Language:

Linking the International English Language Competency Assessment suite of examinations to the Common European Framework of Reference

Language Testing in Asia, 2021-06, Vol.11 (1), p.1-24, Article 9 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2229-0443 ;EISSN: 2229-0443 ;DOI: 10.1186/s40468-021-00123-8

Full text available

Citations Cited by

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Linking the International English Language Competency Assessment suite of examinations to the Common European Framework of Reference
Author: Hidri, Sahbi
Subjects: Alignment ; Assessment ; Correlation ; Curricula ; Cut-off score ; Cutting Scores ; Decision Making ; Difficulty Level ; Education ; Educational standards ; English (Second Language) ; English as an international language ; English language ; Evaluators ; Familiarisation ; Familiarity ; Foreign Countries ; Goodness of Fit ; Guidelines ; Item Analysis ; Language Education ; Language Proficiency ; Language Tests ; Literacy ; Qualifications ; Rating Scales ; Reliability ; Second Language Instruction ; Second Language Learning ; Specification ; Standard setting ; Standardisation ; Testing and Evaluation ; Training ; Validation ; Validity
Is Part Of: Language Testing in Asia, 2021-06, Vol.11 (1), p.1-24, Article 9
Description: The study investigated the alignment process of the International English Language Competency Assessment (IELCA) suite examinations’ four levels, B1, B2, C1 and C2, onto the Common European Framework of Reference (CEFR) by explaining and discussing the five linking stages (Council of Europe (CoE 2009). Unlike previous studies, this study used the five linking stages altogether to make fair judgements and informed decisions about the practical consequences and validity arguments of this mapping task. Findings indicated that the useful and in-depth discussions of the relevant CEFR descriptors resulted in a deeper awareness of establishing succinct re-familiarisations and re-definitions of the salient features of the different skills and items, thus making them more specific to reflect the CEFR descriptors. The ample alignment activities provided fertile ground for dependable results. For instance, teacher estimates confirmed the cut scores with high agreement percentages, ranging from 74.4 to 99.34. Also, the FACETS analyses showed a good global model fit with a high reliability value of the judgement process, only after undergoing rater training sessions. Specifically, the majority of item difficulty estimates were within the typical range, thus indicating that the IELCA examinations were measuring the underlying construct traits; however, the empirical validation called for additional data and further implementation practices regarding other judgements on the levels’ boundary for IELCA examinations. Further mapping challenges, implications, and future research were also discussed.
Publisher: Cham: Springer International Publishing
Language: English
Identifier: ISSN: 2229-0443
EISSN: 2229-0443
DOI: 10.1186/s40468-021-00123-8
Source: Education Resources Information Center (ERIC)
Directory of Open Access Journals
ProQuest Central
Springer Nature OA Free Journals

Back to results list


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

Linking the International English Language Competency Assessment suite of examinations to the Common European Framework of Reference

Searching Remote Databases, Please Wait