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Speaking Unit Test 
For the unit test 4
Rubric Code: Y252284
By Zalika
Ready to use
Public Rubric
Subject: English  
Type: Exam  
Grade Levels: 9-12

Powered by iRubric Requirement
  Excelent

1 pts

Good

2 pts

Satisfactory

3 pts

Developing

4 pts

Beginning

5 pts

Vocabulary

Excelent

• Uses a wide range of topic-related vocabulary confidently (e.g. campaign, slogan, consumer, persuasive, target audience).
• Chooses precise words and expressions naturally and accurately.
Good

• Uses a good range of words connected to advertising.
• Occasional repetition or minor errors, but meaning remains clear.
Satisfactory

• Uses some appropriate vocabulary but limited in variety.
• Sometimes uses general or simple words instead of topic terms.
Developing

• Uses very basic vocabulary with frequent repetition.
• Limited connection to the topic words.
Beginning

• Uses isolated words or memorised phrases.
• Little or no relevant vocabulary related to advertising.
Fluency

Excelent

• Speaks smoothly and confidently with natural rhythm and few pauses.
• Ideas are well-organised and connected logically.
Good

• Generally fluent with some hesitation.
• Can organise ideas and respond clearly most of the time.
Satisfactory

• Speech includes several pauses or self-corrections.
• Ideas may be unclear or lack flow.
Developing

• Struggles to express ideas fluently.
• Frequent pauses or breakdowns in communication.
Beginning

• Speech is fragmented and mostly incomprehensible.
• Very limited communication.
Alignment with the Topic (Task Relevance)

Excelent

• Fully addresses all aspects of the topic “Advertising.”
• Provides thoughtful opinions with explanations and examples.
Good

• Stays mostly on topic and gives relevant answers.
• Some good supporting ideas or examples.
Satisfactory

• Answers are partly on topic but may wander or repeat.
• Limited explanation or examples.
Developing

• Often off-topic or gives short, undeveloped answers.
Beginning

• Does not address the topic at all.
• Responses are unrelated or minimal.




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