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Appendix D A Brief History of Foreign Language Assessment in the United States
Pages 360-364

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From page 360...
... ; in 1969, the Educational Testing Service began administering oral interview assessments for the Peace Corps (Clark, 1978) ; and in 1973 ILR, comprising representatives from government agencies concerned with language teaching and testing, assumed primary respon 360
From page 361...
... Another, perhaps more significant difference between the ACTFL and ILR approaches is that, whereas government agencies use the same scale descriptors across all languages, ACTFL has developed different scale descriptors for different languages. The ACTFL scale and the OPI testing procedure were adopted by ACTFL in the 1980s and have been widely disseminated to the foreign language teaching profession since that time.
From page 362...
... Washington, DC: Center for Applied Linguistics. TABLE D-1  Comparisons Between the ACTFL Guidelines and ILR Scale ACTFL ILR Superior 5 Native or bilingual proficiency 4+ 4 Distinguished proficiency 3+ 3 Professional working proficiency Advanced high 2+ Advanced mid 2 Limited working proficiency Advanced low Intermediate high 1+ Intermediate mid 1 Survival proficiency Intermediate low Novice high 0+ Novice mid 0 No practical proficiency Novice low SOURCE: Malone (2006)
From page 363...
... This continue to be characterized by speaker has a functional but limited frequent long pauses, since the proficiency. Misunderstandings smooth incorporation of even basic are frequent, but the individual is conversational strategies is often able to ask for help and to verify hindered as the speaker struggles to comprehension of native speech in face create appropriate language forms.
From page 364...
... Can read either are still linguistically noncomplex representations of familiar formulaic and have a clear underlying internal verbal exchanges or simple language structure. They impart basic containing only the highest frequency information about which the reader structural patterns and vocabulary, has to make minimal suppositions and including shared international to which the reader brings personal vocabulary items and cognates interest and/or knowledge.


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