Homework Speaking Auto-Scoring [Beta]
AI-based scoring and feedback on spoken homework responses. It saves teachers time by generating reliable, consistent and unbiased scores while factoring in the homework instructions, the specific question and the student's level.
As of June 12, 2026, Homework Speaking Auto-Scoring is available to beta participants. To join the beta, request access by filling out this form.
Table of contents
What is Homework Speaking Auto-Scoring?
When your students complete homework that includes speaking tasks, their spoken responses are scored automatically, with feedback they can learn from. You no longer need to listen to and grade every recording yourself; instead, you can review the scores and feedback, adjust them where needed and spend your time on instruction.
Homework Speaking Auto-Scoring joins Writing Auto-Scoring, which scores free-text homework responses the same way.
How does it work?
- Assign homework as you normally would. Speaking Auto-Scoring only works on assignments that already include speaking tasks — no additional speaking tasks will be added to homework assignments.
- When a student submits a spoken response, it is scored automatically and receives feedback.
- Review the scores and feedback the same way you review the rest of your students' homework. You can always adjust the feedback and score.
How are spoken responses scored?
Spoken responses are scored using AI technology designed to evaluate spoken communication in a consistent and objective way. The scoring considers the homework instructions, the specific question and the student's level when generating a score and feedback.
Spoken responses are assessed across three areas: clarity, grammatical and lexical range, and fluency. The AI technology evaluates how well a response meets the performance criteria for the question level in each area. It then gives an overall task completion score for the response. General performance descriptions for the three areas at each proficiency level are shown in the table below:
| Proficiency Level | Clarity | Grammatical and Lexical Range | Fluency |
|---|---|---|---|
| Absolute Beginner | Student communicates using isolated words, memorized expressions, or very short responses related to familiar topics. Meaning may be difficult to understand without repetition, gestures, or support from the listener. | Student demonstrates emerging use of basic vocabulary and simple language patterns, often without sentence structure. Errors are frequent and may significantly limit communication, though familiar words or phrases may still convey basic meaning. | Student speaks in very short chunks with frequent pauses, repetition, or hesitation. Speech may rely heavily on prompting or modeling and is often limited to single words or memorized phrases. |
| Beginner | Student communicates simple ideas about familiar topics using short sentences or predictable expressions. Meaning is generally understandable, although ideas may be loosely connected and lack detail or expansion. | Student begins producing subject-verb constructions with some reliability, using simple vocabulary and familiar grammatical structures to express basic information. Frequent errors with verb forms, sentence structure, and word choice are common, but the listener can usually understand the intended message. | Student speaks in short, simple sentences with noticeable pauses and repetition. Speech may sound slow or effortful at times, especially when the student searches for vocabulary or attempts longer responses. |
| Upper Beginner | Student communicates ideas more clearly by adding simple descriptions, reasons, or details. Responses are generally organized and understandable, although connections between ideas may still be basic or uneven. | Student begins using simple verb tenses consistently and forming basic questions. Student uses an expanding range of everyday vocabulary and attempts longer or more varied sentence structures. Errors with grammar and word usage are still noticeable, but they usually do not prevent communication. | Student can sustain a short response with some continuity and less reliance on pauses or repetition. Hesitation may still occur during longer responses or when expressing less familiar ideas, but communication generally continues successfully. |
| Pre-Intermediate | Student communicates complete ideas with relevant details and supporting information. Responses are generally clear and organized, though explanations may remain fairly direct or predictable. | Student uses a variety of simple and some more complex grammatical structures to explain, describe, and give reasons. Student may begin connecting clauses with basic conjunctions (because, but, so). Vocabulary is adequate for familiar and some less familiar topics, although language may still be repetitive or somewhat imprecise. Errors are evident but usually do not interfere with understanding. | Student speaks with growing confidence and can maintain connected speech for an extended response. Pauses and self-corrections still occur, particularly when organizing ideas or attempting more complex language, but overall communication remains smooth. |
| Intermediate | Student communicates ideas clearly and develops responses with explanation, comparison, or reasoning. Ideas are connected logically, and the student can adapt language to support different purposes or situations. | Student demonstrates increased control of grammatical structures and uses a broader range of vocabulary to elaborate and clarify meaning. Student may use subordinate clauses and a range of tenses with general accuracy. Language is generally accurate and flexible, though occasional awkward phrasing or grammatical inconsistencies may still appear. | Student speaks at a generally natural pace and can sustain longer responses with limited interruption. Hesitation is usually connected to planning more detailed or complex ideas rather than difficulty producing language. |
| Upper Intermediate | Student communicates clearly and effectively across a range of familiar and abstract topics. Responses are well organized and include explanation, contrast, and support for opinions, although some ideas may still lack nuance or precision. | Student uses a wide range of grammatical structures and vocabulary to express detailed ideas, speculate, and justify opinions. Student begins controlling complex structures (conditionals, reported speech, passive) with some consistency. Errors may still occur in more sophisticated language use, but they rarely interfere with clarity or overall effectiveness. | Student speaks smoothly and can sustain extended responses with relatively consistent pacing and organization. Occasional hesitation or reformulation may occur when discussing complex ideas, but it does not significantly disrupt communication. |
| Advanced | Student communicates complex and nuanced ideas clearly, effectively, and with strong organization. Responses demonstrate flexibility in explaining, analyzing, and supporting ideas for different purposes or audiences. | Student demonstrates strong control of a broad and flexible range of grammatical structures and vocabulary. Language use is precise and sophisticated, allowing the student to express subtle distinctions and complex reasoning, even though minor errors may occasionally occur. | Student speaks fluently and confidently with natural pacing and strong continuity of ideas. Speech flows smoothly even during complex explanations or abstract discussion, with only occasional hesitation for refinement or emphasis. |
Speaking Auto-Scoring is in beta, so its scores and feedback may not always be perfect. Your feedback during the beta helps us improve it before a broader release.
FAQ
How can I get access to Homework Speaking Auto-Scoring?
The beta is open. Request access by filling out this form, and we'll email you once it's enabled.
Will this add speaking tasks to my homework assignments?
No. Speaking Auto-Scoring only scores the speaking tasks already included in homework assignments. Assignments without speaking tasks are unaffected.
My students' spoken homework is not being scored automatically. Why?
In some cases, it can take a couple of minutes for the scores and feedback to generate. If the scores/feedback are not visible after 5 minutes, please contact info@off2class.com and include the student's email address.
Can I change a score or add my own feedback?
Yes. Auto-scoring is there to save you time, not to replace your judgment. You can review every scored response and leave your own feedback at any point.
How will my feedback be used during the beta?
The Off2Class team reviews everything beta participants send in, and it directly shapes updates before a broader release. After you've used the feature, we'll send you a short feedback survey.
How can I report feedback and bugs?
Contact Off2Class Support: info@off2class.com. We're eager to hear your feedback, so please share it, big or small! For bugs, include as much detail as possible so we can identify and solve the issue quickly. Extra points for screenshots and videos of the problem!