North, Brian 1950-
The CEFR in Practice / Brian North ; Michael Milanovic and Nick Saville (Series editors). - 1st ed. - New York, NY : Cambridge University Press, 2014. - xiii, 270 p. : ill. ; 23 cm. - EnglishProfile Studies .
Volume 5 in the EnglishProfile Studies series.
Includes bibliographical references (pages 254-258) and indexes.
1. Introduction 2. The CEFR: A common framework of reference Section 1: Essentials -- 2.1.1 Origin -- 2.1.2 Aims -- 2.1.3 Profiling not levelling
Section 2: More details -- 2.2.1 The development of the CEFR -- 2.2.2 The CEFR categories -- 2.2.3 Core competences and learned competences
Section 3: Issues -- 2.3.1 Criticisms of the CEFR from an SLA viewpoint -- 2.3.2 Other criticisms of the CEFR descriptors -- 2.3.3 A basis for developing tests? -- 2.3.4 A reference or a norm? -- 2.3.5 Validity creep?
3. The CEFR Common Reference Levels Section 1: Essentials -- 3.1.1 The levels -- 3.1.2 Salient characteristics of the levels -- 3.1.3 Illustrative descriptors -- 3.1.4 Illustrative samples
Section 2: More details -- 3.2.1 The development of the levels and descriptors -- 3.2.2 The plus levels -- 3.2.3 Further sources of CEFR-related description for assessment criteria
Section 3: Issues -- 3.3.1 What about strategic and intercultural competence, and mediation? -- 3.3.2 How long does it take to reach B1? -- 3.3.3 Is progress linear? -- 3.3.4 What does it mean to 'be B1'?
4. Planning and teaching with the CEFR Section 1: Essentials -- 4.1.1 The CEFR approach -- 4.1.2 Transparency and coherence -- 4.1.3 Aligning a curriculum to the CEFR -- 4.1.4 Examples of planning instruments -- 4.1.5 Examples of continuous assessment instruments
Section 2: More details -- 4.2.1 Receptive skills and genre in the curriculum -- 4.2.2 The 'real world' criterion - CEFR scenarios
Section 3: Issues -- 4.3.1 Form and function -- 4.3.2 Tasks and exercises -- 4.3.3 Tasks and discourse
5. Assessing CEFR level Section 1: Essentials -- 5.1.1 The CEFR and assessment -- 5.1.2 Validity -- 5.1.3 Specification -- 5.1.4 Eliciting a sample of speaking and writing -- 5.1.5 Criteria for judging speaking and writing -- 5.1.6 Developing tests for the receptive skills
Section 2: More details -- 5.2.1 Quality control and statistical validation of tests -- 5.2.2 Moderating teacher assessment -- 5.2.3 Relating norm-referenced teacher assessment to CEFR levels
Section 3: Issues --- 5.3.1 Reliability and dependability -- 5.3.2 Relating test scores to CEFR levels -- 5.3.3 Criterion-referencing and calibrating to a criterion
6. Conclusions and Outlook -- 6.1 The CEFR aims revisited -- 6.2 The pace of change -- 6.3 Relating curricula and examinations to the CEFR -- 6.4 Young learners -- 6.5 A Common World Framework? -- 6.6 An intercultural, plurilingual future? -- 6.7 The CEFR and the future
References
Resources Author index Subject index
"This volume gives an overview of the impact of the CEFR on teaching and assessment as well the extensive debate surrounding the framework. The book covers the four main areas with which the CEFR is concerned: its role as a common framework, the Common Reference Levels, what the CEFR implies for planning and teaching, and assessment of CEFR levels. A distinction is maintained between practical information and academic discussion. Each chapter is organised into three sections: Essentials, to introduce the relevance of the CEFR to the topic concerned; More detail, to give examples of the implementation the framework; and Issues, a discursive section with a focus on misconceptions of the CEFR and how these could be addressed. The conclusion discusses the extent to which the CEFR is generating change, the priorities for curriculum development in the future and how the framework can be further exploited and developed." (Publisher's Website).
9781107414594 (pbk)
2014010484
Second language acquisition--Ability testing.
Language and languages--Ability testing.
The CEFR in Practice / Brian North ; Michael Milanovic and Nick Saville (Series editors). - 1st ed. - New York, NY : Cambridge University Press, 2014. - xiii, 270 p. : ill. ; 23 cm. - EnglishProfile Studies .
Volume 5 in the EnglishProfile Studies series.
Includes bibliographical references (pages 254-258) and indexes.
1. Introduction 2. The CEFR: A common framework of reference Section 1: Essentials -- 2.1.1 Origin -- 2.1.2 Aims -- 2.1.3 Profiling not levelling
Section 2: More details -- 2.2.1 The development of the CEFR -- 2.2.2 The CEFR categories -- 2.2.3 Core competences and learned competences
Section 3: Issues -- 2.3.1 Criticisms of the CEFR from an SLA viewpoint -- 2.3.2 Other criticisms of the CEFR descriptors -- 2.3.3 A basis for developing tests? -- 2.3.4 A reference or a norm? -- 2.3.5 Validity creep?
3. The CEFR Common Reference Levels Section 1: Essentials -- 3.1.1 The levels -- 3.1.2 Salient characteristics of the levels -- 3.1.3 Illustrative descriptors -- 3.1.4 Illustrative samples
Section 2: More details -- 3.2.1 The development of the levels and descriptors -- 3.2.2 The plus levels -- 3.2.3 Further sources of CEFR-related description for assessment criteria
Section 3: Issues -- 3.3.1 What about strategic and intercultural competence, and mediation? -- 3.3.2 How long does it take to reach B1? -- 3.3.3 Is progress linear? -- 3.3.4 What does it mean to 'be B1'?
4. Planning and teaching with the CEFR Section 1: Essentials -- 4.1.1 The CEFR approach -- 4.1.2 Transparency and coherence -- 4.1.3 Aligning a curriculum to the CEFR -- 4.1.4 Examples of planning instruments -- 4.1.5 Examples of continuous assessment instruments
Section 2: More details -- 4.2.1 Receptive skills and genre in the curriculum -- 4.2.2 The 'real world' criterion - CEFR scenarios
Section 3: Issues -- 4.3.1 Form and function -- 4.3.2 Tasks and exercises -- 4.3.3 Tasks and discourse
5. Assessing CEFR level Section 1: Essentials -- 5.1.1 The CEFR and assessment -- 5.1.2 Validity -- 5.1.3 Specification -- 5.1.4 Eliciting a sample of speaking and writing -- 5.1.5 Criteria for judging speaking and writing -- 5.1.6 Developing tests for the receptive skills
Section 2: More details -- 5.2.1 Quality control and statistical validation of tests -- 5.2.2 Moderating teacher assessment -- 5.2.3 Relating norm-referenced teacher assessment to CEFR levels
Section 3: Issues --- 5.3.1 Reliability and dependability -- 5.3.2 Relating test scores to CEFR levels -- 5.3.3 Criterion-referencing and calibrating to a criterion
6. Conclusions and Outlook -- 6.1 The CEFR aims revisited -- 6.2 The pace of change -- 6.3 Relating curricula and examinations to the CEFR -- 6.4 Young learners -- 6.5 A Common World Framework? -- 6.6 An intercultural, plurilingual future? -- 6.7 The CEFR and the future
References
Resources Author index Subject index
"This volume gives an overview of the impact of the CEFR on teaching and assessment as well the extensive debate surrounding the framework. The book covers the four main areas with which the CEFR is concerned: its role as a common framework, the Common Reference Levels, what the CEFR implies for planning and teaching, and assessment of CEFR levels. A distinction is maintained between practical information and academic discussion. Each chapter is organised into three sections: Essentials, to introduce the relevance of the CEFR to the topic concerned; More detail, to give examples of the implementation the framework; and Issues, a discursive section with a focus on misconceptions of the CEFR and how these could be addressed. The conclusion discusses the extent to which the CEFR is generating change, the priorities for curriculum development in the future and how the framework can be further exploited and developed." (Publisher's Website).
9781107414594 (pbk)
2014010484
Second language acquisition--Ability testing.
Language and languages--Ability testing.