Is the AAPPL a performance test or a proficiency test?<\/em><\/p>\n How do I prepare my students for the AAPPL if there aren\u2019t set topics to learn? <\/em><\/p>\n The underlying motivation of these questions we often hear from educators is a desire to guide learners through a successful testing experience and to help them to demonstrate their maximum potential in the language. Knowing that proficiency is more than a set of vocabulary terms or grammar rules to know inside and out, let\u2019s start by looking at how performance and<\/em> proficiency are part of the AAPPL.<\/p>\n <\/p>\n The ACTFL Assessment of Performance toward Proficiency in Languages<\/a> (AAPPL) is sometimes mistakenly identified as a performance test, yet the AAPPL<\/strong> is an assessment that was purposefully designed with both proficiency<\/strong> and performance<\/strong> in mind. The ACTFL Performance Descriptors for Language Learners<\/a> define proficiency and performance as follows.<\/p>\n \u201cProficiency<\/strong> is the ability to use language in real world <\/strong>situations in a spontaneous<\/strong> interaction and non-rehearsed<\/strong> context and in a manner acceptable and appropriate<\/strong> to native speakers of the language. Proficiency demonstrates what a language user is able to do regardless of where, when, <\/strong>or how <\/strong>the language was acquired (p.4).\u201d<\/p>\n \u201cPerformance<\/strong> is the ability to use language that has been learned <\/strong>and practiced in an instructional setting. Coached by an instructor<\/strong>, whether in a classroom or online, or guided by instructional materials<\/strong>, performance refers to language ability that has been practiced and is within familiar contexts <\/strong>and content areas (p.4).\u201d<\/p>\n Notice how AAPPL scoring<\/a> is aligned to both the ACTFL Proficiency Guidelines-2024<\/em><\/a> and the ACTFL Performance Scale (see image below). The three links below also lead to tables that contain the full range of scores for each section of AAPPL. These comprehensive sets of score descriptions and strategies may be helpful in establishing curriculum goals and strategies.<\/p>\n \u201cAAPPL is . . . ideal for language learners who will transition from using the language in planned, rehearsed classroom settings (performance) to using it spontaneously in completely novel settings (proficiency); the AAPPL combines the two approaches to focus attention on both what students have learned to do and what they can do in new settings\u201d (https:\/\/www.actfl.org\/resources\/press-releases\/actfl-releases-topics-aappl-assessment<\/a>). \u00a0The AAPPL is intended to encourage a washback effect <\/strong>into the classroom that motivates educators to take an overall proficiency-based approach<\/strong>.<\/p>\nWhat does Performance toward Proficiency<\/em> mean?<\/strong><\/h3>\n
\n
![\"AAPPL](\"https:\/\/www.languagetesting.com\/blog\/wp-content\/uploads\/2023\/10\/aappl_chart-300x146.png\")
<\/a><\/p>\nPreparing Learners for Proficiency-based Testing <\/strong><\/h3>\n