Aligning China's Standards of English Language Ability with the Common European Framework of Reference for Languages

Peng, Chuan; Liu, Jianda; Cai, Hongwen

doi:10.1007/s40299-021-00617-2

Cited by 17 publications

(14 citation statements)

References 15 publications

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“…In the second study, test takers completed sets of Can Do self-assessments related to CEFR and CSE scale levels. Test takers tended to slightly overestimate their abilities, and although there was not a oneto-one match between the levels in the two frameworks, correspondences between the CEFR and CSE frameworks were nonetheless broadly in accordance with those proposed by previous studies (Dunlea et al 2019;Peng et al 2021).…”

Section: Discussionsupporting

confidence: 84%

“…ʶ The results of the current study can therefore be seen to broadly reflect the mappings of the previous Dunlea et al (2019) and Peng et al (2021) studies. As mentioned above and shown in Table 14, both Dunlea et al ( 2019) and Peng et al 2021) recently published the results of comparative studies.…”

Section: Table 13 Current Study Cefr / Cse Fitsupporting

confidence: 89%

“…below extends the picture of alignments presented in Table13, and includes the alignments proposed inDunlea et al (2019) [the'Dunlea' study] and inPeng et al (2021) [the'Peng' study].…”

mentioning

confidence: 82%

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Untitled

2022

CEFR Journal

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This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license. This article briefly presents the handbook Aligning language education with the CEFR, which was published in April 2022 and is freely available online. The publication of the CEFR Companion Volume with new descriptors (CEFR CV; Council of Europe, provisional version 2017, definitive version 2020) has caused quite a stir in the field of language education and prompted renewed interest in the content and applicability of the CEFR (Council of Europe 2001). Language assessment professionals in particular have discussed the many implications of the CEFR CV in different contexts and scenarios. The article explains why the handbook was developed and who it is for, describes the steps involved in aligning the different dimensions of language education with the CEFR, and explains how the handbook is organised.

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Section: Discussionsupporting

confidence: 84%

Section: Table 13 Current Study Cefr / Cse Fitsupporting

confidence: 89%

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2022

CEFR Journal

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“…The Dunlea study mapped B2 against L6/L7 and the Peng study mapped B2 against L6/L7.ʶ The current study mapped C1 at L7. The Dunlea study mapped C1 at L8 while the Peng study mapped C1 at L7/L8.ʶ There was no data for C2 in the current study.ʶ The results of the current study can therefore be seen to broadly reflect the mappings of the previousDunlea et al (2019) andPeng et al (2021) studies. As mentioned above and shown in Table14, both Dunlea et al (2019) and Peng et al 2021) recently published the results of comparative studies.…”

supporting

confidence: 65%

“…Following this, the proposed levels were field tested in an "external evaluation" exercise, where Chinese teachers rated their own students against the proposed matched levels, as illustrated in Table 2 below. Peng et al (2021) report on a study attempting to establish level correspondences between CEFR and CSE levels using difficulty estimates of all published descriptors (467 for the CEFR and 1,051 for the CSE) of ratings by English language teachers and students. While there was close correspondence at the top and bottom ends of the scale, there was overlap in the middle levels.…”

Section: Evidence-based Cse/cefr Comparability Studiesmentioning

confidence: 99%

CEFR and CSE comparability study: An exploration using the Chinese College English Test and the LanguageCert Test of English

Coniam¹

2022

CEFR Journal

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This paper outlines how different studies can be brought together to reveal how two separate examinations, based on different assessment frameworks, may be compared. The paper reports on data obtained from a cohort of a comparatively large sample of Chinese university test-takers who took two separate tests – the Chinese College English Test (CET), which is linked to the descriptive scales of the CSE (China Standards of English) and the LanguageCert Test of English (LTE) linked to the descriptive assessment framework of the CEFR (Common European Framework of Reference for Languages). In addition to the test-taking, two further studies were conducted. Analysis indicated that it was possible to make reasonably definitive pronouncements about the comparability of the two frameworks in reading and language use. The findings contribute to the assessment research literature in that they provide relevant stakeholders with a means of comparing performances on either the LTE (linked to the CEFR scale) or the Chinese CET (linked to the CSE framework).These findings are particularly valuable for western institutions of higher education who, when considering the admission of Chinese students, postgraduate or other, are presented with CET results based on the CSE framework and LTE results based on the CEFR framework.

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The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

Yin,

Fang

2024

Asia-Pacific Edu Res

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Released in 2018, China’s Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among 233 university EFL teachers in China. Using a self-designed questionnaire assessing current LAL and CSE assessment literacy, the findings indicate that the teachers’ self-assessed LAL, classified into high, moderate, and low LAL profiles, was generally unsatisfactory. Awareness of the principles was highest in teachers with a moderate LAL profile and was minimal in teachers with a low profile. Proficiency in “CSE Background,” “Competence Classification,” and “Table Scales” was closely linked to elevated LAL profiles. Specifically, “CSE Background” improved LAL across low and moderate profiles, while “Competence Classification” and “Table Scales” mainly benefited the moderate profile, informing effective LAL and CSE training strategies.

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Aligning China's Standards of English Language Ability with the Common European Framework of Reference for Languages

Cited by 17 publications

References 15 publications

Untitled

Untitled

CEFR and CSE comparability study: An exploration using the Chinese College English Test and the LanguageCert Test of English

The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

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