2.1 applying standards to testing: plenary CTS-Academic

Applying standards to testing KAYSERI, 29-31 JANUARY 2014

Aims

!  Objectives of setting up standards !  Overview of international testing standards !  The Common European Framework of Reference

Standards = code of practice

!  an agreed set of guidelines which should be consulted and, as far as possible, heeded in the construction and evaluation of a test (definition from Language Test Construction and Evaluation by Alderson, Clapham and Wall, 1995 CUP)

Standards: history

!  late 20th century: ! various competing educational and testing standards

! some widely respected, but no universal acceptance: ALTE Code of Practice (1994) or UCLES Standards (for Cambridge Main Suite exams)

!  early 21st century: ! move towards internationally recognised standards: the

CEFR (2001)

What the CEFR is

!  The Common European Framework of Reference for Languages – Learning, Teaching, Assessment

!  A Council of Europe project, initiated in 2001 !  Designed to facilitate ‘mutual recognition of

qualifications, and communication concerning objectives and achievement standards’

!  Description, not prescription

What the CEFR isn’t

!  Not a framework only for Europe (or for the EU) !  Not a language teaching curriculum, or syllabus plan !  Not an exam system !  The Portfolio is only part of the CEFR, and so are the

assessment tables

The Common Reference Levels

Reception Interaction Production Listening Audio-

visual Reading Spoken Written Spoken Written

C2 Proficient user

C1

B2 Independent user

B1

A2 Basic user

A1

Criticism of the CEFR

!  Not user-friendly !  Practices differ from school to school, from country to

country !  Policymakers see CEFR as a quick fix !  The implementation is top-down !  Applying the assessment tables in practice is

complicated !  Favours the communicate approach only !  Creativity is limited

Benefits of the CEFR

!  The CEFR can be the basis of a school (or national) curriculum, offering transparent standards

!  The CEFR can be the basis of a course syllabus !  The assessment criteria can serve as the basis for

exam specifications !  The Portfolio involves the learner in the process of

their learning (! self-assessment) !  The use of CEFR level labels makes distinction

between courses clearer

Disadvantages of applying CEFR in the school classroom

!  No measure of grammar-based progression !  Not geared towards school-based learners (and

towards non-adults) !  Self-assessment descriptors are not exhaustive !  Some functional areas are not covered

Advantages of applying CEFR in the school classroom

!  Focus on situational / functional language (real world context)

!  Skills and strategies (‘can do’) !  Less focus on mechanical practice !  Clear link between student achievement and exams !  Self-assessment and autonomy !  Encouragement of continuity

Portfolio

Portfolio: CEFR applied to teaching

!  Continuous assessment throughout the learning career

!  Portfolio work is not only for beginners !  Any age group !  The Portfolio belongs to the learner, not to

the institution or teacher !  The Portfolio becomes a record of the

learning process

Thank you!

zoltan.rezmuves@digimedia.hu

consonantvoiced.blogspot.com