This document discusses language assessment targets and proficiency levels. It introduces the Common European Framework of Reference (CEFR), which established international standards for language learning, teaching, and assessment. The CEFR describes language abilities through 6 proficiency levels from A1 to C2. It also uses "can do" statements to outline the communication skills learners have at each level without focusing on grammar. The document then explains how major English tests, like the TOEFL and IELTS, develop assessment targets based on the CEFR levels and proficiency descriptors.

1. KIỂM TRA ĐÁNH GIÁ
NGOẠI NGỮ
LANGUAGE ASSESSMENT
FOR TEACHERS OF
ENGLISH
Giảng viên tập huấn: ThS Lê Nguyễn Như Anh
Trường Đại Học Sư Phạm TPHCM
Khoa Tiếng Anh
Tập huấn:

2. MODULE 3
REAL-LIFE LANGUAGE
ASSESSMENT
TARGETS

3. After learning module 3, you can:
• Understand real-life examples of
assessment targets from English
competence standards and famous
tests
• Further understand the knowledge in
module 2 in how to write assessment
targets for different levels of students
• Apply the knowledge to write and revise
learning/assessment targets.

4. THE CEFR AND
LANGUAGE
PROFICIENCY
ASSESSMENT
TARGETS

7. Problems
• In language teaching, different European
countries used many different syllabuses and
examinations
→Levels may vary even among institutions in
the same area.
→Comparing levels becomes more difficult.
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8. The CEFR
The CEFR ~ the Common European Framework
of Reference for Languages
• published by the council of Europe in 2001
• to establish international standards for
learning, teaching, and assessment for all
modern European languages
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9. The CEFR
The CEFR describes “what language learners
have to learn to do in order to use a language
for communication and what knowledge and
skills they have to develop so as to be able to
act effectively” (Council of Europe 2001, p. 1).
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10. The CEFR
• provides a common basis for the elaboration
of language syllabuses, curricula,
examinations, and textbooks.
• is widely used by test developers and other
stakeholders to interpret test scores and
make decisions.
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12. Reference levels
A1 beginner
A2 elementary
B1 intermediate
B2 upper intermediate
C1 advanced
C2 proficiency
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13. Reference levels
• The levels match general concepts of basic,
intermediate, and advanced and are often referred to as
the Global Scale.
• For each level, the full CEFR document complements this
by describing in depth:
– Competencies necessary for effective communication.
– Skills and knowledge related to language learning and
competencies.
– Situations (people, place, time, organization, etc.) and
contexts (study, work, social, tourism, etc.) in which
communication takes place. 13/40

14. “Can do” statements
• describe what a learner can do at each level.
• are always positive: not what a learner cannot do
or does wrong.
• do not deliberately refer to grammar or
structures
• are designed to describe how language users
communicate and how they understand written
and spoken texts.
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16. PERFORMANCE CONTENTS
CONDITIONS

20. LANGUAGE
ASSESSMENT
TARGETS IN MAJOR
ENGLISH TESTS

25. THAT’S ALL
Thank you for your attention