Nombre:________________________________________ Espa�ol Avanzado 1, Term D 1999
Examen Oral
I. Comprehension
| 5 | Responses always appropriate | Student's answers always address the questions and statements posed directly and appropriately. |
| 4 | Responses mostly appropriate | A few answers and or statements may be inappropriate, but not to a degree where communication is significantly impeded. |
| 3 | Responses often inappropriate | Some inappropriate answers may impede communication |
| 2 | Responses mostly inappropriate | Many answers and statements clearly indicate that no communication has taken place. |
| 1 | Responses always inappropriate | Students shows no indication of having comprehended questions or statements made to him/her. |
II. Pronunciation
| 5 | Little or no interference | Student's pronunciation errors interfere only slightly with his/her ability to communicate message |
| 4 | Occasional interference | A few errors may make it difficult for student to communicate portions of message. |
| 3 | Substantial interference | Many errors make it difficult for communication to take place. |
| 2 | Severe interference | Pronunciation difficulties severely impair ability to communicate. |
| 1 | Utterances are almost incomprehensible | Communication is barely possible. |
III. Fluency
| 5 | No hesitation, natural pauses | Student pauses only when intonation and syntax require it. Speech flows naturally and easily. |
| 4 | Slight hesitation, but rephrases | In a few instances, students may grope for words, but manages to rephrase and regain confidence. |
| 3 | Frequent hesitation, but no significant breakdown of communication | Many instances of groping for words and lengthy pauses, but students still manages to get message across. |
| 2 | Many pauses with communication breakdown | Pauses, groping for words, and use of English make it difficult for communication to take place effectively. |
| 1 | Complete communication breakdown | The student's message is almost incomprehensible due to interfere from English and lengthily, erratic pauses. |
IV. Vocabulary
| 5 | Accurate usage | No errors in use of lexical items. |
| 4 | Mostly accurate usage | One or two errors in use of lexical items. |
| 3 | Frequent errors | Many errors in lexical usage. Some breakdown of communication. |
| 2 | Substantial errors | Number of errors severely hampers student's ability to communicate. |
| 1 | Few examples of correct usage | Lack of vocabulary control causes almost total breakdown of communication. |
V. Grammar
| 5 | No significant errors. | Student is able to use targeted structures correctly; a few insignificant errors may be observed in other structures. |
| 4 | One or two significant errors. | One or two errors in use of targeted structures. Communication is not impeded. |
| 3 | Several errors; some breakdown of communication. | More than three errors in use of targeted structures. Communication is impeded, but not severely. |
| 2 | Many errors affect ability to communicate. | Substantial number of errors interfere with student's ability to communicate. |
| 1 | Few examples of correct usage. | Grammatical errors severely impede communication. |
Notes/Comments/Other substractions or penalties/Effort:
Total
| x 4 = |