A common question that I get from people is how to evaluate an ESL or EFL speaking test. Although there are different ways to conduct ESL speaking assessment, I do the 1-1 conversation with a random partner style.
This rubric is appropriate for a conversation between two students, but not for a presentation or speech style of test, or conversation with the teacher. It’s also not an appropriate way to evaluate reading, or writing skills, although it does touch on listening.
Speaking Rubric ESL: Everything You Need to Know
Here are some of the most important factors to keep in mind when evaluating speaking for your English learners. Keep on reading for more details about:
- Simple vs complicated
- Grammar + Vocabulary
- Interesting, detailed answers
- Quality of questions
It works well with elementary school students to college students or adults. And it’s quite a helpful framework for cutting through all the confusion and being able to simply separate the top students from the weaker ones. You can also get away from looking simply for errors into rewarding students who go above and beyond that.
Simple vs Complicated
There are also a million and one ways to evaluate speaking tests with an ESL speaking rubric. However, I always prefer the simple way for just about anything, especially with language learners.
If you look on the Internet, you’ll notice that lots of other people have talked about this before. But, a lot of the other ESL speaking rubrics you see are so complicated that I don’t think their students will actually understand them.
I’d rather make it simple, and easy to understand for my students. I want them to know how to get a good score on the test when they’re studying for it. It just seems fair.
I have three categories in my ESL speaking rubric, and each one is worth an equal number of points.
Quick teaching tip for grading: If your speaking test is worth 30% of the final grade, make each category worth 10 points! Or, if you’ve allotted 15% for it, make each category out of 5 points.
It’ll save teachers a ton of time at the end of the semester. Plus, your students will be able to add up their own scores really easily this way.
Let’s get to the three categories in my ESL Speaking Rubric.
- Grammar and vocabulary (10 points)
- Interesting, detailed questions (10 points)
- Good questions (1o points)
It’s not just useful for English tests, but could be applied to any foreign language.
#1: Grammar and Vocabulary
This section does not cover all vocabulary and grammar possible in the English language, but only what we studied in class up to that point. For example, if we’ve been studying passive forms, so I’d expect students to use that, when appropriate for the topic.
Including ALL English grammar and vocabulary isn’t really fair, especially for beginner level students.
If we’ve been studying about laws and punishment, I’d expect students to use vocabulary terms like jaywalking, shoplifting, life sentence and parole in their answer, if appropriate. Simple words or talking around these words by describing them but not actually saying them would result in a deduction.
For example, using “walking across the street not at the correct place” would be considered incorrect if I’ve clearly taught “jaywalking” in class. Students know to expect this so it’s not a surprise to them!
I also include other very simple, basic things that students at their level would be expected to have down cold. For example, high-intermediate students should have a very firm grasp on using the simple past and not make mistakes, even though we may not have explicitly studied it.
Absolute beginners require special consideration for this because they usually have no English skills beyond what you’ve taught them. In this case, I stick almost exclusively to what they’ve studied in my class.
Talking around these things will result in a lower score. For example, saying something like, “Crossing the street at the wrong place,” instead of just saying the vocabulary word we’ve studied (jaywalking) will result in a deduction.
When you’re explaining the test, be fair and give plenty of examples about this so students are clear that you expect them to use the appropriate vocabulary terms.
#2: Interesting, Detailed Answers
This means that students should not just give very simple answers to their partner, but should elaborate with one or two extra details. I encourage this is in class every single day, so a failure to do this on the test does not make me happy!
Have the students actually thought about the topics and subjects discussed, and aren’t just giving answers straight out of the textbook? Yes? Great. No, you won’t score that highly on this section.
Basically, is it easy to have a conversation with this student, or not. The best students will find it very easy to get a perfect score in this section.
For example, if a student asks the question:
Q: What do you think is a big problem facing students in Korea these days?
A: Maybe cell-phone addiction.
This answer would result in a very low score. They should have elaborated with 1-2 supporting details. Or, even a follow-up question to their partner would have been okay.
As it is, the burden is on their partner to keep the conversation going.
That said, I always tell students that 1-2 details is enough. Nobody likes having a conversation with someone who won’t stop talking!
#3: Interesting Questions
This involves actually listening to their partner and asking appropriate follow-up questions in order to keep the conversation going.
It also involves thinking of an interesting way to start the conversation, since I just give them very general topics but leave the actual conversation starter up to them. Since I give my students the topics a couple weeks before the test, there’s almost no excuse except laziness to not have an interesting conversation starter!
I always give plenty of ridiculous examples when I’m explaining the test about all kinds of terrible follow-up questions. It’s funny, but it seems to work and most students do quite well in this section. Students are free to ask any sort of question they want to follow-up on something, but it has to match the answer.
Q: What’s a big problem facing students in Korea these days?
A: I think student debt. Lots of families can’t afford to pay for university anymore, so students have to take on debt. But, it’s a big burden when they graduate because they can’t save money for a house.
Q: So, what about cell-phone addiction?
This is a terrible follow-up question. The second student gave quite an interesting answer, but the first student didn’t even listen to it.
What Does your Evaluation Paper Look Like?
The paper that I use to log scores on is super simple. You can see it below:
Grammar + vocabulary 1 2 3 4 5
Interested, detailed answers 1 2 3 4 5
Good Questions 1 2 3 4 5
Should My Lesson Plans Reflect this Speaking Rubric ESL?
That’s a great question and I’m happy you want to know! I’ve seen all kinds of things over the years. For example, a teacher who spends much of their conversation class time focusing on listening or reading, but then tests exclusively on English language speaking.
Or, another teacher who spends the majority of the class time on free-talking, but then requires a presentation for the final exam. To me, these two examples seem to be a major error in teaching methodology.
I prefer to focus my lesson plans on what I’ll be testing on. Because I test conversational English between students, most of the activities in the class are a reflection of this.
Of course, I don’t teach to the test as there’s no standardized test and I get to design my own. However, the students perceive the test as being more fair, and the class overall as better if you test what you’ve been teaching for the most part.
When Do Students Get to See Their Scores?
I’ll generally show the students their scores right after they’re done their test. I’ll make a point to privately show them their score because it’s certainly nobody else’s business! But, then I’ll make my comments to them in front of the other students.
I find that this works well if students have questions or want to challenge their score. It’s impossible to remember exactly what happened a week or two later when you have 100+ students, or even 20 of them for that matter!
I generally provide a ton of feedback at the midterm exam so that students have a chance to learn from their mistakes and improve their scores for the final exam.
Here’s Another Speaking Rubric for Language Learners
Don’t like this one? Here’s another one that you might want to try out. All of these categories are equally weighted:
- Clarity (are the questions and answer clear and comprehensible?)
- Correct Pronunciation (ranging from native speaker life to incomprehensible)
- Fluency (how quickly the student asked and answered questions)
- Comprehension (whether or not the student understood the questions, and was able to give appropriate answers)
- Content (very simple, to quite detailed answers). This is closely related to task completion.
This one is very simple and it wouldn’t be a case of information overload when you tried to explain it to the students.
And One More Grading Rubric for English Speaking
Here’s another one you might want to consider. All the categories are equally weighted.
- Interactive communication
This one is also quite simple and understanding the test wouldn’t be a problem for almost all the students.
Technology for Testing, or Not?
There are some teachers who like to make use of technology when grading English speaking. For example, they’ll record all the conversations and then refer back to them later. Or, they’ll record videos. When testing languages, particularly speaking, things can happen so fast and the teacher may wish they had more time to process things.
I don’t personally do this because I find it adds a layer of complication to it. What if your recording device isn’t working, or runs out of batteries half way through? What if you think you’re recording but actually aren’t? The possibility for disaster is quite high!
I find that it’s easy enough for most teachers to evaluate on the fly if they’re not actually engaging in the conversation. However, if you’re the conversation partner as well as evaluator (as opposed to just an observer), it can be quite tricky. It’s like your doing two functions instead of just one and it is sometimes not that easy to do.
My School Assigns an ESL Rubric: Do I Have to Use It?
Some schools allow a huge degree of freedom with regards to this, while others are specific in how they want students to be tested. Both of these situations have their advantages and disadvantages.
However, if your school requires you to use a specific rubric, then use it and don’t have a second thought about it. No matter which one you use, it’s likely to reward the best English speakers with the best grades and vice-versa.
One of My Favourite ESL Speaking Activities
If you’re looking for some English speaking games and activities, you’ve come to the right place. Check out on my favourites in this short video below:
Do you like this ESL Speaking Rubric?
Yes? Thought so. It really is super simple and easy to use this rubrci for all your English speaking classes.
If you need some more simple, easy ideas for your English classes, then you’re going to want to check out this book over on Amazon: 101 ESL Activities: For Teenagers and Adults. It’ll make your lesson planning easy, guaranteed.
Just open up the book to the section you’re looking for: speaking, writing, warm-ups, etc. and find an interesting and engaging activity or game to use in your classes. It’s easier than ever to vary your lessons and keep things fun.
You can check out the book for yourself over on Amazon. But, only if you want to get some ESL awesome going on.
It’s available in both digital and print formats. You can download the e-version onto any device with the free Kindle reading app. Yes, it really is that easy to have a ton of fun ESL activities at your fingertips for lesson planning at your favourite coffee shop.
Or, keep a copy on the bookshelf in your office as a handy reference guide. Check out 101 ESL Activities for yourself over on Amazon:
ESL Speaking Rubric: Have your Say!
What do you include in your rubric for evaluating English speaking? Are there any notable things that you don’t include? How do you evaluate other subjects for ESL students?
Leave a comment below and let us know your thoughts.
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Last update on 2019-07-22 / Affiliate links / Images from Amazon Product Advertising API