| Use of English | There are too many grammar mistakes, so communication is not achieved. | There are few grammar mistakes but most of the time communication is accomplished. | There are no grammar mistakes or at least they do not prevent communication. |
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| Task accomplishment | Task wasn’t accomplished. The audio lasted less than 40” or longer than 1’40”. None of the information needed was given or it was incorrect. | Task was partially accomplished. The audio was either shorter than 40”or longer than 1’30”. | Task was fully accomplished. The audio lasted between 40” and 1’30”. |
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| Fluency | There are more pauses than actual speech. Student seems to be only reading. | There are some hesitations and unnatural pauses. Student seems to be reading at some points. | There are no hesitations. Pauses are made only when convenient. It is evident that the student is NOT reading. |
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| Pronunciation | Pronunciation is poor, with lots of mistakes, so communication is not achieved. | There are some pronunciation mistakes, but they do not impede communication. | There are no pronunciation mistakes according to the required level, or at least they do not stop communication. |
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| Use of the imperative. | The student gives less than four intelligible orders or instructions. | The student gives between four and seven intelligible orders or instructions. | The student gives eight intelligible orders or instructions. |
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