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WHAT IS PROFICIENCY
?
White Station High School, Honor’s Spanish III and IV
Achievement = Rehearsed or memorized responses using the very specific content such as from a textbook.
(vocabulary quizzes, verb conjugations, grammar tests)
Performance = Semi-rehearsed ability to communicate in specific, familiar settings. (announced performance assessment tasks, responding to topic specific emails,
simulated conversations, topic specific authentic reading)
Proficiency = Unrehearsed general ability to accomplish communication tasks across a wide range of topics and settings. (unannounced performance assessment tasks,
unscripted conversations on new topics, authentic reading for a specific purpose)
FORMS OF LANGUAGE ASSESSMENT
At the beginner levels, the learner must create new utterances mostly words/lists, not just recite
dialogs.
At the intermediate levels, the learner must handle more topics, forming sentences and asking
questions—not just routine communications.
At the advanced levels, the learner must hypothesize and defend opinions in subjects beyond one’s personal interests or areas of
specialization using strings of sentences and more complex questions.
ASSESSING PROFICIENCY
ACTFL PROFICIENCY SCALE
Novice Low speakers have no real functional ability and, because of their pronunciation, may be unintelligible. Given
adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a number of familiar objects from their immediate environment. They are unable to participate in a true conversational exchange.
NOVICE LOW
Novice Mid speakers communicate minimally by using a number of isolated words and memorized phrases limited by the particular context in which the language has been
learned. When responding to direct questions, they may say only two or three words at a time or give an occasional stock answer. They pause frequently as they search for
simple vocabulary or attempt to recycle their own and their interlocutor’s words. Novice Mid speakers may be
understood with difficulty. When called on to handle broader topics and functions they frequently resort to
repetition, words from their native language, or silence.
NOVICE MID
Novice High speakers are able to manage successfully a number of uncomplicated communicative tasks in
straightforward social situations. Conversation is restricted to a few of the predictable topics such as basic personal
information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High
speakers respond to simple, direct questions or requests for information. They are also able to ask a few formulaic
questions.
NOVICE HIGH
Intermediate Low speakers are able to handle a limited number of uncomplicated communicative tasks by creating
with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics. These topics relate to basic personal
information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such
as ordering food and making simple purchases. Intermediate Low speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also
able to ask a few appropriate questions.
INTERMEDIATE LOW
Intermediate Mid speakers are able to handle a variety of uncomplicated communicative tasks in straightforward
social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture. These include personal information related to self, family, home, daily activities, interests and personal preferences, as well as physical and social needs,
such as food, shopping, travel, and lodging.
INTERMEDIATE MID
Intermediate High speakers are able to converse with ease and confidence when dealing with the routine tasks and
social situations of the Intermediate level. They are able to handle successfully uncomplicated tasks and social
situations requiring an exchange of basic information related to their work, school, recreation, particular
interests, and areas of competence.
INTERMEDIATE HIGH
Advanced Low speakers are able to handle a variety of communicative tasks. They are able to participate in most
informal and some formal conversations on topics related to school, home, and leisure activities. They can also speak
about some topics related to employment, current events, and matters of public and community interest.
ADVANCED LOW
Speakers at the Advanced Mid sublevel are able to handle with ease and confidence a large number of communicative tasks. They participate actively in most informal and some
formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as topics relating to events of current, public, and personal interest
or individual relevance.
ADVANCED MID
Proficiency Level
Professions/Positions Background of the average individual likely to perform at this level
Intermediate Low
Receptionist, Housekeeping staff
Learners after 2 years of high school language study
Intermediate Mid
Cashier, Sales clerk (highly predictable contexts)
Learners after 3 or 4 year high school sequence or 2 semester college sequence
Intermediate High
Auto Inspector, Aviation Personnel, Missionary, Tour Guide
Undergraduate language majors without year-long study abroad Experience
Learners after 6-8 year sequences of study (AP, etc.) or 4-6 semester college sequence
EMPLOYMENT QUALIFICATION BY PROFICIENCY RATING
Proficiency Level
Professions/Positions Background of the average individual likely to perform at this level
Advanced Low Customer Service Agent, Social Worker, K-12 Language Teacher, Police Officer, Legal Secretary
Undergraduate language majors with year-long study abroad experience
Advanced Mid Account Executive, Court Interpreter, Benefits Specialist, Technical Service Agent
Heritage speakers, informal learners, non-academic learners who have significant contact with language
Advanced High Physician, Military Linguist, Human Resources, Financial Broker, Translator, Consultant
L2 learners with graduate degrees in language- related area and extended educational experience in target environment
EMPLOYMENT QUALIFICATION BY PROFICIENCY RATING
Proficiency Level
Professions/Positions Background of the average individual likely to perform at this level
Superior University FL Professor, Business Executive, Lawyer, Judge, Financial Advisor
Well-educated native speakersEducated learners with extended professional and/or educational experience in the target language environment
Distinguished Diplomat, Contract Negotiator, International Specialist, Translator/Interpreter, Intelligence Specialist
Highly articulate, professionally specialized native speakers;Learners with extended (17 years) and current professional and/or educational experience in the target culture
EMPLOYMENT QUALIFICATION BY PROFICIENCY RATING
PROFICIENCY OF 500 COLLEGE GRADUATES MAJORING IN ANOTHER
LANGUAGE COMPARED TO HIGH SCHOOL COURSE TARGETS
ACTFL Rating Number of Students
Target proficiency for high school courses
Distinguished 0
Superior 12
Advanced High 24
Advanced Mid 95
Advanced Low 105 AP Spanish
Intermediate High 175 Spanish IV
Intermediate Mid 86 Spanish III
Intermediate Low 3 Spanish II
Novice High 0 Spanish I
Novice Mid 0
Novice Low 0
Total 500
Work What type of careers interest you? What level of proficiency level would allow you to do
this job in Spanish? Will travel be a part of your career?
Leisure What proficiency level do you need to enjoy
film/music/television? What level to you need to interact with native
speakers on social media and/or social situations? Do you plan to vacation in the target culture?
WHAT IS YOUR PERSONAL
PROFICIENCY GOAL?
Based on your answers to the previous questions, what proficiency level are you interested in attaining?
Write it down on the cover of you notebook or backpack, share the goal with classmates and family members, keep it written on a card in your purse or wallet. Let it remind you every day, during every activity we do in class what you are
actually working towards achieving.
If your willing to have it posted in our classroom (and I hope you are), share it with me and I will post it.
PUTTING YOUR CARDS ON THE
TABLE