Welcome to the proficiency rubrics page
We recommend you first understand the difference between performance and proficiency and when to use performance and proficiency rubrics, before downloading rubrics. 
ACTFL Proficiency Guidelines.  (with audio samples)

ACTFL Proficiency Chart

ODE Performance and Proficiency rubrics  (NEW!)

Language Functions PDF from Oregon

Proficiency

• to communicate meaningful information in spontaneous communications with native speakers
• does not mean perfection

Performance

• to communicate meaningful information in practiced, rehearsed, and familiar contexts
• connected to a specific curriculum

When should I use a performance or a proficiency rubric?

Performance rubrics should be used to assess students throughout the year, including when you administrate an IPA (E.g End of chapter summative test).

Proficiency rubrics should be used three times a year (SLO pre-test, mid term test, post test), at the time you administer an IPA on a non familiar topic (or a topic that has not been recently practiced).  

NOVICE
PROFICIENCY RUBRICS

NOVICE MID

NOVICE HIGH

INTERPRETIVE

INTERPERSONAL

PRESENTATIONAL

Interpretive Novice Mid

Interpersonal Novice Mid

Presentational Novice Mid

Interpretive Novice High

Interpersonal  Novice High

Presentational  Novice High

INTERMEDIATE
PROFICIENCY RUBRICS

INTERMEDIATE LOW

INTERMEDIATE MID

Interpretive

Interpersonal

Presentational

Interpretive Intermediate Low

Interpersonal Intermediate Low

Presentational Intermediate Low

Interpretive Intermediate Mid

Interpersonal Intermediate Mid

Presentational Intermediate Mid

Why are there no "Novice Low" rubrics?

Novice Low is so low, it is difficult to create a rubric that is accurate.  We suggest that teachers who have exploratory programs use the LinguaFolio Novice Low "I can" statements to show growth.

Performance vs. Proficiency, a concrete example

Mrs L. is a French teacher who just completed a chapter on Food with her French 1 class.  She decides to take her students to a local African restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks. That's performance! 

Suddenly, two African men come to the table and start interacting with her students. Their questions are not necessarily related to food. After the initial shock, Mrs L.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like French"), they have a hard time understanding the native speakers. That's proficiency!