IFLE - International Resource Information System (IRIS)

https://iris.ed.gov/irisomb/instructor/InstructorEval_Ques.cfm?uKey=238414&lkey=100602[6/20/2014 2:36:48 PM]

Program: DDRA

Institution:

Project:

Award #:

Project Director: 

World Area:

Start Date: 

End Date:

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Instructor Foreign Language Evaluation

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Rate the student's skills in Abkhaz.

Student: - -

Pre-fellowship Evaluation

The pre-fellowship evaluation becomes available to the instructor as soon as the Project Director assigns student(s) to the

instructor.

The instructor completes the pre-fellowship evaluation for the student(s) and clicks “Save”. Instructors are advised to

review their evaluation(s) for accuracy before clicking “Save”.

Instructors may edit a pre-fellowship evaluation in the “Saved” status only if the Project Director has not submitted the

Grant Activation Request (GAR). Once the Project Director submits the GAR, the pre-fellowship evaluation become locked.

Any pre-fellowship evaluation that was previously completed and saved will remain locked during the Final reporting

period. If the instructor needs to notate any change to a student’s pre-fellowship evaluation, the change can be described

in the “Comments” box at the time the instructor administers the student’s post-fellowship evaluation.

Post-fellowship Evaluation

The post-fellowship evaluation becomes available to instructors as soon as the Project Director notifies the instructor.

Fellows cannot submit their individual final reports until the post-fellowship evaluations have been submitted by the

instructor.

The instructor completes the post-fellowship evaluation for the student(s) and clicks “Save”. Instructors are advised to

review their evaluation(s) for accuracy before clicking “Save”.

Instructors may edit a post-fellowship evaluation in the “Saved” status only if the Project Director has not submitted the

Institutional Final Report. Once the Project Director submits the Institutional Final Report, the post-fellowship evaluation

becomes locked.

Pre

Fellowship

Yes | No

Post

Fellowship

Yes | No Speaking

The student can tell/ask someone how to get from here to a nearby hotel, restaurant, or post office.

The student can order a simple meal.

The student can arrange for a hotel room or taxi ride.

The student can buy a needed item such as bus or train ticket, groceries, or clothing.

The student can ask and answer simple questions about date and place of birth, nationality, marital

status, occupation, etc.

The student can make social introductions and use greeting and leave-taking expressions.

The student can handle conversations about familiar topics in an organized way.

The student can produce speech with some organization on familiar topics that extend beyond his or her

daily routine.

The student can describe his or her present or most recent job or activity in some detail.
IFLE - International Resource Information System (IRIS)

https://iris.ed.gov/irisomb/instructor/InstructorEval_Ques.cfm?uKey=238414&lkey=100602[6/20/2014 2:36:48 PM]

The student can give detailed information about his or her family, house, and community.

The student can interview an employee, or arrange for special services (taking care of details such as

salary, qualifications, hours, specific duties).

The student can give a brief autobiography including immediate plans and hopes.

You feel confident that when the student talks with native speakers on topics such as those mentioned

above, they understand the student most of the time.

The student can take and give simple messages over the telephone, or leave a message on voice mail.

The student can describe in detail a person or place that is very familiar to him or her.

The student can report the facts of what he or she has seen recently on television news or read in the

newspaper.

The student can talk about a trip or some other everyday event that happened in the recent past or that

will happen soon.

You feel that the student has a professional command, rather than just a practical one, of the language.

There are few grammatical features of the language that the student tries to avoid.

You rarely find that the student is unable to finish a sentence because of linguistic limitations (grammar

or vocabulary).

The student finds it easy to follow and contribute to a conversation among native speakers.

The student can speak to a group of educated native speakers on a professional subject and is sure in

communicating what the student wants to, without obviously irritating the group linguistically.

The student can, on a social occasion, defend personal opinions about social and cultural topics.

The student can cope with difficult situations such as broken-down plumbing, an undeserved traffic

ticket, or a serious social or diplomatic blunder made by a colleague or him/herself.

The student can use the language to speculate at length about abstract topics such as how some

change in history or the course of human events would have affected his or her life or civilization.

In professional discussions, the student's vocabulary is extensive and precise enough to convey an

exact meaning.

The student is able to adjust his or her speech to suit his or her audience, whether he or she is talking

to university professors, close friends, employees, or others.

The student can prepare and give a lecture at a professional meeting about his or her area of

specialization and debate complex aspects with others.

The student naturally integrates appropriate cultural and historical references in his or her speech.

The student can eloquently represent a point of view other than his or her own.

The student can lead the direction of the discussion (friendly, controversial, collaborative).

The student's language proficiency is functionally equivalent to that of a highly articulate well-educated

native speaker and reflects the cultural standards of a country where the language is natively spoken.

The student can use the language with complete flexibility and intuition, so that speech on all levels is

fully accepted by well-educated native speakers in all of its features, including breadth of vocabulary

and idiom, colloquialisms, and pertinent cultural references.

The student's pronunciation is typically consistent with that of well-educated, highly articulate native

speakers of a standard dialect.

The student's vocabulary is extensive and precise, allowing the student to consistently convey complex

ideas and details.

Comments: (limit 1,500 characters and spaces)

Please approximate

this students ILRequivalent score:

Speaking 0 (No Proficiency)

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International and Foreign Language Education

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IFLE - International Resource Information System (IRIS)

https://iris.ed.gov/irisomb/instructor/InstructorEval_Ques.cfm?uKey=238414&lkey=100602[6/20/2014 2:36:48 PM]

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