1. AP FRENCH: UNPACKING THE SCORING GUIDELINES FOR INTERPERSONAL TASKS
Davara Potel, Solon High School (recently retired)
Brian Kennelly, California Polytechnic State University
ACTFL 2012

8. Reply – THE TASK

9. E-mail Reply – THE TASK GREETING CLOSING
RESPOND TO ALL QUESTIONS AND REQUESTS
ASK FOR MORE DETAILS
FORMAL REGISTER

10. BULLETS 1 AND 2 = TASK COMPLETION
Interpersonal Writing Reply 5 = STRONG performance
BULLETS 1 AND 2 = TASK COMPLETION
Maintains the exchange with a response that is clearly appropriate within the context of the task
Provides required information (e.g. responses to questions, request for details) with frequent elaboration
ACTFL 2012

11. Interpersonal Writing E-mail Reply 5 = STRONG performance
Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility
Varied and appropriate vocabulary and idiomatic language
Accuracy and variety in grammar, syntax and usage, with few errors
Mostly consistent use of register appropriate for the situation; control of cultural conventions appropriate for formal correspondence (e.g. greeting, closing), despite occasional errors
Variety of simple and compound sentences, and some complex sentences

12. Interpersonal Writing E-mail Reply 4 = GOOD performance
BULLETS 1 AND 2 = TASK COMPLETION
Maintains the exchange with a response that is generally appropriate within the context of the task
Provides required information (e.g. responses to questions, request for details) with some elaboration

13. Interpersonal Writing E-mail Reply 4 = GOOD performance
Fully understandable, with some errors which do not impede comprehensibility
Varied and generally appropriate vocabulary and idiomatic language
General control of grammar, syntax and usage
Generally consistent use of register appropriate for the situation, except for occasional shifts; basic control of cultural conventions appropriate for formal correspondence (e.g. greeting, closing)
Simple, compound and a few complex sentences

14. Interpersonal Writing E-mail Reply 3 = FAIR performance
BULLETS 1 AND 2 = TASK COMPLETION
Maintains the exchange with a response that is somewhat appropriate but basic within the context of the task
Provides required information (e.g. responses to questions, request for details)
Note: “elaboration” disappears

15. Interpersonal Writing E-mail Reply 3 = FAIR performance
Generally understandable, with errors that may impede comprehensibility
Appropriate but basic vocabulary and idiomatic language
Some control of grammar, syntax and usage
Use of register may be inappropriate for the situation with several shifts; partial control of conventions for formal correspondence (e.g. greeting, closing) although these may lack cultural appropriateness
Simple and a few compound sentences

16. Interpersonal Writing E-mail Reply 2 = WEAK performance
BULLETS 1 AND 2 = TASK COMPLETION
Partially maintains the exchange with a response that is minimally appropriate within the context of the task
Provides some required information (e.g. responses to questions, request for details)

17. Interpersonal Writing E-mail Reply 2 = WEAK performance
Partially understandable, with errors that force interpretation and cause confusion for the reader
Limited vocabulary and idiomatic language
Limited control of grammar, syntax and usage
Use of register is generally inappropriate for the situation; includes some conventions for formal correspondence (e.g. greeting, closing), with inaccuracies
Simple sentences and phrases

18. Interpersonal Writing E-mail Reply 1 = POOR performance
BULLETS 1 AND 2 = TASK COMPLETION
Unsuccessfully attempts to maintain the exchange by providing a response that is inappropriate within the context of the task
Provides little required information (e.g. responses to questions, request for details)

19. Interpersonal Writing E-mail Reply 1 = POOR performance
Barely understandable, with frequent or significant errors that impede comprehensibility
Very few vocabulary resources
Limited or no control of grammar, syntax and usage
Minimal or no attention to register; includes significantly inaccurate or no conventions for formal correspondence (e.g. greeting, closing)
Very simple sentences or fragments

20. Interpersonal Writing E-mail Reply 0 = UNACCEPTABLE performance
Mere restatement of language from the stimulus
Completely irrelevant to the stimulus
“I don’t know,” “I don’t understand” or
equivalent in any language
Not in the language of the exam

21. Interpersonal Writing E-mail Reply THE PROMPT

22. I

26. Conversation – THE TASK

27. Conversation – THE TASK

28. Conversation – THE TASK
Participate in a conversation
Speak FIVE times
Respond as fully / appropriately as possible
Use language functions: réagissez, demandez, posez une question, donnez un avis, proposez une solution, dites au revoir, etc.
Use an informal register

30. Interpersonal Speaking - Conversation
ONE TASK
WITH FIVE PIECES
ONE GRADE FOR
THE TASK AS A WHOLE
ACTFL 2012

31. Interpersonal Speaking – Conversation 5 = STRONG performance
BULLETS 1 AND 2 = TASK COMPLETION
Maintains the exchange with a series of responses that is clearly appropriate within the context of the task
Provides required information (e.g. responses to questions, statement and support of opinion) with frequent elaboration

32. Interpersonal Speaking – Conversation 5 = STRONG performance
Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility
Varied and appropriate vocabulary and idiomatic language
Accuracy and variety in grammar, syntax and usage, with few errors
Mostly consistent use of register appropriate for the conversation
Pronunciation, intonation and pacing make the response comprehensible; errors do not impede comprehensibility
Clarification or self-correction (if present) improves comprehensibility

33. Interpersonal Speaking – Conversation 4 = GOOD performance
BULLETS 1 AND 2 = TASK COMPLETION
Maintains the exchange with a series of responses that is generally appropriate within the context of the task
Provides required information (e.g. responses to questions, statement and support of opinion) with some elaboration

34. Interpersonal Speaking – Conversation 4 = GOOD performance
Fully understandable, with some errors which do not impede comprehensibility
Varied and generally appropriate vocabulary and idiomatic language
General control of grammar, syntax and usage
Generally consistent use of register appropriate for the conversation, except for occasional shifts
Pronunciation, intonation and pacing make the response mostly comprehensible; errors do not impede comprehensibility
Clarification or self-correction (if present) usually improves comprehensibility

35. Interpersonal Speaking – Conversation 3 = FAIR performance
BULLETS 1 AND 2 = TASK COMPLETION
Maintains the exchange with a series of responses that is somewhat appropriate within the context of the task
Provides required information (e.g. responses to questions, statement and support of opinion)
Note: “elaboration” disappears

36. Interpersonal Speaking – Conversation 3 = FAIR performance
Generally understandable, with errors that may impede comprehensibility
Appropriate but basic vocabulary and idiomatic language
Some control of grammar, syntax and usage
Use of register may be inappropriate for the conversation, with several shifts
Pronunciation, intonation and pacing make the response generally comprehensible; errors occasionally impede comprehensibility
Clarification or self-correction (if present) sometimes improves comprehensibility
ACTFL 2012

37. Interpersonal Speaking – Conversation 2 = WEAK performance
BULLETS 1 AND 2 = TASK COMPLETION
Partially maintains the exchange with a series of responses that is minimally appropriate within the context of the task
Provides some required information (e.g. responses to questions, statement and support of opinion)

38. Interpersonal Speaking – Conversation 2 = WEAK performance
Partially understandable, with errors that force interpretation and cause confusion for the listener
Limited vocabulary and idiomatic language
Limited control of grammar, syntax and usage
Use of register is generally inappropriate for the conversation
Pronunciation, intonation and pacing make the response difficult to comprehend at times; errors impede comprehensibility
Clarification or self-correction (if present) usually does not improve comprehensibility
ACTFL 2012

39. Interpersonal Speaking Conversation 1 = POOR performance
BULLETS 1 AND 2 = TASK COMPLETION
Unsuccessfully attempts to maintain the exchange by providing a series of responses that is inappropriate within the context of the task
Provides little required information (e.g. responses to questions, statement and support of opinion)

40. Interpersonal Speaking Conversation 1 = POOR performance
Barely understandable, with frequent or significant errors that impede comprehensibility
Very few vocabulary resources
Limited or no control of grammar, syntax and usage
Minimal or no attention to register
Pronunciation, intonation and pacing make the response difficult to comprehend; errors impede comprehensibility
Clarification or self-correction (if present) does not improve comprehensibility

41. Interpersonal Speaking Conversation 0 = UNACCEPTABLE performance
Mere restatement of language from the prompts
Clearly does not respond to the prompts
“I don’t know,” “I don’t understand” or
equivalent in any language
Not in the language of the exam.

42. THE TASK

43. Interpersonal Speaking Conversation Student Sample #1
ACTFL 2012

44. Interpersonal Speaking Conversation Student Sample #2
ACTFL 2012

45. Interpersonal Speaking Conversation Student Sample #3
ACTFL 2012

46. Contact Information
Davara Potel
Brian Kennelly
ACTFL 2012