Relating Language Examinations to the Common European Framework of Reference for Languages
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This document provides information about relating language examinations to the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR describes levels of language proficiency in different skill areas. It also provides forms and checklists for describing reading comprehension and writing examinations based on CEFR levels. Sample reading comprehension questions and descriptions of writing tasks are presented along with indications of which CEFR levels they correspond to. The goal is to provide a common basis for describing and measuring language ability across examinations.
Relating Language Examinations to the Common European Framework of Reference for Languages
- 1. Relating Language Examinations to the Common European Framework of Reference for Languages Nelly Zafeiriades ELT STATE SCHOOL Advisor nelzafeir@sch.gr READING AND WRITING FORMS FOR DESCRIBING AN EXAMINATION
- 2. Common European Framework of Reference (CEFR) How would you describe how well you can use each language? Describes levels of proficiency in language skill areas: oral production, oral interaction, written production, listening, reading Provides a common basis for describing and measuring language proficiency (coherence) Provides a common framework that can be understood by all users (transparency)
- 4. FORMS DESCRIBING A READING COMPREHENSION EXAM 1. In what contexts (domains, situations,…) are the test takers to show ability? table 5 in CEFR 4.1 2. Which communication themes are the test takers expected to be able to handle? lists in CEFR 4.2 3. Which communicative tasks, activities and strategies are the test takers expected to be able to handle? (lists in cefr 4.3, 4.4.2.1, 7.1, 7.2 and 7.3) 4. What text-types and what length of text are the test takers expected to be able to handle? the lists in CERF 4.6.2 and 4.6.3
- 5. OVERALL READING COMPREHENSION (C2 - B2) C2 Can understand and interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial literary and non-literary writings. Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning. C1 Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections. B2 Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low- frequency idioms.
- 6. OVERALL READING COMPREHENSION (B1- A1) B1 Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. A2 Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. A2 Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. A1 Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
- 7. Relevant Subscales for Reading Comprehension Reading correspondence Page 69 Reading for orientation Page 70 Reading for information and argument Page 70 Reading instructions Page 71 Identifying cues and inferring Page 72 Note taking Page 96
- 8. Indicate and justify at which level(s) of the scale the subtest should be situated. CERF 4.4.2.2. (I) Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) on familiar topics. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task. Can understand short, simple messages on postcards. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. Can recognize significant points in straightforward newspaper articles on familiar subjects.
- 9. Indicate and justify at which level(s) of the scale the subtest should be situated. CERF 4.4.2.2. (I) Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. Can understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the instructions relate to his/her own area of speciality, provided he/she can reread difficult sections. Can scan quickly through long and complex texts, locating relevant details. Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile. Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations. Can understand regulations, for example safety, when expressed in
- 10. GENERAL READING COMPREHENSION TEST REMARKS 1. Do not use questions students already know from experience without reading the text 2. Avoid questions that apply to student’s opinion 3. Ask questions about the aim of the text 4. In multiple questions the distractors in alphabetical order & let students know it 5. In multiple questions stems ask questions not statements 6. Choose texts students are not familiar with 7. Do not use “possibility” words in your questions and distractors (probably)
- 11. GENERAL READING COMPREHENSION TEST REMARKS 8. Do not repeat elements in text 9. Avoid bias (gender, culture, experience, attitudes) 10. Questions not extremely difficult or extremely easy 11. Language used compatible with the students’ level of language competence 12. The stem avoids unnecessary searching by student for relevant information 13. Distractors should exclude each other (and the correct answer) 14. Distractors in more or less the same format or phrasing as the correct answer
- 13. MULTIPLE CHOICE QUESTIONS 1. The aim of this text is to A. give information about coffee. B. advertise coffee. C. explain how to make coffee. 2. When coffee first came to Europe, A. it was very popular. B. people refused to drink it. C. people were not sure about it. 3. Coffee is dangerous A. in experiments. B. for children. C. at night
- 14. PREPARE A READING TEST LEVEL B1 LEVEL B2 What to test (nouns and derivatives) Text source (text on the internet) Theme text (1. music - 2. hobbies - 3. sports - 4. food) Tasks - exercises (1. multiple choice - 2. true/false - 3. open ended) What to test (nouns and derivatives) Text source (magazine & newspaper articles) Theme text (1. literature - 2. magazines - 3. newspaper - 4. short stories) Tasks - exercises (1. multiple choice - 2. true/false - 3. open ended – 4. vocabulary check – 5. fill in the blanks)
- 15. WRITING
- 16. FORMS FOR DESCRIBING A WRITING EXAMINATION In what contexts (domains-situations, …) are the test takers to show ability? Table 5/CEFR 4.1. Which communication themes are the test takers expected to be able to handle? Lists/CEFR 4.2. Which communicative tasks, activities and strategies are the test takers expected to be able to handle Lists/CEFR 4.3, 4.4.2.1, 7.1, 7.2 and 7.3. What kind of texts and text-types are the test takers expected to be able to handle? Lists/CEFR 4.6.2 and 4.6.3.
- 17. OVERALL WRITTEN INTERACTION C2 As C1 C1 Can express him/herself with clarity and precision, relating to the addressee flexibly and effectively. B2 Can express news and views effectively in writing, and relate to those of others. B1 Can convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision. Can write personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point he/she feels to be important. A2 Can write short, simple formulaic notes relating to matters in areas of immediate need. Can ask for or pass on personal details in written form.
- 18. Testing Writing
- 19. Checklist for writing tasks Is the topic of the text to be produced accessible to the target candidates and is the context realistic? Is the language in the rubrics accessible to candidates at the target level? Is the purpose of the task clearly indicated? Does the task provide an opportunity for candidates to show their range? Is each task within the word count? Is a word count provided? Is a marking scheme provided? Has a sample answer for each task been provided?
- 20. Indicate and justify at which level(s) of the scale the topics below should be situated. CERF 4.4.2.2. (I) 1. In groups: write a short article for the youngobserver.com what stereotypes there exist about your country. Give three positive and three negative instances. Also give some stereotypes for Australia. 2. Tell about your favourite holiday on the website Myfavouriteholiday.com 3. In groups: Create a poster on which you advice how to protect the environment. Also think of a slogan. 4. Answer the following e-mail and indicate why you do not agree. From: veronique.dumoulin@gmail.com To : j.dupuis@club-internet.com Subject: Vincent’s birthday I think I am going to give Vincent a nice tie for his birthday. What do you think ? 5. On the basis of a reading comprehension activity. A text in the Canadian newspaper The Press on video surveillance in cities with a survey of what Canadians think of installing cameras in public places. Send a short letter (150-200 words) to the editor of The Press in which you give your own opinion on video surveillance. 6. Create your own English personal page on the Internet: • Introduce yourself • Choose an illustration