Relevant bibliographies by topics / Assessment (CEFR)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Assessment (CEFR)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Assessment (CEFR)"

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Runnels, Judith. "FLP SIG: Student ability, self-assessment, and teacher assessment on the CEFR-J’s can-do statements." Language Teacher 37, no. 5 (September 1, 2013): 3. http://dx.doi.org/10.37546/jalttlt37.5-1.

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The Common European Framework of Reference-Japan (CEFR-J), like its original counterpart, the CEFR, uses illustrative descriptors (can-do statements) that describe communicative competencies to measure learner proficiency and progress. Language learners are leveled in a CEFR-J category according to achievement on can-do statements gauged by self-assessment, an external rater (such as a teacher), or from external test scores. The CEFR-J, unlike the CEFR, currently lacks widely-available benchmarked performance samples for measuring student language proficiency, leaving administrations or teachers to estimate CEFR-J ability from test scores or from interactions with students. The current analysis measured ability scores from students and teachers on CEFR-J can-do statement achievement, comparing them to scores on an in-house designed placement test. Students’ self-assessment ratings did not correlate with their test scores, teachers varied in severity when making ability estimates for the same students, and no consistent response patterning between students and teachers was found. The results highlight that norming raters, controlling for severity, and training students on self-assessment are likely all required if the CEFR-J is to be used for measuring language learning progress, especially until established guidelines for estimating ability are available for the CEFR-J. The limitations of using the CEFR-J as an assessment tool and the assumption that teachers can accurately estimate student ability are discussed. ヨーロッパ言語共通参照枠（CEFR）をベースに構築されたCEFR-Japan(CEFR-J)は、学習者の到達度と伸びを測ることを目的に日本の教育機関で最近採用されるようになったシステムである。CEFR-Jは、その基となった枠組みと同様に、段階的に上がる難易度を基にしたコミュニケーション能力を説明するdescriptor（can-doという能力記述文：can-do statements）により構成されている。言語学習者はこのdescriptorの到達度によってレベル分けされる。この評価は、学習者の自己評価、教師などの他の評価者による評価、外部試験の結果から導き出されるものである。これらの評価により、学習者のCEFR-Jにおけるレベルが分かり、標準的にできるであろうとされる能力が示されることになるが、それを使用する人や教師次第になっている部分もある。そこで、もしこのようなシステムを利用する目的が評価レベルの標準化ということであるなら、学習者、教師、そしてテスト評価の判断の間に高い一貫性が保たれなければならない。本論での分析は、CEFR-Jのdescriptorについての学生と教師の能力判断の一貫性、そしてその判断が学内作成のプレイスメントテストの点数と一致するかを検証することを目的としている。学生と教師の判断には顕著な関係はみられず、学生の自己評価の結果はテストの点数と相関性がなかった。この結果により、もしCEFR-J が評価の標準化を目的に使用されるのであれば、規範的な評価者と自己評価についての学生指導の必要性が重要になるといえる。評価のツールとしてCEFR-Jを使うことの限界、及び説明的なdescriptorのシステムに本来備わるcan-do熟達度という概念に関する問題を議論する。
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North, Brian. "Putting the Common European Framework of Reference to good use." Language Teaching 47, no. 2 (April 19, 2011): 228–49. http://dx.doi.org/10.1017/s0261444811000206.

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This paper recapitulates the aims of the CEFR and highlights three aspects of good practice in exploiting it: firstly, taking as a starting point the real-world language ability that is the aim of all modern language learners; secondly, the exploitation of good descriptors as transparent learning objectives in order to involve and empower the learners; and thirdly, engaging with the communality of the CEFR Common Reference Levels in relating assessments to it. The second part of the paper focuses on good practice in such linking of assessments to the CEFR. It outlines the recommended procedures published by the Council of Europe for linking language examinations to the CEFR and the adaptation of those procedures for teacher assessment in language schools that has recently been undertaken by EAQUALS. The paper concludes by discussing certain aspects of criterion-referenced assessment (CR) and standard setting that are relevant to the linking process.
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Schmidt, Maria Gabriela, Noriko Nagai, Naoyuki Naganuma, and Gregory Birch. "Teacher development: Resources and devices to promote reflective attitudes toward their profession." Language Learning in Higher Education 9, no. 2 (October 25, 2019): 445–57. http://dx.doi.org/10.1515/cercles-2019-0024.

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Abstract The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the “Can do” schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018.
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Le, Hai Thi Thanh. "IMPACTS OF THE CEFR-ALIGNED LEARNING OUTCOMES IMPLEMENTATION ON ASSESSMENT PRACTICE." Hue University Journal of Science: Social Sciences and Humanities 127, no. 6B (October 15, 2018): 87. http://dx.doi.org/10.26459/hueuni-jssh.v127i6b.4899.

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<p><strong>Abstract</strong></p><p>This article reports the initial findings on the implementation of the Common European Framework of Reference for Languages (CEFR) at tertiary level in Vietnam. It explores the impacts of the CEFR-aligned learning outcomes implementation on assessment practice for non-English major students at Hue University. Semi-structure in-depth interviews were employed. Eight general English (GE) teachers who teach non-English major students at Hue University participated in this qualitative study. The findings showed that GE teachers modified the assessment activities in such a way that can aid their non-English major students achieve the required learning outcomes. The strong impact of the CEFR-aligned outcomes on the assessment practice could be seen in <em>the appearance of CEFR aligned tests</em> and <em>the focus on students’ self and peer assessments</em>. The long-term effect of the activities, which is students’ language proficiency improvement, was difficult to achieve. The issue of extra training on capacity building and professional development for GE teachers at Hue University was thus put forward.</p>
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AZLI, NOOR, and AINI AKMAR. "IMPLEMENTATION OF CEFR-ALIGNED ASSESSMENT TOOLS IN MALAYSIAN ESL CLASSROOM." Asia Proceedings of Social Sciences 4, no. 2 (April 21, 2019): 7–10. http://dx.doi.org/10.31580/apss.v4i2.688.

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With the adaptation and implementation of the Common European Framework of References (CEFR) in Malaysia since the start of 2017, this preliminary study proposed to identify the variety of assessment tools used by Malaysian ESL teachers that correspond to the current CEFR-aligned syllabus in their ESL classroom and their frequency of use. Data were collected via google form questionnaires from Malaysian ESL teachers in secondary schools located throughout Malaysia via random convenient sampling. The initial findings revealed that the majority of the ESL teachers have difficulty designing CEFR-aligned assessments based on the descriptors even after it has been implemented for two years but are able to frequently conduct various assessment activities using conventional tools such as group discussions, using i-Think maps, mind mapping and oral quizzes. Unsurprisingly, almost all of the respondents agreed to always rely on textbook exercises as their main tool to assess their students.
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Mohamad Uri, Nurul Farehah, and Mohd Sallehhudin Abd Aziz. "Ascertaining the Suitability of Writing Syllabus Specifications to the CEFR: Subject Matter Experts’ Perspectives." Issues in Language Studies 9, no. 1 (June 29, 2020): 1–14. http://dx.doi.org/10.33736/ils.2347.2020.

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The Implementation of CEFR in Malaysia is currently at the second stage whereby the classroom usage of the new CEFR-aligned syllabus and assessment has taken place since 2017 at all stages except for Form 5. Previous studies on CEFR in Malaysia have focused more on teachers’ views and their readiness in accepting the new changes. However, this study focusses more on ascertaining the suitability of the writing syllabus specifications against the CEFR writing scale to find out if the CEFR levels of writing syllabus specifications recommended by the teachers match the CEFR level set by the Ministry of Education, Malaysia. A total of 331 secondary school teachers were asked to respond to the writing syllabus checklist and the Winstep SPSS was used for data analysis. Findings have shown that productive skills of the writing syllabus specifications were found not to be aligned to the target CEFR level set by the Ministry. In conclusion, adjustment and alignment processes should be made accordingly to align and match the non-CEFR aligned English syllabus to the CEFR global scale instead of eradicating it.
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Phoolaikao, Witchuda, and Apisak Sukying. "Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand." English Language Teaching 14, no. 6 (May 13, 2021): 25. http://dx.doi.org/10.5539/elt.v14n6p25.

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The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders&rsquo; perceptions towards CEFR. As such, the current study investigated preservice English teachers&rsquo; perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum.&nbsp;
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Yoshitomi, Asako. "Developing an Assessment System of Speaking Skills in English as a Foreign Language Based on CEFR-J." Impact 2021, no. 2 (February 26, 2021): 56–58. http://dx.doi.org/10.21820/23987073.2021.2.56.

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Language skills are increasingly important as globalisation accelerates, necessitating an enhanced ability to communicate. Equally important is a deep understanding of cultures that can facilitate cross-cultural exchanges. At Tokyo University of Foreign Studies (TUFS), Japan, great importance is placed on the learning of languages and cultures, as well as acquiring the English language as a 'lingua franca', or bridge language. Professor Yukio Tono, who is director of Lingua, the World Language Center at TUFS, leads a project called CEFR-Jx28 that is seeking to align teaching materials, instruction and assessment to the CEFR-J for Japanese university students for English and 27 other foreign languages. As CEFR was developed in Europe, it is necessary to adjust the rubrics for second language learners whose first language is Japanese. A project, led by Professor Asako Yoshitomi, the director of the English Learning Center, is also underway to develop English speaking tasks based on CEFR-J that can be used for instruction and assessment. Professor Masashi Negishi and the research team are developing a speaking test called BCT-S (British Council TUFS-Speaking Test for Japanese Universities) that is used for selective assessment for university admission. The BCT-S is a localised version of the CEFR-based Aptis into a speaking test based on the CEFR-J. The progress of students at TUFS is recorded in an e-portfolio called 'TUFS Record' and a summary of the TUFS Record is issued as a diploma supplement.
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Haines, Kevin, Nicole Schmidt, Petra Jansma, and Wander Lowie. "EMBEDding the CEFR in academic writing assessment." Dutch Journal of Applied Linguistics 2, no. 1 (May 6, 2013): 77–91. http://dx.doi.org/10.1075/dujal.2.1.08hai.

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The CEFR is increasingly being used as the framework of choice for the assessment of language proficiency at universities across Europe. However, to attain consistent assessment, familiarization and standardization are essential. In this paper we report a case study of embedding a standardization procedure in writing assessment activities at the University of Groningen. The project shows the value of standardization procedures within the CEFR and reports on the difficulty of finding consistently assessed ‘flat’ samples. Moreover, it reports on the desirability to scaffold teacher training sessions using flat samples with less ‘even’ samples.
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Fischer, Johann. "The underlying action-oriented and task-based approach of the CEFR and its implementation in language testing and assessment at university." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 301–16. http://dx.doi.org/10.1515/cercles-2020-2021.

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Abstract The underlying methodological approach of the CEFR is defined as being “action-oriented” and task-based (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR is a framework document. The action-oriented approach is, however, not coherently developed throughout the publication as it does not explain its application in assessment (Chapter 9). Chapter 9 presents a general introduction to the principles of language assessment but does not explain how the assessment can be contextualised so that the test-taker acts as a “social agent”. Although related documents on testing and assessment such as the Manual for Relating Language Examinations to the CEFR (Council of Europe 2009) and the Manual for Language Test Development and Examining (Council of Europe 2011) provide tools on assessment practices, they do not explain how to conceptualise an action-oriented task-based assessment. The CEFR Companion Volume (Council of Europe 2020) also stresses the underlying action-oriented approach of the CEFR in teaching and learning, but as it focuses explicitly on teaching and learning, it too does not cover the area of testing and assessment. For university language teaching, learning and assessment, it is necessary to develop a coherent, holistic methodology that applies the action-oriented and task-based approach to language teaching, learning and assessment, and applies a constructive alignment, which has a particular focus on the learner as a social agent. Initially, this requires the development of course content and the related assessment tasks to be based on a thorough needs analysis for a specific language teaching programme. In this way, university language centres can rethink their approach to teaching and assessment and implement changes both in their teaching and in their assessment and testing in order to offer a more coherent programme to their learners, which makes better use of the CEFR Framework. This paper summarises the principles of task-based language testing and explains in which contexts this approach might be particularly fruitful. It also presents the author’s experience gained in implementing the approach at institutional and national levels, and the challenges involved in managing this change.
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Dissertations / Theses on the topic "Assessment (CEFR)"

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Sahuric, Bank Matilda. "Assessing the Invisible : Teachers' views on the assessment of language-learning strategies in Swedish upper secondary school." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33687.

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When revising the curriculum for the Swedish upper secondary school in 2011, language-learning strategies were added to the description of the subject of English. It was also added to the core content and to the grading criteria, which in its turn has added a new dimension to teaching and assessing L2. By problematizing the teachers’ subjective views on assessment of these new criteria, the hypothesis, according to which teachers find assessing language learning strategies, in English 5, difficult, is discussed. Skolverket’s policy documents, the Common European Framework of Reference scale (CEFR scale) and researchers’ findings are compared to the teachers’ views. In order to provide an image of how teachers interpret the new assessment guidelines, and how teachers interpret problems related to assessment, six teachers from different upper secondary schools have been interviewed on their opinions about language-learning strategies. The interviews indicate that even though teachers are positive to the inclusion of language-learning strategies in the course description, the strategies are difficult to detect. One consequence is that the results of strategy use are assessed rather than actual strategy use.
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Waller, Daniel. "Investigation into the features of written discourse at levels B2 and C1 of the CEFR." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/606056.

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Validation in language testing is an ongoing process in which information is collected through investigations into the design, implementation, products and impacts of an assessment (Sireci, 2007). This includes the cognitive processes elicited from candidates by a test (Weir, 2005). This study investigated the English Speaking Board’s ESOL International examinations at levels B2 and C1 of the CEFR. The study considered the role of discourse competence in successful performances through examination of cognitive phases employed by candidates and metadiscourse markers and whether the use fit with models such as the CEFR and Field (2004) and so contributed to the validation argument. The study had two strands. The process strand of the study was largely qualitative and focussed on the cognitive processes which candidates used to compose their texts. Verbal reports were carried out with a total of twelve participants, six at each level. The product strand of the study analysed the use of metadiscourse markers in the scripts of sixty candidates in order to identify developing features of discourse competence at levels B2 and C1. The process strand of the study identified that there were statistically significant differences in the cognitive phases employed by the participants in the study. The investigation also identified a number of differences in what B2 and C1 learners attended to while carrying out the different phases. The product strand of the study found no statistically significant differences in the use of metadiscourse markers used by candidates at the two levels, but observed differences in the way particular metadiscourse markers were employed. These differences indicate the direction for a possible larger-scale study. Unlike previous studies into metadiscourse (Burneikaite, 2008; Plakans, 2009; Bax, Nataksuhara & Waller, forthcoming) the study controlled for task, text type and rhetorical pattern and nationality. The study suggested that discourse competence contributed to higher-level performances in writing and that the examinations under investigation elicited a wide range of cognitive phases from C1 candidates. The study also suggested that many of the CEFR’s statements about the development of discourse competence at the higher levels are correct.
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Meyer, Estrada Fiona. "Exploring the impact of the European Language Portfolio, ELP (2001) in the Flemish Brussels context." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528110.

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The aim of this study originated with my role as a teacher wanting to research the impact of the European Language Portfolio, ELP, (2001) on a small group of minority language students, in Brussels’ Flemish region. In this exploratory case study, the European Language Portfolio (Spanish model) was administered to a small group of forty-five primary school students from the Bicultural Foyer Project in Brussels. In spite of the students’ positive attitudes towards this portfolio, the results suggest that the ELP has no validity for them because the Brussels’ Flemish educational community does not offer the appropriate conditions for a possible broader use of this portfolio. Belgium’s language policy environment, including its language policies, is the fundamental reason for the non-implementation of the European Language Portfolio.
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Milgie, Christine Marie. "La Evaluación De La Competencia Oral En Las Clases De Lenguas Extranjeras: Las Perspectivas De Los Instructores Y De Los Estudiantes." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429183152.

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Kallin, Marianne. "¡Yo solamente quiero saber hablar español! : Las opiniones de los alumnos en la secundaria acerca de cómo aprenden a hablar español." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50818.

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The purpose of this paper is to investigate what pupils who study Spanish as a foreignlanguage in the senior level of the nine year compulsory school, think about how theylearn to talk Spanish. What is their opinion about what it takes to be able to speak andcommunicate in Spanish? And what type of exercises do they prefer? This paper alsoaims at investigating if the pupils understand the importance of reading, writing andlistening to as much Spanish as possible if they want to be good at talking Spanish. Inour investigation are we using the Common European Framework of Reference forlanguages: Learning, Teaching, Assessment (CEFR) and other theories that supporttheir conclusions. A quantitative method is applied, a questionnaire is given to 108students in the seventh, eighth and ninth grade in a school in the southern part ofSweden.The results of the questionnaire have shown that when it comes to learn to talkSpanish the pupils believe most in practicing talking in Spanish. 72% of the pupils haveanswered that they agree completely with this assertion. They also understand theimportance of the teacher speaking Spanish during class, 58% completely agree that thisis important. Talking Spanish is classed as output, and listening to the teacher talkingSpanish goes under the term input. The type of activity that they prefer when they talkSpanish is to talk in small groups with friends/classmates, 38% of the pupils think thatthis is the best method. The activity that they prefer the least is to make presentations infront of the class (11%). We have also calculated by using Fisher´s exact test if there isa connection between how they have answered the questions and their age and gender.In only one case was there a connection with statistical certainty. The test showed thatwhen it comes to speaking when everyone is listening, the girls are those whoexperience it hardest to do.
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Polchynski, Elina. "Dispositifs numériques d'évaluation des compétences en langues vivantes étrangères : concevoir, tester des procédures de positionnement (semi)-automatisées." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30021/document.

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Il existe un nombre croissant de tests de langues sur le marché. Ces derniers se répartissent en plusieurs catégories selon leur forme et leur fonction: tests de positionnement, d’acquisition et de progrès, de compétence, de certification, tests diagnostiques et enfin tests d’aptitude. La conception du test de positionnement POSILANG, entièrement adossé au Cadre européen commun de référence pour les langues (CECRL), force à s’interroger sur le processus général d’évaluation des compétences en LVE, à définir ce que sont les bonnes pratiques, à explorer la compatibilité de l’approche communicative-actionnelle prônée par le Cadre avec le format automatisé. Les atouts visés par le dispositif sont la gratuité, la praticité, la fiabilité, l’accessibilité, l’interactivité ainsi que l’authenticité. L’élaboration des items doit tenir compte des usages situés de la langue dans des situations de communication réelles. Conçu localement, en intégrant la situation particulière du site universitaire bordelais, le test est prévu pour évaluer le niveau de compétences des bacheliers en anglais, accédant à l’Enseignement Supérieur. L’évaluation de la version pilote de POSILANG, menée dans le cadre de la présente recherche, montre que POSILANG permet bien de déterminer à la fois le niveau en langue global de candidats et leur niveau par domaine de compétence. Le test remplit aussi une fonction diagnostique, en pointant les lacunes des candidats. Le positionnement par domaines de compétences permet de créer différents groupes de niveaux aussi homogènes que possible pour les enseignements obligatoires d’anglais et pour remédier aux difficultés langagières repérées
In education today, a great number of language tests are available. These tests can be divided into different categories according to their features and function: placement tests, acquisition and progress tests, certification tests and aptitude tests. The POSILANG placement test offers many advantages. The test is conceived in accordance with the Common European framework of reference for languages (CEFR). It therefore complies with the majority of the parameters laid down in this official document and adheres to an action-oriented approach. POSILANG also benefits from being free of charge, readily available, reliable, interactive and authentic. The latter is achieved by using language taken from real life situations for the conception of items. The test has been designed for local use on the campus of Bordeaux University and takes into account the specificities of this environment. Its aim is to assess the competence level of secondary school leavers as they enter the higher education system. POSILANG is able not only to assess the overall language level of participants, but also the level in three separate areas of competence. It has a diagnostic function centered on pinpointing the weaknesses of students. The placement of students according to the different areas of competence enables teachers to form student groups with similar language levels, so as to address the specific instructional needs identified by the test
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Martins, Eloísa. "Os manuais de português língua estrangeira na escola francesa." Master's thesis, 2015. http://hdl.handle.net/10400.2/4571.

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Mestrado em Estudos de Língua Portuguesa - Investigação e Ensino apresentada à Universidade Aberta
A realização do presente trabalho de pesquisa visa dar a conhecer a atual situação da língua portuguesa no sistema de ensino francês, nomeadamente no que concerne ao ensino e aprendizagem do português. Neste sentido, o recurso à análise dos manuais de português língua estrangeira adotados em França, bem como a adaptação dos mesmos ao público a que se destinam, serão a base para a elaboração da investigação em causa. Face ao exposto, partir-se-á de uma pequena descrição acerca da evolução do ensino da língua portuguesa em terras francesas, seguida de uma breve retrospetiva do percurso dos manuais de português na escola francesa e da questão da integração da língua no currículo francês. A análise dos manuais escolhidos terá como suporte os princípios inscritos no documento do Quadro Europeu Comum de Referência para as Línguas, visto que a data de edição dos mesmos é posterior à publicação do documento mencionado. No seguimento do descrito e tendo como corpus de trabalho dois dos múltiplos manuais em vigor no ensino do português na escola francesa, será efetuada uma descrição da sua estrutura geral, seguindo-se uma análise mais detalhada do ponto de vista da existência de aspetos de comunicação e de teor linguístico, sem descorar a tipologia dos exercícios propostos, os fatores culturais, a configuração gráfica e os modelos de avaliação sugeridos. Para terminar a dissertação será efetuada uma conclusão, que servirá não só se síntese aos conteúdos inseridos na globalidade do trabalho, mas em simultâneo de instrumento ou mesmo guia para todos os profissionais de ensino, pais e alunos que procuram um manual que satisfaça as suas necessidades, em termos de ensino e aprendizagem do português língua estrangeira, principalmente em França.
The realization of this research work aims to inform the current situation of the Portuguese language in the French education system, particularly with regard to teaching and learning of Portuguese. In this sense, the use of analysis of Portuguese foreign language textbooks adopted in France, as well as to adapt them to the public as intended, will be the basis for the development of the research in question. Given the above, will break up a small description about the evolution of the Portuguese language in French lands, followed by a brief retrospective of the Portuguese manuals of the route in the French school and the question of language integration into French curriculum. The analysis of selected textbooks will have to support the principles embodied in the Reference Common European Framework for Languages document, since the date of issue thereof is after the publication of that document. Following the described and with the work of two of the corpus multiple manuals in force in teaching Portuguese in the French school, a description of its general structure followed by a more detailed analysis from the point of view of the existence of communication aspects will be performed and linguistic content, without bleaching the typology of the exercises, cultural factors, the graphical configuration and suggested assessment models. To end the dissertation will be made a conclusion that will serve not only the synthesis inserted content in whole work, but at the same time instrument or guide for all education professionals, parents and students looking for a manual that meets your needs in terms of teaching and learning of Portuguese foreign language, mainly in France.
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Hessová, Lenka. "Průřezové téma Multikulturní výchova v hodinách anglického jazyka." Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-350306.

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Abstract In our dissertation we address the needs rooting in the ongoing process of systematic efforts to improve the Czech educational system. Mainly, we focus on the question of how to implement the cross-curricular topic Multicultural Education into English language classes at lower and upper secondary schools. As Multicultural Education, along with the other cross-curricular topics, has become an obligatory and essential part of the reformed Czech curricula. The author of this dissertation is employed with the English Department at the Faculty of Education of The University of South Bohemia in České Budějovice. That is why we aim to introduce the theoretical background and history of the cross-curricular topic Multicultural Education in the Czech educational system. Then, based on that theoretical background, we shall design and run a course at the Pedagogical faculty for our students (teachers-to-be) that will provide them with sufficient amount of theory. Within the course the students will be given enough practical examples of the implementation of Multicultural Education into English classes when combining cultural and linguistic aims and at the end of the course we will allow the students to design and try such a class during their peer teaching. We will also publish the results of the course for...
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Books on the topic "Assessment (CEFR)"

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Nagai, Noriko, Gregory C. Birch, Jack V. Bower, and Maria Gabriela Schmidt. CEFR-informed Learning, Teaching and Assessment. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5894-8.

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Sumra, Suleman. An assessment of the Community Education Fund (CEF), pretest phase, in Kenya. Washington, D.C: Institute for Policy Reform, 1997.

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Guerin, Elizabeth, ed. Language Teacher education and Training: Italy and Europe. Florence: Firenze University Press, 2005. http://dx.doi.org/10.36253/88-8453-323-6.

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The CEFTrain Project is a transnational endeavour which promotes the common European principles and standards expressed in the Council of Europe's "Common European Framework of Reference for Languages: Learning, teaching, assessment (CEF)", in teacher education using information and communication technologies. The Project results are being transferred into the Italian educational context.
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Nagai, Noriko, Gregory C. Birch, and Jack V. Bower. CEFR-informed Learning, Teaching and Assessment: A Practical Guide. Springer, 2020.

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O'dwyer, Fergus. Critical, Constructive Assessment of Cefr-informed Language Teaching in Japan and Beyond. Cambridge University Press, 2017.

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Foundation, Civil Engineering Research. Opportunities in Asia: An Assessment of Construction Trends, Needs, and Potential Collaborations : Report 97-5040 (CERF Report). Civil Engineering Research Foundation and Int, 1997.

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Book chapters on the topic "Assessment (CEFR)"

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Barni, Monica, and Luisa Salvati. "The Common European Framework of Reference (CEFR)." In Language Testing and Assessment, 417–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_29.

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Barni, Monica, and Luisa Salvati. "The Common European Framework of Reference (CEFR)." In Language Testing and Assessment, 1–10. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_29-1.

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Shaw, Stuart D. "Achieving in Content Through Language: Towards a CEFR Descriptor Scale for Academic Language Proficiency." In Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms, 29–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54128-6_2.

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Kunschak, Claudia. "CEFR, CLIL, LOA, and TBLT – Synergising Goals, Methods and Assessment to Optimise Active Student Learning." In Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms, 85–108. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54128-6_4.

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Milton, James, and Thomaï Alexiou. "Vocabulary Size Assessment: Assessing the Vocabulary Needs of Learners in Relation to Their CEFR Goals." In Vocabulary in Curriculum Planning, 9–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_2.

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Ukrayinska, Olga. "Exploiting CEFR descriptors in developing pre-service teachers’ language assessment literacy (Ukrainian context)." In Kompetencje XXI wieku: certyfikacja biegłości językowej / Competences of the 21st century: Certification of language proficiency. University of Warsaw Press, 2020. http://dx.doi.org/10.31338/uw.9788323546917.pp.231-243.

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Teachers and researchers of foreign languages have been concerned about integrating CEFR descriptors into teaching and assessment practices for some time now. Due to its reference nature, the CEFR is open for interpretation and its use therefore requires initial training. Th e chapter presents the theoretical background to such training and sample activities used to help Ukrainian preservice FL teachers to operationalize the CEFR.
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Korai, Maria, and Salomi Papadima-Sophocleous. "The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context." In Tertiary education language learning: a collection of research, 7–28. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.51.1252.

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The present case study investigated the potential of the Common European Framework of Reference (CEFR) for languages: learning, teaching, assessment can-do descriptors for mediation in an English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL)-based context. Fabricating descriptors for mediation was cardinal for the Council of Europe’s (2018) endeavour in updating the CEFR Companion. Despite surfacing just as a language skill in the 2001 CEFR Companion, mediation is now viewed as a central mode of communication in the New CEFR Companion, both in the receptive and productive modes. As they were just introduced in 2018, the CEFR mediation descriptor scales have not yet been sufficiently explored. The main goal of the present research was to fill some of this gap in the literature by investigating the potential of the CEFR for languages descriptors for mediation in an ESP CALL-based CEFR B2 tertiary level context (a 13 week ESP course specifically designed to meet the needs of university Rehabilitation Sciences students.) Data collection tools included students’ self-assessment against can-do descriptors for mediation, observation, student reflections, and focus group interviews. The findings suggest that the implementation of the existing course activities had the potential to promote mediation processes. The significant role of mediation in carrying out the course activities in addition to the CALL component of the ESP course activities highlighted the potential of CALL technologies to trigger, support, and promote mediation processes; this finding stressed the underlying role of the nature and the structure of the ESP course’s CALL-Based activities in supporting mediation processes.
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Nguyễn, Hà Thanh Thị, and Điệp Dương. "National Foreign Language Policy." In Stagnancy Issues and Change Initiatives for Global Education in the Digital Age, 212–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4993-3.ch010.

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The push for English language education has become explosive in Vietnam since the Doi Moi era. It resulted in the birth of the National Foreign Language Project 2020 in 2008 with the adoption of the Common European Framework of Reference (CEFR) (Decision No.1400, 2008) and later the passing of the so-called “Six-level framework for foreign language proficiency in Vietnam” (Decision No.729, 2015) to standardize learning and teaching outcomes across all levels of education. This chapter examines a case study at a major state-owned university in Vietnam to take a closer look at issues related to the adoption of the CEFR in Vietnam. More specifically, the authors assess the writing skill development in first-, second-, and third-year undergraduate students and align their writing gains with the corresponding expected CEFR cut-off scores as defined by the National Project 2020. The authors will then point out the impracticality of adopting the CEFR in assessment and make recommendations on assessment-related policy-making issues for the long-term success of the National Project 2020.
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Kossakowska-Pisarek, Sylwia. "Task-based language assessment in light of recent changes in the CEFR regarding mediation and plurilingualism." In Kompetencje XXI wieku: certyfikacja biegłości językowej / Competences of the 21st century: Certification of language proficiency. University of Warsaw Press, 2020. http://dx.doi.org/10.31338/uw.9788323546917.pp.45-56.

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Task-based language assessment has developed simultaneously with taskbased language teaching (TBLT). Tasks provide significant advantages as they enable assessment focused on examinees’ abilities to use the language. This article reviews task-based language assessment in the context of the recent changes to the CEFR and a paradigm shift in language learning.
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Bohm, Anke, and Hanna Magedera-Hofhansl. "When the reader becomes the writer; creative writing approaches in the foreign language classroom." In Literature in language learning: new approaches, 69–75. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.43.1097.

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Using a contemporary short story by the award-winning German writer Roman Ehrlich as a case study, in this paper we will offer ideas for engaging students at CEFR (Common European Framework of Reference for languages) B1+ and B2 level in German in reading as well as encouraging them in creative writing tasks through formative assessment and coursework. More specifically, we will argue that literature in the classroom is a means of practising reading comprehension. This opens up opportunities for students to create their own literary texts, with receptive skills becoming productive skills. Introducing two projects we carried out with students in their first and second years at the University of Liverpool as examples, we will discuss process and practice. We will show how reading and writing projects can be linked to aspects of authentic assessment and its forms. We are then going to explore the possibilities for further embedding literary assessments in coursework, highlighting their benefits and challenges, including the process of publishing them on a student-led WordPress site.
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Conference papers on the topic "Assessment (CEFR)"

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Voskresenskaya, Maria S. "CEFR-Related Assessment Practices in Teaching L2 for Workplace Interaction." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.79.

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Qi, Min, Yueying Wang, and Jia Liu. "Probabilistic Distribution of Parameters Applied to PFM Analysis for Piping in China Experimental Fast Reactor." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-16520.

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The safety assessment method based on probabilistic fracture mechanics (PFM) is well applied to pressure vessel and piping. The PFM analysis is more reasonable and reliable than determinate fracture mechanics (DFM) method. In PFM analysis, the uncertainty of main assessment parameters, such as loads, material character parameters, structure dimension and defect sizes are considered to be random, and the probabilistic distribution of these parameters are determined with the theory of probability statistics. Related to the practical engineering of China experimental fast reactor (CEFR), this paper has done some research work on the parameters probabilistic distribution, and a method was given to determine the optimum fitting probabilistic distribution function of parameters applied to PFM analysis for piping in the small sample size. The work of this paper makes the foundation of the further probabilistic safety assessment of CEFR piping.
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Song, Wei, Hongyi Yang, Chunming Zhang, and Jiaxu Zuo. "Discussion on the Application of Fire Probability Safety Assessment to Sodium Cooled Fast Reactor." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15780.

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As sodium cooled fast reactor (SFR) uses liquid sodium as coolant, the risk of sodium fire is brought to reactor safety, which is different from conventional fire. Sodium is very chemically active, and violent chemical reactions can happen when sodium is exposed to air or water. Sodium fire is a typical and distinctive hazard in sodium cooled fast reactors, which is probably one of the main contributors to the total reactor risk. In this paper, the methodology of fast reactor sodium fire risk assessment is studied, and the principles and procedure of sodium fire probabilistic safety assessment (PSA) are given. The application of this technology in China Experimental Fast Reactor (CEFR) is explored, and several key problems which need more research in the future during the process of sodium fire probabilistic safety assessment are discussed.
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Rahman, Ahmad Zufrie Abd, Seng Tong Chong, Zeittey Karmilla Kaman, and Carol Elizabeth Leon. "Use of the Resilience Concept in the CEFR-Aligned English for Science and Technology (EST) Classes in Malaysian Secondary Schools through Victorian Literature." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368314.

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Kharis and Dhea Elvira Ressa Putri. "Assessment of Learning Design with Padlet on the Writing Skills of German Language Level A2-B1 CEFR." In 4th International Conference on Arts Language and Culture (ICALC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.069.

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Sakai, Takaaki, Lixia Ren, Haileyesus Tsige-Tamirat, Alfredo Vasile, Seok-Hun Kang, Yury Ashurko, and Thomas Fanning. "Activities of the Safety and Operation Project for the International Research and Development of the Sodium-Cooled Fast Reactor in the Generation IV International Forum." In 2016 24th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/icone24-60502.

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The Generation IV (GEN-IV) international forum is a framework for international cooperation in research and development (R&D) for the next generation of nuclear energy systems. Concerning the sodium-cooled fast reactor (SFR) system, there are five cooperation projects for R&D. The SFR Safety and Operation (SO) project addresses the area of the safety technology and the reactor operation technology developments. The aim of the SO project includes (1) analyses and experiments that support establishing safety approaches and validating performance of specific safety features, (2) development and verification of computational tools and validation of models employed in safety assessment and facility licensing, and (3) acquisition of reactor operation technology, as determined largely from experience and testing in operating SFR plants. The tasks in the SO topics are categorized into the following three work packages (WP): WP-SO-1 “Methods, Models and codes” is devoted to the development of tools for the evaluation of safety, WP-SO-2 “Experimental Programs and Operational Experiences” includes the operation, maintenance and testing experiences in experimental facilities and SFRs (e.g., Monju, Phenix, BN-600 and CEFR), and WP-SO-3 “Studies of Innovative Design and Safety Systems” relates to safety technologies for GEN-IV reactors such as passive safety systems. In this paper, recent activities in the SO project are described.
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Grubisic, S., A. Linhares, X. L. Travassos, W. P. Carpes, and T. B. Moura. "EMF exposure assessment in proximity to metallic parapets." In 2016 IEEE Conference on Electromagnetic Field Computation (CEFC). IEEE, 2016. http://dx.doi.org/10.1109/cefc.2016.7816382.

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Arduino, Alessandro, Oriano Bottauscio, Mario Chiampi, and Luca Zilberti. "Douglas-Gunn method applied to dosimetric assessment in magnetic resonance imaging." In 2016 IEEE Conference on Electromagnetic Field Computation (CEFC). IEEE, 2016. http://dx.doi.org/10.1109/cefc.2016.7815935.

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Cirimele, Vincenzo, Fabio Freschi, Luca Giaccone, Lionel Pichon, and Maurizio Repetto. "Human exposure assessment in dynamic inductive power transfer for automotive applications." In 2016 IEEE Conference on Electromagnetic Field Computation (CEFC). IEEE, 2016. http://dx.doi.org/10.1109/cefc.2016.7816121.

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Peleckis, Kęstutis, Valentina Peleckienė, Bahman Peyravi, and Edita Leonavičienė. "International business negotiations in a regulated and incomplete information market." In 11th International Scientific Conference „Business and Management 2020“. VGTU Technika, 2020. http://dx.doi.org/10.3846/bm.2020.511.

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Regulations and government interventions often restrict competition in the market and rise cer-tain challenges in business negotiations, when competition in the market is more or less distorted. Remov-ing unnecessary restrains to competition and developing alternatives which still achieve the same policy objectives can bring substantial benefits for negotiation power of market business entities. Competition as-sessment is most effective when business negotiation entities have a clear sufficient information for com-paring options, sufficient resources for conducting an analysis, and sufficient technical skills for perform-ing the analysis. The aim of this article is to analyze in complex the unfolding theory and practice of development and implementation of business negotiating strategies in a regulated and incomplete infor-mation market, to reveal opportunities on development and implementing improvements of these strate-gies. Object of the research is the search of balance on negotiating powers in business negotiations in a regulated and incomplete information market. The scientific problem – negotiation theory lacks measures for assessment and balancing the negotiating powers between negotiation participants in a regulated and incomplete information market.
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