Issues in aligning assessments to the Common European Framework of Reference
Bibliographic Data
| ID | 19546542 |
|---|---|
| Authors | Spiros Papageorgiou (0000-0002-7940-3472, Educational Testing Service, corresponding author) |
| Year | 2019 |
| Volume | 6 |
| Issue | 1 |
| Publication date | 2019-01-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Value (JOURNAL) |
| Journal identifiers | ISSN: 1989-7103 • E-ISSN: 1989-7103 |
| Publisher | Universitat Jaume I (PUBLISHER • ES) |
| DOI | 10.6035/languagev.2014.6.3 |
| OpenAlex | W1746447199 |
| Language | EN |
| References cited | 9 |
Author/s Spiros PapageorgiouEducational Testing Service, MI, USA ABSTRACT One of the main aims of the Common European Framework of Reference is to help providers and users of assessments “describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications” (Council of Europe 2001: 21). Providers of language assessments both inside and outside Europe follow various methodologies to align their assessments with the CEFR levels, as several case studies show (Figueras and Noijons 2009; Martyniuk 2010). This paper discusses the use of the CEFR in the field of language assessment, focusing in particular on issues related to alignment. The paper presents the types of validity evidence that should be accumulated to support an alignment claim and concludes with directions for future research in order to further enhance our understanding of using the CEFR for the design of assessments and the interpretation of assessment results
Business · Language proficiency · Mathematics education · Service provider · Computer Science · Educational Assessment and Pedagogy · Higher Education Learning Practices · Mathematics · Psychology · Marketing
Validating score interpretations and uses
Investigating the decision-making process of standard setting participants
Accountability-assessment under No Child Left Behind
The development of a suite of computer-based diagnostic tests based on the Common European Framework
Scaling descriptors for language proficiency scales
Scaling descriptors for language proficiency scales
Proficiency descriptors based on a scale-anchoring study of the new Toefl iBT reading test
Assessing the language of young learners
The Common European Framework of Reference for Languages
| Citation velocity | historical |
|---|---|
| Highly cited | No |