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Advancedness in Second Language Spanish: Definitions, challenges, and possibilities
Edited by Mandy R. Menke and Paul A. Malovrh
[Issues in Hispanic and Lusophone Linguistics 31] 2021
► pp. 17–40

Chapter 2
The (limited) contributions of proficiency assessments in defining advancedness

ORCID logo | University of Minnesota
ORCID logo | University of South Carolina

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.

Keywords: standardized assessment, advanced proficiency, linguistic correlates
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
  • References
Published online: 8 February 2021
DOI logo
https://doi.org/10.1075/ihll.31.02men
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