Day 2, first plenary by Zoltan Rezmuves - during our TEAM 2014 (testing, evaluation assessment masterclass) held at Meliksah University, Kayseri.

1. Applying standards to
testing
KAYSERI, 29-31 JANUARY 2014

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

4. 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)

5. 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)

6. 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

7. 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

8. The Common Reference Levels
Reception
Listening
C2
Audiovisual
Interaction
Reading
Proficient user
C1
B2
Independent user
B1
A2
A1
Basic user
Production
Spoken
Spoken
Written
Written

9. 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

10. 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

11. 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

12. 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

13. Portfolio

14. 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

15. Thank you!
zoltan.rezmuves@digimedia.hu
consonantvoiced.blogspot.com