ACTFL Conducts Key Study on Listening & Reading

ACTFL is currently is undertaking an important study to determine the listening and reading proficiency levels that may be attained after several years of college language study. With the 2012 revision of the ACTFL Proficiency Guidelines and the development of ACTFL Listening and Reading Proficiency Tests (LPTs and RPTs) in a number of languages, measurement of listening and reading proficiency levels of U.S. college students has now become possible. Approximately 20 colleges have participated in the study so far, from large state universities, private universities, and colleges to regional universities and colleges. Close to 4,000 tests have been administered in both modalities.
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LTI Unveils New Website

Earlier this year LTI unveiled its newly re-designed website aimed to better serve the thousands of individuals and clients, in more than 40 countries who rely on ACTFL-developed and rated tests.

“The site has been completely revamped to better communicate and illustrate the valuable information our clients, proctors, and test candidates rely on”, says CEO, Robert Katz. “Since the beginning, our goal was to become the leader in language testing and our strong partnership with ACTFL, as their exclusive licensee, has certainly made that possible”. The website will cater to those who most frequent the site while offering value to even the casual visitor seeking language testing information. The new site categorizes separate industries that are services by LTI for corporate visitors and allows current clients and test candidates access to a customized sign in web portal to easily access tests and set up testing programs.
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Using Real-World Tasks to Assess Student Performance

Aimee Mack came to a quick realization last spring as she and colleagues pored over Connecticut’s new teacher evaluation system: Their jobs would depend on being able to share evidence of their language learners’ growth with the entire school community. “We knew that as a department we were going to be looking at data as part of our evaluation,” says Mack, a French teacher and world languages team leader at Brookfield High School. “That made me wonder: Does a standardized test for world languages exist?” She soon heard about something that seemed to fit the bill: the ACTFL Assessment of Performance toward Proficiency in Languages. Called AAPPL Measure or simply AAPPL, the online, performance-based test assesses students in the Interpersonal, Interpretive and Presentational modes of communication, with tasks that require learners to listen, read, speak, and write about topics commonly explored in language classrooms. Each task—whether typing out an e-mail message, video chatting with a recorded native speaker, or making selections based on an understanding of something heard, read, or viewed—occurs in the context of a Standards based classroom. Students can take one or all portions of the test; they then receive reports that classify their demonstrated level of performance and offer detailed suggestions for moving up. (Sample tests in Arabic, Chinese, French, German, Spanish, and Russian can be found at More language are being added, including English.) AAPPL’s availability comes as states grapple with two interrelated, high-stakes challenges:

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