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ESL's evaluation grading rubric for TESOL TESL & TEFL speaking tests

I use this when administering oral exams to my EFL students in Korea. It will also work for those teaching English as a second language. For my exams, students form or are assigned groups of three or four. Then they engage in some communicative task, generally a conversation or a role-play. There is an accompanying ESL test study guide, which you can print and hand out to students.

The evaluation rubric will measure proficiency in expressing oneself in English.

CATEGORY 4 3 2 1 Score
Grammar Grammar covered in class was used to communicate effectively. A few minor difficulties arose from not using the grammar studied in class. Grammatical errors led to many minor difficulties or one major breakdown in communication. Grammatical errors severely hampered communication.  
Vocabulary Vocabulary studied in class was used to express ideas eloquently. A few minor difficulties arose from not using appropriate vocabulary. Some difficulties arose due to limited vocabulary and/or bad diction. Communication was severely hampered due to lack of vocabulary.  
Fluency Student acted as a facilitator, helping the conversation flow and develop. Some minor difficulties maintaining the conversation were evident. Some effort was required to maintain the conversation. There may have been a few long pauses. Much effort was required to maintain the conversation. There may have been many long pauses.  
Listening Student responded to questions with appropriate answers, acknowledged all statements, and incorporated them into the discussion. Student responded to most questions, acknowledged most statements, and incorporated many of these into the conversation. Student failed to answer some questions appropriately OR failed to acknowledge some statements and incorporate these into the conversation. Student didn't understand or ignored most questions and statements. Student may have been using notes.  
Voice and non-verbal communication Pronunciation was clear and inflection and expressions were used to enhance communication. No serious problems arose, but better pronunciation, inflection, and/or non-verbal communication could have made communication more efficient. Some communication problems arose due to unclear pronunciation and/or lack of inflection and/or expression. Student may have been difficult to hear. Pronunciation, inflection, and/or expression confused communication. Student may have been very difficult to hear.  

Points will be deducted from your final score if you speak for less than the assigned time.