TELT

TELT General - There are 15 questions in Listening section of TELT General. Each correct answer is awarded one mark.

TELT Professional - There are 40 questions in Listening section of TELT Professional. Each correct answer is awarded one mark.

TELT General - There are 30 questions in Reading section of TELT General. Each correct answer is awarded one mark.

TELT Professional - There are 38-42 questions in Reading section of TELT Professional. Each correct answer is awarded one mark.

The writing sections of TELT General (4 questions) and TELT Professional (3 questions) are evaluated using the following rubrics.

Grading Rubrics for TELT Writing

	4	3	2	1	0
Focus: Purpose	Purpose is clear: the writer knows what he is writing about	Shows awareness of purpose, but then starts discussing something in the later part	Shows limited awareness of purpose, limited to one paragraph	No awareness at all	Not attempted
Main Idea	Clearly presents a main idea (agrees/ disagrees/ partially agrees) and supports it throughout the writing task	There is a main idea supported throughout the task but not clearly stated before being developed	Vague sense of main idea; supports one side then chooses the other side, weakly supported throughout the task	No main idea mentioned, discusses the entire subject without mentioning it	Not attempted
Organisation: Overall	Well-planned and well- thought; includes introduction, statement of main idea, body paragraphs, transitions and conclusion	Good overall Organisation; includes the main organisational tools (listed on left) but lacks one or two	Sense of Organisation; paragraphs not divided for each point supporting the main idea, and most of the organisational tools are used weakly (without knowledge) or are missing	No sense of Organisation; written as one long paragraph	Not attempted
Organisation: Paragraphs	All paragraphs have clear ideas; are supported with examples and have smooth transitions from one idea to another	Most paragraphs (leaving one or two) have clear ideas, which are relevant; are supported with less relevant examples, which go off topic; has transitions	Some paragraphs (one or two) have one or two ideas; support from examples may be missing and transitions used are weak	Paragraphs lack clear ideas; no examples and no transitions used	Not attempted
Content	Exceptionally well- presented and argued with refutation provided appropriately; ideas are detailed, well- developed, supported with specific evidences and facts as well as examples and specific details	Well-presented and argued; ideas are detailed, developed, and supported with evidence and details; mostly specific though less relevant	Content is sound and solid; ideas are present but not developed or supported by examples or supporting statements; some evidence but usually of a generalised nature (vaguely related)	Content is not Sound; no relevant ideas; supporting statements are vague and evidences are missing	Not attempted
Style: Sentence Structure	Sentences are clear and varied in pattern, from simple to complex, with excellent use of punctuation.	Sentences are clear but may lack variation; lack grammatical structures (relative clauses, conditionals, etc.); a few may be awkwardly framed (problems with sentence formation) and there may be a few punctuation errors. All these problems may be present in one or two paragraph.	Sentences are generally clear but lack variation; may have a completely awkward framing of the sentence, which may make the sentences unclear; and there may be patterns of punctuation errors. All these problems can be found in every paragraph.	Sentences are not clear; do not convey any meaning and are irrelevant.	Not attempted
Style: Word Choice and Tone	There is clear use of a personal and unique style of writing, suited for an educated audience, and serves purpose; the writing paper holds the reader�s interest with ease.	There is an attempt at personal style but may be awkward or unsuited for an educated audience, and does not serve purpose; the reader may lose interest in some sections of paper.	There is little attempt at style; reads as flat and perhaps uninteresting in content, which is usually generalised and cliched. Some parts may look even copied and unoriginal.	No attempt at style	Not attempted
Style: Details and examples	Clear and concise examples supporting detailed descriptions; the number of examples in the writing may depend on the number of ideas discussed, relevant to the topic	Some use of specific examples and detailed descriptions; may have extended examples that go on for too long	Little use of specific examples and details; mostly generalised examples that are vaguely related and have little description	No use of examples	Not attempted
Grammar and Mechanics	Excellent grammar, spelling, syntax and punctuation	A few chance errors in grammar, spelling , syntax and punctuation but not many; if any, can be found in one or two paragraphs	Errors in spelling, grammar, syntax and/or punctuation; could also be a sign of lack of proof-reading; Errors occur in every paragraph	Continuous errors; errors occur after every one or two lines	Not attempted

The speaking sections of TELT General (15 questions) and TELT Professional (20 questions) are evaluated using the following rubrics.

TELT Speaking Grading Rubrics

	4	3	2	1	0
Task Completion	Superior completion of the task, fulfilling all the demands of the task with very minor lapses in completeness; sustained and coherent responses and with elaboration	Completion of the task; might leave out few aspects or responses; appropriate and adequately developed though less elaborate	Partial completion of the task; responses mostly appropriate yet undeveloped	Minimal completion of the task and responses frequently inappropriate	No attempt to respond, or response is unrelated
Pronunciation	Enhances communication; is clear and at appropriate speed with proper word- and sentence-stress, and proper intonation	Does not interfere with communication; some pronunciation errors, but do not obscure meaning	Occasionally interferes with communication; sporadically interferes though the meaning is clear	Frequently interferes with communication; hesitations frequently occur, especially with regard to words or expressions	No attempt to respond, or response is unrelated
Fluency	Speech continuous with few pauses at appropriate places to think	Some hesitation but manages to continue and convey thoughts	Speech choppy and slow with frequent pauses; few or no incomplete thoughts	Speech halting and uneven with long pauses or incomplete thoughts	No attempt to respond, or response is unrelated
Vocabulary	Rich use of vocabulary; rich repertoire of vocabulary with an awareness of collocation and high sense of topic vocabulary	Adequate and accurate use of vocabulary, which is appropriate, though might not be suitable at places	Somewhat inadequate and inaccurate use of vocabulary, and too basic	Inadequate and inaccurate use of vocabulary	No attempt to respond, or response is unrelated
Language Control	Good control over basic and complex language structures; some minor errors are noticeable but they do not obscure meaning; effective use of grammar	Emerging control over basic language structures	Emerging use of basic language structures	Inadequate and inaccurate use of basic language structures	No attempt to respond, or response is unrelated
Comprehensibility	Responses readily comprehensible; requiring no interpretation on the part of the listener	Responses comprehensible; requiring minimal interpretation on the part of the listener	Responses mostly Comprehensible; requiring interpretation on the part of the listener	Responses barely comprehensible	No attempt to respond, or response is unrelated

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