If you are a language consultant or trainer, you need to know how to assess the language proficiency level of your clients. This will help you tailor your services to their needs, goals, and expectations. It will also help you measure their progress and provide feedback. But how can you do this effectively and reliably? Here are some tips and tools to help you.
The first step is to define the purpose of your assessment. Why do you need to assess your clients' language skills? What do you want to find out about them? How will you use the results? Depending on your answers, you may need different types of assessment, such as diagnostic, formative, summative, or placement. You may also need to focus on different aspects of language, such as speaking, listening, reading, writing, grammar, vocabulary, or pragmatics.
It’s certainly one of the most stressful situations a teacher has to go through, especially in their early career. Of course, this is utterly normal since from that point on, without even having gotten to know your new students, you have to submit them to a form of test or assessment that will then demonstrate the direction of your lessons. I would say, though, that since languages are used by humans to communicate it is important to understand how much of this information exchange a student is capable of comprehending. Therefore, no matter the purpose, I always very kindly inform the students about the procedure and then, while keeping an open mind, I assess their language level in all forms a user would be required to function.
Defining the purpose of assessing language proficiency is crucial for me. It helps tailor the assessment to whether it's for academic, professional, or personal development reasons. This clarity guides the entire assessment process.
First off, as a language specialist I have to understand the purpose of my clients from getting their language level assessed to build upon. As a matter of fact, it helps lay down an assessment as well as future teaching strategy that best fits the client's purpose. In terms of the assessment scope, the four skills related to listening; reading; writing and speaking must get a considerable portion in the assessment tool related to the client's age; field of study and/or work.
Determine why you need to assess language proficiency, such as for legal communication, understanding legal documents, or representing clients effectively.
The next step is to choose the criteria that you will use to evaluate your clients' language proficiency. You can use existing frameworks, such as the Common European Framework of Reference for Languages (CEFR) or the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. These frameworks provide descriptions of what language users can do at different levels, from beginner to advanced. You can also create your own criteria, based on your specific objectives and context.
CEFR is certainly useful although as languages are more complex than just steps on a scale, I don’t usually categorize students based on these frameworks. I do take into account their framework position following the assessment, but I try to understand where their strengths and weaknesses are so I can reinforce the material I use with what is best for their specific situation. As an example, many a student have demonstrated exceptional skills in reading while not being able to pronounce a word, while others might know words that are much beyond their actual level because they play a lot of video games.
In choosing the criteria, I focus on the core competencies: reading, writing, speaking, and listening. I also consider the relevance to the client's goals, such as business communication or academic writing skills.
Common European Framework of Reference for Languages (CEFR) or the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines will map the learner's position and give insight to their acquired skills and competencies.
Select specific language skills relevant to legal contexts, such as reading comprehension, oral communication, writing skills, and legal vocabulary.
The third step is to select the methods that you will use to collect and analyze data on your clients' language performance. You can use a variety of methods, such as tests, quizzes, interviews, surveys, portfolios, observations, or self-assessments. You can also use different formats, such as multiple choice, open-ended, or performance-based. You should choose methods that are valid, reliable, and practical for your purpose and criteria.
It is not possible to have a go to recipe in the practical part. However, I usually follow a set of steps that allow me to keep focus on what is needed from the procedure. I always hand out a questionnaire about the previous experiences with the languages, the student’s background and goals. Then I assess their receptive skills through a placement test and then I discuss with them so that I can test their overall understanding of the language. In this part, I speak a lot along with the student and that way I get to figure out more about their real time listening skills, communicative abilities, mind focus, language competence and of course, speaking abilities. In most cases, this procedure is enough to form a basic curriculum for them.
Selecting the methods involves a mix of formal tests, like standardized exams, and informal assessments, such as interviews or practical tasks. I aim for a balance that reflects real-life language use and the client's specific needs.
The fourth step is to implement the assessment in a fair and ethical way. You should inform your clients about the purpose, criteria, and methods of the assessment. You should also provide clear instructions and expectations. You should ensure that the assessment conditions are consistent and appropriate for your clients. You should also avoid any bias or discrimination that may affect the results.
Implementing the assessment means organizing and conducting the chosen methods. I ensure a comfortable environment for the client, emphasizing that this is a tool for growth, not judgment.
The fifth step is to interpret the results of the assessment in a meaningful and useful way. You should compare your clients' performance with the criteria that you have chosen. You should also consider other factors that may influence the results, such as motivation, anxiety, or background knowledge. You should use the results to identify your clients' strengths and weaknesses, as well as their potential and goals.
Interpreting the results goes beyond just scoring. I analyze which areas show strength and which need improvement, considering the client's objectives and how the results align with their goals.
The final step is to provide feedback to your clients based on the results of the assessment. You should communicate the feedback in a clear and constructive way. You should also involve your clients in the feedback process, by asking them to reflect on their performance and to set their own goals. You should use the feedback to guide your clients' learning and to improve your services.
Providing feedback is a delicate process. I focus on constructive insights, highlighting achievements while offering clear, actionable steps for areas needing improvement. It's about motivating, not discouraging.
Offer constructive feedback based on the assessment results, highlighting strengths and areas for improvement, and provide resources or support for further development.
Finally, it's important to remember that language proficiency is fluid. Encouraging ongoing learning and reassessment can help clients continue to develop their skills. Tailoring the approach to the individual's learning style and preferences is also key.