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Spanish 103 - Oral Exams

There are two oral exams in this course. Each  oral exam counts as 5% of your final grade.

Oral exams will take place on the dates assigned on the course calendar. They may be administered during or outside class, at a time and location previously agreed with your teacher.

Oral exams consist of an oral conversation involving you, one of your classmates, and your instructor. They will last 5 to 8 minutes and focus on a topic previously discussed in class. Your teacher will give you more detailed instructions about the format of the these exams throughout the quarter.

The purpose of this activity is to evaluate your spontaneous speaking ability. To prepare for the exam, review the vocabulary presented in the  chapter. Make sure to get as much oral practice as possible by participating actively in all class pair and small group activities.

Each student will be graded individually based on both individual contributions and interaction with the group.

EVALUATION CRITERIA

Excellent (A) Good (B) Fair (C) Poor (D) Unsatisfactory (E)
Content (30 points) 30 - 27 26 - 24 23 - 21 20 - 18 17 - 0
Linguistic accuracy (40 points) 40 - 36 35 - 32 31 - 28 27 - 24 22 - 0
Fluency and ease of expression (15 points) 15 - 13.5 13 - 12 11.5 – 10.5 10 - 9 8 - 0
Interaction/Conversation dynamics (15 points) 15 - 13.5 13 - 12 11.5 – 10.5 10 - 9 8 - 0

CONTENT
EXCELLENT: student understands the prompt; addresses all questions or topics raised by the teacher providing complete and detailed information; all instructions are followed carefully
GOOD: student understands the prompt; addresses most of the questions or topics raised by the teacher providing adequate information; follows
most of the instructions provided by the teacher
FAIR: student misunderstands some aspects of the prompt; addresses some of the questions or topics raised by the teacher but not others; provides limited information; follows some of the instructions provided by the teacher but not others
POOR: student misunderstands most aspects of the prompt; addresses very few of the questions or topics raised by the teacher; provides minimal information; does not follow most of the instructions provided by the teacher
UNSATISFACTORY: not enough spontaneous speech produced to evaluate; message is incomprehensible

LINGUISTIC ACCURACY
EXCELLENT: student uses the grammar and vocabulary required by the task; incorporates a variety of words related to the topic; does not use English; makes almost no pronunciation and intonation errors; linguistic errors do not interfere with communication of the message
GOOD: student uses the grammar and vocabulary required by the task most of the time; incorporates some variety of words related to the topic; does not use English; makes few pronunciation and intonation errors; most linguistic errors do not interfere with communication of the message
FAIR: student sometimes uses the grammar and vocabulary needed for task completion, but not most of the time; repeats use of a few words; resorts to English sometimes; makes frequent pronunciation and intonation errors; linguistic errors interfere with communication of the message
POOR: students does not use the grammar and vocabulary required by the task; resorts to English repeatedly; makes very frequent pronunciation and intonation errors; linguistic errors often prevent communication of the message
UNSATISFACTORY: not enough spontaneous speech produced to evaluate; message is incomprehensible

FLUENCY AND EASE OF EXPRESSION
EXCELLENT: student speaks spontaneously, no memorized material; expresses self with ease; minimal hesitation
GOOD: student speaks spontaneously, no memorized material; expresses self with ease most of the time; minimal hesitation most of the time
FAIR: student speaks spontaneously, no memorized material; expresses self with ease but not most of the time; frequent hesitation
POOR: student speaks spontaneously, no memorized material; little ease of expression; very frequent hesitation
UNSATISFACTORY: memorized material; not enough spontaneous speech produced to evaluate; message is incomprehensible

INTERACTION / CONVERSATION DYNAMICS
EXCELLENT: student responds effectively to both teacher and peers; takes the lead on occasion by asking relevant questions without dominating; actively listens and pays attention to what others are saying; there is balance in the conversation
GOOD: student responds effectively to both teacher and peers most of the time; takes the lead on occasion by asking questions without dominating; actively listens and pays attention to what others are saying; there is balance in the conversation most of the time
FAIR: student often misunderstands the teacher and peers’ contributions and/or does not respond logically; tends to react rather than initiate; interest in the conversation is not evident; the conversation is off-balance most of the time
POOR: student misunderstands most of the teacher and peers’ contributions and/or does not respond logically; waits to be asked questions and never initiates; body language suggests lack of interest in the conversation; minimal effort to interact; the conversation is off-balance
UNSATISFACTORY: not enough spontaneous speech produced to evaluate; message is incomprehensible

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