Continuous Improvement


Illinois: State Board of Education website resources related to Foreign Language Assessment include descriptors and classroom assessments as resources to help teachers determine local performance expectations for the Illinois Learning Standards at each grade level and rated Samples of student work. Sample Foreign Language Classroom Assessments aligned to the Illinois Learning Standards include rating scales and rubrics. A Teacher's Guide for Classroom assessments for the Illinois Learning Standards provides useful information on developing classroom-based assessments.

New Jersey: Foreign Language Educators of New Jersey (FLENJ) Consortium for Assessing Performance Standards features rubrics that were created by the CAPS project. The rubrics are based on the ACTFL Performance Guidelines for K-12 Learners. The criteria listed in each rubric come directly from the Guidelines and include novice, intermediate and pre-advanced rubrics for interpersonal, interpretive, and presentational speaking and writing tasks.

Ohio: Ohio Model Foreign Language Assessment Project ( The model assessments contain practical applications of the teaching guidelines and philosophies set forth in the National Standards for Foreign Language Learning, ACTFL's Performance Guidelines for K-12 Learners, Ohio's Model Competency-Based Program, and the Joint Council's (Board of Regents/State Board of Education) Common Expectations for Ohio's High School Graduates.

Virginia: Fairfax County Public Schools: Performance Assessment for Language Students > Rubrics is an excellent resource featuring generic analytic and holistic scales for the interpersonal and presentational modes. The site features analytic and holistic rubrics for higher level interactive tasks.  Rubrics for writing tasks for fluent Spanish speakers are also included. Explanation of rubrics and rater training information accompanies the scales.

Books and Articles

Ainsworth, L. &  Christinson, J. (1998). Student generated rubrics: An assessment model to help all students succeed. Assessment Bookshelf Series. Orangeburg, NY: Dale Seymour Publications.

Arter, J. & Chappuis, J. (2006). Creating and recognizing quality rubrics. Portland, Oregon: Educational Testing Service.

Arter, J. & McTighe, J. (2001).  Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press.

Blaz, D. (2001). A collection of performance tasks and rubics: Foreign languages. Larchmont, NY: Eye on Education.

Mertler, C. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25).

Moskal, B. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research & Evaluation, 8(14).

Moskal, B. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation, 7(3).

Moskal, B. and J. Leydens. (2000). Scoring rubric development: Validity and reliability. Practical Assessment, Research & Evaluation, 7(10).

Stevens, D., and Levi, A.J. (2005). Introduction to rubrics. Sterling, VA: Stylus Publishing.



CARLA Mailing List Signup Contact CARLA CARLA Events Donate to CARLA CARLA on Facebook CARLA on YouTube Twitter
Center for Advanced Research on Language Acquisition (CARLA) • 140 University International Center • 331 - 17th Ave SE • Minneapolis, MN 55414