Have you ever wondered about the differences between proficiency and performance in language learning? I’d like to dive into this topic to shed light on these essential aspects of language acquisition. Understanding these concepts is crucial for tailoring our approaches to better support our students.
Proficiency & Performance
Proficiency: This term refers to a learner’s ability to use the language across various situations, regardless of familiarity with topics or contexts. It’s about what one can do with the language, no matter where, when, or how it was learned.
Performance: On the other hand, performance is more about using the language within structured settings like classrooms. It involves applying “learned” language skills within familiar contexts and content areas.
Assessing Proficiency
When assessing proficiency, we’re looking at how well a learner can use the language independently of specific instruction or curriculum. Tasks are not rehearsed and may encompass both familiar and unfamiliar topics and contexts. The focus is on sustained performance across various tasks and contexts.
For instance, a proficiency assessment might involve a conversation with a native speaker where the learner has to navigate through topics they haven’t encountered before, such as discussing their opinions on global issues or describing a memorable childhood experience.
Assessing Performance
Performance assessment, however, is based on what has been presented in an instructional curriculum or other formal context. Tasks are rehearsed and reflect familiar contexts and content areas. The assessment determines whether the learner can meet the criteria for a particular level within these familiar contexts.
For example, in a classroom setting, a performance assessment could involve role-plays where students act out buying something or talking about why they like a particular book or movie, tasks they’ve practiced extensively in class.
What Do we assess in the Classroom?
While performance assessment provides valuable insights into what learners can do within structured settings, proficiency assessment gives a more comprehensive picture of their overall language abilities. So, what do we focus on as teachers when assessing students in the classroom? To find teachers are doing and why I asked for thoughts and insights on Facebook, Instagram and Twitter/X. Here are a some highlights:
- “A classroom is better suited to evaluate performance, given the nature of units and lessons, so there shouldn’t necessarily be any expectation to formally assess proficiency.” –Lake
- “Teachers can’t grade proficiency. There are specialized assessments for it. We hope for proficiency, but we measure performance. I teach about proficiency, but I can only measure performance.” –Shelly
- “We can do proficiency-based grading — the keyword being “based.” We are grading based on proficiency standards but we are not grading proficiency itself. The distinction is not in the grading but in the assessment itself. There’s a performance assessment and proficiency but they can both be assessed using proficiency guidelines.” –Timothy
- “I would say only “grade” performance since it should directly relate to what is covered in class.” –Bill
- “Since proficiency includes being able to use language on topics they have not learned in class, I am not comfortable including proficiency assessments as part of their grade.” –Dori
- “ACTFL has always maintained that proficiency is a rating, not a grade. Teachers have asked for a version that they can use for grading. I think the performance side is better used for that.” –Hope
Seems fairly clear that performance is the assessment objective when it comes to assessing students in the classroom.
Moving Forward
I’m excited to continue this discussion with language teachers and I value all the ideas that they bring to the conversation. The ACTFL PROFICIENCY GUIDELINES 2024 includes a section focused on proficiency and performance:
“The rating that an individual receives on a performance assessment can provide evidence of how that individual might be rated on an assessment of proficiency, but it does not specify proficiency level as such.”
Lots more to ponder. Please continue to share your thoughts on Facebook, Instagram and Twitter/X. Be sure to tag @wlclassroom.