Proficiency Guidelines - ACTFL
Stages
- These guidelines identify stages of proficiency, as opposed to achievement.
- They do not measure what individuals achieve through specific classroom instruction, but assess what individuals can and cannot do.
- This is regardless of where, when, or how the language was learned or acquired; thus the words "learned" and "acquired" are used in the broadest sense.
- These guidelines are not based on a particular linguistic theory or pedagogical method, and are intended for global assessments.
- Read the ACTFL Proficiency Guidelines 2012 (pdf)