This rubric is meant to simplifiy the range of expectation the one can get by completing the learning packages. It is also used as a milestone for the placement test that a learner can take to evaluate his language proficiency level.
| Advanced learner starts here – requires a placement test | |||||
| Volume | A | B-D | E-G | H-J | K-L |
| Level | Beginner | Elementary | Intermediate | Intermediate + | Advanced |
| Equivalent mark in placement test | 0-22 | 23-57 | 58-92 | 93-119 | 120+ |
| Speaking and phonetics | Says a few isolated words but does not form coherent sentences. | Speech mostly consists of formulaic phrases, such as greetings and politeness formulas. Listeners often have a hard time understanding what is said. | Able to ask and answer basic questions, generally introduce oneself, order a meal and make purchases. There may be pauses in speech and a heavy reliance on rewording. | Can carry on a more extended conversation on a variety of topics, although some errors are still evident in speech. Generally understood by someone who does not often interact with non-native speakers. | Well-connected speech with natural flow. Discusses a variety of topics, and when unable to express a point, circumlocution comes easily. Employs communicative strategies mirroring native-like discourse, such as appropriate pausing and pause filling, varying rates of speech and repair strategies. |
| Listening | Understands a few isolated words or highly formulaic phrases. | Understands some clearly articulated input, often consisting of cognates, politeness formulas including greetings and leave-taking, as well as basic topics associated with personal introductions. Often asks the speaker to speak more clearly or slowly. | Understands conversation in a face-to-face interaction, although the speaker must be speaking clearly. Topics of familiarity are more easily understood than those that are unfamiliar. | Gains understanding in contexts other than face to face interaction, such as from television, radio and lectures. Although not able to understand everything being said the main idea is evident from input. | Understands input with unfamiliar topics and complex discourse, such as academia or technical information. Some difficulty sustaining comprehension through extended discourse. |
| Reading | Recognizes a limited number of words, often cognates or borrowings, in a context-supportive environment. | Recognizes a fair number of words, but comprehension is very limited and recognition of words does not always lead to understanding the message or phrase. | Discerns meaning from connected text, although the linguistic structure must be fairly simple. | Discerns meaning from text with a more complex linguistic structure, although rereading the passage may be required and some meaning may be lost. | Sustains high level comprehension for long chunks of text and with complex linguistic structure. |
| Writing and grammar | Writes or copies basic necessary information such as name, nationality, etc. | Mostly consists of basic necessary information and may be able to write simple expressions and memorized phrases. | Writes simple phrases, correctly using syntax and inflectional morphology. Writing may not be well organized, but the reader is generally able to infer meaning. | Writes about more complex ideas with clear organization created with intent. | Writes about a variety of topics with minimal reliance on circumlocution. Precise when providing detail, although has difficulty defending an argument in writing. |
