| Quantity of information communicated (relative to level) | ||
|---|---|---|
| A / A- | 10 / 9 | Communicates significantly more information than required to fulfill the task; includes elaboration and detail. |
| B | 8 | Communicates more information than required to fulfill the task. |
| C | 7 | Communicates adequate information to fulfill the task. |
| D | 6 | Communicates some information, but amount is less than adequate. |
| F | 5 - 0 | Provides almost no information, or there is not enough speech to evaluate. |
| Fluency (relative to level) | ||
| A / A- | 5 / 4.5 | Speech is smooth and flowing. No hesitancy or rephrasing. |
| B | 4 | Speech is smooth for the most part. Occasional hesitancy. Some rephrasing. |
| C | 3.5 | Speech is generally hesitant and often choppy. |
| D | 3 | Speech is extremely hesitant and choppy. Frequent pauses and/or unfinished phrases. |
| F | 2 - 0 | Speech is limited to isolated words or short phrases. No fluency. |
| Pronunciation (relative to level) | ||
| A / A- | 10 / 9 | No errors in pronunciation that impede comprehension. |
| B | 8 | A few errors in pronunciation rarely impede comprehension. |
| C | 7 | Occasional pronunciation errors cause some confusion or misunderstanding. |
| D | 6 | Frequent pronunciation errors cause consistent confusion or misunderstanding. |
| F | 5 - 0 | So many pronunciation errors that comprehension is impossible. |
| Vocabulary (relative to level) | ||
| A / A- | 10 / 9 | Uses a wide range of vocabulary appropriately. |
| B | 8 | Uses a fairly wide range of vocabulary. Most of vocabulary is used appropriately. |
| C | 7 | Uses an adequate range of vocabulary, but sometimes inappropriately. |
| D | 6 | Uses a limited range of vocabulary. Vocabulary is often used inappropriately. |
| F | 5 - 0 | Shows no command of vocabulary. |
| Grammar (relative to level) | ||
| A / A- | 10 / 9 | No or very few grammatical errors. |
| B | 8 | Some grammatical errors; however, errors do not impede comprehension. |
| C | 7 | Several grammatical errors occasionally impede comprehension. |
| D | 6 | Many grammatical errors frequently impede comprehension. |
| F | 5 - 0 | Grammatical errors so frequent that comprehension is totally impeded. |
| A. Role plays/skits: Does it sound like a 'real' exchange? (relative to level) | B. Interviews: Does interviewee understand questions? (relative to level) | ||
|---|---|---|---|
| A / A- | 5 / 4.5 | Exchange is very well-connected and clear with no hesitations. | Understands all questions. No repetition necessary. |
| B | 4 | Exchange is very well-connected with very few hesitations. | Understands most questions. Occasional repetition necessary. |
| C | 3.5 | Exchange is somewhat choppy due to misunderstandings between participants. | Understands approximately half of the questions. Repetition is often necessary. |
| D | 3 | Exchange is unconnected and extremely choppy due to misunderstandings between participants. | Understands only a few of the questions. Repetition frequently necessary. |
| F | 2 - 0 | Speaker is unable to maintain her/his end of dialogue. Totally unconnected. | Understands no questions. Repetition and/or rephrasing of questions is always necessary. |
| Total:________ | |||
| Comments: |
|
||
Department of French and Italian, College of Liberal Arts, University of Minnesota