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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Exploring language assessment and testing: language in action
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CEFR and ACTFL crosswalk: a text based approach ; Aligning Frameworks of Reference in Language Testing: The ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages
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Fostering the future: the micro-educational impact of a language assessment course
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| 7 |
Working for washback from university entrance tests in Japan
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Assessment of learning and assessment for learning ; TESOL Encyclopedia of English Language Teaching
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| 9 |
Marking, rating scales and rubrics ; The Cambridge Guide to Language Assessment
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| 10 |
Placement testing ; TESOL Encyclopedia of English Language Teaching
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| 12 |
Scaling and scheming: the highs and lows of scoring writing
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| 14 |
An application of AUA to examining the potential washback of a new test of English for university entrance
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| 15 |
Exploring language assessment and testing: language in action
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| 16 |
Washback in language assessment ; The Encyclopedia of Applied Linguistics
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| 17 |
English language teacher development in a Russian university: context, problems and implications
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| 19 |
Linking tests of English for academic purposes to the CEFR: the score user’s perspective
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Abstract:
The Common European Framework of Reference for Languages (CEFR) is widely used in setting language proficiency requirements, including for international students seeking access to university courses taught in English. When different language examinations have been related to the CEFR, the process is claimed to help score users, such as university admissions staff, to compare and evaluate these examinations as tools for selecting qualified applicants. This study analyses the linking claims made for four internationally recognised tests of English widely used in university admissions. It uses the Council of Europe’s (2009) suggested stages of specification, standard setting, and empirical validation to frame an evaluation of the extent to which, in this context, the CEFR has fulfilled its potential to “facilitate comparisons between different systems of qualifications.” Findings show that testing agencies make little use of CEFR categories to explain test content; represent the relationships between their tests and the framework in different terms; and arrive at conflicting conclusions about the correspondences between test scores and CEFR levels. This raises questions about the capacity of the CEFR to communicate competing views of a test construct within a coherent overarching structure. ; If you wish this article to be eligible for the REF, please attach a copy of the postprint (the accepted manuscript after peer review, but before copy-editing). The publisher does not allow their final pdf to be put into repositories for copyright reasons. (Please see http://authorservices.taylorandfrancis.com/sharing-your-work/ for further details).
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Keyword:
language assessment; X162 Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1080/15434303.2017.1350685
http://hdl.handle.net/10547/622401
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| 20 |
Learning-oriented language test preparation materials: a contradiction in terms?
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Green, Anthony. - : Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ), 2017
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