Foreword to the Special Issue “The Common European Framework of Reference for Languages (CEFR) for English Language Assessment in China” of Language Testing in Asia

Foreword to the Special Issue “The Common European Framework of Reference for Languages (CEFR)... Alderson Language Testing in Asia (2017) 7:20 DOI 10.1186/s40468-017-0049-9 EDITORIAL Open Access Foreword to the Special Issue “The Common European Framework of Reference for Languages (CEFR) for English Language Assessment in China” of Language Testing in Asia J. Charles Alderson Background Correspondence: c.alderson@lancaster.ac.uk The need within language testing and assessment for specifications of test content, Department of Linguistics and English Language, Lancaster methods and constructs has long been recognised and accepted. In education more University, Lancaster, UK generally, statements of aims, objectives and curricular frameworks are also widely provided, although the definitions and operationalisations of these may vary greatly. In second and foreign language education, there is a long tradition of stating ex- pected levels of achievement, with or without reference to curricular objectives. How- ever, such stated levels were often vague and were not defined independently of higher or lower levels. Hence, it was very common to use terms like Beginner, False Beginner, High or Low Intermediate and Advanced or Mastery, the meanings of which were interpreted very differently in different contexts, cultures and educational systems, such that one person’s or system’s “False Beginner” might be another’s “Intermediate”. More recently, efforts have been made to define achievement levels http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Language Testing in Asia Springer Journals

Foreword to the Special Issue “The Common European Framework of Reference for Languages (CEFR) for English Language Assessment in China” of Language Testing in Asia

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Publisher
Springer International Publishing
Copyright
Copyright © 2017 by The Author(s).
Subject
Education; Language Education; Assessment, Testing and Evaluation
eISSN
2229-0443
D.O.I.
10.1186/s40468-017-0049-9
Publisher site
See Article on Publisher Site

Abstract

Alderson Language Testing in Asia (2017) 7:20 DOI 10.1186/s40468-017-0049-9 EDITORIAL Open Access Foreword to the Special Issue “The Common European Framework of Reference for Languages (CEFR) for English Language Assessment in China” of Language Testing in Asia J. Charles Alderson Background Correspondence: c.alderson@lancaster.ac.uk The need within language testing and assessment for specifications of test content, Department of Linguistics and English Language, Lancaster methods and constructs has long been recognised and accepted. In education more University, Lancaster, UK generally, statements of aims, objectives and curricular frameworks are also widely provided, although the definitions and operationalisations of these may vary greatly. In second and foreign language education, there is a long tradition of stating ex- pected levels of achievement, with or without reference to curricular objectives. How- ever, such stated levels were often vague and were not defined independently of higher or lower levels. Hence, it was very common to use terms like Beginner, False Beginner, High or Low Intermediate and Advanced or Mastery, the meanings of which were interpreted very differently in different contexts, cultures and educational systems, such that one person’s or system’s “False Beginner” might be another’s “Intermediate”. More recently, efforts have been made to define achievement levels

Journal

Language Testing in AsiaSpringer Journals

Published: Nov 22, 2017

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