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| CATEGORY | 4 | 3 | 2 | 1 |
| Grammar and vocabulary Accuracy | Grammar and vocabulary covered in class is used to communicate effectively. | A few minor difficulties arose from not using the grammar or vocabulary studied in class. | Grammatical or vocabulary errors led to many minor difficulties or one major breakdown in communication. | Grammatical or vocabulary errors severely hampered communication. |
| Fluency | The student doesn\'t stop to think of what to say and helps the conversation flow and develop. | The student doesn\'t stop to think of what to say but requires a lot of effort to mantain the conversation. | The student stops to think of what to say and requires some effort to maintain the conversation. | The student stops to think of what to say and requires a lot of effort to mantain the conversation. There may be long pauses. |
| Pronunciation | Perfect pronunciation , intonation and stress that helps to keep the communication alive. | Adequate pronunciation, intonation and stress to communicate effectively. | There are some little problems with the pronunciation that can make communication difficult. | There are many problems with the pronunciation, intonation and stress that make communication impossible. |
| Content/Structure | The content is well structured and organised. | The content is not very well structures or organised although it has all the information required. | Although the content is organised, there is a lack of essential information in it. | The content is not structured or organised and it lacks essential information. |
| Communicative Strategies | Use of a lot of resources ( audio-visual, gestures, eye contact, ...)to make the presentation attractive. | Use of a few resources to make the commun ication attractive | Use of little resources | Use of no resources |
