Assessment Module 3

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.
7/40

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
8/40

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).
9/40

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.
10/40

12. Reference levels
A1 beginner
A2 elementary
B1 intermediate
B2 upper intermediate
C1 advanced
C2 proficiency
12/40

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.
14/40

16. PERFORMANCE CONTENTS
CONDITIONS

20. LANGUAGE
ASSESSMENT
TARGETS IN MAJOR
ENGLISH TESTS

25. THAT’S ALL
Thank you for your attention