The Minnesota Articulation Project and its Proficiency‐Based Assessments

Various articulation projects have been funded across the country with an eye toward improving foreign language learning and instruction. The present paper reports on the Minnesota Articulation Project. It provides an overview of the project's three principal working groups: political action, curriculum, and assessment. The paper then outlines the theoretical underpinnings of the proficiency‐based assessment instruments developed in French, German, and Spanish, and describes in detail the content and format of these instruments.