GPAL Instructor

GROUP PROJECTS ABROAD (GPA)
LANGUAGE INSTRUCTOR

CFDA NUMBER: 84.021

IFLE REPORTING SYSTEM PROPOSED
SCREENS

Paperwork Reduction Notice. According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such collection displays a valid OMB control
number. The valid OMB control number for this information collection is 1840-0759. Public reporting
burden for this collection of information is estimated to average 30 minutes per response, including
time for reviewing instructions, searching existing data sources, gathering and maintaining the data
needed, and completing and reviewing the collection of information. The obligation to respond to this
collection is required to obtain or retain benefit (The Mutual Educational and Cultural Exchange Act of
1961 (The Fulbright-Hays Act), section 102 (b)(6) [authorizes DDRA, FRA, GPA and SA].) If you have
any comments concerning the accuracy of the time estimate, suggestions for improving this individual
collection, or if you have comments or concerns regarding the status of your individual form,
application or survey, please contact Sara Starke at 202.453.7681 or at [email protected]
directly.

ATTACHMENT B: IFLE REPORTING SYSTEM PROPOSED SCREENS

Program:
GPA
Institution:
Project:
Award #:
Project Director:
World Area:

Start Date:  
End Date:
Report Due Date:

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Instructor Foreign Language Evaluation
Return to student list
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
Institutional Interim Report. Once the Project Director submits the Institutional Interim Report, 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 student has been moved to the Institutional
Final Report by the institution.
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.

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 ILR-equivalent
score:

Speaking
Proficiency)
Speaking0 0(No
(No
Proficiency)
Speaking 0+ (Memorized Proficiency)

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International and Foreign Language Education
U.S. Department of Education
Office of Postsecondary Education
1990 K Street, N.W., Washington, DC 20006-8521
Phone: (202) 502-7700