Issues on Assessment using CEFR in the Region
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Published:
Jul 23, 2019
Keywords:
CEFR 2001, CEFR 2018, English, Assessment, Thailand, Japan, Vietnam, Malaysia, China.
Main Article Content
Abstract
This paper outlines and discusses the revised version of the Common European Framework of Reference Languages: Learning, teaching and assessment, [the CEFR 2018] together with the Frameworks of Reference for English Language Education in Thailand Malaysia, Vietnam, China and Japan which are based on the CEFR. The aims are to highlight the potential issues that need to be addressed including international forms of assessment as TOEFL, IELTS, TOEIC and how the rating can be compared to the scores obtained in these high-stake standardized tests of language proficiency. The indications are that using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily to a greater comparability of shared criteria. The implications from a number of studies are that different tests use similar criteria that are based on the same descriptors, but the comparability is only assumed.
Article Details
How to Cite
Foley, J. (2019). Issues on Assessment using CEFR in the Region. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 28–48. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/195583
Section
Research Articles
References
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Byrnes, H. (2007). Perspectives. The Modern Language Journal.91 (4) 641-645
Bucar, C.S., Ryu, H., Skof, N.M. & Sangawa, K.H. (2014). The CEFR and Teaching Japanese as a foreign language. Linguistica (54(1), 455-469. doi: 10.4312/linguistica.
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Fulcher , G. (2004). Deluded by artifices? The Common European Framework and Harmonization. Language Assessment Quarterly, 1(4) 23-266. doi:10.1207/s1434311laq0104_4
Fulcher, G. (2010). The reification of the Common European Framework of Reference (CEFR) and effect-driven testing. In A.Psyaltou-Joycey and M. Mattaioudakis (Eds). Advances in Research in Language acquisition and Teaching. GALA: Thessaloniki
Fulcher , G. (2012). Scoring Performance Tests. In Fulcher, G and Davidson, E (eds) The Routledge Handbook of Language Testing Abington: Routledge 378-392.
Franz.J, & Teo, A. (2018). ‘A2 is Normal’- Thai Secondary School English Teachers’ Encounters with CEFR. RELC Journal vol. 49 (3) 322-338.
Freeman, D. (2017). The Case for Teachers’ Classroom Proficiency. RELC Journal 48 (1): 31-52.
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Hiranbuana, H. Subphadoongchone, P. Tangkiengsirisin, S. Phoochaeoensil, S. Gainey, J. Thogsongsri , J. Sumonsriworakun, P. Somphong, M. Sappapan. P, & Taylor, P. (2017). Framework of reference for English Language Education in Thailand (FRELE-TH) based on the CEFR
Hiranbuana, H. Subphadoongchone, P. Tangkiengsirisin, S. Phoochaeoensil, S. Gainey, J. Thogsongsri , J. Sumonsriworakun, P. Somphong, M. Sappapan. P, & Taylor, P. (2017). A Framework of reference for English Language education in Thailand (FRELE-TH) – based on the CEFR, The Thai experience. LEARN Journal 10 (2) 90-119.
Hiranbuana, H. Subphadoongchone, P. Tangkiengsirisin, S. Phoochaeoensil, S. Gainey, J. Thogsongsri , J. Sumonsriworakun, P. Somphong, M. Sappapan. P, & Taylor, P. (2018). Framework of Reference for English Language Education in Thailand – (FRELE-TH). Based on CEFR: Revisited in the English Educational Reform. PASAA PARITAT JOURNAL vol. 33(2018).
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Hulstijn, J. (2007). The shaky ground beneath the CEFR quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4) 663-667
Hulstijn, J. (2015). Language Proficiency in Native and Non-Native Speakers: Theory and Research. John Benjamins
Hung, N.N. (2013). Vietnam’s National foreign Language 2020 Project: Challenges, Opportunities, and Solutions. http://bruneiusprogramme.org/wp-content/uploads/2013-Forum-Publications-Complete.63-65.pdf
Ishak,W & Mohamad, M. (2018). The Implementation of Common European Framework of Reference (CEFR): What Are the Effects Towards LINUS Students’ Achievements? Creative Education, 9 2714-2731. doi: 10.4236/ce.2018.916205
Jones, N. (2012). Reliability and dependability. In Fulcher, G. and Davidson, F (eds) Routledge Handbook of Language Testing. London: Routledge 350-363
Krumm, H. J. (2007). Profiles instead of levels: The CEFR and its (ab)uses in the context of migration, The Modern Language Journal 91/4: 667–9.
Komorowska, H. (2014). The CEF in pre- and in-service teacher education. In K, Morrow (Ed), Insights from the common European framework (pp. 55-64). Oxford: Oxford University Press.
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence, Canadian Modern Language Review 59/4: 567–87.
Lo, Y.Y. (2018). English teachers’ concern on Common European Framework of References for Languages (CEFR) An application of BAM. Jurnal Hurikulu, dan Pengajaran Asia Pasifik 6 (1). 46-58.
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Costa, D. (2007) Contextualizing uses of the common European framework of reference for languages, In Council of Europe, The common European framework of references for languages (CEFR) and the development of language policies: challenge and responsibilities. Strasbourg: Council of Europe. (40-49). www.coe.int/t/dg4/linguistics/Publications_en.asp
Davis, A. (2008) Assessing academic English: Testing English Proficiency 1950-89 – The ELTS solution. Cambridge: Cambridge University Press
Deygers, B. (2019). The CEFR Companion Volume: Between Research-Based Policy and Policy-Based Research. Downloaded from https://academic.oup.com/applij/advance-article-abstract/doi/10.1093/applin/amz024/5487749
Deygers, B., C. Carlsen, N. Saville, & K. Van Gorp (2018). ‘The use of the CEFR in higher education: A brief introduction to this special issue,’ Language Assessment Quarterly 15/1: 1–2.
Dhanasobhon, S. (2006). English language teaching dilemma in Thailand. http:www.curriculumandinstruction.org/index.php?lay=show&ac=article&Id=539134523&Ntype=7
Education First Standard English (2017). Test Proficiency Index. www.ef.cf.com/epi
English Language Testing Service (1987). An Introduction to the English Language Testing Service. The British Council. University of Cambridge Local Examinations Syndicate.
Figueras, N. (2012). ‘The impact of the CEFR,’ ELT Journal 66/4: 477–85.
Fulcher , G. (2004). Deluded by artifices? The Common European Framework and Harmonization. Language Assessment Quarterly, 1(4) 23-266. doi:10.1207/s1434311laq0104_4
Fulcher, G. (2010). The reification of the Common European Framework of Reference (CEFR) and effect-driven testing. In A.Psyaltou-Joycey and M. Mattaioudakis (Eds). Advances in Research in Language acquisition and Teaching. GALA: Thessaloniki
Fulcher , G. (2012). Scoring Performance Tests. In Fulcher, G and Davidson, E (eds) The Routledge Handbook of Language Testing Abington: Routledge 378-392.
Franz.J, & Teo, A. (2018). ‘A2 is Normal’- Thai Secondary School English Teachers’ Encounters with CEFR. RELC Journal vol. 49 (3) 322-338.
Freeman, D. (2017). The Case for Teachers’ Classroom Proficiency. RELC Journal 48 (1): 31-52.
Garcia, O., and Li Wei (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan
Green, A. (2012). Language functions revisited: Theoretical and empirical bases for language construct definition across the ability range. English Profile Studies vol. 2, Cambridge: Cambridge University Press.
Goullier, F. (2007). Impact of the Common framework of Reference for Languages and the Council of Europe’s work on the New European educational area, in Council of Europe (2007) The Common European Framework of References (CEFR) and the Development of Language Policies: Challenges and responsibilities, Strasbourg: Council of Europe. 29-37
Harsch, C., & Martin,G. (2012). Adapting CEF-descriptors for rating purposes: Validation by a combined rater training and scale revision approach. Assessing Writing 17(4), 228-250. doi:10.1016/j.asw.2012.06.003
Harsch, C., & Rupp, A. (2011). Designing and scaling level specific writing tasks in alignment with CEFR: A test-centered approach. Language Assessment Quarterly, 8(1), 1-33. doi:10.1080/15434303.2010.535575
Hiranbuana, H. Subphadoongchone, P. Tangkiengsirisin, S. Phoochaeoensil, S. Gainey, J. Thogsongsri , J. Sumonsriworakun, P. Somphong, M. Sappapan. P, & Taylor, P. (2017). Framework of reference for English Language Education in Thailand (FRELE-TH) based on the CEFR
Hiranbuana, H. Subphadoongchone, P. Tangkiengsirisin, S. Phoochaeoensil, S. Gainey, J. Thogsongsri , J. Sumonsriworakun, P. Somphong, M. Sappapan. P, & Taylor, P. (2017). A Framework of reference for English Language education in Thailand (FRELE-TH) – based on the CEFR, The Thai experience. LEARN Journal 10 (2) 90-119.
Hiranbuana, H. Subphadoongchone, P. Tangkiengsirisin, S. Phoochaeoensil, S. Gainey, J. Thogsongsri , J. Sumonsriworakun, P. Somphong, M. Sappapan. P, & Taylor, P. (2018). Framework of Reference for English Language Education in Thailand – (FRELE-TH). Based on CEFR: Revisited in the English Educational Reform. PASAA PARITAT JOURNAL vol. 33(2018).
Houghton, S. A., D. J. Rivers, & K. Hashimoto (2018). Beyond Native-speakerism. Current explorations and future visions. Abington: Routledge.
Hulstijn, J. (2007). The shaky ground beneath the CEFR quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4) 663-667
Hulstijn, J. (2015). Language Proficiency in Native and Non-Native Speakers: Theory and Research. John Benjamins
Hung, N.N. (2013). Vietnam’s National foreign Language 2020 Project: Challenges, Opportunities, and Solutions. http://bruneiusprogramme.org/wp-content/uploads/2013-Forum-Publications-Complete.63-65.pdf
Ishak,W & Mohamad, M. (2018). The Implementation of Common European Framework of Reference (CEFR): What Are the Effects Towards LINUS Students’ Achievements? Creative Education, 9 2714-2731. doi: 10.4236/ce.2018.916205
Jones, N. (2012). Reliability and dependability. In Fulcher, G. and Davidson, F (eds) Routledge Handbook of Language Testing. London: Routledge 350-363
Krumm, H. J. (2007). Profiles instead of levels: The CEFR and its (ab)uses in the context of migration, The Modern Language Journal 91/4: 667–9.
Komorowska, H. (2014). The CEF in pre- and in-service teacher education. In K, Morrow (Ed), Insights from the common European framework (pp. 55-64). Oxford: Oxford University Press.
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence, Canadian Modern Language Review 59/4: 567–87.
Lo, Y.Y. (2018). English teachers’ concern on Common European Framework of References for Languages (CEFR) An application of BAM. Jurnal Hurikulu, dan Pengajaran Asia Pasifik 6 (1). 46-58.
Mala, D. (2016). English in the news: govt launches app, teacher’s ‘boot camp’ Bangkok Post 9 March. http://www.bangkokpost.com/learning/advanced/891472/english-in-the news-govt-launches-app-teachers-boot-camp.
Martyniuk, M. (2009). Alignment Tests with CEFR. Cambridge: Cambridge University Press.
Martyniuk, W. & J. Noijons (2007). Executive Summary of Results of a Survey on the Use of the CEFR at National Level in the Council of Europe Member States. Council of Europe Language Policy Division.
McNamara, T. (2011). Managing Learning: Authority and Language Assessment. Language Teaching 44(4), 500-515.
McNamara, T. (2014). 30 years on—Evolution or revolution? Language Assessment Quarterly 11/2: 226–32
MEXT (2011). Five proposals and specific measures for developing proficiency in English for international communication. www.mext.go.jp/english/elsec/1319701.htm
Ministry of Education Malaysia (2012). Malaysia Education Blueprint 2013-2025 Putrajaya: Ministry of Education Malaysia: http://www.moe.gov.my/userfiles/fil/PPP/Prelimiary-Blue print-Eng.pdf
Moser, J. (2015). From a Knowledge-Based Language Curriculum to a Competency-Based One: The CEFR in Action in Asia. Asian EFL Journal (88) 1-29.
Negishi, M. Takada & Tono, Y. (2013). A progress report on the development of the CEFR-J In Galaczi, E.D. & Weir. C.J. (Eds) Exploring Language Frameworks: Proceedings of the ALTE Kraków Conference July 2011, Studies in Language Testing, Volume 36, Cambridge: UCLES/Cambridge University Press, 135-163
Negishi, M. & Tono, Y. (2014). An update on CEFR-J project and its impact on English language education in Japan. Paris ALTE.
Nguyen, V.H. & Hamid. M.O. (2015). Educational Policy borrowing in a Globalized World: A Case Study of Common European Framework of reference for Languages in a Vietnamese University. Journal of English Teaching, Practice and Critique. 14(1), 60-74. doi: 10.1108/ETPC-02-2015-0014
North, B. (2000). The development of a common framework scale of language proficiency. New York, Peter Lang.
North, B. (2004). Europe’s framework promotes language discussion, not directives. http://education.guardian.co.uk/tefl/story/0,1191130,00.html.
North, B. (2007). The CEFR illustrative scales. The Modern Language Journal 94 (4) 656-59 doi:10.1111/modl2007.91.issue-4
North, B. (2008). EQUALS Bank of Descriptors – as Levels. EAQUALS/ALTE Portfolio Descriptor Revision Project. The European Association of Quality Language Services: www.eaquals.org
North, B., Oretega, A, & Sheehan, S. (2010). A Core Inventory for General English. British Council: EAQUALS.
North, B. (2014). ‘Putting the Common European Framework of Reference to good use,’ Language Teaching 47/2: 228–49.
North, B. & E. Piccardo. (2016). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR): A Council of Europe project,’ Language Teaching 49/3: 455–9.
Nurul, F. M. U. & Sallehhudin, A. A. M. (2017). CEFR in Malaysia: Current issues and challenges in the implementation of the framework. The 3rd International Conference on Language Testing and Assessment and 5th British Council New Directions in Language Assessment Conference 2-3 December 2017. Shanghai, China.
Papageorgiou, S. (2010). Investigating the decision-making process of standard setting participants. Language Testing, 27(2), 261-282.
Pitsuwan, S. (2014). Teachers of English to Speakers of Other Languages. TESOL International Convention 2014, Portland, Oregon, USA.
Poszytek, P. (2012). Policy perspectives from Poland. In M. Byram & L. Parmenter (Eds.) The common European framework of reference: The globalization of language education policy (pp. 97-103). Bristol Multilingual Matters.
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