Assessing Speaking Performance - Cambridge English
Assessing Speaking Performance – Level C1Examiners and speaking assessment in the Cambridge English:Advanced examSpeaking tests are conducted by trained examiners. The quality assurance of SpeakingExaminers (SEs) is managed by Team Leaders (TLs) who are in turn responsible to aProfessional Support Leader (PSL), who is the professional representative of CambridgeEnglish Language Assessment for the Speaking tests in a given country or region.All of the examiners (PSLs, TLs and SEs) must prove each year, through a certificationprocess, that they are competent to assess. In addition, they are regularly monitored duringlive testing sessions.Although candidates take the test in pairs or groups of three, throughout the test they areassessed on their individual performance and not in relation to each other. They are awardedmarks by two examiners: an assessor and an interlocutor.The interlocutor awards a mark for the performance as a whole, using the GlobalAchievement scale.The assessor awards marks for five individual criteria: Grammatical ResourceLexical ResourceDiscourse ManagementPronunciationInteractive Communication.How can I use the Assessment Scales?Examiners use the C1 Level Assessment Scales to decide which marks to give candidatestaking the Cambridge English: Advanced Speaking test. Using the scales yourself duringclassroom speaking practice tasks will help you to: analyse your students’ strengths and weaknesses when they do Cambridge English:Advanced Speaking tasks form an impression of how ready your students are to take the Speaking test.The Assessment ScalesThe Cambridge English: Advanced Assessment Scales are divided into six bands from 0 to5, with 0 being the lowest and 5 the highest. Descriptors for each criterion are provided forbands 1, 3 and 5 and indicate what a candidate is expected to demonstrate at each band.Cambridge English: Advanced is at Level C1 of the Common European Framework of UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 1 of 16
Assessing Speaking Performance – Level C1Reference (CEFR), and the descriptors for band 3 and above generally indicate performanceof at least C1 level.C1GrammaticalResource Maintains controlof a wide range ofgrammaticalforms.54Lexical Resource Uses a widerange ofappropriatevocabulary to giveand exchangeviews on familiarand unfamiliartopics. Producesextendedstretches oflanguage withease and withvery littlehesitation. Contributions arerelevant, coherentand varied. Uses a widerange of cohesivedevices anddiscoursemarkers.Pronunciation Is intelligible. Phonologicalfeatures are usedeffectively toconvey andenhancemeaning.InteractiveCommunication Interacts withease, linkingcontributions tothose of otherspeakers. Widens the scopeof the interactionand negotiatestowards anoutcome.Performance shares features of Bands 3 and 5. Shows a gooddegree of controlof a range ofsimple and somecomplexgrammaticalforms. Uses a range ofappropriatevocabulary to giveand exchangeviews on familiarand unfamiliartopics.32 Producesextendedstretches oflanguage withvery littlehesitation. Contributions arerelevant and thereis a clearorganisation ofideas. Uses a range ofcohesive devicesand discoursemarkers. Is intelligible. Intonation isappropriate. Sentence andword stress isaccurately placed. Individual soundsare articulatedclearly. Initiates andrespondsappropriately,linkingcontributions tothose of otherspeakers. Maintains anddevelops theinteraction andnegotiatestowards anoutcome.Performance shares features of Bands 1 and 3. Shows a good1DiscourseManagementdegree of controlof simplegrammaticalforms, andattempts somecomplexgrammaticalforms.0 Uses appropriatevocabulary to giveand exchangeviews, but onlywhen talkingabout familiartopics. Producesextendedstretches oflanguage despitesome hesitation. Contributions arerelevant and thereis very littlerepetition. Uses a range ofcohesive devices. Is intelligible. Intonation isgenerallyappropriate. Sentence andword stress isgenerallyaccurately placed. Individual soundsare generallyarticulated clearly. Initiates andrespondsappropriately. Maintains anddevelops theinteraction andnegotiatestowards anoutcome with verylittle support.Performance below Band 1.As you look through the scales, it may help to highlight words which make one band differentfrom another. Always remember that Level C1 is generally described as ‘Good operationalcommand of the spoken language’. UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 2 of 16
Assessing Speaking Performance – Level C1For example, under Grammatical Resource, the beginning of the first descriptor at Band 3 isthe same as at Band 1 – Shows a good degree of control. However, Band 3 applies thenotion of control to a range of simple and some complex grammatical forms, whereas atBand 1 the control is limited to the use of simple grammatical forms combined with attemptsat some complex grammatical forms. At Band 5, the control needs to be maintained across awide range of grammatical forms.Don’t worry if a lot of the terms used in the scales are new to you – in the Handbook forTeachers you will find a Glossary of Terms for Speaking.How can I use the Assessment Scales with students?You could:1.2.3.4.Refer to the scales as you observe students carrying out a Cambridge English:Advanced speaking task.Note down examples of performance in terms of the listed criteria.Give students feedback on their strengths and weaknesses.Think about whether your students are ready for the exam and how they could improve.However, it can be difficult for a teacher to manage a speaking practice task (i.e. be theinterlocutor), make notes of what the students say and refer to the Assessment Scales, all atthe same time. The following activities are designed to help you get started.On the Cambridge English TV YouTube channel there is a video recording of two candidatescalled Meritxell and Stefan taking the Cambridge English: Advanced Speaking test. Pleasenote that this example is for the pre-January 2015 version of Cambridge English: Advancedexam.You can find this here:https://www.youtube.com/watch?v RPF0zUMXpl0The four activities use this recording to practise using the Assessment Scales.Activity 11.2.3.4.Make a copy of the blank Grammatical Resource and Lexical Resource tables on pages 5 and6. You will see that statements from the Assessment Scales have been turned into questions.Watch the Cambridge English: Advanced Speaking video.Using the Cambridge English: Advanced Assessment Scales to help you discriminate betweenGrammatical and Lexical Resources, note down examples of what Meritxell does well and not sowell for each of the questions in the Comments box on the assessment sheets.Compare the notes you have made with completed examples on pages 10 and 11.Activity 21.2.3.4.Make a copy of the blank Discourse Management table on page 7.Watch the Cambridge English: Advanced Speaking video.Note down examples of what Stefan does well and not so well for each of the questions in theComments box on the assessment sheet.Compare the notes you have made with a completed example on page 12. UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 3 of 16
Assessing Speaking Performance – Level C1Activity 31.2.3.4.Make a copy of the blank Pronunciation table on page 8.Watch the Cambridge English: Advanced Speaking video.Note down examples of what Stefan does well and not so well for each of the questions in theComments box on the assessment sheet.Compare the notes you have made with a completed example on page 13Activity 41.2.3.4.Make a copy of the blank Interactive Communication table on page 9.Watch the Cambridge English: Advanced Speaking video.Note down examples of what Meritxell does well and not so well for each of the questions in theComments box on the assessment sheet.Compare the notes you have made with a completed example on pages 14.Remember: In a real Cambridge English: Advanced Speaking test the marks awarded reflect acandidate’s performance across the whole exam and not just in one part of it. As youbecome more familiar with the assessment criteria and gain more experience inanalysing your students, you will find it easier to focus on all of the criteria duringclassroom practice tasks. Being able to refer to the Assessment Scales will help you to analyse your students’strengths and weaknesses and to estimate whether they are ready for the Speakingtest. However, it won’t necessarily give you an accurate prediction of the marks thatyour students will achieve in a real test, as the candidate may be affected by otherfactors such as nervousness. UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 4 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGGRAMMATICAL RESOURCEName of studentDoes the speaker use a range of simple grammatical forms, with control?GoodNot so goodDoes the speaker use complex grammatical forms? Do they maintain control?GoodNot so goodComments UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 5 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGLEXICAL RESOURCEName of studentDoes the speaker use a range of appropriate vocabulary?GoodNot so goodDoes the speaker have the lexical resource to give and exchange views on familiarand unfamiliar topics?GoodNot so goodComments UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 6 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGDISCOURSE MANAGEMENTName of studentAre the answers of an appropriate length for the task? Is there much hesitation?GoodNot so goodAre the contributions relevant? Is there any repetition? Is it well organised?GoodNot so goodDoes the speaker use a range of cohesive devices? And discourse markers?GoodNot so goodComments UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 7 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGPRONUNCIATIONName of studentCan the speaker be generally understood?GoodNot so goodIs the speaker’s intonation appropriate? Is it used to enhance and convey meaning?GoodNot so goodDoes the speaker use sentence and word stress correctly? Is it used to enhance andconvey meaning?GoodNot so goodAre individual sounds clear? Are they correctly produced?GoodNot so goodComments UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 8 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGINTERACTIVE COMMUNICATIONName of studentDoes the speaker start discussions? Does the speaker introduce new ideas?GoodNot so goodDoes the speaker react appropriately to what the interlocutor or other candidate says?GoodNot so goodDoes the speaker keep the interaction going? Does the speaker expand and build onideas and themes introduced by the other candidate?GoodNot so goodDoes the speaker try to move the interaction towards an outcome? Does the speakerneed any support?GoodNot so goodComments UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 9 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGGRAMMATICAL RESOURCEName of student Meritxell (All four parts of the test)Does the speaker use a range of simple grammatical forms with control?GoodNot so good From Barcelona, a town nearBarcelona, actually. I was studying, but I finished mydegree in June, so now I’m herelearning English, It’s the same in the shops now they use too much computer they are not guilty for our mistakesDoes the speaker use complex grammatical forms? Do they maintain control?GoodNot so good if you speak a lot of languages youcan travel around the world, you canfind a good job as well I think the people now is are losingtheir skills to eat properly (Are losingthe habit of eating properly.) The guy from the car must be reallyscared, ‘cos it’s not usual to find abear in the middle of the road Maybe we are losing our traditions,but we are gaining some differentthingsHe can really go fast because hedoesn’t want trouble with the animal(he should go/leave/get away fast,because CommentsGenerally good grammatical control. Very few errors with simple forms, but some withpronouns and plurals (something to work on). Occasionally attempts some complexgrammatical forms, but perhaps could have been a little more ambitious. By ‘keeping itsimple’ grammatically, Meritxell could give a performance which would pass at B2 level butnot quite achieve C1.N.B. Candidates are marked on the language that they ‘use’ and ‘attempt to use’ to conveytheir message, so they should be encouraged to be ambitious in their use of language.However, comprehension is important so mistakes shouldn’t result in their being difficult tounderstand. UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 10 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGLEXICAL RESOURCEName of student Meritxell (All four parts of the test)Does the speaker use a range of appropriate vocabulary?Good scaredtroublerubbishguiltydiseasesachievespoilNot so good a monument inside the water he can achieve money as well discover (for discovery) investigation (for research)Does the speaker have the lexical resource to give and exchange views on familiarand unfamiliar topics?Good It’s not usual to find a bear in themiddle of the road Now we’re creating a lot of rubbishand the people (from?) the future willregret itNot so good He can go outside and tell al thepeople about the discover, so actuallyhe can achieve money as well(Meritcell is talking about the diver and thesunken monument, and probably wants tosay; ’he can go back to the surface and makesome money from the discovery by tellingpeople about it.)CommentsThe basic lexical resource is sound, although there are some limitations when Meritxell talksabout unfamiliar topics. She is never ‘lost for words’ and her lexical resource is adequate forthe tasks, but she does not show an extensive range and does at times lack the correctwords or phrases to express her exact meaning.Students at this level should be encouraged to practise ‘lifting the level’ of their responsesaway from a ‘safe’ B2 level towards something ‘beyond B2’. This requires students to think ofthe Speaking test tasks as opportunities for using a range of (grammatical and) lexicalresources to say something more than the basic or expected response. This ‘lifting’ requirespractice. UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 11 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGDISCOURSE MANAGEMENTName of student Stefan (All four parts of the test)Are the answers of an appropriate length for the task? Is there much hesitation?GoodNot so goodNearly all Stefan’s contributions are of anappropriate length, and made with very littlehesitation.Stefan sometimes misses the chance to takethe lead in discussions. This may have beena mark of courtesy towards Meritxell (‘ladiesfirst’).Are the contributions relevant? Is there any repetition? Is it well organised?Not so goodGood you can make people happy withflowers, especially women forexample, when you give someflowers to them it has very beneficialeffects social networks for example, you canstay in contact with people from Spainor from all over the world Here you can see that a castle, builtfrom ice, and it’s very difficult to buildsuch a building because you needvery good skills, you have to bevery. yeah (In this response Stefanbecomes repetitive because he isstruggling to find the language to fullyexpress his ideas. Finally he stopsmid sentence.)Does the speaker use a range of cohesive devices? And discourse markers?GoodNot so good (cohesive device / linking word) I think Throughout the test, Stefan makes little useof discourse markers.on the other hand it has beneficialeffects, because On the other hand, there’s a lot ofdangerous stuff on the internet (discourse marker) then, in thesecond picture you see I think I can’t speak for other peoplebut, yeah, what is important, I thinkpeople know what is important Idisagree with this statement!CommentsCoherent and easy to follow. One strength of Stefan’s discourse management in thisperformance is that he does seem to have clear ideas on the topics discussed and isprepared to develop them (e.g. on 24 hour shoppin and on positive aspects of the 21stcentury). However, at times he does not express himself with ease, or finishes talking aboutideas quickly. Also he could, perhaps, have taken the lead in the discussion more often.Students need to be trained to extending their contributions and to develop ideas across anumber of turns. UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 12 of 16
Assessing Speaking Performance – Level C1Cambridge English: Advanced (LEVEL C1) SPEAKINGPRONUNCIATIONName of student Stefan (all four parts of the test)Can the speaker be generally understood?GoodNot so goodClear and easily understood at all times.Is the speaker’s intonation appropriate? Is it used to enhance and convey meaning?GoodNot so goodIntonation is generally good, albeit rathermonotonous at times, and never gets in theway of the meaning.At times there is an over use of risingintonation used at the end of neutralstatements and phrasesDoes the speaker use sentence and word stress correctly? Is it used to enhance andconvey meaning?GoodNot so goodSentence stress and word stress is nearlyalways correct. We really should stop this. For the people who work in the shopOne very good and revealing example: I think I can’t speak for other peoplebut, yeah, what is important? I thinkpeople know what is important. Idisagree with this statement! UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms and Conditions.www.cambridgeenglish.orgPage 13 of 16
Assessing Speaking Performance – Level C1Are individual sounds clear? Are they correctly produced?GoodNot so goodGenerally, individua
The Cambridge English: Advanced Assessment Scales are divided into six bands from 0 to 5, with 0 being the lowest and 5 the highest. Descriptors for each criterion are provided for bands 1, 3 and 5 and indicate what a candidate is expected to demonstrateat each band. Cambridge English: Advancedis at Level C1 of the Common European Framework of
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