STAMP Scoring Rubric

STAMP Scoring Rubric outlines in detail what expectations are placed upon the test takers for performance at any given level. Test takers receive a score
(Benchmark Level) for each section of the test. Benchmark Levels are grouped by major levels (Novice, Intermediate and Advanced). Within each major level are
three sub-levels (low, mid, high) that are aligned to the ACTFL Proficiency Guidelines. Please refer to STAMP Benchmarks & Rubric Guide
(https://avantassessment.com/guides/benchmark-rubric/stamp) for more information.

LANGUAGE CONTROL
LEVEL TEXT TYPE
Functions/Complexity Vocabulary Accuracy/Comprehensibility

Words Use of isolated words that deal Limited vocabulary Errors in spelling, word order,
Shows ability to produce individual words with the prompt/task, shows which deals with the word choice and usage limit
that could be related to the prompt. inability to connect words in prompt or situation. communication. Language
Novice-Low
order to create meaning. produced can only be
(STAMP Level 1)
understood by the reader
/listener with great effort by
someone accustomed to a
language learner.

Phrases
Shows ability to create simple meaning
by grammatically connecting words.
Novice-Mid
Specifically, some basic subjects and
(STAMP Level 2)
verbs or verbs and objects, but may be
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 Errors in grammar, word order
vocabulary to Novice and word choice are prevalent
level topics that they and limit communication.
experience in every-day Language produced is
life or that they have understood with difficulty by
recently learned. someone accustomed to a
language learner.

Simple Sentences Shows the ability to use very
Shows ability to create simple sentences simple structures and functions
with very basic grammatical control. of the language that have just
Novice-High been learned or studied.
(STAMP Level 3) Extensive use of formulaic
sentences, phrases and
memorized sayings.
Generally, sentences Errors in grammar, usage, word
that are created use order, and word choice
basic vocabulary words sometimes limit
with limited ability to communication. Language
elaborate. produced is mostly understood
by someone accustomed to a
language learner with some
effort.

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LEVEL TEXT TYPE
Strings of Sentences
Shows ability to create simple sentences
with some added detail. Simple
Intermediate-Low
sentences with different forms of added
(STAMP Level 4)
detail are generally produced with no
connections or links to each other.
Connected Sentences
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
Intermediate-Mid without affecting meaning.
(STAMP Level 5)
Pre-Paragraph Language
Shows ability to create language with a
more natural flow. The increased number
of complex structures are well
constructed. Sentences and ideas are
connected with multiple, varied
Intermediate-High
connectors, transitions and other linking
(STAMP Level 6)
strategies.
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Functions/Complexity
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.
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.
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. Complexity and variety
of sentence types and structures
is increasing, helping move
response to a more natural and
smooth flow.
LANGUAGE CONTROL
Vocabulary Accuracy/Comprehensibility
Vocabulary is beginning Errors in usage, grammar, word
to expand beyond the order, and word choice continue
most frequent words to be common, but generally do
and the ability to not hinder communication.
elaborate is more Language produced is
evident in the language understood by someone
produced. Drawn from accustomed to a language
daily life. learner with little effort.
Vocabulary use is Shows ability to use more than
expanding, and just simple present tense,
language used is more however errors occur when
than just the usual, high trying to use other tenses. New
frequency or most skills, such as creating more
commonly used complex sentence structures or
vocabulary. May begin using other tenses, will
to use circumlocution generate some errors.
haltingly due to limited Language produced is easily
vocabulary. understood by someone
accustomed to a language
learner.
Use of transition words At this level, good control of the
and concepts with more language and confidence is
ease is evident in evident with an increasing
language production. range of topics. There are still
Circumlocution is used occasional errors in language
more effectively. Ability production, but errors do not
to create new language hinder ability to communicate.
on less common topics Language produced is generally
is evident understood by someone
accustomed and those
unaccustomed to a language
learner.
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LEVEL TEXT TYPE
Paragraph/Advanced Language
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
Advanced-Low natural flow.
(STAMP Level 7)
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 higher degree of
accuracy throughout, giving that depth of
Advanced-Mid
meaning expected at Advanced Mid.
(STAMP Level 8)
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.
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Functions/Complexity
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. Ability to use a wide
variety of sentence structures,
patterns and tenses is evident in
communications.
Shows the ability to create
sophisticated language with
in-depth description and
narration interwoven throughout.
Syntactic density is evident as
well. Ability to switch time
frames is natural and generally
without error. Complex
structures and grammar are used
to create linguistic diversity in
the language.
Updated March 2024
LANGUAGE CONTROL
Vocabulary Accuracy/Comprehensibility
Use of advanced Majority of language is
vocabulary (less error-free, creating a smooth
frequent and and natural flow. However, there
specialized), advanced may still be occasional errors,
structures and/or terms but without pattern or causing
evident. Able to address any breakdown in
a wide variety of ‘less communication. Language
common’ topics. produced is easily understood
Advanced language is by those unaccustomed to
used within the language learners. Use of
response, which helps correct orthography (elements
demonstrate an of writing such as spelling,
increased ability to more grammar, punctuation, accents,
effectively demonstrate tonal markers, umlauts etc.)
their language skills. 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.
Effective use of concise Language is almost entirely
language across a wide error free, creating a smooth
variety of topics is and natural flow. Any errors in
evident. Vocabulary the language are not easily
helps create Advanced identified and do not occur in
language throughout the any patterned way. Language
response, produced is native-speaker-like
demonstrating a deeper and understood by those
cultural understanding, unaccustomed to language
adding more clarity and learners. Uses correct
depth of meaning. 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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