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It defines score levels from 0 to 4, describing how well a response meets task demands, including intelligibility, speech delivery, grammatical control, vocabulary use, and progression of ideas. 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Each level describes differences in intelligibility, delivery, grammar, and completeness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What criteria determine score 4 vs. score 3?",{"text":117,"@type":113},"Score 4 requires all key characteristics such as sustained coherent discourse, generally clear and fluid speech, effective grammar for automatic expression, and a clear progression with appropriate detail. Score 3 addresses the task appropriately but may show noticeable lapses or some incompleteness or lack of specificity.",{"name":119,"@type":110,"acceptedAnswer":120},"How is intelligibility considered across the rubric levels?",{"text":121,"@type":113},"Higher scores emphasize clear, high intelligibility with only minor lapses. Lower scores describe pronunciation/intonation/pacing problems that may require significant listener effort and places where meaning is obscured, with score 1 potentially being largely unintelligible.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},488081,1792963421,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Score | General Description | Delivery | Language Use | Topic Development |\n| 4 | 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: | Speech is generally clear, fluid, and sustained. It may include minor lapses or minor difficulties with pronunciation or intonation. Pace may vary at times asthe speaker attempts to recall information. Overall intelligibility remains high. | The response demonstrates good control of basic and complex grammatical structures that allow for coherent, efficient (automatic) expression of relevant ideas. Contains generally effective word choice. Though some minor (or systematic) errors or imprecise use may be noticeable, they do not require listener effort (or obscure meaning) . | The response presents a clear progression of ideas and conveys the relevant information required by the task. It includes appropriate detail, though it may have minor errors or minor omissions. |\n| 3 | 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, but it exhibits minor difficulties with pronunciation, intonation, or pacing and may require some listener effort at times. Overall intelligibility remains good, however. | 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 orbe somewhat limited in the range of structures used. Such limitations do not seriously interfere with the communication of the message. | The response is sustained and conveys relevant information required by the task. However, it exhibits some incompleteness, inaccuracy, lack of specificity with respect to content, or choppiness in the progression of ideas. |\n| 2 | The response is connected to the task, though it may be missing some relevant information or contain inaccuracies. It contains some intelligible speech, but at times problems with intelligibility and/or overall coherence may obscure meaning. A response at this level is characterized by at least two of the following: | Speech is clear at times, though it exhibits problems with pronunciation, intonation, or pacing and so may require significant listener effort. Speech may not be sustained at a consistent level throughout. Problems with intelligibility may obscure meaning in places (but not throughout) . | The response is limited in the range and control of vocabulary and grammar demonstrated (some complex structures may be used, but typically contain errors) . This results in limited or vague expression of relevant ideas and imprecise or inaccurate connections. Automaticity of expression may only be evident at the phrasal level. | The response conveys some relevant information but is clearly incomplete or inaccurate. It is incomplete if it omits key ideas, makes vague reference to key ideas, or demonstrates limited development of important information. An inaccurate response demonstrates misunderstanding of key ideas from the stimulus. Typically, ideas expressed may not be well connected or cohesive so that familiarity with the stimulus is necessary to follow what is being discussed. |\n| 1 | The response is very limited in content or coherence or is only minimally connected to the task. Speech may be largely unintelligible. A response at this level is characterized by at least two of the following: | Consistent pronunciation and intonation problems cause considerable listen","cbCaibM05Uhq281A","https://ap.wps.com/l/cbCaibM05Uhq281A","pdf",75570,"English","# Score 4\n## General Description\n## Delivery\n## Language Use\n## Topic Development\n# Score 3\n# Score 2\n# Score 1\n# Score 0","[{\"question\":\"What does the score range (0–4) represent in the rubric?\",\"answer\":\"It represents the quality of the integrated speaking response, from no attempt or unrelated response (0) to fully meeting task demands with sustained coherence (4). Each level describes differences in intelligibility, delivery, grammar, and completeness.\"},{\"question\":\"What criteria determine score 4 vs. score 3?\",\"answer\":\"Score 4 requires all key characteristics such as sustained coherent discourse, generally clear and fluid speech, effective grammar for automatic expression, and a clear progression with appropriate detail. Score 3 addresses the task appropriately but may show noticeable lapses or some incompleteness or lack of specificity.\"},{\"question\":\"How is intelligibility considered across the rubric levels?\",\"answer\":\"Higher scores emphasize clear, high intelligibility with only minor lapses. Lower scores describe pronunciation/intonation/pacing problems that may require significant listener effort and places where meaning is obscured, with score 1 potentially being largely unintelligible.\"}]","Integrated Speaking Rubrics (Scoring Standards) | PDF",1790809960]