Sentence examples for high proficiency level from inspiring English sources

The phrase "high proficiency level" is correct and usable in written English.
It can be used to describe someone's advanced skills or expertise in a particular area, such as language, technical skills, or other competencies.
Example: "To qualify for this position, candidates must demonstrate a high proficiency level in both written and spoken English."
Alternatives: "advanced skill level" or "expertise level."

Exact(1)

The comparison of the results of this study with that previously carried out one confirms that a regular participation in external quality assessment (EQA) assures the achievement of a high proficiency level in the diagnosis of HCV infection.

Similar(59)

Previous studies show that on average apprentices are already achieving IP on a medium to high proficiency levels as a result of their German apprenticeship program (Weber et al. 2015, 2016b).

Only 2 percent of American students scored at the highest proficiency level, compared with 8 percent in Korea and 5 percent in Finland.

The highest proficiency level V was reached by 8.0% resp.

Larger percentages of White and Asian students scored at the highest proficiency level (4) while larger percentages of Black and Hispanic students scored at the "well below proficient" level (1).

Experts usually demonstrate a higher proficiency level in different simulator tasks and procedures as reported in several construct validation studies and the same is true for some endovascular procedures [ 3- 7].

One might argue that a longer course or training period would have amplified the skills achieved in the simulator resulting in a higher proficiency level in cath lab but on the other hand this would have been time-consuming for the trainee as well as for the proctors.

Compared with other countries with similar average scores, the United States, in all three assessments, usually had more people in the highest proficiency levels, and more in the lowest.

Higher values represent higher proficiency levels.

While the majority of functions were observed at a range of levels, some mainly appeared at higher proficiency levels.

As a result, students with higher proficiency levels tended to dominate interactions, while students with lower proficiency levels often struggled to contribute meaningful dialogue.

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