Newsroom
Common European Framework of Reference - reinforcing Cambridge ESOL’s alignment
4 December 2007
All Cambridge ESOL exams are developed to align with the levels of the Common European Framework of Reference for Languages: Learning, teaching and assessment (CEFR). The CEFR is tightly woven into the cycle of test development and delivery, and a continuous process of research and analysis helps to ensure that this alignment remains as close as possible.
Cambridge ESOL trains staff and examiners - especially those who are involved in test development, item writing or rating scale development and implementation – to familiarise them with the Framework and train them in using the CEFR scales. For example, a recent workshop focused on B2 level and its adjacent B1 and C1 levels.
14 subject managers, subject officers, validation officers, item-writer chairs, senior team leaders, and principal examiners came together for a full day workshop led by consultant Dr Lynda Taylor, and initiated by Dr Hanan Khalifa and Dr Angeliki Salamoura of the Research and Evaluation Group at Cambridge ESOL. The aims of the workshop were to develop:
- a common understanding of the aims and aspirations of the CEFR and its descriptive scheme;
- a broad awareness of the nature of the relationship between Cambridge ESOL examinations and the CEFR;
- a shared knowledge of differentiating features across certain level thresholds, i.e. B1/B2 and B2/C1 to enable the rating of tasks and performances across these levels;
- an action plan for cascading the knowledge, skills and attitudes gained as a result of this familiarisation activity to other members of staff and examiners.
Before the workshop, participants carried out preparation tasks to update their knowledge of the CEFR and its associated projects such as the European Language Portfolio and how the CEFR has affected the development of Cambridge ESOL examinations. They also reflected on how the use of the CEFR has affected their own work on Cambridge ESOL examinations, e.g., the work of item writers, local examiners, regional team leaders, assistant subject officers, examination administrators, etc. Other pre-workshop tasks aimed at ensuring common understanding of the CEFR global scale and a selection of B1 to C1 language use descriptors related to the four language skills: listening, speaking, reading and writing. A descriptor-classification exercise was used to achieve this aim. A further task involved using the CEFR global scale to self-assess own ability in a second language. It is worth mentioning here that the pre-workshop tasks are based on activities recommended by the Manual for Relating Language Examinations to the CEFR (preliminary pilot version 2003).
The face-to-face workshop itself started with an introductory focus on the origins, aims and nature of the CEFR, its relevance for language assessment and its implications for participants as professional language testers working with Cambridge ESOL. The workshop then moved on to a descriptor-sorting activity where participants classified language use descriptors into CEFR levels, building on one of the pre-workshop tasks. Group discussions were audio recorded to be analysed at a later stage in order to examine the rationale and justification for assigning each descriptor to its level. The workshop ended by training participants in applying skill-specific CEFR B1 to C1 level scales to actual tasks and performances.
As follow-up to the workshop, participants carried out a range of tasks designed to evaluate the effectiveness of the familiarisation and standardisation activities and materials in CEFR manual. Participants were asked to revisit their earlier classification of descriptors into CEFR levels, building on the knowledge gained and the discussion that took place at the workshop.
Participants are now preparing to pass on the knowledge and skills gained from this workshop to their colleagues.
