Članek najprej primerja nekatere vidike slovenske splošne in poklicne mature iz an gleščine, nato pa predstavi del rezultatov projekta »Umestitev izpitov iz angleščine v Skupni evropski referenčni okvir za jezike«, ki je potekal v obdobju 2008–10.

The paper examines the results of the CEFR alignment project for the Slovenian national examinations in English. The authors aim to validate externally the standard-setting procedures by adopting a socio-cognitive model of validation (Khalifa & Weir, 2009; Weir, 2005) to analyse the scoring, context and cognitive validity of three reading subtests: the Slovenian B2 national examination and the international examinations FCE and CAE, aligned with B2 and C1 respectively. The relative comparability between the three subtests is determined by analysing the results of tests that have been administered to a group of 80 test-takers (expected CEFR level: B2). The placement of the test-takers also reveals to what extent the judgements of the Slovenian panellists about CEFR levels coincide with those reported for FCE and CAE. The study thus also explores whether the high degree of agreement between the judges on the alignment panel can be solely attributed to their adequate and precise understanding of CEFR descriptors – which is directly mirrored in their setting of the cut scores and relating the examination to relevant CEFR levels – or whether it can also be ascribed to their shared educational, national and cultural background. The answers to these questions are paramount because they reveal the descriptive adequacy of CEFR descriptors and because different interpretations of CEFR levels can significantly affect national testing policies and, consequently, language teaching and testing.

The eastern part of the Drava Depression presents a relatively small part within the Croatian part of the Pannonian Basin. A confined part within the eastern part of the Drava Depression with a working petroleum system but few hydrocarbon accumulations was selected for the evaluation of the remaining hydrocarbon potential. Four subsurface models were built with different levels of detail on which determination of source rock maturity, assessment of potential, and finally, volumes of the potentially accumulated hydrocarbons were estimated. In addition, several case scenarios, regarding source rock properties and boundary conditions were addressed to present the risk points in the model. Results proved that the amounts of hydrocarbons generated ([Formula: see text] of oil and [Formula: see text] of gas) and accumulated ([Formula: see text] of oil and [Formula: see text] of gas) in the subsurface strongly support further exploration efforts even for the conservative modeling parameters (low heat flow [HF] and moderate total organic carbon values). A set of scenarios was also modeled including different HF, total organic content, and kinetic values each with significant impact for the final model result.

The present paper draws on the report of a five-year project that aligned the Slovenian national exams in English to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Discussed here are the key findings of the relating project, carried out by the National Examination Centre, a central institution for external assessment in Slovenia, for the following exams: the Vocational Matura (for technical secondary schools, vocational-technical schools, and vocational courses) and the General Matura (for general secondary education programmes). The focus of the paper is on the interpretation of the findings of the project, the significance of relating the aforementioned exams to the CEFR, the implications of project results for future language test development and, most importantly, the impact of the findings on the development of secondary school-level English education programmes in Slovenia.

The article presents a study of a CEFR B2-level reading subtest that is part of the Slovenian national secondary school leaving examination in English as a foreign language, and compares the test-taker actual performance (objective difficulty) with the test-taker and expert perceptions of item difficulty (subjective difficulty). The study also analyses the test-takers' comments on item difficulty obtained from a while-reading questionnaire. The results are discussed in the framework of the existing research in the fields of (the assessment of) reading comprehension, and are addressed with regard to their implications for item-writing, FL teaching and curriculum development. stopar and ilc: item and task difficulty 319