SPEAK Test Information
General Information
The SPEAK test takes approximately 20 minutes. Tests for Fall 2026 will be conducted via Zoom. You will receive your Zoom link and designated time via email. Be prepared to show your ID (either UO card or passport) at the beginning of the test. SPEAK focuses on your English language production skills. It does not test your listening as everything you hear during the test is also printed on the test booklet. There are 12 questions, each somewhat different in topic and length. Your answers will be recorded on computer and later scored by at least two trained raters.
If you have a question about the SPEAK test at the University of Oregon, please email Alicia Going info@uoregon.College.
SPEAK Scores at the University of Oregon
Interpreting your SPEAK score
A score of 50 or above is considered passing: Your department may place you in any GE teaching position.
A score of 45 or below means the Division of Graduate Studies will require you to take one GRST course (usually GRST 610) in Fall term, and there will be some restrictions on the types of assignments you may have. See Guidelines for Assignment of Non-Native English Speaking Graduate Employees for more information.
Registering for Courses
Registration for GRST 610 is available through UO's Duckweb.
Course Description:
GRST 610 US Teaching: Culture & Communication
In this course, we focus on clear communication, understanding the U.S. university culture, and basic teaching skills at the university level.
Test Scoring Process
At least two different trained/experienced raters will score your SPEAK test. A third rater will be brought in if there is a discrepancy in the scores of the two raters. Assessments about responses are made considering the following categories:
Functional competence: the speaker's ability to select functions to reasonably address the task and to select the language needed to carry out the function (functions are the purposes of communication: giving directions, arguing, apologizing, etc.).
Sociolinguistic competence: the speaker's ability to demonstrate an awareness of audience and situation by selecting language, register (level of formality), and tone that are appropriate.
Discourse competence: the speaker's ability to develop and organize information in a coherent manner, and to make effective use of cohesive devices (conjunctions, transition markers, order markers) to help the listener follow the organization of the response.
Linguistic competence: the effective selection of vocabulary (including proper word forms), control of grammatical structures, and accurate pronunciation, along with smooth delivery, in order to produce intelligible speech.
Below is a general description of the abilities at each 10-point score level:
60 | The speaker understood the question and answered appropriately. The rater could receive and understand the answer with little effort (native-like efficacy, effective; not necessarily error-free). |
50 | The speaker understood the question and answered appropriately. The rater could receive and understand the answer with reasonable listening effort. The rater may have a question about the response (near-native efficacy, generally effective). |
40 | Communication breaks down or the speaker's answer was not appropriate to the question. The rater understood the basic idea of the answer but not all the details, or there were several gaps in receiving and it would take considerable effort, visual support, or questioning to feel that all the necessary information was exchanged (somewhat effective). One-on-one communication is probably most effective, but communication to groups will be less effective. |
30 | The rater catches only words and an occasional idea. The speaker's frequent re-starts, hesitations, and inappropriate pacing or pausing make it extremely difficult to understand. It is not clear what the function of the response was (not very effective). |
20 | The individual did not give a response, or the individual's response was not intelligible. The rater had no idea what the function of the response was (not effective). |