A: The student's attitude/affect

Initial advanced proficiency.

(0 - 1)

Little enthusiasm is shown. The student does not seem interested in communicating.
Lack of confidence prevents communication.
Anxiety and/or nervousness prevent communication.

Developing advanced proficiency

(1 - 2)

l        There is some commitment to achieving minimal requirements of the task.
l        Lack of confidence/motivation affects attempts to communicate.
l        Anxiety and/or nervousness make communication hard at times.

Adequate advanced proficiency

(2 - 3)

l        Positive attitude towards communication.
l        Student wants to achieve the communication goal.
l        Confidence/motivation/anxiety/nervousness do not affect communication.

Fluent advanced proficiency

(3 - 4)

l        The student brings enthusiasm and a positive attitude to the task.
l        The student encourages others through his/her enthusiasm.
l        The student will take (linguistic) chances when communicating.
l        The student is confident and motivated.

I: The student's interactions

Initial advanced proficiency.

(0 - 1)

l        Can actively and effectively participate in 30-minute formal exchanges about complex, abstract, conceptual and detailed information and ideas.
l        Can analyse, problem-solve and make decisions in a social situation.
l        Can interact to coordinate tasks with others, to advise or persuade, to reassure others and to deal with complaints in one-on-one situations.

Developing advanced proficiency.

(1 - 2)

l        Can actively participate in formal meetings, interviews or seminars about complex, abstract, conceptual and detailed topics.
l        Can lead routine meetings and manage interaction in a small familiar cooperating group. 

Adequate advanced proficiency.

(2 - 3)

l        Can contribute to extended authentic exchanges (over 60 minutes) about complex, abstract, conceptual and detailed topics, in large formal and unfamiliar groups.
l        Can lead routine meetings and manage interaction in large familiar and cooperative groups, and deliver prepared presentations.

Fluent advanced proficiency.

(3 - 4)

l        Can lead formal group discussions, meetings and workshops.
l        Can communicate to explain omplex ideas to diverse groups, to debate arguments on complex matters, to teach, negotiate and resolve conflict in a variety of situations.

F: The student's fluency

Initial advanced proficiency.

(0 - 1)

l        Learner can obtain, provide and exchange key information for important tasks (work, academic, personal) in complex routine and a few non-routine situations in some demanding contexts of language use.
l        Can make 15- to 30-minute prepared formal presentations.

Developing advanced proficiency

(1 - 2)

l        Learner can obtain, exchange and present information, ideas and opinions in complex routine and some non-routine situations in many demanding contexts of language use.
l        Can make 20- to 40-minute prepared formal presentations.
l        Can communicate to present and analyse information and ideas, to argue a point, to problem-solve and to make decisions, to advise/inform or persuade, to give complex directions and instructions, and to socialize/entertain in a formal business situation. 

Adequate advanced proficiency

(2 - 3)

l        Learner can, through oral discourse, obtain, exchange and present information, ideas and opinions for complex tasks (work, academic, personal).

l        Can satisfy many social, academic or work-related expectations for competent communication.

Fluent advanced proficiency

(3 - 4)

l         Learner can create and co-create oral discourse, formal and informal, general or technical, in own field of study or work, in a broad range of complex situations.
l        Satisfy most academic and work-related expectations for competent communication.
l        Can deliver public presentations to audiences.

D: The student's delivery

Initial advanced proficiency

(0 - 1)

l        Prepared discourse is mostly accurate in form, but may often be rigid in delivery style.
l        The student speaks after delays.
l        The voice tends to be monotone.

Developing advanced proficiency

(1 - 2)

l        Prepared discourse may lack flexibility in the style of delivery.
l        Pronunciation difficulties often impede communication.
l        Low volume and lack of intonation affect communication.

Adequate advanced proficiency

(2 - 3)

l        Good flexibility in delivery style in view of purpose and audience.

Fluent advanced proficiency

(3 - 4)

l        Little or no delay before speaking.
l        The student uses appropriate 'voice'.

R: The student's range...

Initial advanced proficiency.

(0 - 1)

l        Grammar, vocabulary or pronunciation errors very rarely impede communication.
l        Can demonstrate a range of common everyday vocabulary and a limited number of idioms. May avoid topics with unfamiliar vocabulary.

Developing advanced proficiency

(1 - 2)

l        Grammar, vocabulary or pronunciation errors very rarely impede communication.
l        Prepared discourse is almost always grammatically accurate and complex, but may lack flexibility in the structure of information, organization and style.
l        Can demonstrate a range of everyday vocabulary, some common phrases and idioms. 

Adequate advanced proficiency

(2 - 3)

l        Grammar, vocabulary or pronunciation errors do not impede communication.
l        Can demonstrate complex, accurate language form in presentations with good flexibility in the structure of information and organization.

Fluent advanced proficiency

(3 - 4)

l        Uses language that is complex, accurate and flexible in the manipulation of structure of the information in clauses to express emphasis, comment, attitude.
l        The student shows sufficient range to accomplish the task effectively and easily.