Chapter 2
The (limited) contributions of proficiency assessments in
defining advancedness
Standardized proficiency tests are the primary
means of determining advancedness in educational settings and have
effectively established a common language for describing language
proficiency. Emerging evidence additionally identifies specific
linguistic features that correlate with each level; nonetheless, we
argue that the ability of such assessments to contribute to our
evolving understandings of advancedness are limited given their
conflation of cognition and language and inability to capture
contextually-dependent language use. In this chapter, we discuss the
contributions, challenges, and future of proficiency assessment.
Article outline
- Overview of proficiency and proficiency assessment
- Critiques of proficiency assessments and scales
- Proficiency assessments and advancedness
- Reenvisioning proficiency assessments and descriptors for
advanced-level users
-
Notes
-
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