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iBT/Next Generation TOEFL Test Independent …

The response is con-nected to the task, though it may be missing some relevant informa-tion or contain inaccura-cies. It contains some intelligible speech, but at

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Text of iBT/Next Generation TOEFL Test Independent …

The response addressesthe task appropriately,but may fall short ofbeing fully developed. Itis generally intelligibleand coherent, with somefluidity of expressionthough it exhibits somenoticeable lapses in theexpression of ideas. Aresponse at this level ischaracterized by at leasttwo of the following:Speech is generally clear,with some fluidity ofexpression, though minordifficulties with pronuncia-tion, intonation, or pacingare noticeable and mayrequire listener effort attimes (though overall intel-ligibility is not significantlyaffected).The response demon-strates fairly automaticand effective use of gram-mar and vocabulary, andfairly coherent expressionof relevant may exhibitsome imprecise or inaccu-rate use of vocabulary orgrammatical structures orbe somewhat limited in therange of structures may affect overall flu-ency, but it does not seri-ously interfere with thecommunication of is mostly coher-ent and sustained andconveys relevantideas/information. Overalldevelopment is somewhatlimited, usually lacks elab-oration or betweenideas may at times not beimmediately response fulfills thedemands of the task,with at most minor laps-es in completeness. It ishighly intelligible andexhibits sustained,coherent discourse. Aresponse at this level ischaracterized by all ofthe following:Generally well-paced flow(fluid expression). Speechis clear. It may includeminor lapses, or minor dif-ficulties with pronunciationor intonation patterns,which do not affect response demon-strates effective use ofgrammar and exhibits a fairly highdegree of automaticitywith good control of basicand complex structures(as appropriate). Someminor (or systematic)errors are noticeable butdo not obscure is sustained andsufficient to the task. It isgenerally well developedand coherent; relationshipsbetween ideas are clear(or clear progression ofideas).The response addressesthe task, but develop-ment of the topic is limit-ed. It contains intelligiblespeech, although prob-lems with delivery and/oroverall coherence occur;meaning may be obs-cured in places. Aresponse at this level ischaracterized by at leasttwo of the following:Speech is basically intelli-gible, though listener effortis needed because ofunclear articulation, awk-ward intonation, or choppyrhythm/pace; meaningmay be obscured response demon-strates limited range andcontrol of grammar andvocabulary. These limita-tions often prevent fullexpression of ideas. Forthe most part, only basicsentence structures areused successfully andspoken with fluidity. Struc-tures and vocabulary mayexpress mainly simple(short) and/or generalpropositions, with simpleor unclear connectionsmade among them (seriallisting, conjunction, juxta-position).The response is connect-ed to the task, though thenumber of ideas presentedor the development ofideas is limited. Mostlybasic ideas are expressedwith limited elaboration(details and support). Attimes relevant substancemay be vaguely expressedor repetitious. Connectionsof ideas may be DescriptionDeliveryLanguage UseTopic DevelopmentSpeaker makes no attempt to respond OR response is unrelated to the response is very limited in content and/orcoherence or is onlyminimally connected tothe task, or speech islargely unintelligible. Aresponse at this level ischaracterized by at leasttwo of the following:Consistent pronunciation,stress, and intonation diffi-culties cause considerablelistener effort; delivery ischoppy, fragmented, ortelegraphic; frequent pauses and hesitations. Range and control ofgrammar and vocabularyseverely limit (or prevent)expression of ideas andconnections among low-level responsesmay rely heavily on prac-ticed or formulaic relevant content isexpressed. The responsegenerally lacks substancebeyond expression of verybasic ideas. Speaker maybe unable to sustainspeech to complete thetask and may rely heavilyon repetition of 2004 by Educational Testing Service. All rights Generation TOEFL TestIndependent Speaking Rubrics (Scoring Standards)The response is con-nected to the task,though it may be missingsome relevant informa-tion or contain inaccura-cies. It contains someintelligible speech, but attimes problems withintelligibility and/or over-all coherence mayobscure meaning. Aresponse at this level ischaracterized by at leasttwo of the following:Speech is clear at times,though it exhibits prob-lems with pronunciation,intonation, or pacing andso may require significantlistener effort. Speech maynot be sustained at a con-sistent level with intelligibilitymay obscure meaning inplaces (but not through-out).The response is limited inthe range and control ofvocabulary and grammardemonstrated (some com-plex structures may beused, but typically containerrors). This results in limit-ed or vague expression ofrelevant ideas and impre-cise or inaccurate connec-tions. Automaticity ofexpression may only beevident at the phrasallevel. The response conveyssome relevant informationbut is clearly incomplete orinaccurate. It is incompleteif it omits key ideas, makesvague reference to keyideas, or demonstrateslimited development ofimportant information. Aninaccurate response demon-strates misunderstandingof key ideas from the stim-ulus. Typically, ideasexpressed may not be wellconnected or cohesive sothat familiarity with the stim-ulus is necessary to followwhat is being response addressesthe task appropriately,but may fall short ofbeing fully developed. Itis generally intelligibleand coherent, with somefluidity of expression,though it exhibits somenoticeable lapses in theexpression of ideas. Aresponse at this level ischaracterized by at leasttwo of the following:Speech is generally clear,with some fluidity ofexpression, but it exhibitsminor difficulties with pro-nunciation, intonation, orpacing and may requiresome listener effort attimes. Overall intelligibilityremains good, response demon-strates fairly automaticand effective use of gram-mar and vocabulary, andfairly coherent expressionof relevant ideas. Res-ponse may exhibit someimprecise or inaccurateuse of vocabulary orgrammatical structures orbe somewhat limited in therange of structures limitations do notseriously interfere with thecommunication of response is sustainedand conveys relevantinformation required by thetask. However, it exhibitssome incompleteness,inaccuracy, lack of speci-ficity with respect to con-tent, or choppiness in theprogression of ideas. The response fulfills thedemands of the task,with at most minor laps-es in completeness. It ishighly intelligible andexhibits sustained,coherent discourse. Aresponse at this level ischaracterized by all ofthe following:Speech is generally clear,fluid, and sustained. It mayinclude minor lapses orminor difficulties with pro-nunciation or may vary at times asthe speaker attempts torecall information. Overallintelligibility remains response demonstratesgood control of basic andcomplex grammatical struc-tures that allow for coherent,efficient (automatic) expres-sion of relevant generally effec-tive word choice. Thoughsome minor (or systemat-ic) errors or imprecise usemay be noticeable, they donot require listener effort(or obscure meaning).The response presents aclear progression of ideasand conveys the relevantinformation required by thetask. It includes appropri-ate detail, though it mayhave minor errors or DescriptionDeliveryLanguage UseTopic DevelopmentSpeaker makes no attempt to respond OR response is unrelated to the response is very lim-ited in content or coher-ence or is only minimallyconnected to the may be largelyunintelligible. A responseat this level is character-ized by at least two ofthe following:Consistent pronunciationand intonation problemscause considerable listen-er effort and frequentlyobscure meaning. Deliveryis choppy, fragmented, ortelegraphic. Speech con-tains frequent pauses and control ofgrammar and vocabularyseverely limit (or prevent)expression of ideas andconnections among very low-levelresponses may rely on iso-lated words or short utter-ances to response fails to pro-vide much relevant con-tent. Ideas that areexpressed are often inac-curate, limited to vagueutterances, or repetitions(including repetition ofprompt).Copyright 2004 by Educational Testing Service. All rights Generation TOEFL TestIntegrated Speaking Rubrics (Scoring Standards)

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