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A2 Speaking Rubric: Performance Shares Features of Bands 3 and 5

This document provides a rubric to assess English language speaking skills at the A2 level. It evaluates candidates on 5 criteria: grammar, vocabulary, pronunciation, fluency, and interaction. For each criteria, it describes the skills and abilities expected at different performance bands from 0 to 5, with band 5 being the highest level of proficiency within the A2 ability range. The rubric allows examiners to score candidates based on how well they meet the descriptors for each criteria at each performance band.

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Camila Soriano
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938 views1 page

A2 Speaking Rubric: Performance Shares Features of Bands 3 and 5

This document provides a rubric to assess English language speaking skills at the A2 level. It evaluates candidates on 5 criteria: grammar, vocabulary, pronunciation, fluency, and interaction. For each criteria, it describes the skills and abilities expected at different performance bands from 0 to 5, with band 5 being the highest level of proficiency within the A2 ability range. The rubric allows examiners to score candidates based on how well they meet the descriptors for each criteria at each performance band.

Uploaded by

Camila Soriano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
  • A2 Speaking Rubric: This section provides the detailed criteria used for assessing A2 level speaking skills, including descriptors for various competencies such as vocabulary, fluency, and interaction.

A2 SPEAKING RUBRIC

Grammar Vocabulary Pronunciation Fluency Interaction


A2 Control Range Individual sounds Promptness Reception/Responding
Extent Prosody Support required
Cohesion

Uses simple and more intricate Is mostly intelligible and has Responds appropriately to
structures Uses the vocabulary required to deal some control of phonological instructions, questions and visual
correctly, but makes some mistakes, with all test tasks. features at both utterances prompts, and very little support is
Almost always responds promptly,
although meaning is generally clear. and word levels. required.
5 although there may be hesitation
and some pausing mid-utterance.
Can join ideas with more sohisticated Has some control of word
Responds at word, phrase or longer
linkers (e.g. however, when, while, as stress Is able to ask for support if required.
utterance level.
well, also, too) and intonation.

4 Performance shares features of Bands 3 and 5


Responds appropriately to
Produces some simple structures Is mostly intelligible, despite
Uses the vocabulary required to deal instructions, questions and visual
but makes some basic mistakes limited control of phonological
with most test tasks. prompts, although some support is
which may obscure meaning. features. Often responds promptly, although
required.
3 there may be hesitation and pausing
Generally responds at word or mid-utterance..
Can join ideas with a few simple Has limited control of word
phrase level but may also produce Is able to ask for support if required.
linkers (e.g. and, but, then, when). stress and intonation.
some longer utterances.

2 Performance shares features of Bands 1 and 3

Responds appropriately to some


Attempts a few simple utterances
Uses the vocabulary required to instructions, questions and visual
but makes some basic mistakes
attempt some test tasks. Has very limited control of There is hesitation and pausing prompts, although frequent support
which may obscure meaning.
1 phonological features and is mid-utterance; responses may be may be required.
often unintelligible. delayed or halting.
Can join words with simple linkers Generally responds at word level but May attempt to ask for support if
(e.g. and, but). may also produce phrases. required.

0 Performance does not satisfy the Band 1 descriptor.

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