Avant STAMP 4S Benchmarks & Rubric Guide
Reading and Listening Benchmarks
The graph on the next page outlines the subjects that are related to the Benchmark levels used for Reading and Listening exam items. It is
Remember that it is not the sole way to determine the grade for STAMP 4S test questions. An individual who has just started taking tests is likely to be aware of
It is important to note that the subject is not the only factor to determine the STAMP exam level. Test takers at the beginning level might have learned words and basic vocabulary regarding subjects that are covered at the Intermediate or Advanced levels.
Test questions can also contain elements from multiple subjects. For example, a Novice level question about Calendar/Time might reference Holidays/Celebrations. The subjects can be used as a reference to teach, but aren’t the complete sequence.
Writing and Speaking Sections
The Writing and Speaking responses are scored with the help of Avant Certified raters.
The evaluation of Avant’s Avant Writing, as well as Speaking responses, is performed using the three-step process of rating as well as a Stamp Scoring Rubric for all Writing and Speaking responses.
STEP 1 – Overall evaluation of the response to assess for ratability
Avant raters will first determine whether the answer is appropriate and appropriate for the question. If the answer is not in line with the prompt and contains profanity, includes any menacing or frightening language, or is not in the target language the response will be deemed to be not responsive and given a zero-rating.
If the test-taker had technical difficulties or was unable to configure the keyboard to support character-based languages and received an “NR” score for the response. Please look up Avant’s Retake of Test Policy and reset policy for further details.
STEP 2 – Evaluation of each ratable response
Avant raters evaluate each ratable response to determine a Benchmark Level based upon the Text-Type characteristics (Novice-Low through Advanced-Mid), along with an indication of the Language Control (accuracy/comprehensibility) with a possible score of High, Average, or Low.
STEP 3 – Posting scores for each response
The system then reports scores for each of the three answers that are used to calculate the final score of the ability.
Note that 20% of test-taker scores are assessed with a third rater, to aid in tracking the reliability and accuracy of raters.
A similar rubric can be utilized for every Speaking or Writing answer. Individual responses are added to the Avant Rating system once all three prompts have been answered by the test participant.
The time frame for turnaround is determined by the date of the last completed response. It is expected to take a turnaround time between 7 and 10 days for the majority of languages. There is a 10-to-12-day turnaround time for less examined languages.
STAMP Scoring Rubric
The STAMP Scoring Rubric provides in-depth the requirements placed on test takers’ performance they can achieve at any level.
Test takers hoping to reach a particular level must be aware of the nature of work that they have to complete to meet the demands of the level of proficiency.
|LEVEL||TEXT TYPE||LANGUAGE CONTROL|
(STAMP Level 1)
Shows ability to produce individual words that could be related to the prompt.
|The use of isolated words that deal with the prompt/task, shows an inability to connect words in order to create meaning.||Limited vocabulary which deals with the prompt or situation.||Errors in spelling, word order, word choice, and usage limit communication. Language produced can only be understood by the reader/listener with great effort by someone accustomed to a language learner|
(STAMP Level 2)
Shows ability to create simple meaning by grammatically connecting words. Specifically, some basic subjects and verbs or verbs and objects, but maybe inconsistent at doing this.
|Single, isolated connections to verbs. May be inconsistent at connecting words grammatically or have errors throughout. However, the errors must not prevent understanding of what is being said.||Typically limited in their vocabulary to Novice level topics that they experience in everyday life or that they have recently learned.||Errors in grammar, word order, and word choice are prevalent and limit communication. Language produced is understood with difficulty by someone accustomed to a language learner.|
(STAMP Level 3)
Shows ability to create simple sentences with very basic grammatical control.
|Shows the ability to use very simple structures and functions of the language that have just been learned or studied. Extensive use of formulaic sentences, phrases, and memorized sayings.||Generally, sentences that are created use basic vocabulary words with limited ability to elaborate.||Errors in grammar, usage, word order and word choice sometimes limit communication. Language produced is mostly understood by someone accustomed to a language learner with some effort.|
|LEVEL||TEXT TYPE||LANGUAGE CONTROL|
(STAMP Level 4)
|Strings of Sentences
Shows ability to create simple sentences with some added detail. Simple sentences with different forms of added detail are generally produced with no connections or links to each other.
|Shows the ability to produce simple sentences that are enhanced by the use of prepositional phrases, adverbs, etc. Independent sentences (ideas) can be moved around without affecting the overall meaning of the response.||Vocabulary is beginning to expand beyond the most frequent words and the ability to elaborate is more evident in the language produced. Drawn from daily life.||Errors in usage, grammar, word order, and word choice continue to be common, but generally do not hinder communication. Language produced is understood by someone accustomed to a language learner with little effort.|
(STAMP Level 5)
Shows ability to create enough language to address a majority of the prompt or situation, showing groupings of ideas. Thoughts are loosely connected and generally cannot be moved around without affecting the meaning.
|Demonstrates the ability to create enough language that shows the beginning of connectedness. Able to create several sentences with complexity and may use some transition words. Connectedness begins to emerge as they create ‘groupings of sentences.’ Learners begin to transfer previously learned skills and language to new structures/functions.||Vocabulary use is expanding, and language used is more than just the usual, high frequency, or most commonly used vocabulary. May begin to use circumlocution haltingly due to limited vocabulary.||Shows ability to use more than just simple present tense, however, errors occur when trying to use other tenses. New skills, such as creating more complex sentence structures or using other tenses, will generate some errors. Language produced is easily understood by someone accustomed to a language learner.|
(STAMP Level 6)
Shows ability to create a language with a more natural flow. The increased number of complex structures are well constructed. Sentences and ideas are connected with multiple, varied connectors, transitions, and other linking strategies.
|Shows the ability to use different time frames and just beginning to develop the ability to switch most time frames (present, past, and future) with increased accuracy. The complexity and variety of sentence types and structures are increasing, helping move response to a more natural and smooth flow.||The use of transition words and concepts with more ease is evident in language production. Circumlocution is used more effectively. The ability to create new language on less common topics is evident.||At this level, good control of the language and confidence are evident with an increasing range of topics. There are still occasional errors in language production, but errors do not hinder the ability to communicate. Language produced is generally understood by someone accustomed and those unaccustomed to a language learner.|
|LEVEL||TEXT TYPE||LANGUAGE CONTROL|
(STAMP Level 7)
Shows ability to address each aspect of the response with Complex structures, which demonstrate an increasing ability to produce a greater depth of meaning with language that effectively and more thoroughly addresses each aspect of the prompt. Able to create a paragraph-length description with a natural flow.
|Shows the ability to create a smooth and natural flow by using a variety of added details, complex grammar, and descriptive language. Shows ability to switch time frames naturally with a high degree of accuracy. The ability to use a wide variety of sentence structures, patterns, and tenses is evident in communications.||Use of advanced vocabulary (less frequent and specialized), advanced structures, and/or terms evident. Able to address a wide variety of ‘less common topics. Advanced language is used within the response, which helps demonstrate an increased ability to more effectively demonstrate their language skills.||The majority of language is error-free, creating a smooth and natural flow. However, there may still be occasional errors, but without pattern or causing any breakdown in communication. Language produced is easily understood by those unaccustomed to language learners. Use of correct orthography (elements of writing such as spelling, grammar, punctuation, accents, tonal markers, umlauts, etc.) increases in importance – especially if the desire is to reach Advanced levels. Correct orthography is expected to meet basic WORK and/or academic writing needs at the Advanced level.|
(STAMP Level 8)
|Extended Paragraph and Language
Shows ability to confidently address each aspect of the prompt with clear organization and a native-like flow. Able to incorporate a significant number of complexities with a higher degree of accuracy throughout, giving that depth of meaning expected at Advanced Mid. Shows skill with creating a response that is interwoven with lexical and syntactic density, which one might expect to see at the Advanced level. Increasing ability to extend discourse beyond immediate experience to better address the prompt.
|Shows the ability to create a sophisticated language with in-depth description and narration interweaved throughout. Syntactic density is evident as well. The ability to switch time frames is natural and generally without error. Complex structures and grammar are used to create linguistic diversity in the language.||Effective use of concise language across a wide variety of topics is evident. Vocabulary helps create Advanced language throughout the response, demonstrating a deeper cultural understanding, and adding more clarity and depth of meaning.||Language is almost entirely error-free, creating a smooth and natural flow. Any errors in the language are not easily identified and do not occur in any patterned way. Language produced is native-speaker-like and understood by those unaccustomed to language learners. Uses correct orthography throughout the response. Correct orthography is expected to meet basic WORK and/or academic writing needs at the Advanced level.|
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How do I study for the Avant test?
How long is the event stamp 4S test?
Speaking: 20-25 minutes. WHAT IS COMPUTER ADAPTIVE TESTING? Avant STAMP 4S is computer-adaptive which means that the degree of difficulty students are confronted with is based on the correctness of the answers they’ve logged to date in the assessment.
How many questions are on the Avant test?
Each test-taker will take an individual path as they take the exam. There will be about 30 questions within each section. The Reading section will take an average of 40 minutes to finish and the Listening section is averaging 45 minutes.
What is an example of a rubric?
” For instance, a rubric for an essay might inform students that their essay will be evaluated on its goals, organization, the details as well as voice and mechanics. A great rubric will also outline the quality levels in each of the categories.
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