Proficiency-How is it defined? What are the descriptors?

ACTFL proficiency guidelines

ACTFL Proficiency Guidelines
ACTFL Performance Guidelines
ILR-Interagency Language Roundtable
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

WORLD LANGUAGES PERFORMANCE LEVEL DESCRIPTORS-Using the domains of the ACTFL Performance Guidelines-(What we need in our rubrics)

actfl_prof_chart.pngParents, districts, and teachers usually think of fourth year language classes as “advanced” level. Indeed, good students in these classes can reach Intermediate-Mid or -High, do well on AP or IB exams, and speak with relative ease on everyday topics. About 85% of them, however, do not reach this proficiency level. The majority have only minimal functional proficiency, i.e. the ability to describe things in their immediate environment, order a meal, ask a simple question, or tell a simple story. They are not able to use language for professional purposes, though they may be able to, for example, greet a customer or handle a phone call in another language.
Source: CASLS:

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Examples of language production at various levels: Source: CAPS test-CASLS

Prompt: "You are getting ready for school and need some supplies. Your host offers to go to the store for you. Tell her what you need for school."
Zero Level Response
Zero level responses are those that are indecipherable, profane, or not in the target language. If the response has occasional non-target language words, those words should be ignored and the remainder of the response scored accordingly.

Beginning Level Response-Novice Range
Example: "I need"
This is mostly a list of words. The student seems to have memorized "I need" as a chunk, so its use here is not evidence of original production. Note that even if the student has said "I need pencil, I need book, I need pen, I need desk", this is still not evidence of anything more than knowledge of a single chunk. The fact that the student included "desk" in a list of things to buy for school is probably an indication of a rather limited vocabulary.

Transitioning Level Response-Intermediate Range
Example: "Excuse me. I need for school is pencil and book and scissors and notebook. I am excited for school. It will start 9:00. Thank you."
Here, there is evidence that the student can use the language to perform a simple task. Although there is not a lot of original production here, there is evidence that the student can link elements together. There are multiple sentences with varied grammar, but they are not connected into paragraph level discourse. At the upper end of this level, the speaker may be quite talkative and have a fairly broad command of a range of structures, but will fail to produce speech in paragraphs.