It is an assessment of the interpretive communication mode as described in the World-Readiness Standards for Learning Languages. RPT measures how well a person spontaneously understands written language as described in the ACTFL or ILR rating scales without access to dictionaries, reference grammars, or other language resources.

The RPT assesses general language proficiency, not what is learned in a specific program, class, school, or university. It is not tied to a particular teaching method or curriculum. Rather than assessing what a person “knows” about the language, the RPT is an assessment of how well a person can understand the written language.

Reasons to Use RPT

Official ACTFL RPT ratings can be used for a variety of purposes in academic, commercial, and government communities. In academia, reading proficiency ratings can be used for admissions, placement into language programs, general assessments, or exit/ graduation requirements. In business and government communities, RPT ratings can be used for certification, hiring, and promotion in multi-lingual positions. Upon completion of an official ACTFL LPT, digital badges, indicating the proficiency range achieved, are also available through Credly.

➡ Languages

Languages

Official ACTFL Reading Proficiency Tests are currently available in the following languages: Arabic, Chinese (Mandarin), English, French, German, Indonesian, Italian, Japanese, Korean, Portuguese, Russian, and Spanish.

Format

The RPT is developed in partnership with the Institute for Test Research and Test Development (ITT). The test presents between 10 to 25 reading texts written in the target language being assessed. Reading texts vary in genre, content, length, and complexity depending on the level being assessed. Each text is followed by three multiple choice questions, written in the target language. A demo test is available online. Sample reading texts with rationales for their proficiency levels are available in the RPT Familiarization Guide, and are available in the online ACTFL Proficiency Guidelines - Reading in the following languages: Arabic, Chinese (simplified), English, French, German, Indonesian, Italian, Japanese, Korean, Portuguese, Russian, and Spanish.

Proficiency Ranges

The ACTFL RPT assesses Interpretive Reading in the target language across the full range of ACTFL Proficiency levels, from Novice to Superior on eight different test forms. A description of the different test forms and their administration time is below.

The average administration time for two-level forms is 50 minutes.
- Form A can provide a rating within the proficiency range of Novice Low to Intermediate Mid (NL – IM).
- Form B can provide a rating within the proficiency range of Novice High to Advanced Low (NH – AL).
- Form C can provide a rating within the proficiency range of Intermediate Mid to Advanced Mid (IM – AM).
- Form D can provide a rating within the proficiency range of Intermediate High to Superior (IH – S).
The average administration time for three-level forms is 75 minutes.
- Form E can provide a rating within the proficiency range of Novice Low to Advanced Low (NL – AL).
- Form F can provide a rating within the proficiency range of Intermediate Mid to Superior (IM – S).
The average administration time for a full form is approximately 75 minutes (computer-adaptive) to 125 minutes (non-computer-adaptive form).
- Form G (computer adaptive) can provide a rating within the proficiency range of Novice Low to Superior (NL – S). This test is designed to offer tasks at higher or lower levels depending on the candidate’s responses.
- Form H can provide a rating within the full-range of the proficiency scale, Novice Low to Superior (NL – S).

Refer to the RPT Familiarization Guide for detailed information about proficiency levels assessed in each form.

Other Rating Scales

In addition to the ACTFL Proficiency Rating Scale, a reading proficiency rating can also take place using the Interagency Language Roundtable (ILR) and the Common European Framework of Reference (CEFR).

Assessment Criteria

Interpretive Reading is based largely on the amount of information listeners can retrieve from a text as well as the inferences and connections they can make within and across texts and within different contexts. The ACTFL RPT assesses how well readers comprehend written texts and the reading tasks associated with the different types of texts in a variety of contexts, regardless of where, when, or how the language was acquired.

In assessing reading comprehension, the following criteria are considered:

the functions and purposes of the written language the reader comprehends,
the content areas and context for which texts have been written,
the text type that the reader can understand in the language,
the range of vocabulary and grammatical structures the reader can understand, and
the cultural references the reader can understand in the language.

Refer to the RPT Familiarization Guide for detailed information about the assessment criteria as related to the major proficiency levels.

Familiarization

Prior to taking ACTFL’s Reading Proficiency Test (RPT), we suggest the following:

Take the RPT Demo Test
Read the RPT Familiarization Guide
Review the Reading Proficiency Guidelines with sample texts available in the following languages: Arabic, Chinese, English, French, German, Russian, and Spanish.

Reliability and Validity

The ACTFL RPT has been extensively validated using content-related, criterion-related, and construct-related evidence. Validity and reliability reports can be found as part of ACTFL’s ACE CREDIT review process. Review a bibliography of ACTFL’s ACE Review studies.

Resources by Topic

ACTFL Reading Proficiency Test (RPT)