Scales and Frameworks

Jones, Neil; Saville, Nick

doi:10.1002/9780470694138.ch35

Cited by 3 publications

(11 citation statements)

References 12 publications

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“…Besides, it has the function of providing guidance for raters regarding the quality of the performance. The can-do rating instrument is still promising for teachers' rating [8]. For example, the Common European Framework is a descriptive scheme informing learners' competence or achievement in a particular context.…”

Section: Assessment Standards and Frameworkmentioning

confidence: 99%

“…The doctorate is an outcome-based curriculum, including three institutional learning outcomes and seven intended learning outcomes acting as a framework for the compulsory and elective subjects [4,15,16]. Learners are hoped to attain certain level of competence in the coursework [8]. In some coursework, the individual PowerPoint presentations are the assessment tools for learners' language ability--to express sophisticated academic ideas at doctoral level -proficiency goal.…”

Section: Purposes For Assessmentmentioning

confidence: 99%

“…Also, both the spoken and written assessments measure a particular level of critical, analytical and creative thinking skills in the subject knowledge -cognitive goal. Besides, through doing the small-scale research projects, learners have to use certain research methods to get primary data and for evidence-based analysis in education-related area -transfer goal [4,8,15,16].…”

Section: Purposes For Assessmentmentioning

confidence: 99%

“…For Thesis I, students need to write a research proposal in 10000 to 15000 words, guided by their supervisor and then give an oral presentation lasing for about 30 minutes and followed by a 30-minute Question and Answer (Q & A) session, assessed by the Internal Assessment Panel. The purposes are to ensure the proposed research is of good quality and originality of the students [8], and to provide a chance for them to get feedbacks for the research. The assessment panel will assess whether the proposed research can be proceeded to Thesis II or major revisions are required [15,16].…”

Section: Purposes For Assessmentmentioning

confidence: 99%

“…Language assessment is to give valid and reliable interpretations of the assessment performed by particular learners in a context [8]. At doctoral level, other modes of assessment (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Understanding the Assessment in Higher Education in South-east Asia: Four Perspectives

Chung¹

2019

IJTIE

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In our traditional Chinese culture, there is the widespread dominance of the exam-oriented curriculum with limited students' engagement in learning. This study is aimed at understanding the assessment issues and investigating the perspectives and experiences towards the assessment of the subject coursework and thesis at doctoral level in Southeast Asia since there is scant study on this specific context. Relevant documents and the indepth individual interviews of a few learners and teachers were used to get complementary perceptions on this issue. This paper is analyzed based on several perspectives: the purposes for assessment, language assessment policy, assessment standards and frameworks, and factors affecting the assessment performance. Findings include the coursework assessment practice has aligned with AFL-Assessment for learning. Assessment is embedded in the teaching and learning context. Individual abilities including the language proficiency and educational knowledge of learners, and the circumstances are factors related to the performance of the assessment in higher education.

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Section: Assessment Standards and Frameworkmentioning

confidence: 99%

Section: Purposes For Assessmentmentioning

confidence: 99%

Section: Purposes For Assessmentmentioning

confidence: 99%

Section: Purposes For Assessmentmentioning

confidence: 99%

“…Language assessment is to give valid and reliable interpretations of the assessment performed by particular learners in a context [8]. At doctoral level, other modes of assessment (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Understanding the Assessment in Higher Education in South-east Asia: Four Perspectives

Chung¹

2019

IJTIE

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Measures of Language Proficiency in Large-Scale Surveys in the Republic of Ireland and Northern Ireland

Riagáin

2018

Measures of Language Proficiency in Censuses and Surveys

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Specifying Progression in Academic Speaking: A Keyword Analysis of CEFR-Based Proficiency Descriptors

Berger

2019

Language Assessment Quarterly

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The Common European Framework of Reference (CEFR), with its illustrative scales and salient features of spoken language at the reference levels, is widely used as the base for rating scales for performance testing. If practitioners want to measure and report even small gains in proficiency, they need to adapt the descriptors to their local context and make further subdivisions. However, progression from one band to the next is often defined intuitively without much empirical support. This article presents an attempt to create a finer, empirically-based differentiation for academic speaking at C1 and C2 in the form of common reference points, which specify progression in a way that is more precise than the level descriptions in the CEFR but not too specific to lose their referential nature. To validate the progression, the common reference points are compared to the results of a keyword analysis of C1 and C2 descriptors for speaking from several CEFR-related sources. The results appear to confirm the soundness of the suggested progression in general terms. The findings reflect both the potential and the limitations of a keyword analysis for present purposes, indicating that the approach taken is complementary to other forms of validation.

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Scales and Frameworks

Cited by 3 publications

References 12 publications

Understanding the Assessment in Higher Education in South-east Asia: Four Perspectives

Understanding the Assessment in Higher Education in South-east Asia: Four Perspectives

Measures of Language Proficiency in Large-Scale Surveys in the Republic of Ireland and Northern Ireland

Specifying Progression in Academic Speaking: A Keyword Analysis of CEFR-Based Proficiency Descriptors

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