Developing Proficiency Scales for Communicative Assessment.

A discussion of language testing focuses on how proficiency scales are constructed and applied to communicative language assessment in Australian secondary schools. A variety of rating scale types are described and distinguished according to how they are constructed, what they attempt to measure, and what criteria they contain. A more detailed analysis of testing criteria provides models of proficiency in writing and listening. The process of constructing a scale is examined, with examples from the Australian Second Language Proficiency Ratings and other commonly used proficiency scales. The ways in which learner proficiency can be rated are enumerated, including analytic matching, interpretation of indirect and semi-direct test scores, checklists, non-structured observation, structured interview, criteria subscales, and self-rating. Five key areas in which proficiency scales have a role in communicative assessment are examined, including assessment of language use in carrying out communicative tasks, syllabus design, measurement of individuals' language learning progress, formative and summative assessment, and tracking. Finally, identification of appropriate scales for secondary school communicative language courses is discussed, particularly as they relate to grading. The rating scale for speech from the Queensland Senior Italian syllabus is appended. (MSE)