9.4 Speaking Assessment Criteria

9.4 Speaking Assessment Criteria

Quick Answer: The assessor marks Grammar and Vocabulary, Pronunciation, and Interactive Communication (each 0–5; these marks are doubled in Cambridge Scale explained conversion materials). The interlocutor marks Global Achievement (0–5, ×3). Band 5 means good control of simple forms, a range of everyday vocabulary, mostly intelligible speech, and exchanges kept going with little prompting.

Understanding the criteria turns vague fear (Will they like me?) into a practice plan (I need clearer endings, more reasons, and more questions to my partner). This section explains who marks what, what each criterion rewards at A2, how band descriptors feel in real performances, and how the mark arithmetic feeds the Cambridge English Scale picture used in teacher materials.

Who marks what

Why two examiners?

• The interlocutor is busy running the conversation and forms a global impression of how successfully you handled the test as a whole at A2.
• The assessor can focus on analytic detail: language resource, sound system, and interaction behaviours.
• Together they produce a balanced Speaking score. You still experience one short test—not two separate exams.

Marks are for your individual performance even though you sit with a partner. Analytic criteria are applied across the whole Speaking test (Part 1 and Part 2 evidence combined), not as four disconnected mini-scores you negotiate part by part in the room.

The conversion picture (teacher materials logic)

Cambridge publishes guidance that shows how practice/exam speaking marks relate to the Cambridge English Scale. A widely taught explanation of the A2 Key Speaking mark pattern is:

• Three assessor criteria, each 0–5 → each doubled → contribution from analytic marks
• Global Achievement 0–5 → multiplied by 3
• Those weighted marks combine toward the Speaking score used in scale conversion

You do not need to calculate your live score in the exam room. You do need to know that no single criterion is “the only one that matters.” Ignoring interaction to recite grammar examples still costs Interactive Communication and Global Achievement. Beautiful interaction with almost no language content still limits Grammar and Vocabulary and Global Achievement.

Think in four practice targets, not one.

Criterion 1: Grammar and Vocabulary (assessor)

What it rewards

• Control of simple A2 grammatical forms (present/past basics, questions, negatives, common modals like can, like + -ing, basic comparatives)
• A range of everyday vocabulary for familiar topics (home, school/work, free time, food, travel, people, preferences)
• Ability to get messages across even when errors occur—errors that block meaning hurt more than small slips

What Band 5-type performance looks like (A2)

Descriptors at the top of the A2 scale typically describe a candidate who:

• Shows a good degree of control of simple forms
• Uses a range of appropriate vocabulary for everyday topics
• May still make mistakes, but communication remains effective for the level

What lower bands often look like

Practice focus for G&V

1. Daily 30-second topic talks using present simple + one past sentence.
2. Build topic word lists of 15 items each for free time, home, school, food.
3. Self-correct only quick wins (he go → he goes) and continue.
4. Prefer clear simple accuracy over risky complex grammar that collapses.

Criterion 2: Pronunciation (assessor)

What it rewards

• Intelligibility: can a sympathetic listener understand you without strain most of the time?
• Control of sounds, word stress, and simple rhythm enough for A2 messages to land
• Not “native accent.” Cambridge does not require a British or American identity—clear communication matters

Band 5-type pronunciation at A2

Top A2 descriptors commonly highlight speech that is mostly intelligible with some control of phonological features at this level. Occasional unclear words are normal; constant unintelligibility is not.

High-value pronunciation fixes for many learners

Do not try to fix every sound in one week. Fix the problems that make teachers say “Sorry?” most often.

Criterion 3: Interactive Communication (assessor)

What it rewards

• Starting and responding in simple exchanges
• Keeping interaction going with a partner (especially Part 2)
• Needing little prompting from the interlocutor to maintain the talk
• Basic negotiation of meaning (asking for repeat, clarifying, inviting opinion)

Band 5-type interaction at A2

Strong performances typically:

• Maintain simple exchanges
• Require little prompting
• Initiate as well as respond (questions to partner, new picture, simple follow-ups)

Behaviours that raise IC evidence

Behaviours that lower IC evidence

• Long silences with no attempt to continue
• Ignoring partner questions
• Only monologue
• Waiting for the interlocutor after every single sentence
• Talking over the partner constantly with no space

Interactive Communication is not the same as being the loudest. It is about successful two-way maintenance of simple talk.

Criterion 4: Global Achievement (interlocutor)

What it rewards

Global Achievement is a holistic mark: how well you handled the Speaking test overall at A2. The interlocutor considers the big picture—language resource, clarity, and success in the communicative tasks—rather than ticking only one analytic line.

Why Global Achievement is weighted ×3 in conversion materials

Because it represents overall success in the test performance. In practice guidance, the single 0–5 global mark is scaled by ×3 so it contributes substantially alongside the doubled analytic marks. For you as a candidate, the message is: weak overall communication cannot be fully rescued by one memorised grammar trick, and solid overall handling of both parts is valuable.

What pushes Global Achievement up

• You understand tasks and questions well enough to respond relevantly
• You produce enough language to complete Part 1 and Part 2 goals
• You remain mostly intelligible
• You interact appropriately with interlocutor and partner
• You keep going despite small errors

What pulls it down

• Frequent inability to respond even after repeats
• Extremely limited language across both parts
• Interaction breakdowns that stop tasks working
• Answers that are off-task so often that communication fails

Band 5 snapshot (A2 Key Speaking)

Putting the official-style A2 top band ideas into one student-friendly snapshot:

Band 5 is excellent for A2 Key, not “C2 mastery.” You can still make errors and earn strong marks if communication is consistently effective for the level.

Mid-band reality (what “good enough to pass range” often needs)

Many successful candidates are not perfect Band 5 on every line. A realistic pass-oriented profile often includes:

• Simple sentences that usually work, with some mistakes
• Enough vocabulary to talk about personal life and picture options
• Speech that is understandable with limited strain
• Ability to ask at least some questions and respond in Part 2
• Recovery after a misunderstanding instead of total shutdown

If you are between bands in practice, prioritise in this order for fastest gains:

1. Intelligibility + volume (if people cannot hear/understand you, nothing else counts)
2. Extended Part 1 answers (more evidence quickly)
3. Part 2 questions to partner (IC + Global)
4. High-frequency grammar fixes (3rd person, past of common verbs, because clauses)
5. Topic vocabulary packs

How Parts map to evidence (not separate scores in the room)

Do not “save” all your good English for Part 2. Part 1 already counts.

Myths vs facts

Self-assessment checklist after a mock Speaking test

Score yourself honestly 0–5 style for training only:

Grammar and Vocabulary

• Did I use full sentences on familiar topics?
• Did I show more than five key topic words beyond good/nice?
• Were my mistakes still understandable?

Pronunciation

• Could my partner understand me without repeating everything?
• Did I speak loudly enough?
• Did endings on common verbs appear?

Interactive Communication

• How many questions did I ask my partner in Part 2?
• Did I respond to their ideas, not only wait?
• Did I need constant teacher/interlocutor rescue?

Global Achievement

• Did I complete both parts as communicative tasks?
• Was I relevant most of the time?
• Did I keep going when I felt nervous?

Pick one criterion to improve in the next practice—not all four at once.

A one-week criteria-based practice plan

Final message on marks

Examiners are not searching for perfection. They are trained to find evidence of A2 ability using clear criteria. Your strategy is aligned when you:

• Give extended personal answers in Part 1
• Collaborate with prompts and questions in Part 2
• Use simple controlled language with everyday range
• Speak intelligibly
• Keep exchanges going with little prompting

That is exactly what Band 5 descriptions celebrate at this level—and what lower bands progressively lack. Master the format (9.1), build Part 1 extension (9.2), build Part 2 interaction (9.3), and use these criteria as your checklist (9.4). Speaking then becomes a trainable skill paper worth its full 25%, not a mystery interview.