EPT ORAL COMMUNICATION ABILITY RATING SCALE
Fluency Interactional competence Comprehensibility/ Grammar/
● Speaking rate ● Appropriateness of response to a Pronunciation Vocabulary
● Repetition/ self-correction given situation ● Individual sounds/word levels ● Accuracy & range of
and pauses ● Stress, linking, rhythm, and grammatical structures
● Ability to speak naturally intonation ● Accuracy & range of
(e.g., effective use of fillers ● Listener effort to understand vocabulary
and markers)
4 ● Speech is almost always Response is almost always appropriate ● Speech is almost always clear ● Speech almost always
at an appropriate pace. in any given situation, for example: with well-articulated individual shows a range of accurate
● Speech has very rare ● initiating and expanding on own ideas sounds and accurately pronounced grammatical structures.
repetitions, self-corrections, ● connecting own ideas to a partner’s words. ● Speech almost always
or unnatural pauses. ideas ● Speech shows good control of shows a range of accurate
● Speech is almost always ● expanding on a partner’s ideas stress and intonation; words in an use of academic
natural (e.g., effective use of ● making relevant comments utterance are almost always vocabulary.
fillers and markers). ● taking turns appropriately accurately and effectively blended.
● asking appropriate questions ● Speech variety does not require
● (dis)agreeing politely focused listening and does not
● answering questions in an appropriate interfere with comprehension.
P
amount of time
A
3 ● Speech is usually at an Response is usually appropriate in any ● Speech is usually clear with ● Speech usually shows a
S
appropriate pace. ● Speech given situation, for example: well-articulated individual sounds range of accurate
S
may have a few repetitions, ● initiating and expanding on own ideas and with accurately pronounced grammatical structures.
self-corrections, or unnatural ● connecting own ideas to a partner’s words. ● Speech usually shows a
pauses. ● Speech is mostly ideas but may not fully expand on a ● Stress and intonation patterns range of accurate use of
natural (e.g., effective use of partner’s ideas may not be completely accurate, academic vocabulary.
fillers and markers). ● making relevant comments but this does not interfere with
● taking turns appropriately communication; words in an
● asking appropriate questions utterance are accurately and
● (dis)agreeing politely effectively blended.
● answering questions in a somewhat ● Speech variety may require
appropriate amount of time focused listening, but is completely
comprehensible.
2 ● Speech is generally at an Response is generally appropriate in ● A little mispronunciation of ● Speech generally shows
appropriate pace. any given situation, for example: individual sounds and words might a range of grammatical
● Speech may have some ● initiating but may not expand on it be present and may slightly structures, and accuracy
repetitions, self-corrections, very well interfere with communication. may not be completely
or unnatural pauses. ● ● speaking without completely ● Stress and intonation patterns consistent. ● Speech
Speech is generally natural connecting own ideas to a partner’s may be present and may slightly generally shows a range
(e.g., a little misuse of fillers ideas interfere communication; words of academic vocabulary.
and markers). ● making relevant comments are accurately and effectively Some errors in
● taking turns appropriately blended in an utterance to some vocabulary may be
● may ask questions that are not extent. present but rarely hinder
completely appropriate ● Speech variety requires focused communication.
N
● may not (dis)agree completely listening and may result in slight
O
appropriately/politely lack of comprehensibility.
T
● may not answer questions in a
completely appropriate amount of time
P
1 ● Speech is often too fast or Response is often not appropriate in any ● Mispronunciation of individual ● Speech often presents a
A
slow. given situation, for example: sounds and words may often range of grammatical
S
● Speech may have ● rater may assume a speaker cannot interfere with comprehensibility. structures; grammatical
S
frequent repetitions, self- understand questions or what a partner ● Stress and intonation patterns errors may usually
corrections, or unnatural says may be missing and may often present.
pauses. ● Speech may not ● may not initiate and develop topics cause difficulty for comprehension; ● Speech often shows a
be quite unnatural (e.g., ● may not contribute much to the words may not be accurately and range of academic
some misuse of fillers and discussion effectively blended in an utterance. vocabulary. Some errors
markers). ● may respond minimally and ● Speech variety requires focused in vocabulary may be
irrelevantly to a partner listening and may substantially present and hinder
● may not ask appropriate questions interfere with comprehensibility. communication to some
● may not (dis)agree politely extent.
● may not answer questions in an
appropriate amount of time
