Focus on Assessment
The level of the ILEC Test of Speaking
The marks awarded for the ILEC Test of Speaking span two levels of the Cambridge ESOL Common Scale for Speaking
C1: Good operational command of the spoken language
- Able to handle communication in most situations.
- Able to use accurate and appropriate linguistic resources to express ideas and produce discourse that is generally coherent.
- Occasionally produces inaccuracies and inappropriacies.
- Maintains a flow of language with only natural hesitation resulting from considerations of appropriacy or expression.
- L1 accent may be evident but does not affect the clairy of the message.
B2: Generally effective command of the spoken language
- Able to handle communication in familiar situations.
- Able to organise extended discourse but occasionally produces utterances that lack coherence and some inaccuracies and inappropriate usage occur.
- Maintains a flow of language, although hesitation may occur whilst searching for language resources.
- Although pronunciation is easily understood, L1 features may be intrusive.
- Does not require major assistance or prompting by an interlocutor.
Assessment criteria
Throughout the test candidates are assessed on their own individual performance and not in relation to each other. The assessor awards marks according to four analytical criteria:
- Grammar and Vocabulary
- Discourse Management
- Pronunciation
- Interactive Communication.
The interlocutor awards a Global Achievement mark, which is based on the analytical scales.
These criteria should be interpreted within the overall context of the Cambridge Common Scale for Speaking which can be found in the ILEC Handbook (p51). ILEC spans Levels B2 and C1.
Grammar and Vocabulary
This refers to the accurate and appropriate use of grammatical forms and vocabulary. It also includes the range of both grammatical forms and vocabulary. Performance is viewed in terms of the overall effectiveness of the language used.
| RANGE: | the active use of a range of grammatical forms and vocabulary. | |
| ACCURACY: | the accurate use of grammatical forms and syntax. | |
| APPROPRIACY: | the appropriate use of vocabulary to deal with the tasks. |
Discourse Management
This refers to the candidate’s ability to link utterances together to form coherent monologue and contributions to dialogue. The utterances should be relevant to the tasks and to preceding utterances in the discourse. The discourse produced should be at a level of complexity appropriate to B2/C1 level and the utterances should be arranged logically to develop the themes or arguments required by the tasks. The extent of the contributions should be appropriate, i.e. long or short as required at a particular point in the dynamic development of the discourse in order to achieve the task.
| COHERENCE: | the logical arrangement of utterances to form spoken discourse and to develop arguments or themes. | |
| EXTENT: | the appropriate length of individual contributions (long or short) to develop the discourse and deal with the tasks. | |
| RELEVANCE: | the relevance of contributions to the tasks and to preceding contributions in the discourse. |
Pronunciation
This refers to the candidate’s ability to produce comprehensible utterances to fulfil the task requirements. This includes stress, rhythm and intonation, as well as individual sounds. Examiners put themselves in the position of the person who is not a language teaching specialist and assess the overall impact of the pronunciation and the degree of effort required to understand the candidate.
| STRESS AND RHYTHM: | the appropriate use of strong and weak syllables in words and connected speech, the linking of words, and the effective highlighting of information-bearing words in utterances. | |
| INTONATION: | the use of a sufficiently wide pitch range and the appropriate use of intonation to convey intended meanings. | |
| INDIVIDUAL SOUNDS: |
the effective articulation of individual sounds to facilitate understanding |
Different varieties of standard English, accents are acceptable.
Interactive Communication
This refers to the candidate’s ability to take an active part in the development of the discourse, showing sensitivity to turn-taking and without undue hesitation. It requires the ability to participate in the range of interactive situations in the test and to develop discussions on a range of topics by initiating and responding appropriately. It also refers to the deployment of strategies to maintain and repair interaction at an appropriate level throughout the test so that the tasks can be fulfilled.
| INITIATING AND RESPONDING: | the ability to participate in a range of situations and to develop the interaction by initiating and responding appropriately. | |
| HESITATION: | the ability to participate in the development of the interaction without undue hesitation. |
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| TURN-TAKING: | the sensitivity to listen, speak, and allow others to speak, as appropriate. |
Global Achievement Scale
This scale refers to the candidate’s overall effectiveness in dealing with the tasks in the four separate parts of the ILEC Test of Speaking. The global mark is an independent, impression mark which reflects the assessment of the candidate’s performance from the interlocutor’s perspective.
Typical minimum adequate performance
Develops the interaction with contributions which are mostly coherent and extended when dealing with the tasks. Grammar is mostly accurate and vocabulary appropriate. Utterances are understood with little strain on the listener.
Assessment is based on performance in the whole test, and is not related to performance in particular parts of the test.