Stanford FLOSEM (Foreign Language Oral Skills Evaluation Matrix) - ENGLISH

Student’s name & ID Number ________________________ DATE_________________ FLOSEM PAGE 1-2

Level 1
Learner can recognize a
limited number of high
frequency words in
COMPREHENSION
Level 2 Level 3 Level 4 Level 5 Level 6
Learner can understand Learner can comprehend the main Learner understands most of what is Learner understands nearly Learner
short questions and simple point(s) of a short dialogue or passage said (all main points and most details) everything at normal speed understands
non-formulaic statements which contains some statements with in both short and longer dialogues and although occasional everything at

isolation and short,
common conversational
formulaic expressions
(e.g., “How are you?”, “My
name is…”).
Learner can participate
only in interactions which
involve producing
formulaic question-answer
patterns and/or offering
FLUENCY
when they are embedded in embedded structures heard at less- passages which contain abstract repetition may be necessary. normal speed
a short dialogue or than-normal speed, though it is likely information heard at almost normal like a native
passage. However, the that details will be lost. Even at this speed. Some repetition may be speaker.
entire dialogue or passage speed, some repetition may be necessary, usually of abstract
must be repeated at less- necessary. information
tan normal speed for the
learner to understand
When participating in a While participating in a conversation Learner can effortlessly express Learner is generally fluent, Learner’s
simple conversation on or discussion, learner can express herself, but may occasionally falter with occasional minor lapses fluency is
familiar, everyday topics, themselves using simple language, but and hesitate as they try to express while they search for the native-like.
the leaner frequently must consistently falters and hesitates as more complex ideas and/or searches correct manner of expression.
pause to formulate short, they try to express more complex for less-common words and

very short responses to
simple questions.
Learner’s vocabulary is
limited to: a) high
frequency words for
VOCABULARY
simple non-formulaic ideas and/or searches for less
statements and questions. common words and expressions.
These efforts noticeable impede flow
of communication.
Learner has enough Learner has an adequate working
vocabulary (including high vocabulary. Further, learner is at a
frequency idiomatic beginning stage of showing
expressions. Although distracting,
these speech rhythms do not
noticeable impede the flow of
communication.
Learner clearly demonstrates Learner possesses a broad Learner
knowledge of synonyms and enough vocabulary to possesses an
alternative ways of expressing simple participate in more extended extensive

common everyday items
and actions, and 2) some
conversational formulaic or
idiomatic expressions.
Even at the level of isolated
PRONUNCIATION
expressions) to make knowledge of synonyms and a limited ideas. Learner also has enough discussions on a large vocabulary.
simple statements and ask number of alternative ways of vocabulary to understand and number of concrete and
questions about concrete expressing simple ideas. participate in conversations which abstract topics. Learner is
things in a simplified include abstract ideas. aware of some (but not all)
conversation word connotations and
nuances in meanings.
Although learner is Learner is beginning to demonstrate Learner’s speech is always intelligible, Pronunciation and Learner’s

words and formulaic
expressions, learner
exhibits difficulty in
accurately reproducing the
target language sounds
and sound patterns
Since learner’s productive
skills are limited to high
frequency words and short
formulaic conversational
GRAMMAR
beginning to master some control over a larger number of though a definite accent and/or intonation approaches a near- pronunciation
sounds and sound sounds and sound patterns. Some occasional inappropriate intonation native-like ability. and intonation
patterns, they still have repetition may be necessary to make pattern is apparent. is clearly
difficulty with many other meaning clear. native-like.
sounds, making meaning
unclear.
Learner can produce Learner is beginning to show a limited Learner shows an almost consistent Learner’s speech exhibits a Learner’s
utterances which show an ability to utilize a few complex command over a limited range of more good command over a large speech shows a
understanding of basic constructions, though not always complex patterns and grammar rules. (but not complete) range of native-like
sentence and question successfully. Other noticeable Although occasional errors are still more complex patterns and command of

expressions, it is difficult patterns, but other grammatical errors persist which may present, they are few in number and do grammar rules. Errors are complex
or impossible to assess grammatical errors are make meaning ambiguous. not obscure meaning. infrequent. patterns and
their knowledge of present which obscure grammatical
grammar. meaning. rules.
 FLOSEM PAGE 2-2
FLOSEM Scoring Guide (ENGLISH)

Student's Name Grade ASD ID#

Language observed Date Interviewer

The student oral language matrix has 5 categories on the left: A. Comprehension, B. Fluency, C. Vocabulary, D. Pronunciation and E. Grammar; and six
numbers across the top - 1 being the lowest mark to 6 being the highest.

Directions: According to your observation, indicate with an (X) one cell in each category which best describes the child's abilities from Level 1 to
Level 6.

Score: Each box in the Level 1 column = 1 point each; Each box in Level 2 = 2 pts.; Each box in Level 3 = 3 pts.;
Each box in Level 4 = 4 pts.; Each box in Level 5 = 5 pts.; Each box in Level 6 = 6 pts.

Add points together to come up with the FLOSEM Language Level score below.

FLOSEM Scores:
(Circle most appropriate score)
What to look for in the Student’s language sample
0/1 – 5 Pre-production
 Sequencing: does the student put things in correct order? Do
6-10 Early Production they forget steps?
 Specific words/vocabulary: does the student use specific words
11-15 Speech Emergence when talking about objects or people or actions? Do they use
excessive pauses when they speak? Do they seem not to be able
16 – 20 Intermediate Fluency (Low Intermediate) to remember the words they want to use?
 Answering questions: Is the student able to answer questions
21 – 25 Advanced Fluency (High Intermediate) completely? Do they add irrelevant information?

26 – 30 Advanced (Native -like speaker)