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PE FAQs
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Students are scored according to the following criteria:
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Language Skills (Language Skills are Double Weighted)
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Delivery
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Production
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Structure & Vocabulary
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Listening/Fluency
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Volume
Pace
Pausing
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Vowel production
Consonant production
Word stress
Key word timing
Thought group units
Intonation
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Basic sentence structure
Verb tense consistency/sensitivity
Sufficient amount of working vocabulary
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Listening comprehension
Appropriate responses
Interaction ease
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Presentation Skills
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Presentation of Information
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Interaction with Audience
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Office Hours Interaction/Quiz Question
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Notes/outline
Production & support of key terms
Visual support
Transitions
Use of examples/analogies
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Adjusting for comprehension
Fielding of questions
Demonstrated comfort/confidence
Eye Contact
Handling of miscommunication
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Well-formed quiz question
Allow sufficient wait time for students to ask questions and process information
Clear and concise explanations
Appropriate TA tone
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Scoring Rubric for Performance Evaluation:
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Language Skills
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40
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50
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60
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Delivery: volume, pacing, pausing
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Two or more elements cause significant listener effort
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One or more elements cause some listener effort
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None of the elements cause significant listener effort
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Production:
Vowel and consonant production, word stress, key word timing, thought group units, and intonation
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Two or more elements cause significant listener effort and gaps in reception
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One or more elements cause some listener effort but does not significantly interfere with reception
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None of the elements cause significant listener effort
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Structure and Vocabulary: basic sentence structure, verb tense consistency/sensitivity, and vocabulary
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Two or more elements do not allow for continuous understanding of ideas (e.g., awkward simple sentence structure, lack of verb tense consistency/sensitivity, lack of working vocabulary)
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One or more elements may cause some listener effort (e.g., some verb form/tense errors, inconsistent discourse sensitivity, lack of some vocabulary)
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None of the elements cause significant listener effort
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Listening Fluency:
Listening comprehension, appropriate responses, interaction ease
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Apparent repeated listening comprehension gaps and/or responses to questions are not always appropriate
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Apparent comprehension and appropriate responses
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Regular appearance of comprehension and appropriate responses; handling of interaction with ease
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Presentation Skills
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40
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50
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60
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Presentation of Information: notes/outline, production and support of key terms, visual support, transitions, examples and analogies
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Only two of the five elements are demonstrated at an effective level
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Three-four of the five elements are demonstrated at an effective level
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All elements are regularly at an effective level
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Interaction with Audience:
Adjusting for comprehension, fielding of questions, demonstrated comfort/confidence, eye contact, miscommunication handling
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Only two of the five elements are demonstrated at an effective level
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Three-four of the five elements are demonstrated at an effective level
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All elements are regularly at an effective level
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Office Hours Interactions/Quiz Question:
Well-formed quiz question, clear and concise explanations, sufficient wait time for student to process information or ask questions, appropriate TA tone
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Only two of the five elements are demonstrated at an effective level
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Three-four of the five elements are demonstrated at an effective level
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All elements are regularly at an effective level
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