range of
vocabulary and
expressions.
Excellent use of
collocations,
adjectives.
Grammatical
structures are always
used correctly and
accurately.
The student uses a fairly
wide range of
vocabulary
andexpressions, but
makes some errors in
word choice. Most of the
grammatical structures
are used accurate,
The student uses a limited
range of vocabulary and
expressions. Most
grammatical structures are
basic for the level and used
inaccurately.
The range of vocabulary is
basic. Grammatical structures
are also basic with frequent
errors.
Fluency
(x2)
The speech runs
smoothly without
hesitation and use
fillers. The student’s
voice volume is
appropriate.
The speech runs with
occasional hesitations
but it does not interfere
with communication.
The volume is mostly
appropriate and the
student uses several
fillers.
The speech is frequently
interrupted by hesitations.
The student’s voice
volume is not suitable for
the class.Too many types
of filler are used.
The speech is often interrupted
by hesitation and fillers which
often interfere with
communication. The student’s
voice volume is either too low
or too slow.
Organization
of ideas
The student
organizes his/her
ideas correctly. The
student uses
connectors in an
appropriate way.
The student organizes
most of his/her ideas
correctly. Frequent use
of connectors with some
errors.
The student organizes a
few ideas correctly. There
is not enough use of
connectors with a few
errors.
The student does not organize
his /her ideas correctly and
there is no presence of
connectors or they are used
incorrectly .Very frequent
errors.

7. During the pilot two third year students from English Pedagogy were
assessed. Their level is intermediate and they are working during classes with the
First Certificate Cambridge.
After piloting, we noticed that in section two, the question did not specify the
number of advantages and disadvantages the students had to mention. The
students asked how many reasons they needed to answer to have the total score
of the task. Therefore, it was needed to clarify the question by asking them to give
specifically two advantages and two disadvantages.
Regarding to the time for each section, we realized that both students
answer the questions during the estimated time. Although, one of the students
spoke more than the other, both students accomplished what was expected.
In terms of images, the students did not present any problem at the moment
of describing and comparing them. Therefore, we can conclude that the images
were suitable for the task and the examinees.
EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT: 1

8. Rubric Piloting Test: Section 1, Student A
Total Score 30/32
Rubric Piloting Test: Section 2, Student A
Content task
oriented
The student covers appropriately
all the questions related to the
topic aiding task completion.
The student covers most of
the questions related to the
topic aiding task completion.
The student covers some
of the questions related to
the topic but is not enough
content to meet the
requirements of the task.
The student refers primarily
on irrelevant content.
Pronunciatio
n (x2)
The Student’s pronunciation is
very clear, almost error-free;
besides, his/her stress and
intonation improves
comprehension in the topic.
Also, he/she always uses
appropriate intonation patterns
according to the situation.
The student’s pronunciation
is generally correct, with
occasional errors; besides,
his/her pronunciation has a
reasonable control of stress
and intonation which helps
comprehension in the topic.
Also, he/she generally uses
appropriate intonation
patterns according to the
situation.
The student’s
pronunciation is
occasionally correct, with
frequent errors; besides,
his/her stress and
intonation are not always
clear enough to
understand which confuses
the listener’s
comprehension in the
topic. Also, he/she fails to
use adequate intonation
patterns according to the
situation.
The student’s pronunciation
is rarely correct, most
utterances contain errors;
besides, his/her stress and
intonation is often difficult
to understand which stops
the listener from
understanding the topic.
Also, he/she fails to use
adequate intonation
patterns according to the
situation.
Use of
Vocabulary
The student uses a wide range of
vocabulary and expressions.
Excellent use of collocations,
adjectives. Grammatical
structures are always used
correctly and accurately.
The student uses a fairly
wide range of vocabulary
and expressions, but makes
some errors in word choice.
Most of the grammatical
structures are used accurate,
The student uses a limited
range of vocabulary and
expressions. Most
grammatical structures are
basic for the level and used
inaccurately.
The range of vocabulary is
basic. Grammatical
structures are also basic
with frequent errors.
Fluency
(x2)
The speech runs smoothly
without hesitation and use fillers.
The student’s voice volume is
appropriate.
The speech runs with
occasional hesitations but it
does not interfere with
communication. The volume
is mostly appropriate and the
student uses several fillers.
The speech is frequently
interrupted by hesitations.
The student’s voice volume
is not suitable for the class.
Too many types of filler are
used.
The speech is often
interrupted by hesitation
and fillers which often
interfere with
communication. The
student’s voice volume is
either too low or too slow.
Organization
of ideas
The student organizes his/her
ideas correctly. The student uses
connectors in an appropriate
way.
The student organizes most
of his/her ideas correctly.
Frequent use of connectors
with some errors.
The student organizes a
few ideas correctly. There
is not enough use of
connectors with a few
errors.
The student does not
organize his /her ideas
correctly and there is no
presence of connectors or
they are used incorrectly
.Very frequent errors.
Turn taking
and attitude
Speaker is eager to speak yet
he/she lets the other speaker
develop his ideas as well.
Interaction flows smoothly. The
use of attention-getting devices is
appropriate and both speakers
are willing to listen to the other
speaker’s ideas to make the
conversation coherent.
Speakers are able to make the
communication flow and
sometimes they overlap the
other speaker’s turn to speak.
Their attitude towards the
situation is good: both are
willing to interact with each
other.
Speaker overlaps the other
making the interaction
difficult to follow and
his/her attitude towards the
situation is slightly
confusing.
Speaker shows little respect
for the other speaker’s turn
to speak; besides, speaker
does not even make use of
his/her own time to speak.
Bothspeakers are
clearlyuncomfortableduringt
heinteraction.
EXCELLENT: GOOD: 3 ADEQUATE: 2 NEEDS

9. Total Score: 26/28
4 IMPROVEMENT: 1
Content task
oriented
The student covers
appropriately all the
questions related to
the topic aiding task
completion.
The student covers most
of the questions related
to the topic aiding task
completion.
The student covers some
of the questions related to
the topic but is not enough
content to meet the
requirements of the task.
The student refers primarily on
irrelevant content.
Pronunciation
(x2)
The Student’s
pronunciation is very
clear, almost error-
free; besides, his/her
stress and intonation
improves
comprehension in
the topic. Also,
he/she always uses
appropriate
intonation patterns
according to the
situation.
The student’s
pronunciation is
generally correct, with
occasional errors;
besides, his/her
pronunciation has a
reasonable control of
stress and intonation
which helps
comprehension in the
topic. Also, he/she
generally uses
appropriate intonation
patterns according to the
situation.
The student’s
pronunciation is
occasionally correct, with
frequent errors; besides,
his/her stress and
intonation are not always
clear enough to understand
which confuses the
listener’s comprehension
in the topic. Also, he/she
fails to use adequate
intonation patterns
according to the situation.
The student’s pronunciation is
rarely correct, most utterances
contain errors; besides, his/her
stress and intonation is often
difficult to understand which
stops the listener from
understanding the topic. Also,
he/she fails to use adequate
intonation patterns according
to the situation.
Use of
Vocabulary
The student uses a
wide range of
vocabulary and
expressions.
Excellent use of
collocations,
adjectives.
Grammatical
structures are always
used correctly and
accurately.
The student uses a fairly
wide range of
vocabulary
andexpressions, but
makes some errors in
word choice. Most of the
grammatical structures
are used accurate,
The student uses a limited
range of vocabulary and
expressions. Most
grammatical structures are
basic for the level and used
inaccurately.
The range of vocabulary is
basic. Grammatical structures
are also basic with frequent
errors.
Fluency
(x2)
The speech runs
smoothly without
hesitation and use
fillers. The student’s
voice volume is
appropriate.
The speech runs with
occasional hesitations
but it does not interfere
with communication.
The volume is mostly
appropriate and the
student uses several
fillers.
The speech is frequently
interrupted by hesitations.
The student’s voice
volume is not suitable for
the class.Too many types
of filler are used.
The speech is often interrupted
by hesitation and fillers which
often interfere with
communication. The student’s
voice volume is either too low
or too slow.
Organization
of ideas
The student
organizes his/her
ideas correctly. The
student uses
connectors in an
appropriate way.
The student organizes
most of his/her ideas
correctly. Frequent use
of connectors with some
errors.
The student organizes a
few ideas correctly. There
is not enough use of
connectors with a few
errors.
The student does not organize
his /her ideas correctly and
there is no presence of
connectors or they are used
incorrectly .Very frequent
errors.

10. Rubric Piloting Test: Section 1, Student B

11. Total Score: 30/32
EXCELLENT: 4 GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT: 1
Content task
oriented
The student covers appropriately
all the questions related to the
topic aiding task completion.
The student covers most of
the questions related to the
topic aiding task completion.
The student covers some
of the questions related to
the topic but is not enough
content to meet the
requirements of the task.
The student refers primarily
on irrelevant content.
Pronunciatio
n (x2)
The Student’s pronunciation is
very clear, almost error-free;
besides, his/her stress and
intonation improves
comprehension in the topic.
Also, he/she always uses
appropriate intonation patterns
according to the situation.
The student’s pronunciation
is generally correct, with
occasional errors; besides,
his/her pronunciation has a
reasonable control of stress
and intonation which helps
comprehension in the topic.
Also, he/she generally uses
appropriate intonation
patterns according to the
situation.
The student’s
pronunciation is
occasionally correct, with
frequent errors; besides,
his/her stress and
intonation are not always
clear enough to
understand which
confuses the listener’s
comprehension in the
topic. Also, he/she fails to
use adequate intonation
patterns according to the
situation.
The student’s pronunciation
is rarely correct, most
utterances contain errors;
besides, his/her stress and
intonation is often difficult
to understand which stops
the listener from
understanding the topic.
Also, he/she fails to use
adequate intonation
patterns according to the
situation.
Use of
Vocabulary
The student uses a wide range of
vocabulary and expressions.
Excellent use of collocations,
adjectives. Grammatical
structures are always used
correctly and accurately.
The student uses a fairly
wide range of vocabulary
and expressions, but makes
some errors in word choice.
Most of the grammatical
structures are used accurate,
The student uses a limited
range of vocabulary and
expressions. Most
grammatical structures are
basic for the level and used
inaccurately.
The range of vocabulary is
basic. Grammatical
structures are also basic
with frequent errors.
Fluency
(x2)
The speech runs smoothly
without hesitation and use
fillers. The student’s voice
volume is appropriate.
The speech runs with
occasional hesitations but it
does not interfere with
communication. The volume
is mostly appropriate and
the student uses several
fillers.
The speech is frequently
interrupted by hesitations.
The student’s voice
volume is not suitable for
the class. Too many types
of filler are used.
The speech is often
interrupted by hesitation
and fillers which often
interfere with
communication. The
student’s voice volume is
either too low or too slow.
Organization
of ideas
The student organizes his/her
ideas correctly. The student uses
connectors in an appropriate
way.
The student organizes most
of his/her ideas correctly.
Frequent use of connectors
with some errors.
The student organizes a
few ideas correctly. There
is not enough use of
connectors with a few
errors.
The student does not
organize his /her ideas
correctly and there is no
presence of connectors or
they are used incorrectly
.Very frequent errors.
Turn taking
and attitude
Speaker is eager to speak yet
he/she lets the other speaker
develop his ideas as well.
Interaction flows smoothly. The
use of attention-getting devices is
appropriate and both speakers
are willing to listen to the other
speaker’s ideas to make the
conversation coherent.
Speakers are able to make the
communication flow and
sometimes they overlap the
other speaker’s turn to speak.
Their attitude towards the
situation is good: both are
willing to interact with each
other.
Speaker overlaps the other
making the interaction
difficult to follow and
his/her attitude towards
the situation is slightly
confusing.
Speaker shows little respect
for the other speaker’s turn
to speak; besides, speaker
does not even make use of
his/her own time to speak.
Bothspeakers are
clearlyuncomfortableduringt
heinteraction.

12. Rubric Piloting Test: Section 2, Student B
Total Score: 26/28
EXCELLENT:
4
GOOD: 3 ADEQUATE: 2 NEEDS
IMPROVEMENT: 1
Content task
oriented
The student covers
appropriately all the
questions related to
the topic aiding task
completion.
The student covers most
of the questions related
to the topic aiding task
completion.
The student covers some
of the questions related to
the topic but is not enough
content to meet the
requirements of the task.
The student refers primarily on
irrelevant content.
Pronunciation
(x2)
The Student’s
pronunciation is very
clear, almost error-
free; besides, his/her
stress and intonation
improves
comprehension in
the topic. Also,
he/she always uses
appropriate
intonation patterns
according to the
situation.
The student’s
pronunciation is
generally correct, with
occasional errors;
besides, his/her
pronunciation has a
reasonable control of
stress and intonation
which helps
comprehension in the
topic. Also, he/she
generally uses
appropriate intonation
patterns according to the
situation.
The student’s
pronunciation is
occasionally correct, with
frequent errors; besides,
his/her stress and
intonation are not always
clear enough to understand
which confuses the
listener’s comprehension
in the topic. Also, he/she
fails to use adequate
intonation patterns
according to the situation.
The student’s pronunciation is
rarely correct, most utterances
contain errors; besides, his/her
stress and intonation is often
difficult to understand which
stops the listener from
understanding the topic. Also,
he/she fails to use adequate
intonation patterns according
to the situation.
Use of
Vocabulary
The student uses a
wide range of
vocabulary and
expressions.
Excellent use of
collocations,
adjectives.
Grammatical
structures are always
used correctly and
accurately.
The student uses a fairly
wide range of
vocabulary
andexpressions, but
makes some errors in
word choice. Most of the
grammatical structures
are used accurate,
The student uses a limited
range of vocabulary and
expressions. Most
grammatical structures are
basic for the level and used
inaccurately.
The range of vocabulary is
basic. Grammatical structures
are also basic with frequent
errors.
Fluency
(x2)
The speech runs
smoothly without
hesitation and use
fillers. The student’s
voice volume is
appropriate.
The speech runs with
occasional hesitations
but it does not interfere
with communication.
The volume is mostly
appropriate and the
student uses several
fillers.
The speech is frequently
interrupted by hesitations.
The student’s voice
volume is not suitable for
the class.Too many types
of filler are used.
The speech is often interrupted
by hesitation and fillers which
often interfere with
communication. The student’s
voice volume is either too low
or too slow.
Organization
of ideas
The student
organizes his/her
ideas correctly. The
student uses
connectors in an
appropriate way.
The student organizes
most of his/her ideas
correctly. Frequent use
of connectors with some
errors.
The student organizes a
few ideas correctly. There
is not enough use of
connectors with a few
errors.
The student does not organize
his /her ideas correctly and
there is no presence of
connectors or they are used
incorrectly .Very frequent
errors.

13. Speaking Task after Piloting
3) Discuss these photographs with a partner and get to an agreement of which
place is better to go on a holiday with your family.
4) Describe one photograph:
 Student A: What are the advantages and disadvantages of going to
the first place? Mention to advantages and two disadvantages
 Student B: What are the advantages and disadvantages of going to
the second place? Mention two advantages and two disadvantages.
Adapted from: (Capel and Sharp, Objective First Certificate, 2005,
p.20)

14. References
Capel, A., & Sharp, W. (2005). Objective First Certificate. Cambridge Univertsity
Press, United Kingdom.
Fulcher, G. (n.d.) Examples of Task Types. Retrieved on May, Thursday 28th, 2014
from http://languagetesting.info
Luoma, S. (2004).Assessing Speaking. Cambridge University Press, United
Kingdome.