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You are about to see a mock Final Oral Exam for SPAN 102. After a brief period of greeting and warm-up, the student is asked to select a card, at random, from among the five (5) possible SPAN 102 situation cards. The student reads the situation card aloud, the roles to be played by student and professor are confirmed, and the situation begins.
Please view the Final Oral Exam and rate the students performance using the “Rubric for the Evaluation of Final Oral Exams: SPAN 101, 102, 201.” The rubric is both present below and is also available as .doc and .pdf files. It is hoped that the completion of this exercise will lead to further discussion and refinement of the Final Oral Exam. We have already learned, as you will see, that a student dedicated to showing his/her oral proficiency can stray quite easily from a situation’s “task completion.” Result: an exam that is “too long.” The student interviewed here also suggested changes to the situation cards’ appearance; “more bulleted items, less narrative.”
This is an ongoing process. We invite your participation and input and thank you for your time.
Rubric
(For download: SPAN101-102-201-Rubric)
Rubric for the evaluation of Final Oral Performance: SPAN101-102-201
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TARGET
4 = Exceeds Expectations
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ACCEPTABLE
3 = Meets Expectations (High)
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ACCEPTABLE
2 = Meets Expectations (Low)
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UNACCEPTABLE
1 = Does Not Meet Expectations
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Task completion
Self-directedness and thoroughness in fulfilling the requirements of the situation
Score =
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Completes all required tasks without prompting or questioning by the instructor. Provides the details essential to the situation.
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Completes all required tasks but with some prompting and/or questioning OR completes the majority of required tasks without prompting and/or questioning.
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Completes half of required tasks without prompting and/or questioning OR completes a few required tasks with prompting and/or questioning.
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Does not complete any required tasks, even with prompting and/or questioning.
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Interpersonal Communicative Strategies
Participation and responsiveness in conversation; ability to clarify misunderstanding
Score=
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Participates actively and responds in conversation. Clarifies meaning by restating and adding details. Asks for clarification as needed and responds appropriately.
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Participates actively and responds in conversation. May clarify by restating and adding details. May ask for clarification and respond appropriately, although with some hesitation.
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Participates and responds but may avoid attempts at clarification. Hesitates and may not respond appropriately and/or hesitation interrupts flow of conversation.
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Participation mainly limited to responding. Avoids attempts at clarification.
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Vocabulary
Appropriateness, variety and amount of vocabulary used in context
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Uses appropriate vocabulary for the context and incorporates a broad range and wide variety of vocabulary.
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Uses appropriate variety and range of vocabulary for the context or in order to complete the task.
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Uses a limited range of vocabulary and lacks variety in order to complete the task.
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Uses a very limited amount of vocabulary lacking any range or variety and/or vocabulary is not appropriate for completing the task.
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Grammar
Patterns* of errors in grammatical structures
(e.g., sentence/question formation, verb tense/conjugation, agreement)
Score=
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There are no patterns of errors in structures targeted in the course. A few minor errors may be present but they do not affect comprehensibility of the message (at least 90% accuracy overall).
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There are one or two patterns of errors in structures targeted in the course. Some errors are present that may affect comprehensibility of the message (at least 75% accuracy overall).
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There are several patterns of errors in structures studied in the course. At least half of message is still comprehensible (at least 50% accuracy overall).
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There are major patterns of errors in structures studied in the course. These errors compromise the comprehensibility of the message (less than 50% accuracy overall).
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Comprehensibility
Degree to which the message is understood by those accustomed to interacting with language learners
Score =
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Responses are understood and there are no major pronunciation errors or examples of English interference.
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The majority of responses are understood and there are a few pronunciation errors and/or examples of English interference but they do not affect comprehensibility of much of the message.
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There are several patterns of pronunciation errors and/or English interference. A speaker may need to ask for repetition. A part of the message may be difficult to understand.
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There are many patterns of pronunciation errors and/or English interference. A speaker may experience difficulty in understanding the message, even with repetition.
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Total raw score
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Converted score
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*Patterns of errors refer to multiple occurrences of the same type of error in various tasks (e.g., errors in verb tense, verb conjugations, noun/adjective agreement).
