Are we all on the same page? An exploratory study of OPI ratings across NATO countries using the NATO STANAG 6001 scale

Dubeau, Julie J.

doi:10.22215/etd/2006-08192

Cited by 1 publication

(1 citation statement)

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“…Some fifty years after the launch of STANAG 6001, some fundamental problems still prevent it from being a vehicle for full comparability of language proficiency levels across NATO member states. A major issue has to do with interpretability (Brooks & Hoffman, 2013;Dubeau, 2006). Much like the CEFR or the ILR descriptors, the wording in the STANAG 6001 descriptors may be somewhat vague and may leave room for interpretation.…”

Section: Frameworkmentioning

confidence: 99%

Standards in language proficiency measurement

Deygers¹

2021

The Routledge Handbook of Language Testing

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encompassing a vast array of contexts. The standards managed by ISO need to meet the key characteristics of a robust industrial standard: exactness, transparency, impartiality, effectiveness, relevance, and coherence (International Organization for Standardization, 2018).Arguably, none of the traditional standards in language testing (e.g., CEFR, ACTFL, etc.) check all six boxes associated with a quality ISO standard. Perhaps the most common problem in language standards, is vagueness or "descriptional inadequacy" (Fulcher et al., 2011, p. 9). Quite possibly, the context-dependency and elusiveness of language proficiency (Hudson, 2012) together with the history and genealogy of the standards in use today help to explain why this is the case. To better understand the standards used in language performance measurement today, this chapter takes a broad and historical perspective. TYPES OF LANGUAGE PROFICIENCY STANDARDSIn this chapter, we distinguish between three types of standards: educational performance indicators (e.g., PISA, PIRLS, NAEP, PIAAC), language proficiency frameworks (e.g., ACTFL, CEFR), and institutionalized language tests (e.g., IELTS, TOEFL). These three types of standards have received wide and often voluntary uptake by a community of users, but serve dissimilar goals.The goal of educational performance indicators is to compare the performance of L2 learners or L1 users by administering the same test in different educational settings. These assessment-driven standards typically focus on a range of domains (e.g., science, mathematics), but often include a linguistic component. Educational performance indicators allow policy makers and researchers to monitor the performance of their own educational system over time, but also trace its international ranking in relation to the educational systems in other states or countries. As such, they aim to impact policy or spur policy change (Singer et al., 2018). International educational performance assessments reside under the auspices of organizations such as IEA (International Association for the Evaluation of Educational Achievement) or OECD (Organization for Economic Cooperation and Development) and often rely on international research teams to conduct and analyze the assessments.

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Section: Frameworkmentioning

confidence: 99%

Standards in language proficiency measurement

Deygers¹

2021

The Routledge Handbook of Language Testing

View full text Add to dashboard Cite

show abstract

Are we all on the same page? An exploratory study of OPI ratings across NATO countries using the NATO STANAG 6001 scale

Cited by 1 publication

References 54 publications

Standards in language proficiency measurement

Standards in language proficiency measurement

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