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    Solom Rubric For Speaking - Repaired - Rotated

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    Polsek Cibiuk
    The SOLOM is a rating scale that teachers can use to assess students' oral language proficiency based on observations in various classroom situations. It evaluates five areas: listening comprehension, vocabulary, fluency, grammar, and pronunciation on a scale of 1 to 5. Scores in each area can be considered individually or combined for a total score out of 25, with 19-20 considered proficient. The SOLOM can track student progress annually and be used for program evaluation or determining readiness to exit language programs, provided teachers receive reliability training. It does not require dedicated testing but rather observations of natural language use with the rating criteria in mind.

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    Solom Rubric For Speaking - Repaired - Rotated

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    Polsek Cibiuk
    23 views3 pages
    The SOLOM is a rating scale that teachers can use to assess students' oral language proficiency based on observations in various classroom situations. It evaluates five areas: listening comprehension, vocabulary, fluency, grammar, and pronunciation on a scale of 1 to 5. Scores in each area can be considered individually or combined for a total score out of 25, with 19-20 considered proficient. The SOLOM can track student progress annually and be used for program evaluation or determining readiness to exit language programs, provided teachers receive reliability training. It does not require dedicated testing but rather observations of natural language use with the rating criteria in mind.

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    Solom Rubric for Speaking_repaired_rotated

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    The SOLOM is a rating scale that teachers can use to assess students' oral language proficiency based on observations in various classroom situations. It evaluates five areas: listening comprehension, vocabulary, fluency, grammar, and pronunciation on a scale of 1 to 5. Scores in each area can be considered individually or combined for a total score out of 25, with 19-20 considered proficient. The SOLOM can track student progress annually and be used for program evaluation or determining readiness to exit language programs, provided teachers receive reliability training. It does not require dedicated testing but rather observations of natural language use with the rating criteria in mind.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    23 views3 pages

    Solom Rubric For Speaking - Repaired - Rotated

    Uploaded by

    Polsek Cibiuk
    The SOLOM is a rating scale that teachers can use to assess students' oral language proficiency based on observations in various classroom situations. It evaluates five areas: listening comprehension, vocabulary, fluency, grammar, and pronunciation on a scale of 1 to 5. Scores in each area can be considered individually or combined for a total score out of 25, with 19-20 considered proficient. The SOLOM can track student progress annually and be used for program evaluation or determining readiness to exit language programs, provided teachers receive reliability training. It does not require dedicated testing but rather observations of natural language use with the rating criteria in mind.

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    of 3

    Student Oral Language Observation Matrix (SOLOM)

    The SOLOM is not a test per se. A test is a set of structured tasks given in a standard
    way. The SOLOM is a rating scale that teachers can use to assess their students'
    command of oral language on the basis of what they observe on a continual basis in a
    variety of situations - class discussions, playground interactions, encounters between
    classes. The teacher matches a student's language performance in a five mains - listening
    comprehension, vocabulary, fluency, grammar, and pronunciation - to descriptions on a
    five-point scale for each (See Figure 1). The scores for individual domains can be
    considered, or they can be combined into a total score with a range of five through 25,
    where approximately 19 or 20 can be considered proficient. SOLOM scores represent
    whether a student can participate in oral language tasks typically expected in the
    classroom at his or her grade level.

    Because it describes a range of proficiency from non-proficient to fluent, the SOLOM


    can be used to track annual progress. This, in turn, can be used in program evaluation,
    and as some of the criteria for exit from alternative instructional programs. However, to
    be used for these purposes, it is important to ensure that all teachers who use it undergo
    reliability training so that scores are comparable across teachers. For this purpose, a
    training video has been produced by Montebello School District in California.

    The SOLOM does not require a dedicated testing situation. To complete it, teachers
    simply need to know the criteria for the various ratings and observe their students'
    language practices with those criteria in mind. Therein lies the greatest value of the
    SOLOM and similar approaches:

    • it fixes teachers' attention on language-development goals;


    • it keeps them aware of how their students are progressing in relation to those
    goals; and
    • it reminds them to set up oral-language-use situations that allow them to observe
    the student, as well as provide the students with language-development activities.

    While observing, teachers should be attuned to the specific features of a student's speech
    that influenced their rating. They can use this information as a basis of instruction. The
    SOLOM is sufficiently generic to be applicable to other language besides English.
    The SOLOM is not commercially published. It was originally developed by the San Jose
    Area Bilingual Consortium and has undergone revisions with leadership from the
    Bilingual Education Office of the California Department of Education. It is within the
    public domain and can be copied, modified, or adapted to meet local needs.
    Directions for Administering the SOLOM:

    Based on your observation of the student, indicate with an "X" across the category which
    best describes the student's abilities.

    • The SOLOM should only be administered by persons who themselves score at


    level "4" or above in all categories in the language being assessed.
    • Students scoring at level "1" in all categories can be said to have no proficiency in
    the language.
    SOLOM Teacher Observation
    Student Oral Language Observation Matrix
    Student's Name: Grade: Date:

    Language Observed: Administered By (signature):

    1 2 3 4 5
    A. Comprehension Cannot be said to understand Has great difficulty following Understands most of what is Understands nearly everything Understands everyday
    even simple conversation. what is said. Can comprehend said at slower-than-normal at normal speech. Although conversation
    only social conversation speed with repetitions. occasional repetition may be and normal classroom
    spoken slowly and with necessary. discussions.
    frequent repetitions.

    B. Fluency Speech so halting and Usually hesitant: often forced Speech in everyday Speech in everyday Speech in everyday
    fragmentary as to make into silence by language conversation and classroom conversation and classroom conversation and classroom
    conversation virtually limitations. discussion frequently discussions generally fluent, discussions fluent and
    impossible. disrupted by the student's with occasional lapses while effortless; approximating that
    search for the correct manner the student searches for the of a native speaker.
    of expression correct manner of expression.

    C. Vocabulary Vocabulary limitations so Misuse of words and very Student frequently uses wrong Student occasionally uses Use of vocabulary and idioms
    extreme as to make limited: comprehension quite words: conversation inappropriate terms and/or approximate that of a native
    conversation virtually difficult. somewhat limited because of must rephrase ideas because speaker.
    impossible. inadequate vocabulary. of lexical inadequacies.

    D. Pronunciation Pronunciation problems so Very hard to understand Pronunciation problems Always intelligible, although Pronunciation and intonation
    severe as to make speech because of pronunciation necessitate concentration on the listener is conscious of a approximate that of a native
    virtually unintelligible. problems. Must frequently the part of the listener and definite accent and occasional speaker.
    repeat in order to make occasionally lead to inappropriate intonation
    him/herself understood. misunderstanding. patterns.

    E. Grammar Errors in grammar and word Grammar and word order Makes frequent errors of Occasionally makes Grammar and word order
    order so severe as to make errors make comprehension grammar and word order that grammatical and/or word approximate that of a native
    speech virtually unintelligible. difficult. Must often rephrase occasionally obscure meaning. order errors that do not speaker.
    and/or restrict him/herself to obscure meaning.
    basic patterns.

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