English Speaking Test for Elementary Level Young Adults

Name:_______________________  Date:_______________________

Part 1: Introduction and Warm-Up (10 minutes)

Instructions for the examiner:

1. Greet the student and ask them a few simple questions to make them comfortable.

2. These questions are not scored but help assess initial fluency and confidence.

Example Questions:

1. What is your name?

2. Where are you from?

3. What do you like to do in your free time?

4. Do you have any siblings?

5. What is your favorite food?

 Part 2: Picture Description (15 minutes)

Instructions for the examiner:

1. Show the student a picture and ask them to describe what they see.

2. Allow them to speak for about 2-3 minutes on each picture.

Pictures:

– Picture 1: A park family scene with parents and their children sitting on a bench with their dog at the father’s feet and trees in the background.

(For picture see above)

– Picture 2: A kitchen scene with someone cooking, a table set for dinner, and different people. 

(For picture see above)

– Picture 3: A classroom scene with a teacher teaching and students raising their hands.

(For picture see above)

Example Prompts:

1. Describe what you see in the park picture.

2. What is happening in the kitchen picture?

3. Tell me about the classroom picture.

 Part 3: Guided Conversation (15 minutes)

Instructions for the examiner:

1. Ask the student questions based on familiar topics.

2. Encourage them to give longer responses and engage in a conversation.

Topics and Questions:

Topic 1: School

– What subjects do you study at school?

– Which subject do you like the most and why?

– Tell me about your favorite teacher.

Topic 2: Daily Routine

– What do you do in the morning before school?

– How do you spend your weekends?

– What time do you usually go to bed?

Topic 3: Hobbies

– What are your hobbies?

– How often do you do your hobbies?

– Can you tell me about a hobby you would like to try and why?

 Part 4: Role Play (20 minutes)

Instructions for the examiner:

1. Introduce a role-play scenario and interact with the student.

2. Each role-play should last about 5 minutes.

Scenarios:

Scenario 1: At the Supermarket

– Examiner: You are a cashier. The student is buying groceries. Start the conversation by greeting the student.

– Student: Respond to the cashier, ask about prices, and discuss what you are buying.

Scenario 2: Asking for Directions

– Examiner: You are a tourist asking the student for directions to a nearby landmark.

– Student: Give directions and ask/answer any additional questions.

Scenario 3: Planning a Party

– Examiner: You are a friend planning a birthday party. Discuss with the student what you will need for the party and who to invite.

– Student: Respond with suggestions, agree, or disagree, and add ideas.

Assessment Rubric

This rubric provides a comprehensive framework for evaluating the speaking abilities of non-native English speakers at an academic level. Each criterion is rated on a scale from 1 to 5, with 5 being the highest score.

Instructions for Assessors:

1. Use the rubric to rate each student’s performance in each part of the test.

2. Provide feedback based on the criteria, focusing on strengths and areas for improvement.

Usage Instructions

1. Fluency: Evaluate the speaker’s ability to maintain a smooth and continuous flow of speech.

2. Pronunciation: Assess how clearly and correctly the speaker pronounces words.

3. Vocabulary: Consider the range and appropriateness of the vocabulary used by the speaker.

4. Grammar: Judge the accuracy and complexity of the grammatical structures used.

5. Coherence & Cohesion: Examine how well the speaker organizes their ideas and connects them logically.

6. Content & Relevance: Evaluate the relevance and thoroughness of the speaker’s content in relation to the task.

7. Interaction: Assess the speaker’s ability to engage in and maintain a conversation.

Criteria      Excellent (5)                            Good (4)                                Satisfactory (3)                         Needs Improvement (2)               Unsatisfactory (1)                     

Fluency       

Speaks fluently with minimal pauses          

Speaks fluently with occasional pauses      

Speaks with some pauses but maintains flow  

Frequently pauses, affecting flow      

Struggles to speak, frequent long pauses   

Pronunciation 

Pronunciation is clear and easy to understand

Generally clear pronunciation               

Pronunciation is somewhat unclear at times  

Often unclear, requiring listener effort    

Very difficult to understand, frequent errors

Vocabulary    

Uses a range of basic vocabulary accurately 

Uses basic vocabulary with minor errors     

Uses limited vocabulary, some errors        

Uses very basic vocabulary, frequent errors 

Very limited vocabulary, many errors        

Grammar       

Uses simple structures correctly             

Uses simple structures with minor errors    

Uses simple structures, noticeable errors   

Uses very simple structures, frequent errors

Mainly uses incorrect structures, difficult to understand

Coherence & Cohesion

Ideas are well-organized and connected effectively 

Ideas are generally well-organized, minor lapses 

Ideas somewhat organized, some disjointedness 

Ideas poorly organized, lacks cohesion     

Ideas are very disorganized, hard to follow 

Content & Relevance 

Content is highly relevant, addresses all aspects of the task 

Content is relevant, addresses most aspects 

Content is somewhat relevant, misses some aspects 

Content is often irrelevant, misses many aspects

Content is mostly irrelevant, does not address the task 

Interaction  

Responds confidently, maintains conversation naturally 

Responds well, generally maintains conversation 

Responds adequately, but with some difficulty 

Struggles to respond, conversation falters  

Unable to maintain conversation effectively 

 Answer Key

There is no fixed “answer key” for a speaking test since responses will vary. The rubric above provides the criteria to assess students’ performance.