From Standards to Rubrics: Comparing Full-Range to At-Level Applications of an Item-Level Scoring Rubric on an Oral Proficiency Assessment

摘要

Standards-based proficiency frameworks have become an integral part of the educational assessment landscape. These frameworks take complex, multidimensional competencies and attempt to represent them as a numerical value on a vertical scale that can be used by students, teachers, testing organizations, school admissions officers, employers, and others that want some certification of the proficiency of examinees. Framing performance in this way allows stakeholders to communicate and compare results. With some frameworks, like the Common Core (National Governors Association Center for Best Practices & Council of Chief State School Officers 2010), the vertical axis of the scale is based on grade levels. With language proficiency, the vertical axis of the scales is based on major-level descriptors which define what an individual should be able to do if they are to be certified as being proficient in that language at a specific level [see for example, the Common European Framework of Reference (Verhelst et al. 2009) and the American Council on the Teaching of Foreign Languages (ACTFL 2012)].