técnica manabí de filosofía, letras y ciencias de la ... · cuarta del presente reglamento, que...
TRANSCRIPT
1
Universidad Técnica de Manabí
Facultad de Filosofía, Letras y Ciencias de la Educación
Escuela de Idiomas y Lingüística
Guía del estudiante
Examen complexivo
2015
2
Contenido
Introducción…………………………………………………………….……………………………………………………...............3
Presentación…………………………………………………………...……………………………………………………...............4
Antecedentes………………………………………………………………..……………………………………………………………..5
¿Qué evalúa el examen?..................................................................................................................7
Temarios y modelos de preguntas: Componentes y subcomponentes………..………………………………9
Prueba estructurada…………................................................................................................9
Prueba no estructurada………………………………………………………………………………………………….13
Tipos de preguntas y ejemplos……………………………………………………………………………………………………13
Ponderación de preguntas…………………………………………………………………………………………………………..17
Instrucciones para el examen………………………………………………………………………………………………………18
Anexos…………………………………………………………………………………………………………………………………………19
3
Introducción
La Universidad Técnica de Manabí, con el objetivo de dar cumplimiento a la Disposición
Transitoria Quinta, literales b y e del Reglamento de Régimen Académico, expedido por el Consejo
de Educación Superior (CES) y en subordinación a las normativas remitidas por la Universidad,
cumple con convocar a participar en el proceso de titulación a través del examen complexivo, a
aquellos egresados que:
‐ Hayan finalizado sus estudios a partir del 21 de noviembre de 2008 en las carreras o
programas que cursaron y no se han titulado,
‐ Hayan culminado sus estudios antes del 21 de noviembre de 2008 en las carreras o
programas que cursaron y no se han titulado.
Considerando lo anteriormente expuesto, la Escuela de Idiomas y Lingüística de la
Universidad Técnica de Manabí, a través de un grupo de docentes encabezados por su vicedecana
encargada, elaboró la presente guía del estudiante para rendir el examen en mención. El examen
está basado en la actual malla curricular y los sillabi que fueron presentados por los profesores en
el Departamento de Inglés durante el periodo académico Septiembre 2014 – Febrero 2015.
Esperamos que la presente guía ayude al estudiante a prepararse mejor para esta prueba.
El Equipo de la Escuela de Idiomas y Lingüística Universidad Técnica de Manabí
4
Presentación
El vicedecanato de Idiomas y Lingüística les extiende un cordial saludo y les invita a leer la
presente guía del estudiante, con la finalidad de contribuir a la titulación de egresados. El
documento será de gran utilidad para evaluar las destrezas del idioma inglés, así como
conocimientos en el área de didáctica especial.
Dispuestos a contribuir con la acreditación de la Escuela, el equipo de elaboración de
reactivos, ha diseñado un examen complexivo, que ajustado a la malla curricular vigente y a los
resultados de aprendizaje de los sillabi considerados para su diseño, puedan contribuir
eficientemente en esta sociedad, con profesionales de calidad. Damos a ustedes la bienvenida a
este cambio, del cual estamos seguros participarán activamente.
María Piedad Rivadeneira Barreiro Vicedecana Escuela de Idiomas y Lingüística (e)
5
Antecedentes
El examen complexivo, propuesto como mecanismo de titulación especial para egresados
que finalizaron sus estudios antes del 21 de noviembre 2008, y como opción de titulación para
egresados que finalizaron sus estudios después de la fecha citada, es un proceso mencionado en la
disposición transitoria quinta, literales b y e del Reglamento de Régimen Académico, expedido por
el CES.
A partir del 21 de mayo 2015, los egresados deberán acogerse a la disposición general
cuarta del presente reglamento, que cita lo siguiente: “…Cuando el estudiante no concluya el
trabajo de titulación dentro del plazo establecido en el segundo inciso, de la disposición general
tercera, y hayan transcurrido entre 18 meses y 10 años, contados a partir del período académico
de culminación de estudios, deberá matricularse en la respectiva carrera; además, deberá tomar
los cursos, asignaturas o equivalentes para la actualización de conocimientos, pagando el valor
establecido en la Normativa para el pago de colegiatura, tasas y aranceles en caso de pérdida de
gratuidad de las IES públicas. Adicionalmente, deberá rendir y aprobar una evaluación de
conocimientos actualizados para las asignaturas, cursos o sus equivalentes que la IES considere
necesarias, así como culminar y aprobar el trabajo de titulación o aprobar el correspondiente
examen de grado de carácter complexivo, el que deberá ser distinto al examen de actualización de
conocimientos.
En caso de que un estudiante no concluya y apruebe el trabajo de titulación luego de
transcurridos más de 10 años contados a partir del período académico de culminación de estudios,
no podrá titularse en la carrera o programa en la misma IES, pudiendo hacerlo en otra institución
de educación superior previo al proceso de homologación correspondiente.”
Para esto se determina:
1. El examen complexivo como mecanismo de titulación a estudiantes regulares o especiales.
2. Las unidades académicas de la Universidad Técnica de Manabí ofertarán dicho examen.
3. Cada carrera efectuará un estudio individual de la malla con la que egresó el/la estudiante.
4. La preparación para el examen complexivo será responsabilidad del aspirante.
5. La carrera publicará la guía para el examen complexivo.
6. Los temas se basarán en las asignaturas profesionalizantes y sus resultados de
aprendizajes, los mismos que contendrán preguntas elaboradas por la comisión designada
para esta actividad, la misma que está encabezada por el/vicedecano de carrera.
El examen complexivo constará de una prueba estructurada, donde se incluirán reactivos
de las materias profesionalizantes, así como una prueba no estructurada que contemplará una
prueba escrita y otra oral. El estudiante aprobará el examen con una nota no menor de
6
70/100, y en caso de que no apruebe, podrá rendir un examen de recuperación en el
cronograma establecido para el efecto, cancelando un arancel del 50% sobre el valor
estipulado para este examen.
El egresado podrá solicitar al vicedecano de carrera mediante solicitud argumentada, la
recalificación del examen, en caso de no estar de acuerdo con la nota asignada, para lo cual
tendrá un plazo de 3 días laborables a partir de la publicación de resultados. El vicedecano de
carrera asignará a dos profesores para en el plazo máximo de 24 horas, remitan su informe y
la nueva nota consignada, la misma que será asentada a través de la secretaría de carrera, la
cual será inapelable.
7
¿Qué evalúa el examen?
Áreas de formación y componentes de evaluación.
El presente examen pretende evaluar los resultados de aprendizaje de los estudiantes
egresados de la Carrera de Idiomas y Lingüística, para lo cual se ha elaborado una guía con
preguntas estructuradas y no estructuradas que evalúen las cuatro destrezas del idioma inglés.
Las preguntas medirán cuantitativamente el uso de las 4 destrezas del idioma inglés de los
estudiantes. El examen también considera una sección de TEFL (Enseñanza de Inglés como Idioma
Extranjero) basado así mismo en los programas de estudios vigentes para medir el conocimiento
que tiene el estudiante acerca de aspectos de la enseñanza del inglés como language and
background to language learning and teaching, lesson planning and use of resources for language
teaching, y managing the teaching and learning process.
8
Perfil profesional de la carrera
El egresado de la Carrera de Idiomas y Lingüística es un profesional holístico, altamente
competitivo que puede desenvolverse cabalmente en varios campos. Aplica su capacidad
de pensamiento racional y crítico a todos los aspectos de su vida social, profesional y
personal.
Es un docente eficiente, con alto sentido de responsabilidad, con suficiencia y excelente
manejo didáctico y pedagógico de dos idiomas extranjeros. Puede desenvolverse con
solvencia y calidad, tanto en el nivel básico como en el nivel medio. Con un manejo
eficiente de las cuatro competencias que constituyen el conocimiento integral de un
idioma (compresión del lenguaje hablado, expresión oral, compresión del texto y
expresión escrita) y conocimiento de las culturas en las que se hablan los idiomas
estudiados.
Competencia en la enseñanza del español para extranjeros, es decir, como segundo
idioma.
Capacitación en pedagogía e investigación orientada al conocimiento, y a la aplicación de
procesos de enseñanza aprendizaje de idiomas. Usar correctamente los métodos, técnicas
y sistemas audio‐visuales utilizados en un laboratorio de idiomas y aulas de clases.
Desenvolvimiento idóneo en la interpretación y traducción de documentos del español a
los idiomas estudiados y viceversa, como reflejo de su comprensión de las estructuras y
procesos lingüísticos subyacentes.
Emprendedor y capacidad de autogestión con sentido empresarial y preparado para una
administración eficiente de centros educativos.
Diseñador de proyectos y capacidad de trabajo en equipos multidisciplinarios.
Capacidad de autoanálisis que le permita la reflexión y superación permanente. Esto es
aprender a aprender.
Aprender de sus errores y de las fortalezas de los demás, que le permite superarse
continua y permanentemente, de forma que siempre esté a la vanguardia del quehacer
educativo.
Competencias integrales para adaptarse a las necesidades y requerimientos del mundo
globalizado.
Conocer y respetar las leyes que norman el ejercicio profesional.
Comprometido con el desarrollo de la Carrera y Universidad, estará siempre consciente
que es el reflejo de la institución.
9
Temario: Componentes y subcomponentes
Prueba estructurada (Total: 60 minutos)
INGLÉS ELEMENTAL
1. Providing personal information. 1.1. Completing an online registration. 2. Talking about one’s family. 2.1. My family and their occupations. 3. Hobbies. 3.1. Talking about likes and deslikes. 4. Daily routines. 4.1. Talking about interesting activities. 5. Talking about places. 5.1. Ask and give directions. 6. Talking about people’s activities and lifestyles. 7. Clothes’ styles. 7.1. Asking to try on clothes in a store. 7.2. Writing compound sentences: Using and or but. 8. Food. 8.1 Writing about a restaurant. 8.2. Reading for specific information: Restaurant ads. 9. Talking about past experiences. 9.1. Sequence and connecting ideas: Using first, then, after that, finally. 10. Asking and giving information about your plans. 10.1. Sequence and connecting ideas: Using first, then, after that, finally.
10
INGLÉS INTERMEDIO ALTO
11. Talking about moods and attitudes, people’s qualities. 11.1. Past tense shifts. 11.2. Modals. 11.3. Noun clauses as objects. 11.4. Third conditional. 12. Upper intermediate grammar. 12.1. The passive voice. 12.2. Present perfect tense. 12.3. Past perfect tense. 12.4. Verb+Gerund. 12.5. Verb+Object+Infinitive. 12.6. Past perfect progressive. 12.7. Quantifiers and noun clauses as subjects. 12.8. Verbs of ability. 12.9. Past modals of deduction. 12.10. Connectors of addition/cause‐effect, verb+gerund or infinitive, and connectors of contrast. FONÉTICA INGLESA
13. Coding and decoding phonetic scripts. INGLÉS AVANZADO
14. Advanced grammar. 14.1. Future passive tense. 14.2. Future perfect tense. 14.3. Future perfect progressive tense. 14.4. Superlatives. 14.5. Comparatives. 14.6. Compare past and present habits using the progressives, used to, would for habits, stative verbs, and repeated or double comparatives. 14.7. Uses reported speech (past tense shifts and modals), noun clauses as objects and the third conditional. 14.8.Using the passive (including the present and past perfect passive), the verb+gerund and the verb+object +infinitive. 14.9. Using the past perfect, the past perfect progressive, quantifiers and noun clauses as subjects. 14.10. Using articles and verbs of ability and past modals of deduction.
11
14.11. Using connectors of addition / cause‐effect, verb + gerund or infinitive, and connectors of contrast. 14.12. Adverb phrases, count and noncount nouns with a change in meaning, recycle types of adverbs, recycle use of articles. 14.13. Future passive, conditional conjunctions, recycle modals of prediction, time expressions with by (by the time, etc.), position of conditional clauses. 14.14. Object complements, transferred negation and negative short answers, structures with as (she described him as a tall man.), verbs with no transferred negation (hope, wish) 14.15. Reflexive pronouns, mixed conditionals, word order with reflexives, recycle modals of possibility, recycle complete vs. run‐on sentences. 14.16. Indefinite pronouns, passive modals, recycle previously learned indefinite pronouns, recycle modals of obligation. 14.17. Future perfect, future perfect progressive, future time expressions, be + adjective + preposition + noun phrase or clause. 14.18. Reduced adverb time clauses, reduced adverb cause‐effect clauses, recycle adverb time clauses, recycle adverb cause‐effect clauses, dangling participles. 14.19. So / such / too / enough, adjective phrase + indirect question, recycle too and enough, too or enough + infinitive phrase, so / such + that clause, recycle indirect questions. 14.20. Verb patterns, followed by –ing, comparative and superlative adverbs, verbs of perception + noun / pronoun + gerund, recycle comparative and superlative adjectives. 14.21. Restrictive and non‐restrictive relative clauses, participial adjectives, recycle relative pronouns, omission of pronouns in restrictive clauses, recycle –ing and –ed participles. 14.22. Unreal time, cleft sentences, recycle second and first conditional, recycle rule for omission of relative pronoun. 14.23. Infinitive clauses, the passive with gerunds and infinitives, recycle verbs followed by an infinitive, adverbial phrases. 15. Vocabulary (English‐Spanish, Spanish‐English) Talk about individual and group identity, globalization, global citizenship. Reports anecdotes, talks about moods and attitudes, describes people´s qualities, praises others. Describes a place of business and gives opinions about environmental issues and alternatives, traditions and rituals. Gives opinions about logos and brands, design, world problems, inequality and social justice. Paraphrases features and functions of plants and talks about risk‐takers, the pros and cons of risky jobs.
12
Gives critical opinions about car manufacturing, the auto industry, cities and landmarks, cities of the future. Marketing, describing used items, expressions with free, apologies and excuses, count and noncount nouns. Space, negative prefixes in‐and im‐, phrases of correlation and causation. Privacy, phrasal verbs, verbs used with object complements, personal information sources. Verb collocations, words related to stand, education and learning, soft skills. Animal rescue, adverb-adjective collocations, animals and species, animal behavior, habitats. Phrases with adjective + preposition, collocations, types of robots and machines. Adjectives ending in –able, money and finances, nutrition and ingredients, consumer information. Describing art, adjective opposites, art genres, adjective phrases. Childhood development, making and responding to invitations, verb phrase + gerund collocations, games and play. Falsehood, word forms (proving and disproving), Internet terms, collocations with participial adjectives. Idiomatic expressions with take, sharing music, ways of listening to music, musical abilities. Adverbial modifiers, geology, geographical features, manmade changes to the Earth. DIDÁCTICA ESPECIAL
16.1 Language and background to language learning and teaching 16.1.1 Describing languages and skills
16.1.1.1. Teaching the language systems: Grammar, pronunciation, vocabulary 16.1.1.2. Teaching the Languages Skills Reading, Writing, speaking and listening)
16.1.2. Describing learning and teaching (Children and Language Acquisition and learning, Different methods to teach English as a second Language, Elements for successful Language learning, ESA Sequence).
16.1.3. Background to language teaching
16.2. Lesson planning and use of resources for language teaching 16.2.1. Planning or preparing a lesson or a sequence of lessons 16.2.3. Selection and use of resources 16.3. The classroom management 16.3.1. Teachers´ and learners´ language in the classroom 16.3.2. Teacher and student talking time 16.3.3. Seating arrangements and different student seating 16.3.4. Using the mother language 16.3.5. Mistakes, slips, errors and attempts and correcting students
13
Prueba no estructurada (Total: 90 minutos) 17. Writing topics. (35 minutos primer ensayo y 35 minutos segundo ensayo) 18. Interview. (20 minutos)
Tipos de preguntas y ejemplos
Esta prueba está conformada por preguntas de selección múltiple, redacción de ensayos y producción oral en inglés. La prueba incluye conocimientos relacionados al uso de las destrezas integradas de idioma inglés y conocimientos relacionados a la enseñanza del inglés como idioma extranjero. Las preguntas que se van a presentar en el examen son preguntas abiertas (open‐ended questions) y cerradas (closed‐ended questions). Las preguntas abiertas serán las de escritura de dos ensayos y la parte de producción oral de la prueba. Las preguntas cerradas serán de tipo objetivo en las que se presentará un enunciado o problema y entre tres a nueve opciones de respuestas (A, B, C, D, E, F, G, H, I), de las cuales sólo una es correcta (hay casos en los cuales el evaluado (a) tendrá que seleccionar más de una respuesta). Usted debe seleccionar la respuesta correcta y marcarla en su hoja de respuestas (no se debe rayar el cuadernillo de preguntas). PREGUNTA DE LANGUAGE AND BACKGROUND TO LANGUAGE LERNING AND TEACHING.
1. Read the following activities about the subject matter, then decide and circle if they are related mainly to systems or skills.
1. You use pictures to teach ten words connected with TV.
a) Mainly Systems
b) Mainly Skills
2. You say “What do these people do?” Learners then listen to a recorded conversation.
a) Mainly Systems
b) Mainly Skills
3. Learners read an article and then discuss the story with each other.
a) Mainly Systems
b) Mainly Skills
4. Students compare pattern sentences and classify them according to the tenses.
a) Mainly Systems
b) Mainly Skills
A. 1a, 2b, 3a, 4b. B. 1a, 2a, 3a, 4b. C. 1b, 2b, 3a, 4b. D. 1a, 2b, 3b, 4a.
The right answer is “D” since this option states items 1 and 4 which are examples of systems of the language related to vocabulary and grammar. Items 2 and 3 describe skills: listening and reading and speaking.
14
PREGUNTA DE LESSON PLANNING AND USE OF RESOURCES FOR LANGUAGE TEACHING
2. Choose the stage aim which matches the instruction. Instruction: in your groups, decide on the very best way to spend your next holiday.
a. To practise presentation skills. b. To give learners practice in negotiating c. To practice turn‐taking in a formal discussion. d. To focus on the pronunciation of new lexical items
The answer is “b”. This option involves negotiation related to taking a very best decision. PREGUNTA DE THE CLASSROOM MANAGEMENT
3. Match the classrooms situations with the classroom management stated bellow. Classroom management options. 1. Don´t use the mother tongue with students. If they know you won´t translate,
they´ll listen more carefully.
Classroom situations A. Your students often use L1 when they are doing activities in pairs and groups.
Some of them do the activity but they don´t do it in English.
B. You have several students who are late for class because they have an extra lesson during the break. You know it´s not their fault, but it always disturbs the class.
C. Your students pretend they do not understand when you give instructions in English. They wait for you to give them in L1.
D. You find mingles difficult with the large numbers of students in your classes. The answer is “C”. This option discusses the use of L1 or mother tongue with the students Referencias: Scrivener, Jim. (2010) LEARNING TEACHING. – The Essential Guide to English Language Teaching
(3rd ed.) Thailand: Macmillan Publishers Limited. Harmer, Jeremy. (2008). How to Teach English. (3rd ed.). Malaysa: Pearson Education Limited Spratt, M., Pulverness, A.,&Williams, M. (2008). TKT Course. (6th ed.). Richmond University press.
15
PREGUNTAS DE INGLÉS Vocabulary section Instructions: Complete the definition with the correct word. _____________ is a talk delivered before an audience or a class, especially for instruction or to set forth some subject. a. Lecture b. Drought c. Currently d. Venue Rationale: The right answer is LECTURE since this term means conference, speech or talk. The rest of options are incorrect since they are not talks. Grammar section Instructions: Read the options and choose the correct sentence. a. If I have taken the TOEFL and the GRE, I could have get the scholarship. b. If I had taken the TOEFL and the GRE, I could have gotten the scholarship. c. If I have taken the TOEFL and the GRE, I could to have get the scholarship. d. If I have took the TOEFL and the GRE, I could have get the scholarship. Rationale: The right answer is IF I HAD TAKEN THE TOEFL AND THE GRE, I COULD HAVE GOTTEN THE SCHOLARSHIP. The rest of options are incorrect since they are not using the structure of the third conditional appropriately. Referencias: Rogers, M. Taylore‐Knowles, J., &Taylore‐Knowles, S. (2011). masterMind level 1(1st ed.). Thailand: Macmillan Publishers Limited. Rogers, M., Taylore‐Knowles, S., &Zemach, D. (2011). masterMind level 2(2nd ed.). Thailand: Macmillan Publishers Limited.
Ejemplos de temas para prueba no estructurada (Ensayo) Samples: http://web.binus.ac.id/els/file/TWE_topics_633786023742919255.pdf If / imaginary essay If you could change one important thing about your hometown, what would you change? Use reasons and specific examples to support your answer.
16
Preference essay Some people prefer to live in a small town. Others prefer to live in a big city. Which place would you prefer to live in? Use specific reasons and details to support your answer. Description / explanation essay Neighbors are the people who live near us. In your opinion, what are the qualities of a good neighbor? Use specific details and examples in your answer. Comparison / contrast essay Students at universities often have a choice of places to live. They may choose to live in university dormitories, or they may choose to live in apartments in the community. Compare the advantages of living in university housing with the advantages of living in an apartment in the community. Where would you prefer to live? Give reasons for your preference. Agree or disagree essay Do you agree or disagree with the following statement? People should read only those books that are about real events, real people, and established facts. Use specific reasons and details to support your opinion. Ejemplos de temas para prueba no estructurada (Entrevista)
1. Personal Preference ‐ Preparation time: 15 seconds Response time: 45 seconds
This question will ask you to speak about a person, place, object or event that is
familiar to you.
2. Choice ‐ Preparation time: 15 seconds Response time: 45 seconds
You will be presented with two situations or opinions. You'll be asked which you
prefer and you need to explain your choice.
17
Ponderación de preguntas
Prueba estructurada 40
Inglés Didáctica Especial
Prueba no estructurada 60
Ensayo Entrevista Total 100 puntos
18
Instrucciones para el examen
A continuación se describen algunos aspectos importantes acerca de las condiciones en que se desarrolla el examen complexivo.
El postulante debe presentar en el momento del examen la cédula de ciudadanía y
comprobante de pago realizado en la cuenta corriente de la Universidad Técnica de
Manabí, en el Banco del Pacífico No. 5310806 código 130127 (este requisito no es
necesario presentarlo en el momento de la inscripción).
Las dos pruebas se receptarán en la misma jornada el día viernes 13 de marzo de 2015 a partir de las 09h00 en el laboratorio de OFIMATICA (Planta baja de la Facultad de Filosofía, Letras y Ciencias de la Educación), en presencia del Vicedecano de la Escuela y de los docentes que conforman la Comisión Evaluadora.
Escuche con atención las indicaciones del administrador del examen, quien le dará instrucciones importantes, y le informará sobre el inicio y el final del examen.
En caso de no entender alguna instrucción, consulte al administrador lo que no entienda.
Lea atentamente cada pregunta antes de contestar.
No se puede ingresar al salón de la prueba con mochilas, diccionarios, libros, teléfonos celulares, iPads, tablets, calculadoras u otros dispositivos electrónicos.
No está permitido fumar, comer o ingerir bebidas dentro del salón de pruebas.
Preséntese con puntualidad. Llegue con 30 minutos de anticipación y recuerde que no está permitido ingresar al salón con un retraso mayor a los 10 minutos de la hora de convocatoria.
Cualquier intento de copia o de intercambio de respuestas significará la suspensión del examen.
19
Anexos Rúbricas
TOEFL® iBT Test Independent Writing Rubrics (Scoring Standards)
Score Task description
25 An essay at this level largely accomplishes all of the following:
effectively addresses the topic and task
is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details
displays unity, progression, and coherence
displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors
20 An essay at this level largely accomplishes all of the following:
addresses the topic and task well, though some points may not be fully elaborated
is generally well organized and well developed, using appropriate and sufficient explanations, exemplifications, and/or details
displays unity, progression, and coherence, though it may contain occasional redundancy, digression, or unclear connections
displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have occasional noticeable minor errors in structure, word form, or use of idiomatic language that do not interfere with meaning
15 An essay at this level is marked by one or more of the following:
addresses the topic and task using somewhat developed explanations, exemplifications, and/or details
displays unity, progression, and coherence, though connection of ideas may be occasionally obscured
may demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionally obscure meaning
may display accurate but limited range of syntactic structures and vocabulary
10 An essay at this level may reveal one or more of the following weaknesses:
limited development in response to the topic and task
inadequate organization or connection of ideas
inappropriate or insufficient exemplifications, explanations, or details to support or illustrate generalizations in response to the task
a noticeably inappropriate choice of words or word forms
an accumulation of errors in sentence structure and/or usage
5 An essay at this level is seriously flawed by one or more of the following weaknesses:
serious disorganization or underdevelopment
little or no detail, or irrelevant specifics, or questionable responsiveness to the task
serious and frequent errors in sentence structure or usage
0 An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not connected to the topic is written in a foreign language, consists of keystroke characters, or is blank.
Copyright © 2008 by Educational Testing Service. All rights reserved.
20
iBT/Next Generation TOEFL Test Independent Speaking Rubrics (Scoring Standards)
Score General Description Delivery Language Use Topic
Development 25 The response fulfills the
demands of the task, with at most minor lapses in completeness. It is highly intelligible and exhibits sustained, coherent discourse. A response at this level is characterized by all of the following:
Generally well‐paced flow (fluid expression). Speech is clear. It may include minor lapses, or minor difficulties with pronunciation or intonation patterns, which do not affect overall intelligibility.
The response demonstrates effective use of grammar and vocabulary. It exhibits a fairly high degree of automaticity with good control of basic and complex structures (as appropriate). Some minor (or systematic) errors are noticeable but do not obscure meaning.
Response is sustained and sufficient to the task. It is generally well developed and coherent; relationships between ideas are clear (or clear progression of ideas).
19 The response addresses the task appropriately, but may fall short of being fully developed. It is generally intelligible and coherent, with some fluidity of expression though it exhibits some noticeable lapses in the expression of ideas. A response at this level is characterized by at least two of the following:
Speech is generally clear, with some fluidity of expression, though minor difficulties with pronunciation, intonation, or pacing are noticeable and may require listener effort at times (though overall intelligibility is not significantly affected).
The response demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly coherent expression of relevant ideas. Response may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used. This may affect overall fluency, but it does not seriously interfere with the communication of the message.
Response is mostly coherent and sustained and conveys relevant ideas/information. Overall development is somewhat limited, usually lacks elaboration or specificity. Relationships between ideas may at times not be immediately clear.
13 The response addresses the task, but development of the topic is limited. It contains intelligible speech, although problems with delivery and/or overall coherence occur; meaning may be obscured in places. A response at this level is characterized by at least two of the following:
Speech is basically intelligible, though listener effort is needed because of unclear articulation, awkward intonation, or choppy rhythm/pace; meaning may be obscured in places.
The response demonstrates limited range and control of grammar and vocabulary. These limitations often prevent full expression of ideas. For the most part, only basic sentence structures are used successfully and spoken with fluidity. Structures and vocabulary may express mainly simple (short) and/or general propositions, with simple or unclear connections made among them (serial listing, conjunction, juxtaposition).
The response is connected to the task, though the number of ideas presented or the development of ideas is limited. Mostly basic ideas are expressed with limited elaboration (details and support). At times relevant substance may be vaguely expressed or repetitious. Connections of ideas may be unclear.
7 The response is very limited in content and/or coherence or is only minimally connected to the task, or speech is largely unintelligible. A response at this level is characterized by at least two of the following:
Consistent pronunciation, stress, and intonation difficulties cause considerable listener effort; delivery is choppy, fragmented, or telegraphic; frequent pauses and hesitations.
Range and control of grammar and vocabulary severely limit (or prevent) expression of ideas and connections among ideas. Some low‐level responses may rely heavily on practiced or formulaic expressions.
Limited relevant content is expressed. The response generally lacks substance beyond expression of very basic ideas. Speaker may be unable to sustain speech to complete the task and may rely heavily on repetition of the prompt.
0 Speaker makes no attempt to respond OR response is unrelated to the topic.
Copyright © 2004 by Educational Testing Service. All rights reserved. Portoviejo, 4 de febrero de 2015