Responses are confident, complete and fluent.

The student is able to initiate and respond to topics appropriate to the level of the class.

Spoken language shows ample evidence of study outside of class and consistent practice of topics and structures covered in class.

Fluency and confidence show clear evidence that the student has engaged in unrehearsed conversational practice outside of class.

There may be many errors but, when using the structures and responding to the topics appropriate to the level of the class, these errors seldom interfere with comprehension or communication.

The student generally limits responses to vocabulary or structures covered in the class.

The student may attempt to create with the language or express novel utterances; this is done using known forms or by making educated or insightful guesses.

Responses are complete but show some lack of confidence and hesitation.

The student is able to respond to topics appropriate to the level of the class.

Spoken language shows some evidence of study outside of class and some practice of topics and structures covered in class.

Fluency shows some evidence that the student has engaged in unrehearsed conversational practice outside of class.

There are many errors and, when using the structures and responding to the topics appropriate to the level of the class, these errors sometimes interfere with comprehension or communication.

The student generally limits responses to vocabulary or structures covered in the class.

The student may attempt to create with the language or express novel utterances; this is done without translation from English and with some insight.

Responses are brief, incomplete and show a lack of confidence and much uncertainty.

The student is able to respond to most topics appropriate to the level of the class, but unable to respond to others.

Spoken language shows some evidence of study outside of class and some practice of topics and structures covered in class.

Fluency shows some evidence that the student has engaged in unrehearsed conversational practice outside of class.

There are many errors and, when using the structures and responding to the topics appropriate to the level of the class, these errors sometimes interfere with comprehension or communication.

The student sometimes attempts to respond with vocabulary or structures that have not been covered in the class.

The student may attempt to create with the language or express novel utterances; this is done without translation from English and with some insight.

Answers are brief, incomplete and often non-responsive.

The student is only able to respond to some topics appropriate to the level of the class.

Spoken language shows little evidence of study or practice.

Language use is halting, uncertain and shows very little evidence that the student has engaged in unrehearsed conversational practice outside of class.

There are many errors and, when using the structures and responding to the topics appropriate to the level of the class, these errors often interfere with comprehension or communication.

The student awkwardly attempts to respond with vocabulary or structures that have not been covered in class.

The student does not attempt to create with the language or express novel utterances in the language; however there are attempts at translation or the use of English words.

Answers are usually non-responsive and are always brief or incomplete.

The student is unable to respond to most topics appropriate to the level of the class.

Spoken language shows no evidence of study or practice.

Language use is slow, halting, and uncertain and shows no evidence that the student has engaged in unrehearsed conversational practice outside of class.

There are so many errors that comprehension and communication are impossible.

The student often attempts respond with vocabulary or structures that have not been covered in class.

There are many attempts at translation or the use of English words.