Empirical Validation of Listening Proficiency Guidelines

Because listening has received little attention and the validation of ability scales describing multidimensional skills is always challenging, this study applied a multistage, criterion‐referenced approach that used a framework of aligned audio passages and listening tasks to explore the validity of the ACTFL and related listening proficiency guidelines. Rasch measurement and statistical analyses of data generated in seven separate language studies resulted in significant differences in listening difficulty between the proficiency levels tested and confirmed the validity of the ACTFL proficiency assessment for listening

Active listening · Cognitive psychology · Developmental psychology · Language proficiency · Mathematics education · Rasch model · Communication · EFL/ESL Teaching and Learning · Hearing Impairment and Communication · Psychology · Reading and Literacy Development

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• Proficiency‐based placement

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  Open Access•Ray Clifford•Foreign Language Annals•2016

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• Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level

  Open Access•Elizabeth B Bernhardt, Elizabeth Bernhardt et al.•Foreign Language Annals•2015

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• Multistage Complexity in Language Proficiency Assessment

  Open Access•Richard M Luecht•Foreign Language Annals•2003

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• Empirical Validation of Reading Proficiency Guidelines

  Open Access•Ray Clifford, Troy L Cox•Foreign Language Annals•2013

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