Oral Proficiency Assessment: Current Approaches and Applications for Post‐Secondary Foreign Language Programs

Abstract

AbstractChanges to oral proficiency instruction and assessment in post‐secondary foreign language programs grew out of the proficiency movement of the 1970s and 1980s. The Oral Proficiency Interview (OPI) became the major approach to oral proficiency assessment in the United States. Initially developed for government use, the OPI was originally rated according to the Interagency Language Roundtable Guidelines. Over time, the ACTFL Proficiency Guidelines‐Speaking were developed for use with the OPI in academic settings, particularly at the post‐secondary level. In this paper, we discuss the strengths and limitations of the OPI and identify current controversies related to its use at the post‐secondary level. In addition, we explore new approaches to oral proficiency assessment, including computer‐mediated oral proficiency testing. We also examine the expected proficiency outcomes for foreign language students at different levels, an area that has been little researched. Finally, we recommend ways to increase the formal use of oral proficiency assessment and establish and publicize realistic expectations of outcomes for programs, instructors and students.