Deluded by Artifices? The Common European Framework and Harmonization

Fulcher, Glenn

doi:10.1207/s15434311laq0104_4

Cited by 146 publications

(80 citation statements)

References 6 publications

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“…However, alignment with the CEFR should not be considered a substitute to ongoing procedures for validation (Fulcher 2004). The Manual strongly emphasizes that a prerequisite for any effort to achieve alignment with the CEFR is that an assessment be of high quality, otherwise alignment is "a wasted enterprise" (Council of Europe…”

Section: Discussionmentioning

confidence: 99%

Issues in aligning assessments to the Common European Framework of Reference

Papageorgiou

2019

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One of the main aims of the Common European Framework of Reference is to help providers and users of assessments "describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications" (Council of Europe 2001: 21). Providers of language assessments both inside and outside Europe follow various methodologies to align their assessments with the CEFR levels, as several case studies show (Figueras and Noijons 2009;Martyniuk 2010). This paper discusses the use of the CEFR in the field of language assessment, focusing in particular on issues related to alignment. The paper presents the types of validity evidence that should be accumulated to support an alignment claim and concludes with directions for future research in order to further enhance our understanding of using the CEFR for the design of assessments and the interpretation of assessment results.

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Section: Discussionmentioning

confidence: 99%

Issues in aligning assessments to the Common European Framework of Reference

Papageorgiou

2019

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“…These samples will be used for training teachers to evaluate their students. Even so, it is anticipated that teachers may be reluctant to explore new pedagogic approaches and take on a new set of requirements; publishers might be keen to apply the CSE, but they might do it inadequately and not sufficiently empirically; local or school-based assessment developers may feel obliged to align their assessments to the CSE levels, but the alignment is a highly professional job with many caveats (see Fulcher 2004Fulcher , 2010bWeir 2005). A mechanism for quality assurance must be in place to monitor the application of the CSE at the implementation stage of the project.…”

Section: The Implementation Of the Frameworkmentioning

confidence: 99%

Developing the China Standards of English: challenges at macropolitical and micropolitical levels

et al. 2017

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Background: A project has recently been proposed by the National Education Examinations Authority, P. R. China, to develop a national framework of reference for English language education, provisionally called China Standards of English (CSE). In this article, we argue for the necessity of developing the framework of reference in China and challenges facing such an important endeavor. Methods: We first reviewed relevant documents of English language education in China to identify the overlaps and inconsistencies in the curricular requirements at different educational stages. We then explored the need for improving the transparency in policies and practices of English language education. Finally, challenges facing the development and implementation of the CSE were discussed based on Alderson's (2009) conceptualization of politics in language education. Results: For governmental organizations, coordinating resources and negotiating views of different educational stages may prove challenging due to the segmental management structure of English language education in China. Micropolitically, the CSE project may face technical challenges due to the innovative nature of the work involved. Resistance may also be encountered from practitioners who may pay lip service to the new framework and feel reluctant to change their pedagogical and assessment practices. Conclusions: The discussion of challenges facing the development of a national framework for English, the first of its kind in China, is intended to influence and inform decisions on how the CSE can be developed, and more importantly, how the framework can be implemented so as to achieve the ultimate purpose of improving English teaching, learning and assessment in China.

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“…Es necesario recordar, además, que son varios los autores (Alderson, 2007;Alderson et al, 2004;Fulcher, 2004Fulcher, , 2010Weir, 2005;, entre otros) que dan cuenta de las numerosas deficiencias que presenta la formulación de algunos de los descriptores de las escalas del MCER. También, que los propios autores del Marco reconocen que los descriptores de algunas de las escalas, en especial, las de los niveles C1 y C2 no han sido adecuadamente calibrados (North, 2007).…”

Section: Mcerunclassified

Exámenes certificativos de ELE referenciados a sistemas externos como el del MCER

González

2015

RILE

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Resumen: La cultura de los exámenes de lenguas referenciados a sistemas de estándares externos se está imponiendo progresivamente en el panorama internacional. El impacto sin precedentes del Marco común europeo de referencia (MCER) ha erigido a este documento en el principal sistema con el que se relacionan los resultados de los exámenes en todo el mundo. Este fenómeno lleva aparejado el reto de la argumentación de la validez y el de la superación de los problemas que presenta el MCER para este tipo de uso, lo cual implica la profesionalización y el compromiso ético de los agentes implicados en el desarrollo y la administración de exámenes. Palabras clave: Sistemas de referencia externos, exámenes vinculados al MCER, exámenes referenciados a estándares externos.Abstract: The culture of aligning tests to external standard is being increasingly imposed in worldwide language certification exams. The unprecedented impact of the Common European Framework (CEF) has placed this document in the primary standard system that the test results relate. This phenomenon entails the challenge of the validity argument and overcoming the implicit problems of using CEF as a reference in testing. This involves professional and ethical commitment of those involved in the development and management testing systems.

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Deluded by Artifices? The Common European Framework and Harmonization

Cited by 146 publications

References 6 publications

Issues in aligning assessments to the Common European Framework of Reference

Issues in aligning assessments to the Common European Framework of Reference

Developing the China Standards of English: challenges at macropolitical and micropolitical levels

Exámenes certificativos de ELE referenciados a sistemas externos como el del MCER

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