Speaking Scoring Guide - Tea.texas.gov
Texas English LanguageProficiency Assessment SystemSpeaking Scoring GuideGrades 6–8Spring 2020Copyright 2020, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express writtenpermission from Texas Education Agency.
General InformationThis guide provides exemplar student responses for the Texas English Language ProficiencyAssessment System (TELPAS) online speaking assessment. It is intended to be used alongsidethe spring 2020 TELPAS listening and speaking released test. Each question is identified asit appears on the released test (question is referred to as “item” in the rubric). Questions inthis guide are four-point questions only, as four-point questions provide the best model ofresponses at various score points. The annotation that accompanies each response is written toillustrate how the language of the rubric is applied to each response to determine a score.A response earns a specific score point based on the speech characteristics (e.g., pronunciation,vocabulary, grammar, etc.) of that particular response. The proficiency level of the student isdetermined by the accumulated score of the speaking responses submitted for the test. Anindividual response does not necessarily reflect a student’s proficiency level but is one piece ofdata that contributes to the determination of the student’s proficiency level.The exemplars in this guide are transcribed from actual student responses submitted onlineduring the testing window. In some cases, annotations note pronunciation issues or issues whena student’s accent might have affected scoring. In addition, because capitalization is impossibleto determine in spoken responses, the transcriptions reflect the appropriate capitalization.Punctuation such as commas and periods are included in transcriptions to reflect, as well aspossible, the way the student spoke. Appropriate punctuation is used when the student’s intentis unclear. Transcriptions may include three dots inside a bracket [ ], which indicate a pause inthe student’s response.This guide does not contain exemplars for responses that received a score point of one.Responses that receive a score point of one may contain frequent, long pauses or pronunciationthat prevents understanding. Silent responses, unintelligible responses, and responses inlanguages other than English also receive a score point of one. Students who receive this scorepoint may use memorized high-frequency words and phrases but do not demonstrate the abilityto craft an original message in English.The TELPAS proficiency level descriptors (PLDs) for speaking, from which the rubric was derived,and the Four-Point Speaking Rubric are included on the following pages for additional reference.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 3
ELPS-TELPAS Proficiency Level DescriptorsGrades K–12 SpeakingBeginningIntermediateAdvancedAdvanced HighBeginning English learners(ELs) have little or no ability tospeak English in academic andsocial settings.Intermediate ELs have the abilityto speak in a simple mannerusing English commonly heardin routine academic and socialsettings.Advanced ELs have the ability tospeak using grade-appropriateEnglish, with second languageacquisition support, in academicand social settings.Advanced high ELs have theability to speak using gradeappropriate English, with minimalsecond language acquisitionsupport, in academic and socialsettings.These students:These students:These students:These students: mainly speak using single wordsand short phrases consisting ofrecently practiced, memorized, orhighly familiar material to getimmediate needs met; may behesitant to speak and often giveup in their attempts tocommunicate are able to express simple,original messages, speak usingsentences, and participate in shortconversations and classroominteractions; may hesitatefrequently and for long periods tothink about how to communicatedesired meaning are able to participate comfortablyin most conversations andacademic discussions on familiartopics, with some pauses torestate, repeat, or search forwords and phrases to clarifymeaning are able to participate in extendeddiscussions on a variety of socialand grade-appropriate academictopics with only occasionaldisruptions, hesitations, or pauses speak using a very limited bank ofhigh-frequency, high-need,concrete vocabulary, including keywords and expressions needed forbasic communication in academicand social contexts speak simply using basicvocabulary needed in everydaysocial interactions and routineacademic contexts; rarely havevocabulary to speak in detail lack the knowledge of Englishgrammar necessary to connectideas and speak in sentences; cansometimes produce sentencesusing recently practiced,memorized, or highly familiarmaterial exhibit second languageacquisition errors that may hinderoverall communication, particularlywhen trying to convey informationbeyond memorized, practiced, orhighly familiar material typically use pronunciation thatsignificantly inhibitscommunication exhibit an emerging awareness ofEnglish grammar and speak usingmostly simple sentence structuresand simple tenses; are mostcomfortable speaking in presenttense exhibit second languageacquisition errors that may hinderoverall communication when tryingto use complex or less familiarEnglish use pronunciation that can usuallybe understood by peopleaccustomed to interacting withELs discuss familiar academic topicsusing content-based terms andcommon abstract vocabulary; canusually speak in some detail onfamiliar topics have a grasp of basic grammarfeatures, including a basic abilityto narrate and describe in present,past, and future tenses; have anemerging ability to use complexsentences and complex grammarfeatures make errors that interferesomewhat with communicationwhen using complex grammarstructures, long sentences, andless familiar words andexpressions may mispronounce words, but usepronunciation that can usually beunderstood by people notaccustomed to interacting withELs communicate effectively usingabstract and content-basedvocabulary during classroominstructional tasks, with someexceptions when low-frequency oracademically demandingvocabulary is needed; use manyof the same idioms andcolloquialisms as their nativeEnglish-speaking peers can use English grammarstructures and complex sentencesto narrate and describe at a levelnearly comparable to nativeEnglish-speaking peers make few second languageacquisition errors that interferewith overall communication may mispronounce words, butrarely use pronunciation thatinterferes with overallcommunication
Four-Point Speaking RubricAs part of the TELPAS listening and speaking assessment, rubrics were developed to determine the score points that should be ascribed to a student’s response based ontheir performance on each speaking test item. The rubrics demonstrate the number of score points that a student can achieve based on their performance on each speakingtest item. Two different rubrics, a two-point rubric and a four-point rubric, are used to score different types of speaking items on the TELPAS listening and speakingassessment. Both rubrics are derived from the TELPAS proficiency level descriptors (PLDs). The rubrics demonstrate how a student will be assessed for speaking; however,the rubrics should not replace the Texas English Language Proficiency Standards (ELPS) or PLDs and should not be used in isolation.(1)(2)(3)(4)A response at score point 1 mayA response at score point 2 mayA response at score point 3 mayA response at score point 4 mayCompleteness of Response be silent and not attempt toaddress the task attempt to address the task,but may be limited to simple,high-frequency words andphrases address the task in a limitedway by communicating simple,original ideas, using sentencesand occasional phrases address the task somewhatsuccessfully by generallycommunicating comfortably oncommon social and gradeappropriate academic topics address the task completely bycommunicating, with orwithout elaboration, on avariety of social and gradeappropriate academic topicsSyntax/Sentence Structure,Grammar consist of single words, shortphrases and/or occasionalshort sentences seem memorized, formulaicand/or highly practiced include many grammarfeatures of another languagethat inhibit communication contain mostly simplesentences in the present tenseinclude simple Englishlanguage structures include grammar errors thatlimit communication generally include the correctverb tense for the task, buthave some errors, especiallywhen using irregular orcomplex tenses demonstrate overall familiarityusing basic grammar featuresand may include some complexgrammatical structures include grammar errors whenusing less common languagestructures, which interferesomewhat with communication generally include complexsentences and grammarstructures nearly comparableto native English-speakingpeers include grammar errors whichrarely interfere withcommunicationVocabulary/Word Choice be repetitive and notdemonstrate an ability to usewords to make an originalmessage rely mostly on high-frequencyor basic vocabulary, but stillconvey an original message include common abstract andacademic vocabulary words include some details on familiartopics feature vocabulary at a levelnearly comparable to theirnative English-speaking peersUpdated February 23, 2018
(1)(2)(3)(4)A response at score point 1 mayA response at score point 2 mayA response at score point 3 mayA response at score point 4 may be mostly limited to simple,high-frequency words andphrases rarely include details becauseof the student’s limitedvocabularyPronunciation and Fluency include frequent and longpauses that may indicatethat the student is strugglingto communicate and/or hasgiven up include pronunciation that isextremely difficult tounderstand include pauses to search forwords include some pronunciationerrors that limit understandingUse of L1 be entirely or mostly inanother language include some words in anotherlanguage include idioms or colloquialismsused by native English-speakingpeers include abstract and academicvocabulary with minor,infrequent errors; word choicemay occcasionally still beawkward or imprecise include brief pauses whensearching for words orattempting to restate or clarify include pronunciation errorsbut generally still beunderstandable include few brief pauses include few pronunciationerrors; these errors rarelyinterfere with understandingUpdated February 23, 2018
Grades 6–8 Speaking Questionsand Scored ResponsesQuestion 9Score Point 2Response 1Jack stop his little brother during the race because he miss the second cone.And Jack don’t want him to feel sad. And by the time [.] the other girl winthe match.The student addresses the task in a limited way and uses mostly simple sentences in the presenttense to communicate the message. Within this relatively brief response, there are consistentsubject-verb agreement errors (Jack stop, he miss, Jack don’t want, girl win) as well as a long pauseto search for words. The student is able to provide a few details (second cone, feel sad, win thematch) but relies mostly on basic vocabulary.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 7
Score Point 2, continuedResponse 2He helped [.] he helped his brother because he is going to be lost anyways.So he stop and [.] he help out his brother.The student uses simple vocabulary and grammar structures to address the task in a limitedway. The response includes some errors in verb tense and subject–verb agreement (he stop, hehelp), as well as some awkward phrasing (he is going to be lost). The response includes mostlyhigh-frequency, basic vocabulary (helped, brother, stop), which the student repeats in an attemptto communicate the message. The response contains two long pauses to search for words.Score Point 3Response 1Jack stops to help his little brother Kobe because he was doing stuff wrong.That’s how [.] um [.] Jack got delayed and probably ended like last place.The student addresses the task relatively successfully and provides a few details (help his littlebrother, doing stuff wrong, last place). Overall, the student demonstrates a familiarity with basicgrammar features and an ability to use the correct verb tense for the task (Jack stops, he wasdoing). The response contains complex sentences and some examples of vocabulary beyond abasic, high-frequency level (Jack got delayed and probably ended like last place) and includes twobrief pauses as the student searches for words.Response 2Jack stops his brother because he didn’t cross the second cone, and then hetells his brother that he doesn’t care about the race, and he can go [.] doanother race.The student addresses the task somewhat successfully. The response consists of one long,compound sentence and includes different verb tenses used correctly for the task (Jack stops, hedidn’t, he can go). The student provides some details using vocabulary that goes beyond a basic,high-frequency level (cross the second cone, doesn’t care about). The response contains one briefpause to search for words as well as minor pronunciation errors of the words “brother” and“another.”TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 8
Score Point 3, continuedResponse 3He tells him like [.] what he’s doing wrong and like [.] how he can fix it.Then once he does that, Toby fixes it, but then Jack loses the race. Twoother people finish the finish line.Overall, the student addresses the task somewhat successfully. The student demonstrates somefamiliarity with basic grammar features and an ability to generate a complex sentence withaccuracy (Then once he does that, Toby fixes it, but then Jack loses the race). However, there is someslightly awkward phrasing (finish the finish line). In addition, the response consists largely of basicvocabulary (tells, loses, race, people) and the student repeats ideas expressed in a simple manner(fix it, fixes it) without further elaboration.Response 4Jack stopped during the race to help his younger brother Toby because heknew that if Toby got disqualified, he would run away and cry and [.] wantto be alone.The student addresses the task of communicating in a generally successful way. The studentgenerates a long complex sentence that includes complex grammar structures (he knew thatif Toby got disqualified, he would run away). There are a few instances of advanced or abstractvocabulary (disqualified, run away, want to be alone). The student briefly pauses near the end ofthe response to search for words.Response 5Jack stops during the race to help his younger brother Toby because heforgot to go around the second cone, and the girl wins right after.The student addresses the task somewhat successfully. The student uses the correct verbtenses (he forgot, the girl wins) and demonstrates an ability to form a complex sentence. Overall,the response includes a few details, and the details that are provided are communicated usingmainly basic, simple vocabulary.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 9
Score Point 4Response 1Jack and Toby are doing a watermelon race. Jack is mostly in the lead. Jacklooks back to see what, what’s up with Toby. Toby just missed his secondcone, and he will be disqualified if he doesn’t go back and come around it.He yells to Toby, “Go back and come around the cone!” And then Toby says[ ] what he says, but Jack looks back toward race when he realizes that heis not first anymore because the girl went right past him and ran throughthe to the finish line.The student addresses the task completely and with substantial elaboration. The studentuses both simple and complex sentences and demonstrates an ability to communicate usinggrammar structures at a level nearly comparable to native English-speaking peers. The student’slevel of vocabulary allows the student to provide precise details (mostly in the lead, just missed,went right past him). In addition, the response includes a colloquialism, used in a native-likemanner (to see what, what’s up with Toby). There is one instance of somewhat awkward phrasing(looks back toward race), but this does not interfere with communication. Overall, the studentspeaks fluently with one brief pause and no pronunciation errors.Response 2Jack stops in the race because he knew his brother did something wrong,and he was going to probably get disqualified. So he told his brother hedidn’t want him to feel bad, so he decided to take the time to tell him whatwas wrong. And then after that, he lost the race because he was focused onhis brother and not on moving forward to the finish line.The student addresses the task completely. The student speaks in complex sentences and usescomplex grammar structures with accuracy, at a level comparable to native English-speakingpeers (Jack stops in the race because he knew his brother did something wrong, and he was going toprobably get disqualified). The student includes grade-appropriate vocabulary to relate eventswith precision and elaboration (didn’t want him to feel bad, decided to take the time, he was focusedon his brother). The student speaks without hesitation or significant pronunciation errors.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 10
Score Point 4, continuedResponse 3Jack helped his younger brother Toby because he thought that if he gotdisqualified, he would have a red flash bloom on his face. So after thathe helped him, and then Toby went back behind the second cone andcompleted that, but the girl still won, and she had gotten first place. Afterthat, Toby and Jack decided to sit on a bench and ate some watermelontogether. At the end of the race, Toby asked Jack why did he help him. Jacksaid it didn’t really matter because it was just this race, not a real race.The student addresses the task completely and with extensive elaboration. The student usesgrammar structures at a level comparable to native English-speaking peers (he thought that if hegot disqualified, he would have). The student demonstrates the ability to use grade-appropriateand abstract vocabulary with precision (a red flash bloom, back behind, still won, it didn’t reallymatter, not a real race). There are no pronunciation errors or pauses to hinder communication.Response 4Jack wants to help Toby because he will be disqualified, and if that happens,a red flush would bloom on his cheeks and his bottom lip would startquivering. Then he’d rush off to be alone. So Jack helps him go back, andall of the sudden a girl won, but they didn’t care. Although Toby thoughtJack lost because of him, he said no matter, that that does not matter, andthere’s another watermelon challenge that they can do.Overall, the student addresses the task in a complete way. The response includes some complexsentences and complex grammar structures. The student incorporates some language from thevideo stimulus and combines it with original speech to communicate on the topic (Although Tobythought Jack lost because of him, he said no matter, that that does not matter, and there’s anotherwatermelon challenge that they can do). The student speaks without hesitation, and there are nopronunciation errors that interfere with communication.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 11
Score Point 4, continuedResponse 5Even though Jack wanted to win the race, he kept thinking about his brotherToby. After seeing Toby forgetting to weave around the second cone, Tobywould have been disqualified, and Jack believes that that would make Tobyembarrassed about himself, running off with a red face. Jack gave, Jack gaveup his first place and helped Toby instead, as Jack cared about Toby.The student addresses the task completely and with significant elaboration. The studentincludes complex grammar structures that are comparable to the language of nativeEnglish-speaking peers and uses some less-common tenses and structures with accuracy (Tobywould have been disqualified, and Jack believes that that would make Toby embarrassed abouthimself). The student uses abstract vocabulary to relate details with clarity (weave, disqualified,believes, embarrassed). The student speaks at a natural, fluent pace with only one instance ofrestating an idea (Jack gave, Jack gave up).TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 12
Question 18Score Point 2Response 1The character I would like to meet is Kevin Hart. My question is [ ] how hebecame an artist.The student relies on basic vocabulary to communicate an original message. A pause tosearch for words and pronunciation errors, especially a notable error pronouncing the word“character,” limits understanding.Response 2I would like to meet Dr Seuss [.] and looks fun.The student uses simple language structures to communicate in a limited way. The responseconsists of a simple but original message with basic vocabulary, a pause, and a grammar error(and looks fun) that limits communication.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 13
Score Point 3Response 1I would like to meet the character Batman. I want to meet him because ofhis fighting skills. I would ask him [ ] about super villains.The student addresses the task somewhat successfully. The lack of grammar errors reflectsa familiarity with basic grammar features (I want to meet him because of his fighting skills). Thestudent provides some specific details (fighting skills, super villains) but does not elaboratebeyond the basic message. Overall, the student generally communicates comfortably and onlypauses briefly at the end of the response to search for words.Response 2I would like to meet Dora because she is an inspiration to me. She is supersmart. And I would ask her why she has a pet monkey.The student addresses the task somewhat successfully. The response includes some complexgrammar features as well as some abstract vocabulary (I would like to meet Dora because she is aninspiration to me). The student uses the correct verb tenses for the task, including conditionals(I would ask her why she has a pet monkey). Overall, the student is generally able to communicatecomfortably without pauses or pronunciation errors that interfere with understanding.Response 3From the show The Arrow, I want to meet the guy Arrow because he is cool.He shoots arrows, like a bow and arrow. I like him because my dad likes tohunt [ ] for animals, and he just helps people. My dad just helps peoplelike the Green Arrow.The student demonstrates an ability to address the task somewhat successfully. The responseincludes some specific details and specialized vocabulary (bow and arrow, hunt [.] for animals).The student shows a familiarity with basic grammar features and correctly uses acompound-complex sentence (I like him because my dad likes to hunt [ ] for animals, and hejust helps people). However, there is a brief pause in the middle of the response as the studentsearches for words, which disrupts the student’s fluency.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 14
Score Point 3, continuedResponse 4My favorite book is Wonder. I would like to meet Austin because he is a veryspecial character, and he stands out and doesn’t care what other people sayabout him.The student addresses the task in a somewhat successful way and includes some complexgrammar features (I would like to meet Austin because he is a very special character). The responseincludes few details and uses abstract language (he stands out). The student speaks with fewpronunciation errors and, overall, is generally able to communicate comfortably.Response 5I would like to meet Jake Paulson because I like him. I would like to askhim how it feels to be a millionaire. He lives in a mansion and he has aLamborghini.The student communicates somewhat successfully about a character she would like to meet.The response includes some complex grammar structures and correct verb tenses (I would liketo meet Jake Paulson because I like him). The student uses specific vocabulary to provide somedetails on the topic (mansion, Lamborghini). While the student generally speaks without pauses,there is a pronunciation error of the word “millionaire” that somewhat limits understanding.Score Point 4Response 1There is a book that I am reading, and it is called, A Fish in a Tree. There is acharacter named Ellie, and I would like to meet her because she talks abouthow she has dyslexia. She also talks about how much trouble it causes herat school. I would like to ask her how it feels to have dyslexia.The student addresses the task completely and makes use of some complex sentences in amanner similar to native English-speaking peers (There is a character named Ellie, and I wouldlike to meet her because she talks about how she has dyslexia). The response does not contain anypauses or grammar errors. There is a pronunciation error at the end of the response of the word“dyslexia” that does not interfere with understanding. Overall, the student has little difficultyspeaking on this familiar topic.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 15
Score Point 4, continuedResponse 2I would like to meet the characters from the Maze Runners because theyare amazing. They have this action [ ] movie and it’s pretty cool becausethere are going through a lot of obstacles and challenges. They are tryingto save their team. I would ask these characters how they made the moviebecause it looks so real, but it’s not.The student successfully conveys information about characters he would like to meet andprovides some details (they are amazing, they have this action [.] movie, obstacles and challenges).The student uses complex grammar structures with varied tenses comparable to native Englishspeakers (I would ask these characters how they made the movie because it looks so real, but it’snot). There is a brief pause in the second sentence where the student searches for words. Theresponse contains no pronunciation errors that interfere with communication. Overall, thestudent speaks comfortably on a social topic.Response 3I want to meet this character called Goku from Dragon Ball. I want to askhim how he became strong because I want to be strong like him so I candefend myself from bad guys and bullies. I want to become strong so I canprotect myself from dangerous danger. I want to ask him how he protectshimself and what he uses.The student completely addresses the task with some elaboration. The response demonstratesthe student’s ability to connect a series of ideas using complex sentences (I want to ask himhow he became strong because I want to be strong like him so I can defend myself from bad guysand bullies). The student includes details nearly comparable to what native English speakersmight use (strong like him, defend myself, bad guys and bullies). There is an awkward wordchoice (dangerous danger) that does not limit understanding. Overall, the student speaks quitecomfortably without any pauses or pronunciation errors.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 16
Score Point 4, continuedResponse 4There is a show that I really like to watch. It’s on Netflix and it is called FullHouse. My favorite character is DJ Fuller. She is an amazing actor, and Ireally want to meet her because she is just amazing. I would ask her ifshe really loves doing what she does. Like acting and doing shows [ ] andparticipating with the people she acts with on the shows.The student addresses the task completely using precise, grade-appropriate vocabulary (amazingactor, loves doing what she does). The response includes a compound-complex sentence (She is anamazing actor, and I really want to meet her because she is just amazing). In addition, the studentspeaks without pronunciation errors and pauses briefly at the end of the response, which doesnot interfere with the listener’s understanding. Overall, the student speaks at a level nearlycomparable to native English-speaking peers.Response 5I would like to meet this character named Santiago Muñez. He is a soccerplayer in the movie Goal. When he was little his dad did not want him tobecome a soccer player because he didn’t think it was his passion, andhe stole all his money for the training camps. His dad was a bad guy whowas wanted by the cops. But Santiago did not listen to him so he movedon and went to England so he could play soccer. Two weeks after he wasin England, he got a call from his mom that his dad had been shot by thepolice. He dedicated a bunch of games to his dad and became a really goodplayer and inspired others.The student communicates in an extended and elaborate way about Santiago Muñez. Theresponse features advanced grammar structures and complex sentences (When he was littlehis dad did not want him to become a soccer player because he didn’t think it was his passion,and he stole all his money for the training camps). The student uses abstract vocabulary nearlycomparable to native English speakers (passion, dedicated, inspired). The response demonstratesthe student’s ability to provide details and communicate a message free of grammar errors andpauses. Overall, the student speaks at a level comparable to native English-speaking peers.TELPAS Speaking Scoring Guide Grades 6–8Spring 2020Page 17
Question 25Score Point 2Response 1She feel bad because they don’t like the picture of them [.] and then [.]Stephanie laugh about it.The student demonstrates an ability to communicate an original message but does so in a verylimited manner. The response contains few details using limited vocabulary, and as a result, themessage conveyed is somewhat vague (She feel bad because they don’t like the picture of them).Subject-verb agreement errors interfere with communication (She feel bad, Stephanie laugh aboutit). In addition, the response includes pauses as the student searches for words
TELPAS Speaking Scoring Guide Grades 6-8 Page 3 Spring 2020 General Information This guide provides exemplar student responses for the Texas English Language Proficiency . Assessment System (TELPAS) online speaking assessment. It is intended to be used alongside . the spring 2020 TELPAS listening and speaking released test.
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