The Library
Designing and scaling level-specific writing tasks in alignment with the CEFR: a test-centered approach
Tools
Tools
Tools
Harsch, Claudia and Rupp, Andrea Alexander. (2011) Designing and scaling level-specific writing tasks in alignment with the CEFR: a test-centered approach. Language Assessment Quarterly, Vol.8 (No.1). pp. 1-33. ISSN 1543-4311
Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/15434303.2010.535575
Abstract
The Common European Framework of Reference (CEFR; Council of Europe, 2001) provides a competency model that is increasingly used as a point of reference to compare language examinations. Nevertheless, aligning examinations to the CEFR proficiency levels remains a challenge. In this article, we propose a new, level-centered approach to designing and aligning writing tasks in line with the CEFR levels. Much work has been done on assessing writing via tasks spanning over several levels of proficiency but little research on a level-specific approach, where one task targets one specific proficiency level. In our study, situated in a large-scale assessment project where such a level-specific approach was employed, we investigate the influence of the design factors tasks, assessment criteria, raters, and student proficiency on the variability of ratings, using descriptive statistics, generalizability theory, and multifaceted Rasch modeling. Results show that the level-specific approach yields plausible inferences about task difficulty, rater harshness, rating criteria difficulty, and student distribution. Moreover, Rasch analyses show a high level of consistency between a priori task classifications in terms of CEFR levels and empirical task difficulty estimates. This allows for a test-centered approach to standard setting by suggesting empirically grounded cut-scores in line with the CEFR proficiency levels targeted by the tasks.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Subjects: | L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics |
||||
| Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||
| Library of Congress Subject Headings (LCSH): | CEFTrain Project, Language and languages -- Study and teaching, Language and languages -- Ability testing, Language and languages -- Study and teaching -- Germany , Language and languages -- Ability testing -- Germany | ||||
| Journal or Publication Title: | Language Assessment Quarterly | ||||
| Publisher: | Routledge | ||||
| ISSN: | 1543-4311 | ||||
| Official Date: | 2011 | ||||
| Dates: |
|
||||
| Volume: | Vol.8 | ||||
| Number: | No.1 | ||||
| Number of Pages: | 33 | ||||
| Page Range: | pp. 1-33 | ||||
| Identification Number: | 10.1080/15434303.2010.535575 | ||||
| Status: | Peer Reviewed | ||||
| Publication Status: | Published | ||||
| Access rights to Published version: | Open Access | ||||
| URI: | http://wrap.warwick.ac.uk/id/eprint/36924 |
Data sourced from Thomson Reuters' Web of Knowledge
Request changes or add full text files to a record
Actions (login required)
 |
View Item |
