Information about what criteria experts use to evaluate the monologue for comparing and contrasting pictures in task No. 4 of the oral part of the exam

Analysis and evaluation of one of the answers according to the criteria from the point of view of the examiner-expert

In previous articles, we have compiled an answer to task number 4 of the oral part of the exam in English.

There is a separate article about each of the stages,

with keywords and specific examples.

You can get this information by clicking on the link for each step above.

And how would this answer be assessed by experts?

Let's figure this out today.

Let's start by checking your verbal answer expert not just looking for vocabulary or grammar errors,

a evaluates his according to several criteria.

Here are the criteria for task 4 of the oral part of the exam:

1. - in other words, how complete and detailed were the answers to all the points of the plan in your monologue

Solving a communicative problem this is a very important criterion

which evaluated from a maximum of 3 points.

You will receive for solving the communicative task:

3 points- if the task is completed in full (all 5 points of the plan are disclosed fully, accurately and in detail),

in response at least 12-15 phrases

2 points- if one aspect is not disclosed completely (everything else is complete) OR one or two are incompletely disclosed,

in a monologue 9-11 phrases

1 point- if two aspects are not disclosed(all others complete) OR all points of the plan are disclosed not expanded,

Total 6-8 offers

0 points- if communicative task completed by less than 50%(three or more items are not disclosed),

5 or less phrases

ATTENTION!

With zero points for the communicative task, ALL task number 4 of the oral part of the exam is rated at 0 points!

Let's remember which we got and evaluate it according to this first criterion.

Let me remind you what the task looked like.

Task Formulation:

Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:

give a brief description of the photos (action, location)

say what the pictures have in common

say in what way the pictures are different

say which of the activities presented in the pictures you'd prefer

explain why

Our answer:

In the first photo this seems like a weekend which the family is spending together riding their bikes outside a city. We can tell by the expressions of their faces that they are enjoying the day.

In the second photo it looks as though a lot of professional sportsmen are taking part in the competition somewhere in the city. The cyclists look rather competitive.

The pictures are similar in that they both show the people of different ages who are in the process of riding their bicycles.

The pictures are different in a couple of ways. The first one is in the number of people presented. We can see only three members of the family in the first photo, in the second one there is the huge crowd of the cyclists. It's an obvious difference. Moreover, the family is riding just for pleasure, the competitors are definitely trying to win or to reach their own goals.

To be honest, I'm not into sport at all and I'm not that keen on riding bikes. I'd rather stay at home at the weekend but if I had to choose I would go for a family trip with my parents. I'm not going to choose a race because I'm afraid of speed, I can't ride well enough. Also I usually don't feel comfortable in a crowd.

There are 15 phrases in our answer, and we tried to answer all questions fully and in detail.

Criterion "Solution of a communicative task" - 3 points out of 3x

2. Organization of the utterance - how logical, connected and complete the monologue is

Here the maximum is 2 points.

So, you deserve for the organization of the monologue:

2 points- if the statement logical, there is opening and closing phrases,

properly used facilities logical connection (but, also, to be honest, more over - and the like)

1 point- if monologue mostly logical,

but there is no introductory AND/OR closing phrase a,

insufficient use of the means of logical communication

0 points- statement not logical,

missing introductory and closing phrases,

almost communication means not used

Let's get back to our answer.

I dare to assume that it is logical enough and there are enough means of logical connection in it.

But, if as an introductory phrase we used this

I've got two photographs and I'm going to compare and contrast them.

that sentence

Also I usually don't feel comfortable in a crowd.

Therefore, it is likely that with such an answer, experts can remove one point for the organization of the statement.

The criterion "Organization of the utterance" - 1 point out of 2x

I don't really like phrases like "That's all that I wanted to tell about these two photos",

but probably,

to comply with the formalities without her or her like without losing points on this criterion is indispensable.

3. Language design of the statement- here the vocabulary and grammar you use, your mistakes and pronunciation are assessed

The maximum score for this criterion is 2 points.

For example, for language design you will receive:

2 points- if your vocabulary and grammatical structures used will be of a high level of difficulty and will fit the task.

Allowed no more than 2 non-rough lexico-grammatical mistakes AND/OR no more than 2 minor phonetic errors.

1 point- vocabulary and grammar generally correspond to the task,

allowed no more than 4 lexico-grammatical mistakes AND/OR no more than 4 phonetic errors.

0 points- if the understanding of the monologue is difficult due to numerous errors (5 or more grammatical errors)

AND/OR 5 or more phonetic errors.

If you look at our answer to you,

Secondary general education

English language

Assessment criteria for the USE-2019 in English

The purpose of the unified state exam in foreign languages ​​is to determine the level of foreign language communicative competence of the examinees. The main attention is paid to speech competence, i.e. communication skills in different types of speech activity: listening, reading, writing, speaking, as well as in language competence, i.e. language knowledge and skills. Sociocultural knowledge and skills are tested in the sections "Listening", "Reading", "Writing" and in the oral part of the exam; compensatory skills are tested in the "Writing" section and in the oral part of the exam.

The examination paper contains written and oral parts. The written part includes four sections: "Listening", "Reading", "Grammar and Vocabulary" and "Writing". Tasks by level of complexity have a basic level, a level of advanced complexity and a high level of complexity. The work on foreign languages ​​included 38 tasks with a short answer and 6 tasks of an open type with a detailed answer.

Basic, advanced and high levels of complexity of USE tasks correlate with the levels of foreign language proficiency as follows: basic level - A2 + (that is, closer to B1), advanced level - B1, high level - B2

The sections "Listening" and "Reading" present tasks related to three different levels of difficulty; in the "Grammar and Vocabulary" section - to two (basic and advanced). In the section "Writing" and in the oral part of the exam, the tasks belong to the basic and advanced levels of difficulty.

The time to complete the four written sections of the examination paper is 3 hours (180 minutes). The oral part of the exam is performed on a separate day; task completion time, including preparation time, is 15 minutes. The total time for completing tasks for all sections of the examination paper is 3 hours 15 minutes (195 minutes). Recommended time for completing tasks by sections:

• "Audience" - 30 minutes;
• "Reading" - 30 minutes;
• "Grammar and vocabulary" - 40 minutes;
• "Letter" - 80 minutes;
• "Speaking" (oral part of the exam) - 15 minutes.

In 2019, there are no changes in the structure and content of KIM.

• Clarified criteria for assessing the performance of task 40 of the "Writing" section in the written part of the exam
• The wording of task 40 has been clarified, in which the exam participant is offered a choice of two topics of a detailed written statement with elements of reasoning "My opinion"

The evaluation of the "Writing" section and the oral part is carried out by experts who have undergone special training to check assignments based on criteria and evaluation schemes. At the same time, in the "Writing" section, task 39 (basic level of complexity) is assessed based on the requirements of the basic level of learning a foreign language, and task 40 (high level of complexity) - based on the requirements of the profile level. In the oral part of the exam, the basic level includes tasks 1, 2 and 3, the high level of difficulty is task 4.

A feature of evaluating tasks 39 and 40 is that when the examinee receives 0 points according to the criterion “Solution of a communicative task”, the entire task is evaluated at 0 points. The same is the case with tasks 3 and 4 of the oral part of the exam. When evaluating tasks in the "Writing" section (39, 40), one should take into account such a parameter as the volume of the written text, expressed in the number of words. The required volume for a personal letter in task 39 is 100–140 words; for a detailed written statement in task 40 - 200–250 words.

The permissible deviation from the specified volume is 10%. If the completed task 39 has less than 90 words or task 40 has less than 180 words, then the task is not subject to verification and is evaluated at 0 points. If the volume is exceeded by more than 10%, i.e. if the completed task 39 has more than 154 words or the task 40 has more than 275 words, only that part of the work that corresponds to the required volume is subject to verification. When evaluating task 40, special attention is paid to the ability of the examinee to produce a detailed written statement. If more than 30% of the answer is unproductive (i.e. textually matches the published source), then 0 points are given according to the criterion "Solution of the communicative problem", and, accordingly, the entire task is evaluated at 0 points.

In the oral part, topics should also be avoided, since it is highly likely that it will interfere with solving the communicative task. At the same time, attention should be paid to the volume of the statement, the criteria stipulate an insufficient amount of the statement, which will lead to zero for solving the short-circuit, and hence zero for the entire work.

The book contains tasks of different types and levels of complexity on topics, knowledge of which is tested for the exam, as well as brief theoretical information. All questions are answered. It will help to practice in completing assignments, repeat the material covered and effectively prepare for the exam.

72,500 took part in the USE-2018. The score decreased slightly, in general, the situation is stable. There were fewer high-profile people. The experience of the exam showed that receptive skills (listening, reading) are better developed among graduates than productive ones. « Listening” (average percentage of completion - 76). This year, students coped well with task 1 of the basic level, however, they experienced certain difficulties in choosing individual answers for task 2 of increased difficulty - understanding the information requested (the average percentage of completion of the entire task 2 was 79.1). This mainly concerned the task in which, on the basis of the text, it was impossible to give either a positive or negative answer and it was necessary to choose option 3 - “The text does not say”. Tasks 3-9 are tasks of a high level of complexity and test the ability to fully and accurately understand a fairly complex authentic text. The average percentage of completion of these tasks, for obvious reasons, is slightly lower than for tasks 1 and 2. Not all participants in the exam were able to cope with the task. Exam participants with poor preparation react only to individual words that match in the question and answer, and do not catch the meaning of the statements, because the level of language proficiency does not allow to fully and accurately understand the authentic text. Thus, the participants as a whole successfully cope with the tasks of listening, despite the fact that listening is one of the most difficult types of foreign language speech activity. An analysis of the results of completing tasks in the "Listening" section showed that examinees with poor preparation generally cope with those tasks in which the same words and phrases sound in the text itself. Unfortunately, when choosing an answer, they do not rely on the meaning of the text, but on individual words and phrases and do not take into account the fact that, as a rule, paraphrases, synonyms, and antonyms are given in the answer options. The matching task is especially difficult for examinees when the correct answer is "The text does not say." Here, too, examinees often rely on the same words and phrases in the question and answer, or on their own personal experience. The analysis shows that not only the low level of communicative competence, but also the lack of formation of meta-subject skills of working with information (general educational competence) does not allow the participants to choose the correct answer. These include, first of all, the insufficient development of critical thinking skills, which does not allow you to quickly distinguish essential information from secondary information, establish causal relationships between facts and events, comprehend the author’s position, determine the general idea of ​​the text, etc.

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Reading

Reading (average percentage of completion - 76.9). In general, the tasks were completed successfully, the main difficulties were caused by the third text. (in task 10, the average percentage of completion is 88; in task 11, 82.1; in task 12-18, 60.8).

As in listening, weak learners rely on single words, sometimes not even keywords. In task 10, they are prevented from understanding the meaning of the entire text not only by insufficiently developed communication skills, but also by weak meta-subject skills, such as the ability to separate the main from the unimportant, reject unnecessary information, understand how different parts of information are interconnected, highlight cause-and-effect relationships . In task 11, the reason for choosing the wrong answers is, as a rule, ignorance of the rules for constructing sentences, ignorance of grammatical structures, often even parts of speech, conjunctions, allied words, prepositions, as well as, in general, logical and semantic means to make the text coherent and logical. Participants do not always take into account that the selected fragment must correspond to the proposal not only in structure, but also in meaning. In tasks 12-18 participants often forget that the correct answers are usually paraphrased.

Mistakes in reading assignments are similar to the mistakes participants make in the Listening section. Basically, this is due to the fact that these two types of speech activity are receptive and are based on similar mechanisms for the perception and comprehension of texts.

Grammar and vocabulary

The average percentage of completion of tasks for the entire section in 2018 is 68.1.

The level of completion of the task has slightly increased, however, as in previous years, the use of verbs in the forms Past and Future Simple, Present Perfect, Passive Voice in Past Simple is still typical mistakes. Students make a large number of errors in forms, even make spelling mistakes, confuse parts of speech. There are a number of areas in which exam participants experience difficulties. Grammar, first of all, includes parts of speech and their functions in a sentence, temporal forms of verbs, pronouns (personal and demonstrative), degrees of comparison of adjectives and adverbs, plural nouns, ordinal numbers, conjunctions and prepositions.

Vocabulary includes: the skills of the correct use of a word in the context, taking into account polysemy, synonymy, antonymy, homonymy of lexical compatibility, the influence of grammatical construction and grammatical environment on the choice of the desired word, as well as the skills of using frequent phrasal verbs and word formation skills. And it's not about knowing the rules, but about the practical skills of using

Letter

Written assignments traditionally cause great difficulty for exam participants. Task 39 shows a good trend, students make fewer mistakes in the structure of the letter, use etiquette clichés.

Common Mistakes

• Incorrect or inaccurate answers to questions
  The student simply does not understand the meaning of the question and answers inappropriately. What food do you often have? Now I have...
• Combining answers to two questions into one
  Related questions like What food do you usually have in your fridge? Who buys food in your family?
• Forming questions for a friend
  Questions not in essence, questions, the answer to which exists in the task. Difficulties with the correct formation of the question.

A significant number of shortcomings can be found in the performance of task No. 40. Starting a detailed analysis of the implementation of task 40, we recall that it is characterized by a high level of complexity (B2 on the all-European scale). Accordingly, both the subject of detailed written statements and the vocabulary used in the formulations are quite complex, although they are within the framework of the school program of the profile/advanced level (5–6 hours of a foreign language per week).

• Complexity of topics in terms of general perception (digital literacy, virtual traveling)
• Logic and means of logical connection
• Non-compliance with the plan
• Counterarguments do not support arguments
• Incompletely disclosed aspects
• Rhetorical questions
• Violation of the logic of the statement
• Incorrect use of logical links
• A large number of grammatical errors, lexical errors, spelling errors

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speaking

Analysis of statistics showed that the oral part in 2018 was completed quite successfully, although worse than in the previous year (in 2017, the average percentage of completion was 69; in 2018, 64.9). The performance of basic task 1 has slightly improved. The vast majority of graduates have time to read the text proposed in task 1, they make fewer phonetic errors regarding the pronunciation of sounds, for example, interdental ones. However, examinees still find it difficult to read words that are not pronounced according to the rule, add endings where they are not, do not read the endings, do not know how to divide sentences into syntagms, do not have intonation skills. There are still answers in which the stress is broken in the simplest words.

When completing task 2, exam participants often failed to cope with the task both in terms of performing the communicative task (the questions did not correspond to the proposed communicative task), and in terms of grammar, vocabulary, and sometimes pronunciation. inaccurate request for information

In task 3

• reproduction of memorized pieces of text instead of spontaneous speech (this was especially often manifested in long introductions and conclusions);
• incomplete or inaccurate coverage of plan items;
• lack of contact with a friend;
• logical errors;
• misuse of logical links

Task 4

The introduction of different wording was done in order to avoid the repetition of memorized fragments of the text and to encourage spontaneous speech. Task 4 is a task of a high level of complexity and requires both a good command of the language and a strong command of meta-subject skills.

In addition to these errors, exam participants often gave incomplete answers to item 1, which required a brief description of the photographs, mentioning what is happening and where it is happening. Some examinees described both photos, but only for one of the elements (location, action) or described the first photo in full, and skipped one of the elements when describing the second. All this led to lower scores. Just as in previous years, there were repetitions of both ideas and vocabulary in paragraph 1 of the plan and in subsequent paragraphs (this led to a decrease in points).

The positive aspects of completing this task in 2018 include compliance by the majority of participants with the structure of the monologue, its volume (an average of 7–9 phrases, and not 6–7, as in the previous year). However, the number of lexical and grammatical errors increased, which also led to a decrease in scores for the task.

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FOREIGN LANGUAGE CRITERIA (ENGLISH)

Speaking:

- monologue form

"5" - the student logically builds a monologue statement (description, story) in accordance with the communicative task formulated in the task. Lexical units and grammatical structures are used appropriately. There are practically no errors. The student's speech is clear: almost all sounds are pronounced correctly,

correct intonation is maintained.

"4" - the student logically builds a monologue statement (description, story) in accordance with the communicative task formulated in the task. Used lexical units and grammatical structures correspond to the set communicative task. The student makes individual lexical or grammatical errors that do not interfere with the understanding of his speech. The student's speech is clear, the student does not make phonemic errors.

"3" - the student logically builds a monologue statement in accordance with the communicative task formulated in the task. But the statement is not always logical, there are repetitions. Lexical and grammatical errors are allowed, which make it difficult to understand. Speech is generally understandable, the student generally observes the correct intonation.

"2" - the communicative task was not completed. Numerous lexical and grammatical errors are allowed, which make it difficult to understand. Lots of phonemic errors.

- dialogical form

"5" - the student logically builds dialogic communication in accordance with the communicative task; demonstrates the skills of verbal interaction with a partner: is able to start, maintain and end a conversation. Lexical units and grammatical structures correspond to the set communicative task. There are practically no errors. Speech is clear: almost all sounds are pronounced correctly, the correct intonation is observed.

"4" - the student logically builds dialogic communication in accordance with the communicative task; In general, it demonstrates the skills of verbal interaction with a partner:

able to start, maintain and end a conversation. The used vocabulary and grammatical structures correspond to the set communicative task. There may be some lexical and grammatical errors that do not interfere with understanding.

Speech is clear: almost all sounds are pronounced correctly, mostly the correct intonation is observed.

"3" - the student logically builds dialogic communication in accordance with the communicative task. However, the student does not seek to keep up the conversation. Used lexical units and grammatical structures correspond to the set communicative task. Phonemic, lexical and grammatical errors do not make it difficult

communication. But there are violations in the use of vocabulary. Some gross grammatical errors are allowed.

"2" - the communicative task was not completed. The student does not know how to build dialogic communication, cannot support the conversation. An extremely limited vocabulary is used, numerous lexical and grammatical errors are made that make understanding difficult. Lots of phonemic errors.

Note: at the end of the oral answer, a brief analysis of the answer is given, a motivated assessment is announced. It is possible to involve other students to analyze the answer, self-analysis, offer evaluation.

Listening:

« 5 » - the communicative task is solved and at the same time the student fully understands the content of foreign language speech that meets the program requirements for each class.

« 4 » - the communicative task is solved and at the same time the student understands the content of a foreign language speech that meets the program requirements for this class, with the exception of individual details that do not affect the understanding of the content heard in general.

« 3 » - the communicative task is solved and at the same time the students understood only the main meaning of foreign language speech that meets the program requirements for this class.

« 2 » - the student did not understand the meaning of a foreign speech that meets the program requirements for this class.

Reading:

« 5 » - the communicative task is solved and at the same time the student fully understood and comprehended the content of the read foreign text in the amount provided for by the task, the student's reading meets the program requirements for this class.

« 4 "- the communicative task is solved and at the same time the student understood and comprehended the content of the read foreign text, with the exception of details and particulars that do not affect the understanding of this text, to the extent stipulated by the task, the reading of the students meets the program requirements for this class.

« 3 » - the communicative task is solved and at the same time the student understood and comprehended the main idea of ​​the read foreign text in the amount provided for by the task, the student's reading basically meets the program requirements for this class.

« 2 » - the communicative task has not been solved - the student did not understand the content of the read foreign text in the amount provided for by the task, and the student's reading does not meet the program requirements for this class.

Assessments with analysis are brought to the attention of students in the next lesson, work on errors and gaps is provided.

Project:

Projects are used as a form of control during the school year. In grade 1 - projects are educational in nature, in grade 2 - two mandatory projects, in grades 3-4 - three projects per year. The evaluation of the project is carried out in accordance with the criteria developed in the joint activity prior to the commencement of the project. The evaluation of the project is carried out as a percentage of the total number of points for the project, then translated into a five-point scale. The mark for the project is put in the journal.

Criteria for assessing the skills of primary school students

(English language)

When teaching English to children aged 9-10, it is hardly worth talking about direct control of learning activities, pronunciation, grammar, lexical skills, and speech skills of students. At the same time, classes in a foreign language, as well as in any general education subject included in the schedule of hours of elementary school, should be evaluated at some fixed intervals of study time (quarters, half years, years) When studying the course, 3 types of control are supposed :current: During the current control, no emphasis is placed on the lesson of control, and the check of the ZUN is carried out in a playful unobtrusive form. (control of ZUN in vocabulary, grammar, spelling);frontier: (listening, reading, speaking or writing at the end of the quarter);

final: An important condition for monitoring and evaluating the speech skills of students is also the observance of the following condition: the nature of the tasks offered as controls must be well known to students. (control of all types of speech activity at the end of the school year). The results of verification (control) work are evaluated on a five-point scale.

Criteria for assessing the skills and abilities of students in grade 3

Criteria for assessing speaking Monologue form

Score Description of response

The student logically builds a monologue statement (description, story) in accordance with the communicative task formulated in the task. Lexical units and grammatical structures are used appropriately. There are practically no errors. The student's speech is clear: almost all sounds in the speech stream are pronounced correctly, the correct intonation pattern is observed. The volume of the statement - at least 5 phrases

The student logically builds a monologue statement (description, story) in accordance with the communicative task formulated in the task. Used lexical units and grammatical structures correspond to the set communicative task. The student makes some lexical and grammatical errors that do not interfere with the understanding of his speech. The student's speech is clear, the student does not make phonemic errors. The volume of the statement is at least 5 phrases

The student builds a monologue statement (description, story) in accordance with the communicative task formulated in the task. But: - the statement is not always logical, there are repetitions, - lexical and grammatical errors are made that make understanding difficult. The speech of the respondent is generally understandable, the student basically observes the intonation pattern. The volume of the statement is less than 5 phrases

The communicative task was not completed. The content of the answer does not correspond to the communicative task set in the task. Numerous lexical and grammatical errors are allowed, which make it difficult to understand. Speech is poorly perceived by ear due to the large number of phonemic errors.

Dialogic form Evaluation Characteristics of the response

The student logically builds dialogic communication in accordance with the communicative task. The student demonstrates the skills and abilities of verbal interaction with a partner: is able to start, maintain and end a conversation. The language material used corresponds to the delivered short-circuit. Lexical and grammatical errors are practically absent.

The student's speech is understandable: he does not make phonemic errors, pronounces almost all sounds in the speech stream correctly, observes the correct intonation pattern. The volume of the statement is at least 3-4 replicas on each side. 4 The student logically builds dialogic communication in accordance with the communicative task. The student in general demonstrates the skills and abilities of language interaction with a partner: he is able to start, maintain and end a conversation. The vocabulary and grammatical structures used correspond to the set CV. There may be some lexical errors that do not interfere with understanding. The speech is understandable: there are no phonemic errors, almost all sounds in the speech flow are pronounced correctly, mostly the correct intonation pattern is observed. The volume of the statement is less than the specified one: 3-4 replicas on each side. 3 Uch-Xia logically builds a dialogue in accordance with the short-circuit. However, he does not seek to keep the conversation going. Used LE and GS correspond to the supplied short circuit. Phonemic, lexical and grammatical errors do not hinder communication. But: - there are violations in the use of vocabulary, - some gross grammatical errors are allowed. Well-known and simple words are not pronounced correctly. The volume of the statement is less than the specified one: 3-4 replicas on each side. 2 short circuit is not fulfilled. The student does not know how to build dialogical communication, cannot support a conversation. An extremely limited vocabulary is used, numerous lexical and grammatical errors are made that make understanding difficult. Speech is poorly perceived by ear due to the large number of phonemic errors. Criteria for assessing student reading

Assessment Characteristics of reading

He knows the rules of reading well, practically does not make mistakes. The pace of reading is fluent, natural (close to natural). Makes minor mistakes and easily corrects them himself. Demonstrates mastery of all learned reading rules. The student fully understood the content of the text and completed all the tasks for the texts.

He knows the reading technique quite well, makes 2-4 mistakes within the studied material, which do not interfere with the general understanding of what he has read, and he can correct them himself. Reading at an even pace, with short pauses. The student understood the content of the text with the exception of details and completed 2/3 of the tasks for the text.

The pace of speech is low, with noticeable pauses. Uses simple speech models. Makes a lot of mistakes, sometimes hindering reading comprehension. The student understood only the main content of the text and completed 1/3 of the assignment to the text

A large number of gross errors, often preventing the understanding of the meaning of what was read. The pace of reading is low. Does not know the rules of reading, makes a large number of blunders that prevent the understanding of what is read. The pace of reading is very slow.

Criteria for assessing student listening

Rating Characteristics of responses

The students fully understood the content of the text by ear and completed all the tasks on the text. Full understanding (90-100%) The maximum allowable number of semantic errors (distortion, omission, addition of information) when answering questions to the listened text is 1. The maximum number of grammatical errors is 1.

Students understood the content of the text without details by ear and completed 2/3 of the task. More than 70% of the content was understood. The maximum allowable number of semantic errors (distortion, omission, addition of information) when answering questions to the listened text is 2. The maximum number of grammatical errors is 2.

Students understood only the main meaning of the text by ear with a slight distortion of the details of the content and completed 1/3 of the task. More than 50% of content understood. The maximum allowable number of semantic errors (distortion, omission, addition of information) when answering questions to the listened text is 2. The maximum number of grammatical errors is 4.

The students did not understand the content of the text and completed the tasks on the text incorrectly. Less than 50% of content understood. The maximum allowable number of semantic errors when answering questions to the listened text is more than 3. The maximum number of grammatical errors is 5.

Criteria for evaluating students' written work

Mark The volume of correctly completed tasks (in% of the total amount of work) 5 Exceeds 75% The student completed 4 tasks grammatically correctly. 4 Does not exceed 65-75% The student completed 3 tasks, making 2-3 grammatical errors. 3 Does not exceed 50%-65% The student made 4-5 grammatical errors and completed 1 task. 2 Does not exceed 25% The student did not complete any task correctly.

2015

update. Please note that this article was written in 2015 and has not been updated or expanded since.

I would like to collect in one article everything that I know today about the format of the oral part of the exam in English, as well as the criteria for evaluating the exam. All of the following is based on information posted on the website of the Federal Institute of Pedagogical Measurements, as well as presentations and reports conducted by Macmillan, in particular those made by Maria Valerievna Verbitskaya, the author of numerous manuals on the English language, one of the leading experts on the Unified State Examination. I have tried to be as precise and as accurate as possible when presenting the facts. If you think that any information in this article is inaccurate or outdated, please write about it in the comments.

Let's start with a little announcement. Demo versions of the exam and the entire package of documents (specifiers, codifiers, demo versions) for the exam are located on the new site at http://new.fipi.ru. (the old site is operational, there is a bank of open tasks).

They wanted to return the oral part of the exam in a foreign language for a long time. The problem was only how to do it in an accessible and methodically sound form. At the experimental stage, in 2004-2008, the oral part was, but then it was decided to exclude it. Mainly due to organizational difficulties, such as time constraints (the exam is long, students get very tired), poor technical equipment and insufficient number of experts.

When introducing speaking in the academic year 2014-2015, we decided to follow the path computerization, that is, they refused the participation of a “live” examiner (there will be only a technical specialist in the audience), the students “communicate” with the computer, a digital record of the answers is kept, which will be evaluated by experts after the end of the exam. Over time, they want to computerize the entire exam entirely.

The oral part is held on a separate day, after a few days off.

Maximum the number of points for the oral part - 20. For the written part - 80 points.

The oral part is not (!) mandatory, but it will be necessary for those who want to get more than 80 points for the exam.

The minimum score is currently 22, it used to be 20. The threshold is very low, 99% of students overcome it.

When developing the exam, the compilers faced a huge number of scientific and methodological difficulties regarding the exam format, difficulty levels and assessment criteria. This year, the oral part of the exam in English will consist of the following tasks.

1. Expressive reading of a fragment of an informational or popular science text aloud.

Example.

"C3. Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have one minute to read the text silently, then be ready to read it out aloud.

You don't see many birds in winter. Most have left your area. Those that stay are not active. Activity uses energy that is needed to keep warm. The worst problems for birds in winter are getting enough heat and holding on to the heat once it is made. These are problems for all birds."

Base level setting, score - 1 point.

Students are required to read intelligibly and expressively, which is easily perceived by ear without interruption in communication.

Main evaluation criteria:

• speech is easy to understand
• there are no unreasonable pauses,
• phrasal stress, intonation contour and pronunciation of words without violating the norm,
• the stress on the words is correct.

Allowed no more than 5 phonetic errors(including 1-2 errors that distort the meaning), that is, even if the student makes 5 phonetic errors, he will still receive 1 point. A score of 0 points is given if speech is perceived with difficulty (a large number of unnatural pauses, hesitation, incorrect stress, more than 5 phonetic errors, more than 3 errors that distort the meaning).

2. Conditional dialogue-questioning with verbal and visual support.

C4. Study the advertisement.

You decided to visit the place and now you are calling to make some clarifications. In a minute you are to ask five questions to find out the following:
1) dates for departures
2) hotel facilities
3) if breakfast is included
4) number of city tours
5) availability of party reductions

Necessary ask 5 direct questions (of any type) for reference keywords, that are in the assignment.

Setting the baseline. Behind everyone question - 1 point. Total maximum 5 points.

The content question should correspond to the task, that is, it is necessary to ask about what you want to ask, and have the correct grammatical form of a direct question. Estimated language and intonation. The intonation should correspond to the type of direct question being asked, possible phonetic and lexical errors should not impede perception.

Grade 0 points is set if the question is not asked, if the content of the question is incorrect, if the question is not grammatically formatted, or there are lexical and phonetic errors that prevent communication.

Here disputes concerning types of questions are possible. While the compilers decided so. A divisive question is possible, requests from the What about...? Could you tell me about...? do not count as questions as they are essentially requests. Questions like Could you tell me what the price is? is not considered incorrect if the word order is correct.

One of common mistakes- Instead of asking questions, students start the story from the picture. In this case, a score of 0 points is given, since the communicative task has not been solved.

3.A monologue thematic statement based on a verbal situation and visual information.

Example.

"C5. Imagine that while traveling during your holidays you took some photos.
Choose one photo to present to your friend. You have one minute to think it over.
When presenting the picture remember to mention:
when you took the photo
what/who is in the photo
what is happening
why did you take the photo
why did you decide to show the picture to your friend

Setting the baseline. Need to describe only one a photo. There was a problem with this during testing. The children did not read the task, or read inattentively, and began to describe all three photographs. In theory, there should not be such a problem on the exam, since the student will need to press one of the three buttons, and only one picture will remain on the screen.

Next, I will highlight the whole sentence in bold, since this point was not obvious to me. To receive a high score, a coherent story consisting of 12-15 sentences is required, with an average of 3 sentences per item. If the student says only one sentence for each item, then he will not receive a high score for this task.

Assessed three criteria:

• solution of a communicative task (3 points).

3 points are given if the communicative task is completed completely, the content fully, accurately and fully reflects all the aspects specified in the task. 2 points - if one aspect (point of the plan, what is in the lines) is not disclosed, 1 point - if two aspects are not disclosed (or all aspects are disclosed, but very little is said). 0 points - if the task was ignored, or three or more aspects were not disclosed.

• Organization of oral utterance (maximum 2 points).

Here I do not really agree with the requirements, namely the need to speak the introductory and final phrases, for example, I "d like to show this photo / That"s one of the most beautiful photos ... or That"s all I wanted to say ... But ... requirements are requirements.

• Language design of the statement (maximum 2 points).

Language design is a complex and rather subjective criterion, here the difference in the approaches of experts is of great importance. Since the speech is spontaneous (1 minute for preparation is very little), errors and reservations are allowed. The main thing is that there are no language errors that impede communication. Total maximum 7 points.

I will highlight one more suggestion, as it is important. A common mistake of students is that children say that they are captured in the photo, although the task simulates a situation when they cannot be in the photo, since they took this photo. In case of such an error, 0 points are assigned for the task, since the student did not complete the communicative task, did not understand the task.

4. Monological thematic task.

"C6. Study the two photographs. In a minute be ready to ...

1) give a brief description of the photos (action, location)
2) say in what way the pictures are different
3) say which of the pastimes presented in the pictures you prefer
4) explain your choice

This task is fundamentally different from task 3, as it is a high-level task. Here you need analytics and a fairly high level of other language training, since the basic level of vocabulary and grammar will not be enough. Evaluation criteria - see point 3. Total maximum 7 points.

A few more points. The preparation time for each task is about 1.5 minutes. The response time for the first 2 tasks is 1.5 minutes, for the second 2 questions - 2 minutes. The total time to complete the oral part of the exam is 15 minutes. Students are NOT expected to take any notes in a draft during the exam, as there is very little preparation time. In January, Macmillan will release a new collection of tests to prepare for the exam.

As the main benefits for preparing for the exam, the compilers of the exam recommend the following:

USE-2016. English language. Standard exam options. 10 variants (+ CD). Maria Verbitskaya | Buy a school textbook in the online bookstore OZON.ru | 978-5-4454-0658-7