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1
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’ perceptions towards CEFR. As such, the current study investigated preservice English teachers’ 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.
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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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Pižorn, Karmen. "The development of a CEFR-based scale for assessing young foreign language learners’ writing skills." Linguistica 54, no. 1 (December 31, 2014): 241–59. http://dx.doi.org/10.4312/linguistica.54.1.241-259.
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The Common European Framework of Reference (CEFR) was designed with adults in mind, which is clearly reflected in the six levels encompassing a range of proficiency that represents lifelong learning. Therefore, any use of the CEFR levels as a basis for describing the ability of young learners requires adapting the content of each level, as well as identifying which levels on the scale are appropriate for children.The present article examines the contribution that feedback, in the form of an assessment scale, can make to valid classroom assessment of the writing of young learners, in the age group of 9–13 years. It shows that a scale of descriptors adapted from the CEFR can play a central role in this assessment. The article presents the AYLLIT (Assessment of Young Learner Literacy) research project, which developed a CEFR-based writing scale and guidelines for teachers, enabling them to provide their students with feedback, and to gain a clearer insight into their students’ progress. After describing the procedures followed in the project, the article examines the extent to which its outcomes may enable teachers to give feedback that could contribute to valid classroom assessment.
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Khabbazbashi, Nahal, and Evelina D. Galaczi. "A comparison of holistic, analytic, and part marking models in speaking assessment." Language Testing 37, no. 3 (January 24, 2020): 333–60. http://dx.doi.org/10.1177/0265532219898635.
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This mixed methods study examined holistic, analytic, and part marking models (MMs) in terms of their measurement properties and impact on candidate CEFR classifications in a semi-direct online speaking test. Speaking performances of 240 candidates were first marked holistically and by part (phase 1). On the basis of phase 1 findings—which suggested stronger measurement properties for the part MM—phase 2 focused on a comparison of part and analytic MMs. Speaking performances of 400 candidates were rated analytically and by part during that phase. Raters provided open comments on their marking experiences. Results suggested a significant impact of MM; approximately 30% and 50% of candidates in phases 1 and 2 respectively were awarded different (adjacent) CEFR levels depending on the choice of MM used to assign scores. There was a trend of higher CEFR levels with the holistic MM and lower CEFR levels with the part MM. Although strong correlations were found between all pairings of MMs, further analyses revealed important differences. The part MM was shown to display superior measurement qualities particularly in allowing raters to make finer distinctions between different speaking ability levels. These findings have implications for the scoring validity of speaking tests.
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McNamara, Tim. "Managing learning: Authority and language assessment." Language Teaching 44, no. 4 (April 19, 2011): 500–515. http://dx.doi.org/10.1017/s0261444811000073.
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A feature of language assessment internationally is its role in the enforcement of language policies established by governments and other educational and cultural agencies. This trend has led to the near-universal adoption of curriculum and assessment frameworks, the clearest example of which is the Common European Framework of Reference for Languages (CEFR). What does this movement represent? What is the source of the authority of frameworks such as the CEFR, and why are they so appealing to governments? The paper argues that the determination of test constructs within policy-related frameworks leads to inflexibility, and considers the case of the testing of competence in English as a lingua franca (ELF) communication, in the context of international civil aviation communication.
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Shehata, Gamal, and Ayub Sheik. "Test Writers’ Perceptions of English Language Tests in Relation to the Common European Framework of Reference (CEFR) at a Saudi Arabian University." International Journal of English Language Education 8, no. 2 (August 24, 2020): 151. http://dx.doi.org/10.5296/ijele.v8i2.17578.
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The CEFR is currently being used globally as a guiding document for specifying the standards of language learning, teaching, and assessment. The university wherein this study takes place, assumes that its internally produced English language tests are CEFR-related because they are based on textbooks which claim affinity with the CEFR. This study investigates the validity of this assumption. The literature review suggests a wealth of studies which link a specific test or exam to the CEFR based on the technical procedures laid out in the Manual for Relating Language Examinations to the CEFR (the Manual). This study has a different approach as it investigates whether the internally produced English language tests at a Saudi Arabian university are linked/related to the CEFR from the perspectives of the academic staff who are responsible for producing the English language tests at the university wherein this study is conducted. As such, this study is situated within an interpretative case study paradigm and uses a mixed method methodology for data collection and analysis. The study showed that all the research participants share the view that the English language exams which they develop are CEFR linked/related because they are based on the learning outcomes of textbooks which, according to the publisher, are CEFR linked. In addition, the contextual issues related to the implementation of the Manual and the CEFR are to be considered. The study presents implications and recommendations for the institution and for ELT publishers who claim that their ELT materials are CEFR linked.
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Chong, Gloria, and Hamidah Yamat. "Teachers' Implementation of CEFR-aligned Curriculum: A Preliminary Study." Journal of English Language Teaching and Applied Linguistics 3, no. 3 (March 30, 2021): 05–09. http://dx.doi.org/10.32996/jeltal.v3i3.1366.
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This paper acted as a preliminary study to discover the degree of Malaysian teachers’ readiness in CEFR implementation and the CEFR implementation practices in the English as the second language (ESL) classroom. This study implies a survey research design. An online google form survey questionnaire was disseminated to in-service teachers through convenient random sampling. The respondents are twenty Malaysian primary school ESL teachers from different school settings. The respondents answer a closed-ended questionnaire that elicits their readiness in the CEFR-aligned curriculum implementation and their frequency in using the CEFR-aligned curriculum's resources and assessment. The online data gathered were tabulated and further analysed using IBM SPSS Statistics version 22. This study concludes that the CEFR-aligned curriculum is moving in a positive direction. However, the overall readiness for the implementation needs more improvements, and the resources given should be into full use.
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Jones, Neil, and Nick Saville. "EUROPEAN LANGUAGE POLICY: ASSESSMENT, LEARNING, AND THE CEFR." Annual Review of Applied Linguistics 29 (March 2009): 51–63. http://dx.doi.org/10.1017/s0267190509090059.
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This article describes how language policy is formed at a European level, focusing on the Common European Framework of Reference for Language (CEFR). The CEFR's prominent role in assessment has led to criticisms of its adequacy as a model for learning and fears that it is being used as an instrument of centralization and harmonization. First, we argue for studying the CEFR's effect on language policy as a case of impact, as this concept is understood within language assessment. We refer to experience with Asset Languages, developed as part of the United Kingdom's national languages strategy. Second, we agree with many commentators who insist on the framework's “flexible and context-amenable” nature. If use of the CEFR is made prescriptive and closed, it indeed becomes a straitjacket. What is needed is engagement with the complexity of specific contexts. We introduce the European Survey on Language Competences, a European Union (EU) initiative scheduled for 2011, which will further raise the profile of the CEFR as an assessment framework. This project should contribute to achieving comparability of measures and standards across languages. At the same time it underlines the need to develop contextualized, practical ways of realizing the CEFR's potential as a framework for teaching and learning.
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Kosevski Puljić, Brigita. "The impact of the Common European Framework of Reference (CEFR) on the assessment of the writing skills in German language teaching in Slovenia." Linguistica 54, no. 1 (December 31, 2014): 47–59. http://dx.doi.org/10.4312/linguistica.54.1.47-59.
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CEFR is a didactic framework used to describe foreign language competencies. All foreign language curricula in Slovenia refer to this framework. CEFR language proficiency levels have an influence on the testing and assessment of writing competence. In order to quantify this impact, a study using a questionnaire was conducted among teachers of German as a foreign language. It comprised questions about the usefulness of the CEFR in teaching students how to improve their writing ability and in setting the criteria for the evaluation of writing assignments. Furthermore, questions were asked about the importance of selected categories for the evaluation of writing assignments at levels A1-B1 as well as about an appropriate classification of various text types at levels A1-B2 in the context of using the CEFR to teach German. The results of the study showed that German language teachers do not consider the CEFR to be an important teaching aid when setting the criteria for the evaluation of written assignments. The teachers may have reached this conclusion on the basis of the existing criteria used in the external evaluation of writing assignments, on the basis of personal criteria as well as of other circumstances.
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Shigemori Bučar, Chikako, Hyeonsook Ryu, Nagisa Moritoki Škof, and Kristina Hmeljak Sangawa. "The CEFR and teaching Japanese as a foreign language." Linguistica 54, no. 1 (December 31, 2014): 455–69. http://dx.doi.org/10.4312/linguistica.54.1.455-469.
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Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.
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McNamara, Tim. "A Two-Edged Sword." Toegepaste Taalwetenschap in Artikelen 82 (January 1, 2009): 9–19. http://dx.doi.org/10.1075/ttwia.82.02mcn.
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The last two decades have seen the growing use of assessment in the shaping of educational policy in relation to languages. The clearest examples of this in Europe and beyond are the Common European Framework of Reference for Languages (CEFR: Council of Europe, 2001) and the OECD PISA program for testing reading skills of 15 year olds in OECD member countries. What are the positive and negative impacts of such developments? What social, political and cultural values do such assessments embody? The paper examines these issues by considering the impact of PISA testing in Austria, and demonstrates how its results are interpreted within prevailing discourses on immigration and education within Austrian society. It further compares the values implicit in the PISA assessments with those implicit in the CEFR, and argues that both assessment schemes are directed at the furthering of the process of globalization.
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Yasin, Nabilah, and Hamidah Yamat. "Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 44–51. http://dx.doi.org/10.32996/ijels.2021.3.2.6.
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English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.
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Tolibjonov, B., Sh Samandarov, D. Umirzakova, and Y. Yunusova. "Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment." International Journal on Integrated Education 3, no. 1 (January 13, 2020): 57–61. http://dx.doi.org/10.31149/ijie.v3i1.272.
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The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.
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Retelj, Andreja. "Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment." Linguistica 54, no. 1 (December 31, 2014): 61–75. http://dx.doi.org/10.4312/linguistica.54.1.61-75.
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The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has since its inception in 2001 served as a guideline not only for teachers and students, but also for curriculum writers, test developers, and textbook authors. CEFR was only translated into Slovenian in 2011. The key principle of CEFR is an action-oriented approach that defines the communicative competence of an individual on the basis of the language activities of reception (listening, reading), production (spoken and written), interaction (spoken), and mediation. Each individual skill is defined by descriptors for levels A1-C2. The aim is to ensure more transparency in the process of language teaching and learning and at the same time to enable students to develop their foreign-language communication competence in an efficient way. Given that foreign language textbooks greatly influence the way a foreign language is taught, the article tries to determine how the students’ lexical competence at different levels (as defined by CEFR) is developed with the aid of some of the most commonly used German language textbooks.
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Fraga Viñas, Lucía. "Implementation of the CEFR in the rubrics of two main English Certificates: Cambridge FCE and Trinity ISE-II." El Guiniguada, no. 30 (2021) (July 2, 2021): 193–206. http://dx.doi.org/10.20420/elguiniguada.2021.414.
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The Common European Framework of Reference (CEFR) was developed by the European Council with the intention of providing a comprehensive basis for the creation language syllabi and curriculum guidelines, together with the design of teaching materials, language certificates and instruments of assessment. The CEFR has been implemented in Spain through different education laws and has prompted the introduction of the communicative approach and the use of new instruments of assessment such as rubrics. Nonetheless, almost twenty years after the CEFR was passed, not many researches have been conducted on how the Framework has been implemented. It is from this line where the current research stems as it intends to check how the CEFR has been adapted in the rubrics used for the assessment of the writing skill in two main English Certificates: the Cambridge Assessment English FCE and the Trinity College ISE-II. El Marco Común Europeo de Referencia (MCER) se desarrolló con el objetivo de promover una base común para la creación de currículos educativos y servir como guía en la elaboración de materiales didácticos, exámenes de certificación e instrumentos de evaluación. El MCER se ha implantado en España a través de diferentes leyes educativas y ha propiciado la introducción del enfoque comunicativo o nuevos instrumentos de evaluación como rúbricas. Sin embargo, casi veinte años después de la aprobación del marco, pocos son los estudios que han revisado de qué manera se ha adaptado el marco. Es aquí donde la presente investigación se sitúa, con el objetivo de comprobar cómo se ha implementado el MCER en las rúbricas para examinar la destreza escrita de dos de los principales certificados de inglés: el Cambridge Assessment English FCE y el Trinity College ISE-II.
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Runnels, Judith. "An Exploratory Reliability and Content Analysis of the CEFR-Japan’s A-Level Can-Do Statements." JALT Journal 36, no. 1 (May 1, 2014): 69. http://dx.doi.org/10.37546/jaltjj36.1-4.
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Both the Common European Framework of Reference (CEFR) and the CEFR-Japan (CEFR-J), an alternate version designed for Japanese learners of English, provide measurements of language proficiency via assessment or self-assessment on scales of descriptors of communicative competences (known as can-do statements). Although extensive empirical evidence supports these claims for the CEFR, the same cannot yet be said of the CEFR-J. Mokken scaling was thus used to measure the reliability of can-do statement scales from the five skills of the CEFR-J’s five A sublevels of A1.1, A1.2, A1.3, A2.1, and A2.2. Statements that negatively affected the reliability of the scale were analysed. Lower reliability was attributed to characteristics specific to participants (homogeneity of the population, familiarity with the task, and if the material was recently studied), and content of the statement itself (whether it implied more than one language skill or none at all, whether it contained a contradiction, or was confusing or unfamiliar). Modifications to increase the reliability of can-do statement scales and limitations of using illustrative descriptor-based systems as measurement instruments are discussed. ヨーロッパ共通言語参照枠（CEFR）とその日本版CEFR-Jはともにコミュニケーション能力を示す指標（can-do statements）であり、評価あるいは自己評価による言語運用能力の測定を目的としている。CEFRにはその主張を裏付ける根拠が豊富にある一方で、CEFR-Jには未だ十分な裏付けがあるとは言い難い。そこで本研究は、CEFR-Jの5つのＡ sublevelについて5技能に関わるcan-do statementの信頼性をMokken スケールを用いて測定した。信頼性に否定的な影響を与えた指標をさらに分析したところ、信頼性の低さは学習者特有の特徴（母集団の均一性、課題に対する慣れ、最近学習された項目か否か）と指標そのもの（2つ以上の言語技能に関係している、言語技能に関係していない、矛盾がある、あいまいでわかりにくい）に起因するものであった。Can-do statementsの信頼性を高めるための修正に関する提案と、ディスクリプタを用いた指標を使用することの限界についての考察を行った。
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Rehner, Katherine, Ivan Lasan, Anne Popovich, and Zehra Palta. "The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada." Canadian Journal of Applied Linguistics 24, no. 1 (January 22, 2021): 26–53. http://dx.doi.org/10.37213/cjal.2021.28992.
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This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students’ needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students’ ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.
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Little, David. "The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact." Language Teaching 39, no. 3 (July 2006): 167–90. http://dx.doi.org/10.1017/s0261444806003557.
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Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, however, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and ‘self-assessment grid’. This article summarises the CEFR's content, purpose, and origins; describes its reception, paying particular attention to its impact on L2 teaching and learning (especially via its companion piece, the European Language Portfolio) and on the assessment of L2 proficiency; and concludes with a brief consideration of present challenges and future prospects.
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Hasbi, Muhamad. "BRINGING POP-CULTURE INTO CLASSROOM: SPEAKING 3’S GOT TALENT ACTIVITY TO ENHANCE SPEAKING SKILL OF UNIVERSITY STUDENTS." Ta'dib 12, no. 2 (March 15, 2017): 183. http://dx.doi.org/10.31958/jt.v19i2.462.
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AbstractFollowing the widespread and growing popularity of English communication across the globe, the implementation of and the research on innovation in language teaching is mushrooming, especially in the teaching of English speaking. This study aims at measuring how far pop-culture themed classroom activity named Speaking 3’s Got Talent gives impacts for students speaking skill improvement at IAIN Salatiga, through an observation of a class in the English Department with a number of students of 30 undertaking Speaking 3 course in the odd-semester of the academic year of 2016/2017. Using a quantitative approach, this research utilizes questionnaire and direct observation for collecting data, and makes use of three methods of data analysis namely questionnaire scale-analysis, CEFR (The Common European Framework) speaking grid, and teacher’s made rubric for speaking for assessment which pinpoint three key measured variables namely students’ attitude toward the activity, teacher’s assessment toward students’ performance referring to both CEFR and teacher’s made rubric. This research finds that students had positive (excellent and very good) attitude towards the time, English, avatar, expertise and assessment variables of the activity and viewed that it is effective in downgrading their degree of stage fright; secondly, students obtain excellent and very good assessment in both the CEFR and teacher’s made rubric model. The three methods of measurements implied its affectivity in enhancing university students’ speaking skill and both student and teacher assessment recommend this activity to be applied in English classrooms.Keywords: speaking skill, pop-cultural activity, attitude, stage fright, assessment
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Sabbir, Fatima. "Perceived View of Teachers Towards Pentaksiran Tingkatan Tiga (PT3) (Form Three Assessment) English Language: A Case Study." Asian Journal of University Education 15, no. 3 (December 31, 2019): 34. http://dx.doi.org/10.24191/ajue.v15i3.7819.
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The Standard-Based Curriculum for Secondary Schools (KSSM) was introduced in secondary schools in 2017. Parallel to the changes in the curriculum, Malaysian ESL (English as a Second Language) was revised to align with the Common European Framework of References (CEFR). Similarly, there is a change in the assessment of form three students. Therefore, this study aims to identify the perceived view of teachers towards ‘Pentaksiran Tingkatan Tiga’ (PT3) (Form Three Assessment) English Language. A qualitative research method using snowball sampling was employed in obtaining the data. This study is designed based on a case study approach. Five TESL (Teaching English as Second Language) teachers were interviewed by using open-ended questions to ascertain their perceived view on the PT3 English language. The findings show that the teachers were generally positive on the CEFR-aligned PT3 English language. However, the teachers indicated that the teaching of CEFR-aligned English language in an ESL classroom must be tailored by the teachers according to the proficiency levels of the students. This study also illustrated that teachers faced challenges of facilities and relevant materials in assessing the students. Further research should employ a larger sample size to obtain a broader perspective on the perceived view of teachers towards PT3 English Language.
KEYWORDS: Form Three Assessment (PT3), Pentaksiran Tingkatan Tiga (PT3), Perception of teachers.
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Bérešová, Jana. "The Impact of the CEFR on Teaching and Testing English in the Local Context." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 959. http://dx.doi.org/10.17507/tpls.0711.03.
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The paper presents communicative language teaching and testing in Slovakia. In the late 1990s, Slovakia as many other Central and Eastern European countries being involved in piloting the first draft of the Common European Framework of Reference for Languages: Learning, teaching, assessment (2001) started the reform of the school-leaving examination to change the traditional approach of testing structural aspects of foreign languages. The reform was induced by foreign language teachers who were not satisfied with the imbalance between teaching and testing as using books published in Great Britain changed their attitude to teaching. Based on a long-term study, the author of the article will discuss problematic issues concerning the changes in teaching and testing, focusing on the impact of the Common European Framework of Reference for Languages (CEFR) and its model of language use. The article underlines the importance of being familiar with CEFR descriptors and illustrative samples in order to implement the CEFR effectively. The study reveals the extent to which the CEFR has generated change and how the framework might be further exploited to improve the effectiveness of teaching and testing English.
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Kusseling, Françoise, and Deryle Lonsdale. "A Corpus-Based Assessment of French CEFR Lexical Content." Canadian Modern Language Review 69, no. 4 (November 2013): 436–61. http://dx.doi.org/10.3138/cmlr.1726.436.
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Primadana, Ramadhan Jabal, Muhammad Kamal Bin Abdul Hakim, and Syamsi Setiadi. "Taṭwīr Takhṭīṭ al-Tadrīs li-al-Faṣl al-Dirāsī li-al-Kitābah al-Muqayyadah bi-Istikhdām CEFR min Khilāl al-Ta‘līm al-Mudammaj." Al-Ma‘rifah 17, no. 2 (October 31, 2020): 205–16. http://dx.doi.org/10.21009/almakrifah.17.02.10.
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This study aims to produce a CEFR-based Semester Learning Plan (RPS) on guided writing (al-kitābah al-muqayyadah or Kitābah 1) course by using blended learning. This study uses a research and development method based on the ADDIE model (Analysis, Design, Development, Implementation) by limiting the stages to (1) need analysis of the fifth-semester students of Arabic Language Education Study Program, Universitas Negeri Jakarta in RPS of Kitābah 1; (2) design and development for RPS of Kitābah 1 which is adjusted to CEFR level A1 and blended learning; (3) product assessment conducted by expert reviewers. Based on the needs analysis obtained from data of 20 students, the need index for RPS of Kitābah 1 with blended learning models is 2.6 (on a scale of 1–3). RPS based on the CEFR for Kitābah 1 aims to make students have the ability to arrange words and phrases into simple sentences and write paragraphs in a guided manner. Finally, based on the expert’s assessment, the score was 4.19 (on a scale of 1–5) in the very good category. Thus, the RPS of Kitābah 1 can be developed and suitable for use.
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Zarco-Tejada, Maria Angeles. "Automatic profiling of L2-simplified texts: Identifying discriminate features of linguistic proficiency." Digital Scholarship in the Humanities 34, no. 3 (November 30, 2018): 661–75. http://dx.doi.org/10.1093/llc/fqy067.
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Abstract We describe the first wide results of the linguistic profiling of the Common European Framework of Reference (CEFR)-levelled English Corpus (CLEC), a corpus built up for Natural Language Processing purposes. The CLEC is a proficiency-levelled English corpus that covers A1, A2, B1, B2, and C1 CEFR levels and that has been built up to train statistic models for automatic proficiency assessment. We describe not only the main aspects of the corpus development but also display the linguistic features and the statistic results for levels A2, B1, and B2 written examples, carried out automatically. We show how raw text, lexical, morphosyntactic, or syntactic statistic outcomes can help to identify levels of proficiency, to test teaching materials accurate proficiency classification, to provide computable support to new text proficiency validation, and to specify level boundaries. In fact, upper levels strengthen proficiency by showing higher outcomes of lexical and syntactic complexity. This analysis validates the use of automatic tools for proficiency level identification based on lexical and syntactic data, whereas morphosyntactic features strengthen competence-level distinctions. Finally, we suggest that these results are a first step onto the CEFR-levelled automatic assessment of new texts.
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Dunkley, Daniel. "Britain’s new language testing powerhouse: An interview with Professor Anthony Green, University of Bedfordshire." Language Teacher 38, no. 5 (September 1, 2014): 46. http://dx.doi.org/10.37546/jalttlt38.5-12.
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In this interview Professor Green explains the work of CRELLA (the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire), and its role in the improvement of language testing. The institute contributes to this effort in many ways. For example, in the field of language education they are partners in English Profile (EP: www.englishprofile.org), a collaborative research programme directed towards a graded guide to learner language at different CEFR (Common European Framework of Reference) levels, based on the 50 million word Cambridge Learner Corpus. Among other things, the EP has helped to inform the development of the CEFR-J in Japan. In this interview, Professor Green also outlines his own work, especially in the areas of washback and assessment literacy.
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Poupounaki-Lappa, Polyxeni, Tzortzina Peristeri, and David Coniam. "Towards a Communicative Test of Reading and Language Use for Classical Greek." Journal of Classics Teaching 22, no. 44 (2021): 98–105. http://dx.doi.org/10.1017/s2058631021000222.
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AbstractThis paper describes the development of a communicative test of Reading and Language Use for Classical Greek, aimed at students at CEFR (Common European Framework of Reference for Languages) levels A1 and A2. A discussion is first provided of traditional pedagogical approaches which have for many decades dominated the teaching of classical languages, followed by suggestions why these may be supplanted with more modern communicative approaches. Focus then moves to assessment, where, it is suggested, methods are equally rooted in traditional, form-focused methods. If teaching is to become more communicative, it is argued, so should assessment. Against this backdrop, the development of a test of Reading and Language Use for students of Classical Greek at CEFR levels A1 and A2 is described.
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ZELTER, Diana Christine. "Current approaches and methods in teaching business English. Potential perspectives." Journal of Linguistic and Intercultural Education 13 (December 1, 2020): 183–94. http://dx.doi.org/10.29302/jolie.2020.13.11.
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The aim of this paper is to analyse different approaches to business English teaching in order to find solutions to an existing situation: a course in specialised language for second year students at the Faculty of Economics and Business Administration which has to be finalised with the evaluation of the students’ linguistic competence according to CEFR. The question arising is how to combine different language teaching approaches such as CLT or TBLT and CLIL with CBI and CEFR? How to correlate the assessment of content with the assessment of linguistic competence? How to correlate linguistic levels with grades? We are trying to provide a few answers to these questions through a comprehensive literature review and personal assumptions based on teaching experience.
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Baldwin, Richard, and Britt-Marie Apelgren. "Can Do and Cannot Do." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 19–35. http://dx.doi.org/10.17011/apples/urn.201809144127.
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The focus in this paper is on the introduction and implementation of learning outcomes based on the descriptors in the Common European Framework of References for Languages (CEFR). It discusses reaction to the introduction by teacher educators as well as the influence on teacher assessment practice in courses for prospective teachers of English as a foreign language. The paper presents some of the results from a case study concerning changes made in connection with the Bologna process in a department of education within a university college in Sweden. The results show that the adoption of the CEFR descriptors was contested and had a minimal influence on assessment practice. The aim of the paper is to explore possible reasons for the lack of influence, something that was not developed fully in the original case study.
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Wisniewski, Katrin. "SLA developmental stages in the CEFR-related learner corpus MERLIN." International Journal of Learner Corpus Research 6, no. 1 (April 14, 2020): 1–37. http://dx.doi.org/10.1075/ijlcr.18008.wis.
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Abstract Little is known about the link between Second Language Acquisition (SLA) developmental stages (Pienemann 1998) and the Common European Framework of Reference (CEFR) proficiency levels. Therefore, this study examines the inversion (INV) and verb-end (VEND) stages in L2 German MERLIN texts rated B1 (N = 104) or A2 (N = 32). Two acquisition criteria are applied to individual texts (emergence, Pienemann 1998; 75%-correct, Ellis 1989) and combined with analyses of texts grouped at CEFR levels. Results suggest links between developmental stages and CEFR levels: VEND was emerged in 44% of B1 texts, while most A2 texts did not contain VEND. Many B1 texts (61.5%), but only 37.5% of A2 texts showed emergence of INV. However, analyses also revealed persisting problems with INV accuracy at B1. More generally, the study points out shared challenges for Learner Corpus Research, SLA, and proficiency/assessment research related to the availability of linguistic evidence in learner texts.
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Ilc, Gašper, Andrej Stopar, and Veronika Rot Gabrovec. "Relating the Slovenian secondary school English language national examinations to the CEFR: findings and implications." Linguistica 54, no. 1 (December 31, 2014): 293–308. http://dx.doi.org/10.4312/linguistica.54.1.293-308.
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The present paper draws on the report of a five-year project that aligned the Slovenian national exams in English to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Discussed here are the key findings of the relating project, carried out by the National Examination Centre, a central institution for external assessment in Slovenia, for the following exams: the Vocational Matura (for technical secondary schools, vocational-technical schools, and vocational courses) and the General Matura (for general secondary education programmes). The focus of the paper is on the interpretation of the findings of the project, the significance of relating the aforementioned exams to the CEFR, the implications of project results for future language test development and, most importantly, the impact of the findings on the development of secondary school-level English education programmes in Slovenia.
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Pelawi, Rinawati, Sri Sumarni, and Darmahusni. "Designing ICT Competences-Integrated Grammar Assessment Instruments for English Language Study Program." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, no. 1 (January 31, 2020): 78–87. http://dx.doi.org/10.21009/bahtera.191.07.
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Technological advancements affect many areas, including education. Proven to bring positive impacts in education, ICT is greatly expected in teaching, learning and assessment. Hence, there is a greater necessity for teachers and lectures to integrate ICT into their teaching, learning, and assessment. This study focuses on the assessment instrument for Grammar course of higher education for English Language Education Study Program. The analysis showed that the ICT Competences integration in the assessment instrument did not reach the levels that are meant for higher education based on standard frameworks UNESCO ICT Competency, EPG and the CEFR. This study aims to design ICT competences-integrated grammar assessment instruments for undergraduate English Language Education Study Program by using standard frameworks UNESCO ICT CFT, EPG and the CEFR. This study adapted Design and Development Research by Peffers. Based on the international standard frameworks, the results of the analyses suggest that the ICT competences of the existing assessment instruments are in the basic phase of EPG and knowledge acquisition level of UNESCO ICT Competency Framework. And the grammatical features are spread from level A2 to C1. Thus, the study proposed a design of ICT Competences-integrated grammar assessment instruments for English Language Education Study Program.
Keywords: ICT competence; assessment instruments; UNESCO ICT; EPG.
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Callies, Marcus, Ekaterina Zaytseva, and Rebecca L. Present-Thomas. "Writing assessment in higher education." Dutch Journal of Applied Linguistics 2, no. 1 (May 6, 2013): 1–15. http://dx.doi.org/10.1075/dujal.2.1.03cal.
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The importance of appropriate assessment methods for academic writing skills in higher education has received increasing attention in SLA research in recent years. Despite this, there is still relatively little understanding of how academic writing skills develop at the most advanced levels of proficiency. Use of the Common European Framework of Reference for Languages (CEFR) is one way to ensure the comparability of findings across research efforts and continue to move the field forward. This paper presents some key concepts and definitions from the fields of SLA and advancedness research, language assessment and corpus linguistics and introduces several papers that address writing assessment within the context of higher education.
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Little, David, and Gudrun Erickson. "Learner Identity, Learner Agency, and the Assessment of Language Proficiency: Some Reflections Prompted by the Common European Framework of Reference for Languages." Annual Review of Applied Linguistics 35 (March 2015): 120–39. http://dx.doi.org/10.1017/s0267190514000300.
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ABSTRACTThis article starts from the assumption that education is a process of “people shaping” designed to help learners extend and perhaps in some ways modify their identity while exploiting and developing their agency. This view is harmonious with the approach to language education that the Council of Europe has developed since the 1970s, and especially with its early commitment to learner autonomy and self-assessment. The approach adopted by the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) to the description of language proficiency clearly implicates the user-learner's identity and agency, which are also central to the CEFR's companion piece, the European Language Portfolio (ELP), in which self-assessment plays a key role. The article proposes that taken together, the CEFR and the ELP imply an assessment culture in which learning and assessment are reciprocally integrated. From the perspective thus established, the authors review some current trends in language assessment and their potential impact on learner identity and learner agency, focusing in turn on self-assessment, peer assessment, teacher assessment, and large-scale testing and assessment. The article concludes by arguing that although recent developments in language assessment pay significantly more attention to the learner than was previously the case, a great deal of work remains to be done to further increase the engagement of learner agency in processes of self-assessment and peer assessment and to align them with other forms of assessment.
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Richard, Jean-Pierre. "The CEFR-J Hierarchy and its Relationship with TOEIC Listening and Reading." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 407. http://dx.doi.org/10.37546/jaltpcp2020-50.
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Runnels (2016) investigated the CEFR-J self-assessment sublevel hierarchy and its relationship with TOEIC Listening and Reading (TOEIC L&R). Runnels (a) found learners did not distinguish between adjacent sublevels, and (b) observed mostly small-to-negligible Pearson’s r correlations between CEFR-J and TOEIC L&R, with slightly stronger correlations for listening. In the current study, participants (N = 53) completed a questionnaire (k = 36) with statements representing CEFR-J sublevels A1.1 to B2.2. Groups (i.e., A>B) and levels (i.e., A1>A2≧B1>B2) performed as predicted; however, participants mostly did not differentiate between adjacent sublevel items. Small-to-moderate Kendall’s τ correlations between CEFR-J and TOEIC L&R were observed, with stronger correlations for reading. Despite the lack of clarity regarding sublevels, learners might interpret the levels as coherent sets (Negishi, 2020). More experiences with reading likely resulted in more robust reading correlations (Ross, 1998). One contribution of this paper is its partial replication of Runnels, with potentially improved methodological tools. Runnels（2016）は、学習者が隣接するCEFR-Jサブレベルを区別しなかったことを発見し、CEFR-JとTOEIC L&Rの間のピアソンの相関係数がほとんど無視できる程度であり、リスニングではわずかに強くなることを見いだした。本論において、参加者（N = 53）はCEFR-Jサブレベル（A1.1～B2.2）を表すアンケート（k = 36）に回答した。 CEFR-Jのグループ（AとB）とレベル（A1, A2, B1, B2）は予測どおりに実行されたが、 参加者は隣接するサブレベルをほとんど区別しなかった。 CEFR-JとTOEIC L&Rの間には、小から中程度のケンドールのτ相関係数が見られ、リーディングではやや強い相関が見られた。 サブレベルに関する明確さの欠如にもかかわらず、学習者はレベルを一貫したセットとして解釈する可能性があり（Negishi,2020）、読書の経験が多いほど、相関がより強固になると考えられる（Ross,1998）。 本論の学術的な貢献は、、Runnelsの研究の一部を方法論的に改善した形で再現したところにある。
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Yao, Don. "A Comparative Study of Test Takers’ Performance on Computer-Based Test and Paper-Based Test Across Different CEFR Levels." English Language Teaching 13, no. 1 (December 20, 2019): 124. http://dx.doi.org/10.5539/elt.v13n1p124.
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Computer-based test (CBT) and paper-based test (PBT) are two test modes to the test takers that have been widely adopted in the field of language testing or assessment over the last few decades. Due to the rapid development of science and technology, it is a trend for universities and educational institutions striving rather hard to deliver the test on a computer. Therefore, research on the comparison between these two test modes has attracted much attention to investigate whether the PBT could be completely replaced. At the same time, task difficulty is always a key element to reflect test takers’ performances. Numerous studies have laid a solid foundation and guidance about the comparative study of test takers’ performance on CBT and PBT, but there still remains a scarcity from the perspective of task difficulties with different Common European Framework of Reference for Languages (CEFR) task levels in particular.
This study, therefore, compared the test takers’ performance on both CBT and PBT across tasks with different CEFR levels. A total of 289 principal recommended high school test takers from Macau took the pilot Test of Academic English (TAE) at a local university. The results indicated that there was a difference between test takers’ performance on different test modes across different CEFR levels, but only CEFR A2 level showed a statistically difference between CBT and PBT. And since science and technology are continuously developing, it is essential for the university to consider switching the test mode from PBT to CBT.
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Hasselgreen, Angela. "Adapting the CEFR for the Classroom Assessment of Young Learners’ Writing." Canadian Modern Language Review 69, no. 4 (November 2013): 415–35. http://dx.doi.org/10.3138/cmlr.1705.415.
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Lowie, W. M., K. B. J. Haines, and P. N. Jansma. "Embedding the CEFR in the academic domain: Assessment of language tasks." Procedia - Social and Behavioral Sciences 3 (2010): 152–61. http://dx.doi.org/10.1016/j.sbspro.2010.07.027.
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Ibrahim, Engku Haliza Engku, Isarji Sarudin, Khairiah Othman, Faridah Abdul Malik, and Ainon Jariah Muhamad. "The Assessment of Writing Within the CEFR Scale: A Malaysian Context." Advanced Science Letters 23, no. 5 (May 1, 2017): 4944–47. http://dx.doi.org/10.1166/asl.2017.8968.
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Erickson, Gudrun, and Heini-Marja Pakula. "Den gemensamma europeiska referensramen för språk: Lärande, undervisning, bedömning – ett nordiskt perspektiv." Acta Didactica Norge 11, no. 3 (September 22, 2017): 3. http://dx.doi.org/10.5617/adno.4789.
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Den gemensamma europeiska referensramen för språk har sedan den gavs ut av Europarådet år 2001 fått allt större inflytande vad gäller språkutbildning och bedömning, främst i Europa men även i andra delar av världen. I artikeln behandlas referensramen som sådan, liksom den europeiska språkportfolio som kan ses som en didaktisk operationalisering av dokumentet. Efter inledande bakgrundsinformation, som även innehåller ett avsnitt kring diskussioner och dilemman runt referensramen, fokuseras situationen i de nordiska länderna utifrån de tre aspekter som nämns i dokumentets titel, nämligen lärande, undervisning och bedömning. Frågor om mottagande, användning och effekter behandlas från ett såväl deskriptivt som problematiserande perspektiv, baserat på skrivna källor samt upplysningar från informanter i de nordiska länderna. I texten berörs vidare aktuell utveckling och diskussion kring referensramen.Nyckelord: gemensam europeisk referensram för språk; lärande, undervisning och bedömning; europeisk språkportfolio; de nordiska länderna Common European Framework of Reference for Languages: Learning, teaching, assessment - a nordic perspectiveAbstractSince its publication by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has gained increasing influence, mainly in Europe but also in other parts of the world. In the current article, the Framework of Reference is focused upon, as is the European Language Portfolio that can be seen as an educational operationalization of the document. After some initial background information, including a section on discussions and dilemmas related to the CEFR, the situation in the Nordic countries is focused upon, based on the three aspects mentioned in the title of the document, namely learning, teaching and assessment. Issues related to reception, use and effects are treated from a descriptive as well as a problematizing perspective, based on written sources and reports from informants in the different countries. Further, current developments and discussion related to the CEFR are touched upon. Keywords: Common European Framework of Reference; learning, teaching and assessment; European Language Portfolio; Nordic countries
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Thompson, Amy S. "Are Your Participants Multilingual? The Role of Self-assessment in SLA Research." Language in Focus 1, no. 1 (July 1, 2015): 51–65. http://dx.doi.org/10.1515/lifijsal-2015-0004.
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AbstractThis study addresses the issue of using self-assessments to evaluate the language proficiency of participants in SLA research. When conducting research in the field of SLA, it is important to analyze the linguistic background of potential participants; however, finding comparable assessment tests in multiple languages to satisfy the linguistically diverse backgrounds of the language learners as well as the difficulty in finding time to administer the tests to those with experience in multiple languages impedes the successful collection of this language background data. The results of this study support an alternate way of determining language learners’ linguistic background through the use of self-assessment, specifically with the use of the Common European Framework of Reference (CEFR) can-do statements. The results of this study provide empirical support for the use of self-assessment in SLA research
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Gramacho, Carolina, Ana Madeira, Cláudia Martins, Nélia Alexandre, Jorge Pinto, and Susana Correia. "POR Nível: Construção e validação de um teste de colocação para o Português Língua Estrangeira – resultados de um estudo-piloto." Revista da Associação Portuguesa de Linguística, no. 5 (November 21, 2019): 172–89. http://dx.doi.org/10.26334/2183-9077/rapln5ano2019a13.
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Placement tests are a form of assessment that aims at placing students in appropriate levels. Placement tests must, therefore, be based on validity and reliability arguments to ensure appropriateness and consistency of assessment. Despite the growing interest in Portuguese as a Foreign Language (PFL), both nationally and internationally, to our knowledge there is no validated placement test that informs on general language abilities of adult PFL learners across levels. The POR Nível project aims at designing and validating a placement test for PFL adult learners, from A1 to C1 CEFR levels in grammar, vocabulary, listening and reading components. Corpora of written productions of 15 learners of 3 native languages (English, Mandarin and Spanish) from certified exams of PFL provide the empirical basis for items construction. Also, items’ specifications follow national and international guidelines (CEFR, Camões Profile for PFL), validity, reliability and practicality requirements, and also ALTE and ILTA recommendations. The results found thus far will provide empirical ground for item specification in a validated placement test and eventually contribute to the discussion of the contents of PFL teaching programs.
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Eizaga-Rebollar, Bárbara, and Cristina Heras-Ramírez. "Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors." Lodz Papers in Pragmatics 16, no. 1 (July 28, 2020): 87–121. http://dx.doi.org/10.1515/lpp-2020-0005.
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AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.