Cambridge Preparation for the TOEFL Test ( PDFDrive )

In tro d u c tio n to th e TOEFL® Test
TOEFL iBT Test
Independent Speaking Rubrics (Scoring Standards)
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4 T h e response fu lfills
G en erally w ell-paced
T h e response
R esp on se is su stain e d
the dem ands of the ta sk ;
flow [fluid expression).
dem on strates effective
and su fficien t to the
w ith at m o st m in or
Speech is clear. It m ay
u se of gram m ar and
task . It is generally w ell
lap ses in com pleteness.
include m in or lap ses
vocabulary* It exh ibits
developed and coherent ;
It is h igh ly in telligible
or m in or d ifficu lties
a fairly h igh degree
relation sh ips betw een
and exh ib its su stain e d ;
w ith pron un ciation or
of autom aticity w ith
ideas are clear (or clear
coherent discourse, A
in ton ation p attern s/
good control of basic
progression of ideas).
response at this level is
w hich do not affect
and com plex stru ctu res
ch aracterized by a ll of
overall in telligib ility.
(as appropriate). Som e
the follow ing:
m in or (or system atic)
errors arc n oticeable but
do n ot obscure m ean in g.
3 T h e response addresses
Speech is generally
T h e response
R espon se is m o stly
the task appropriately
clear, w ith so m e flu idity
dem onstrates fairly
coherent and su stain e d
but m ay fall short of
of expression , though
au tom atic and effective
and conveys relevant
b ein g fu lly developed. It
m in or d ifficu lties
u se of gram m ar and
id e as/in f o rm atio n .
is generally in telligible
w ith p ronunciation,
vocabulary and fairly
O verall developm ent is
and coherent, w ith som e
inton ation , or pacing
coherent expression of
som ew h at lim ite d and
flu id ity of expression,
are n oticeable and m ay
relevant ideas. R espon se
u su ally lack s elaboration
though it exh ib its som e
require listen er effort at
m ay exh ibit som e
or specificity.
noticeable lap ses in the
tim es (though overall
im precise or in accu rate
R elation sh ip s betw een
expression of ideas. A
in tellig ib ility is not
u se of vocabulary or
ideas m ay at tim es not
respon se at th is level is
sign ifican tly affected).
g ram m atical stru ctu res
be im m ediately clear.
ch aracterized by at least
or be som ew hat lim ited
tw o of the follow ing:
in the range oi stru ctu res
used, T h is m ay affect
overall fluency, but it does
n ot seriou sly interfere
w ith the com m unication
of the m essage.
2 T h e response
Speech is b asically
T h e response
T h e resp on se is
addresses the task,
in telligible, though
dem on strates lim ite d
connected to the ta sk v
but developm ent of
listen er effort is needed
range and control
though the n um ber of
the topic is lim ited. It
becau se of u n clear
of gram m ar and
id e as presen ted or the
contain s in telligib le
articulation^ aw kw ard
vocabulary. These
developm ent of id eas is
speech, although
intonation/ or choppy
lim itatio n s often
lim ite d . M o stly b asic
problem s w ith delivery
rh yth m /pace; m ean in g
prevent fu ll expression
id e as are expressed w ith
and/or overall coherence
m ay be obscu red in
of ideas. For the m ost
lim ite d elaboration
occur ; m ean in g m ay be
places.
p artyonly b asic sentence
[details and su p port)* A t
obscured in places. A
stru ctu res are u sed
tim e s relevan t su b stan ce
respon se at th is level is
su cc e ssfu lly and spoken
m ay be vaguely
ch aracterized by at least
w ith fluidity. S tru ctu res
exp ressed or repetitious.
two of the follow ing:
and vocabulary m ay
C onnection s of ideas
exp ress m ain ly sim ple
m ay be unclear.
(short) and/or general
propositions, w ith
sim ple or unclear
connection s m ade
am on g tlaem [serial
listin g/ conjunction,
juxtaposition ).
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