Relating language examinations to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) Highlights from the Manual (2012)

Foreword

1. The CEFR and the Manual
1.1. The aims of the Manual
1.2. The context of the Manual

2. The linking process
2.1. Approach adopted
2.2. Quality concerns
2.3. Stages of the process
2.4. Use of the CEFR
2.5. Use of the Manual

3. Familiarisation
3.1. Introduction
3.2. Preparatory activities before the seminar
3.3. Introductory activities at the seminar
3.4. Qualitative analysis of the CEFR scales
3.5. Preparation for rating

4. Specification
4.1. Introduction
4.2. General description of the examination
4.3. Available specification tools
4.4. Procedures
4.5. Making the claim: graphical profiling of the relationship of the examination to the CEFR

5. Standardisation training and benchmarking
5.1. Introduction
5.2. The need for training
5.3. Advance planning
5.4. Running the sessions
5.5. Training with oral and written performances
5.6. Training with tasks and items for reading, listening and linguistic competences
5.7. From training to benchmarking

6. Standard setting procedures
6.1. Introduction
6.2. General considerations
6.3. The Body of Work method: examinee centred
6.4. The Tucker-Angoff method: test centred
6.5. The Basket method: test centred
6.6. The Bookmark method: test centred
6.7. Standard setting across skills
6.8. Standard setting and test equating
6.9. Cross language standard setting
6.10. Conclusion

7. Validation
7.1. Introduction
7.2. Prerequisites: the quality of the examination
7.3. Procedural validity of the standardisation training and standard setting
7.4. Internal validity of the standard setting
7.5. External validation
7.6. Conclusion

References and further reading

Glossary