Continuous improvement

Ensuring our exams are relevant, reliable and accurate

The purpose of all of our reviews is to ensure that all of our exams are relevant, reliable, accurate and meet the needs of test takers. Continuously reviewing and improving our exams means we can take account of:

• changes to teaching practice
• the latest findings in language assessment research
• feedback from schools and centres
• feedback from candidates.

Recent exam reviews

Cambridge English: First and Cambridge English: Advanced

New exam specifications

Cambridge ESOL carried out a thorough review of Cambridge English: First and Cambridge English: Advanced. Our specialist exam development and research teams, working closely with external consultants and senior examiners, looked at possible improvements in every aspect of the exams, and carried out consultation with exam centres, teachers and learners around the world.

Following the review, a number of improvements to the exams were introduced in December 2008. These changes did not affect the level of the exams or the reliability of the results.

Summary of changes:

• the overall length of Cambridge English: First and Cambridge English: Advanced was reduced by approximately 1 hour
• the tests now focus on a wider range of skills and functions
• some components of the exams include new and/or improved task types
• some components are more standardised in content, making them user-friendly for students preparing for the exams.

A fuller explanation of the changes can be found in Review Bulletin 5 (PDF 134Kb).
The November 2007 issue of Research Notes (PDF 397Kb) was on the theme of exam reviews, specifically the Cambridge English: First and Cambridge English: Advanced Review Project.

Delta goes modular

As Cambridge ESOL's flagship teaching qualification, Delta (Diploma in Teaching English to Speakers of other Languages) set the standard for the profession for over a decade before a revised syllabus was introduced in September 2008.

Following a comprehensive review, a new modular format of Delta was adopted:

• Module One focuses on the background to teaching and learning
• Module Two focuses on developing professional practice
• Module Three focuses on a specialist option (e.g. Young Learners, English for Special Purposes, one-to-one teaching).

The new Delta Modules:

• create an accessible and modular form of Delta that offers candidates flexible entry points
• enable candidates to achieve Delta in stages over a period of time that can fit in with career and other commitments
• provide the opportunity for candidates to focus on specialist teaching, e.g. teaching young learners, Business English
• encourage more flexible delivery, e.g. blended learning options
• allow individual modules to be taken as part of a programme of continuous professional development
• reward partial achievement, e.g. development as aGeneral English teacher.