At the heart of proficiency-focused world language instruction is a commitment to helping learners communicate in real-life situations, to interact, share ideas, ask questions, and negotiate meaning with others. That’s why the Interpersonal Mode of Communication, as defined by ACTFL in the ACTFL Proficiency Guidelines – 2024, is so important. And it’s also why some might question whether interpersonal communication can truly be assessed in a computer-based format.
A common concern is that “negotiating meaning,” a hallmark of interpersonal communication, is only possible through a live, human-to-human conversation. This aligns with the essential premise of Interaction Theory (Long, 1981). From this perspective, anything less than a real-time interaction between two people limits the potential of negotiation meaning in interpersonal communication. Thankfully, many Second Language Acquisition theories go beyond this narrow context when considering the ways language users engage with form and meaning in interpersonal communication.
Did you know the AAPPL assesses interpersonal communication in a way that is both pedagogically sound and practically effective?
What Counts as Interpersonal Communication?
First, let’s be clear about what ACTFL defines as interpersonal communication. It involves active negotiation of meaning among individuals, using spoken, signed, or written language. This includes:
- Initiating and responding to questions
- Clarifying meaning
- Expressing opinions and feelings
- Responding in real-time to what someone else says
These behaviors are not exclusive to live, human-to-human interviews. They can be, and are, elicited effectively in a well-designed, computer-based assessment like the AAPPL.
How the AAPPL Evaluates Interpersonal Skills
The AAPPL’s Interpersonal Listening and Speaking (ILS) component features a virtual chat partner that engages the test taker in a natural, evolving dialogue. This isn’t a monologue or pre-scripted presentational speaking task. It’s a dynamic exchange, requiring spontaneous, unrehearsed responses to conversational prompts. The scenarios are designed to mirror real-life situations that students would actually encounter, such as talking to a classmate, making plans, asking questions, or discussing opinions.
Some of the tasks might:
- Ask for information
- Expect a test taker to respond to what is said
- Request a test taker to ask questions
This design supports the kind of meaning negotiation that the Interpersonal Mode of communication demands. And just as importantly, responses are evaluated by ACTFL-certified raters using ACTFL’s Performance Descriptors and Proficiency Guidelines, which specifically emphasize interpersonal functions (e.g., asking questions, managing misunderstandings, and reacting appropriately).
Real Interaction, Real Assessment
While it’s true that a live interview may offer more improvisational depth to a conversation, the Interpersonal Listening and Speaking section of the AAPPL offers:
- Scalability: Thousands of students can test reliably across different schools and districts.
- Reliability: Every student gets a standardized experience, avoiding potential rater bias.
- Accessibility: Schools can assess students across grade levels and programs (e.g., dual language immersion or CTE pathways) without logistical barriers.
The reality is this: interpersonal communication can absolutely be assessed via technology, and the AAPPL does it with rigor, integrity, and fidelity to ACTFL’s standards.
More Than a Test; It’s a Teaching Tool
The AAPPL doesn’t just evaluate performance toward proficiency; it also supports teaching and learning. Because students experience a real-feeling conversation with their virtual chat partner, they begin to see language as a tool for connection, not just an academic exercise. And because results are linked to ACTFL proficiency levels, educators get actionable data that help guide instruction, set goals, and recognize achievement (for example, the Seal of Biliteracy).
Final Thoughts
Sometimes educators express preference for tailored, live, and personal assessments. However, assessments also need to be valid, reliable, scalable, and fair. The AAPPL delivers all of that while authentically measuring interpersonal communication.
Online assessments don’t need to be purely human based to measure human interaction. They just need to be well designed. And that’s exactly what the AAPPL is.
Ready to start measuring interpersonal communication with the AAPPL? Contact us to get started.
