9.4 Speaking Assessment Criteria

Cambridge A2 Key KET

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1 Introduction & Exam Overview

1.1 What Is Cambridge A2 Key (KET)? 1.2 Exam Format: Three Papers 1.3 Who Takes A2 Key and How It Is Delivered 1.4 Study Hours and Preparation Path

2 Scoring, Grades & Results

2.1 The Cambridge English Scale 2.2 Grades A, B, C and Certificates 2.3 How Your Overall Score Is Calculated

3 Reading Parts 1–3: Understanding Texts

3.1 Reading Overview (Parts 1–5) 3.2 Reading Part 1: Short Texts and Main Message 3.3 Reading Part 2: Multiple Matching 3.4 Reading Part 3: Longer Text Detail and Gist

4 Reading Parts 4–5: Vocabulary and Grammar Cloze

4.1 Reading Part 4: Multiple-Choice Cloze 4.2 Collocations and Phrasal Verbs for Part 4 4.3 Reading Part 5: Open Cloze 4.4 Grammar Words for Open Cloze

5 Writing Part 6: Guided Message

5.1 Writing Overview (Parts 6–7) 5.2 Part 6 Guided Writing Task 5.3 Model Emails and Content-Point Checklists

6 Writing Part 7 & Assessment Criteria

6.1 Part 7 Picture Story 6.2 Narrative Language and Connectors 6.3 Writing Assessment: Content, Organisation, Language

7 Listening Parts 1–3

7.1 Listening Paper Overview 7.2 Listening Part 1: Short Dialogues and Pictures 7.3 Listening Part 2: Gap Fill Notes 7.4 Listening Part 3: Conversation Multiple Choice

8 Listening Parts 4–5 & Detail Skills

8.1 Listening Part 4: Gist and Main Message 8.2 Listening Part 5: Matching 8.3 Numbers, Times, Prices and Spelling

9 Speaking Test

9.1 Speaking Test Format 9.2 Speaking Part 1: Interview 9.3 Speaking Part 2: Discussion 9.4 Speaking Assessment Criteria

10 A2 Grammar Essentials

10.1 Present and Past Tenses 10.2 Future Forms, Modals and Obligation 10.3 Comparatives, Superlatives, Adverbs and Word Order 10.4 Questions, Negatives and There Is/Are

11 A2 Vocabulary Topics

11.1 People, Home and Daily Routines 11.2 Free Time, Hobbies, Travel and Transport 11.3 Food, Shopping, Money and Health 11.4 Places in Town, Services and Simple Technology

12 Functional Language for Exam Tasks

12.1 Requests, Offers, Invitations and Suggestions 12.2 Opinions, Agreeing, Disagreeing and Preferences 12.3 Describing People, Places and Events; Simple Narration

13 Exam Day and Test Strategy

13.1 Digital vs Paper-Based and the 2026 Change 13.2 What Happens on Exam Day 13.3 Full Practice Tests and Timing Plans

14 Results and Next Steps

14.1 Interpreting Your Statement of Results 14.2 From A2 Key to B1 Preliminary

9.4 Speaking Assessment Criteria

Key Takeaways Explain This Topic AI

The assessor awards Grammar and Vocabulary, Pronunciation, and Interactive Communication, each on a 0–5 scale; these analytic marks are doubled in Cambridge’s scale conversion materials.

The interlocutor awards Global Achievement on a 0–5 scale, and that mark is multiplied by 3 in the published conversion approach.

Band 5 typically shows good control of simple forms, a range of everyday vocabulary, mostly intelligible pronunciation, and exchanges maintained with little prompting.

You are assessed individually across the whole test (Parts 1 and 2), not only on your “best sentence.”

Aim for clear A2 communication: accurate enough simple grammar, topic vocabulary, intelligible speech, and active turn-taking.

Last updated: July 2026

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

Examiner Criteria Scale per criterion Role in conversion materials (as commonly explained for Cambridge Scale mapping)

Assessor Grammar and Vocabulary 0–5 Mark doubled
Assessor Pronunciation 0–5 Mark doubled
Assessor Interactive Communication 0–5 Mark doubled
Interlocutor Global Achievement 0–5 Mark ×3

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

Issue Example problem Better A2 move
Only isolated words “Home… football… yes.” Full sentences with simple verbs
Very limited control “He go yesterday school.” repeated with breakdown Practise core past/present patterns
Vocabulary too thin Every answer uses only good/nice/thing Add topic words: flat, classmate, swimming pool
Wrong topic words blocking meaning “I cook the car” for drive Choose safer verbs you control
Practice focus for G&V

Daily 30-second topic talks using present simple + one past sentence.

Build topic word lists of 15 items each for free time, home, school, food.

Self-correct only quick wins ( he go → he goes ) and continue.

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

Focus Why it matters Mini drill
Final endings like/liked , play/plays carry grammar meaning Read 10 past forms aloud
Word stress on common words COMputer , PHOtograph , enJOY Mark stress, say twice
Number and time clarity fifteen / fifty , 30 / 13 Pair contrasts
Volume and speed Whispering hides features; rushing merges words Record at “conversation” pace
Key consonant contrasts you personally confuse Listener maps wrong word Minimal pairs for your errors only

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

Behaviour Example

Invite What do you think about this picture?

Respond with content I agree, and I also like… because…

Move the task on What about the next one?

Repair Sorry, can you repeat that?

Help a quiet partner Do you prefer A or B?

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:

Criterion Band 5 feel (A2)
Grammar and Vocabulary Good control of simple forms; range of everyday vocabulary for familiar topics
Pronunciation Mostly intelligible; some control of sound features at this level
Interactive Communication Maintains simple exchanges; needs little prompting
Global Achievement Handles the test communication successfully at a strong A2 level overall

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:

Intelligibility + volume (if people cannot hear/understand you, nothing else counts)
Extended Part 1 answers (more evidence quickly)
Part 2 questions to partner (IC + Global)
High-frequency grammar fixes (3rd person, past of common verbs, because clauses)
Topic vocabulary packs
How Parts map to evidence (not separate scores in the room)

Part Strong evidence often heard for

Part 1 Personal vocabulary, present simple control, extended answers, responding to interlocutor, pronunciation of common life words

Part 2 Interactive Communication, opinions/reasons, describing prompts, turn-taking, paraphrasing unknown words, maintaining exchanges

Whole test Global Achievement; all analytic criteria accumulate

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

Myths vs facts

Myth Fact

“If my partner is better, I fail.” Marks are individual.

“I need a native accent.” You need intelligibility at A2.

“One grammar error = Band 0.” Small errors are expected; meaning and control patterns matter.

“Only Part 2 is marked.” Evidence is taken from the whole test.

“I should memorise a speech for everything.” Relevance to each question/task matters.

“Interactive Communication means never stopping talking.” It means maintaining exchanges—including listening and inviting.

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

Day Focus Task
1 Global + Part 1 10 personal questions, extended answers, record once
2 G&V Same answers; upgrade with because and frequency adverbs
3 Pronunciation Re-record Day 2; fix volume + 5 problem words
4 IC Picture discussion; minimum 8 partner questions
5 IC + G&V Picture discussion with reasons and comparatives
6 Full mock Part 1 + Part 2 timed with a friend
7 Review Listen; note one win and one fix per criterion
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.