DOCSLIB.ORG

The First Ever Online, Fully Automated and Institutionally Administered Progress Test

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The First Ever Online, Fully Automated and Institutionally Administered Progress Test Acknowledgments The LTRC 2014 Organizing Committee Chair John de Jong VU University Amsterdam Gea Dreschler Bert Weltens Rebecca Present-Thomas Helena van Veen Mike Hannay Pearson, London Veronica Benigno Alex Perry-Dean We are grateful for generous support from our Sponsors: Table of Contents Getting Around Amsterdam 4 President's Message to LTRC 2014 6 Message from LTRC Chair 7 Awards 2014 8 Conference Program Schedule 9 Pre-Conference Workshops 10 Abstracts Wednesday June 4 15 Abstracts Thursday June 5 40 Abstracts Friday June 6 85 Conference Program Details Day by Day 118 LTRC 2014 Reviewers and Volunteers 121 Index 122 3 Getting Around Amsterdam A comprehensive system of trains, buses, trams, and the metro ensure convenient public transportation in and around Amsterdam. Travelling from Schiphol to Amsterdam From the arrivals hall of Schiphol Airport, you can take an NS (the Dutch railway operator) train to the city center (station: Amsterdam Centraal) or VU University (station: Amsterdam Zuid). If you have a bank card with an appropriate chip and pin code, you can purchase your train tickets from the yellow NS machines near the airport exit. It is also possible to purchase tickets and ask questions at the NS desk, which is identified on the map below by the blue NS logo in front of Arrivals 2. Trains from Schiphol leave several times per hour. Single, 2nd-class tickets cost approximately €2.60 to Amsterdam Zuid (~8 minutes travel time) or €4.00 to Amsterdam Centraal (~15 minutes). Around Amsterdam with buses, trams, and metro Once you're in Amsterdam, you'll want to switch to local transportation. Single-use tickets for trams and buses can be purchased on board for about €2.80 and are valid for one hour. However, we highly recommend purchasing a multi-day ticket for unlimited access to GVB buses, trams, and metro during your stay. You can purchase multi-day tickets in advance at the GVB ticket offices at Amsterdam Centraal and Amsterdam Zuid train stations. (Note that Connexxion buses and NS trains are not included in the multi-day tickets.) Getting to/from VU University The university is a short walk (~10 minutes) from train station Amsterdam Zuid. Additionally, the following local (GVB) lines, as shown on the campus map, will bring you directly to the VU Hoofdgebouw (Main Building): Tram lines 5, 16, and 24 Metro line 51 Buses 176, 241, 242, and 310 4 Getting Around Amsterdam At VU University All workshops, presentations and exhibitions will take place in the Hoofdgebouw (Main Building), which is located at de Boelelaan 1105. The opening reception will take place at the Basket campus pub (next to the parking lots in the middle of the main campus block). Main building VU The Basket Conference dinner Restaurant Café In de Waag is located on the Nieuwmarkt in the city center. From VU University, metro line 51 (direction: Amsterdam Centraal) stops directly at Nieuwmarkt, just across the square from the restaurant. Alternatively, tram lines 5, 16 and 24 will all take you to Dam Square, an 8-minute walk from the restaurant. 5 President's Message to LTRC 2014 Welcome to LTRC Amsterdam! - the 36th Language Testing Research Colloquium since our humble beginnings in a Boston hotel room in 1979. The conference organizers, chaired by John de Jong, and including Gea Dreschler, Bert Weltens, Rebecca Present-Thomas, Helena van Veen, Mike Hannay, Veronica Benigno, and Alex Perry-Dean, have put together a rich and varied program on the important theme of Towards a Universal Framework. The last time LTRC met in this lovely country was in August, 1993, when we experienced a two- nation colloquium, Part One in Cambridge and Part Two in Arnhem - the link between then and now being John de Jong. We're very fortunate this time around to enjoy the hospitality of VU University, and the facilities are not only first-rate but inviting and congenial, encouraging that most important aspect of any LTRC - socializing with old friends and discovering new ones. Here in Amsterdam, we are being treated to a wealth of information and inspiration regarding language assessment, including four pre-conference workshops, 75 paper presentations, 4 symposia, 30 work in progress presentations, 19 posters, 7 plenary sessions, and 3 keynotes, featuring, the Samuel J. Messick Memorial Lecture, the Distinguished Achievement Award Lecture, and the John Trim Award Lecture. I'm sure we will all come away with intellectual riches that will guide and inspire language testing research for a long time. We are also being indulged by wonderful social events, including the opening reception at The Basket and the conference banquet at In de Waag, surely the oldest banquet venue in LTRC history. Will there be any surprises during the banquet? It's an LTRC tradition that remarkable, even magical things happen at the banquet. We'll see... ILTA, our professional organization, of which LTRC is the annual conference, continues to work toward its purpose of promoting the improvement of language testing throughout the world. We work with other professional organizations such as AAAL, TESOL, and the many regional and national language testing organizations worldwide to disseminate information about language assessment. We have an informal working group of experts in the assessment of aviation English working with the International Civil Aviation Organization. Each year we publish an updated ILTA Language ILTA Bibliography and a Doctoral Dissertation Bibliography – we thank Tineke Brunfaut, of Lancaster University, for taking this project over this year from Annie Brown who has been conscientiously compiling the bibliographies for many years. Thank you Annie! We recognize excellence in language assessment research through the Cambridge/ILTA Distinguished Achievement Award and the ILTA Best Article Award. We promote education in language assessment with our annual Workshops and Meetings Awards. We encourage the professional development of MA and PhD students in language assessment by providing travel grants and a student presentation award. Jon Trace, University of Hawai’i, and Maryam Wagner, University of Toronto, were the recipients of the Student Travel Award this year. We look forward to hearing the many student presentations at this LTRC and to seeing which will win the Lado Best Student Paper Award. So, thank you very much to the organizing committee of this year’s LTRC and to all of you who are participating in the Colloquium this year. There is no doubt that it will be a memorable and merry meeting! All best wishes, Dan Douglas ILTA President 6 Message from LTRC Chair John de Jong On behalf of the Organizing Committee I am very happy to welcome you all to Amsterdam. It has been an interesting year preparing this meeting of the language testing minds. From the moment of putting out the call for papers correspondence has been proliferous. The call resulted in some negative and some positive reactions, but it did attract a large number of proposals: 224 in total at an interesting rate of submission as shown in the first graph. The 224 proposals were each reviewed by Proposal submission by date three raters generating 672 ratings divided over 73 volunteer raters (see page121) . 100% 90% The scoring rubrics were the same for the 80% four types of proposals (paper, poster, WIP 70% and symposium). Ratings resulted in 69% 60% 50% of the proposals being accepted (score of 4 40% or higher on scale of 1 to 6 ). Overall rater 30% agreement did not meet high-stakes 20% standards with 30% of exact agreement 10% 0% and a further 38% with a maximum 17 19 21 23 25 27 29 31 2 4 6 8 10 12 14 16 18 20 22 24 difference of 1 score point between raters. The highest acceptance rate (87%) was for October November posters, followed by symposia (80%). Acceptance rate for WIPs was 65% whereas 56% of the papers proposals were accepted. A total 18 proposals were withdrawn for various reasons. The program opens each day Theme popularity with an award lecture, followed by one or two plenary Supporting learners sessions after which we Test transparency continue in four different Supporting teachers streams and come together Diagnosing progress again at the end of the day in a Defining proficiency plenary session. For the Describing progress streams we endeavoured to Regional variations group papers by topic, but this Academic discipline was only partly successful as Job-related descript some proposals indicated up to Age-related descript five different themes of the 10 0% 5% 10% 15% 20% themes we suggested in the call for proposals and up to 9 keywords. Judging from the popularity of themes (shown in the second graph) it would seem that we are in general interested in serving the community of language learners and language teachers and hope to produce transparent information on learners ‘progress towards proficiency. There are many contributions that offer interesting perspectives in relation to the conference theme of seeking to define a universal framework and I am sure we will have interesting and heated debates in and around the campus. As of the time of this programme going to print we have 262 registered participants from 35 countries and from close to 200 different institutions. My wish for all of us is that we will be able to make some headway towards understanding what it means for learners to achieve progress in mastering a language. 7 Awards 2014 Award Committees: ILTA Student Travel Awards Chair: Tony Green (University of Bedfordshire, UK) Elvis Wagner (Temple University, USA) Jessica Wu (The Language Training & Testing Center (LTTC), Taiwan) ILTA Best Article Award Chair: Ute Knoch (University of Melbourne, Australia) ILTA Workshops and Meetings Awards Chair: Anthony Green (University of Bedfordshire, UK) Margaret (Meg) Malone (Center for Applied Linguistics, USA) Elvis Wagner (Temple University, USA) Award Winners: ILTA Student Travel Awards Jon Trace, University of Hawai'i, Paper: Building a better rubric: Towards a more robust description of academic writing proficiency (with Gerriet Janssen and Valerie Meier).
Load more

Recommended publications
  • A List of Certificates Confirming the Knowledge of a Modern Foreign Language at the Level of at Least B2, Recognized by the Doctoral School in the Recruitment Process
    Appendix no 4 to the Admission Rules to the Doctoral School of the Stanisław Moniuszko Academy of Music in Gdańsk in the academic year 2020/2021 A list of certificates confirming the knowledge of a modern foreign language at the level of at least B2, recognized by the Doctoral School in the recruitment process. Persons who do not have any of the certificates listed below before matriculation will have to pass an exam in a modern foreign language at B2 level, organized by the Foreign Languages Unit of the Stanisław Moniuszko Academy of Music in Gdańsk. This exam will be held in September 20..... Certificates confirming at least B2 level of global language proficiency according to the "Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)": 1. Certificate confirming the knowledge of a foreign language, issued by the National School of Public Administration as a result of a linguistic verification procedure. 2. Certificates confirming at least B2 level of global language proficiency according to the "Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)": 1) certificates issued by institutions associated in the Association of Language Testers in Europe (ALTE) - ALTE Level 3 (B2), ALTE Level 4 (C1), ALTE Level 5 (C2), in particular the certificates: a) First Certificate in English (FCE), Certificate in Advanced English (CAE), Certificate of Proficiency in English (CPE), Business English Certificate (BEC) Vantage — at least Pass, Business English Certificate (BEC)
    [Show full text]
  • Language Requirements
    Language Policy NB: This Language Policy applies to applicants of the 20J and 20D MBA Classes. For all other MBA Classes, please use this document as a reference only and be sure to contact the MBA Admissions Office for confirmation. Last revised in October 2018. Please note that this Language Policy document is subject to change regularly and without prior notice. 1 Contents Page 3 INSEAD Language Proficiency Measurement Scale Page 4 Summary of INSEAD Language Requirements Page 5 English Proficiency Certification Page 6 Entry Language Requirement Page 7 Exit Language Requirement Page 8 FL&C contact details Page 9 FL&C Language courses available Page 12 FL&C Language tests available Page 13 Language Tuition Prior to starting the MBA Programme Page 15 List of Official Language Tests recognised by INSEAD Page 22 Frequently Asked Questions 2 INSEAD Language Proficiency Measurement Scale INSEAD uses a four-level scale which measures language competency. This is in line with the Common European Framework of Reference for language levels (CEFR). Below is a table which indicates the proficiency needed to fulfil INSEAD language requirement. To be admitted to the MBA Programme, a candidate must be fluent level in English and have at least a practical level of knowledge of a second language. These two languages are referred to as your “Entry languages”. A candidate must also have at least a basic level of understanding of a third language. This will be referred to as “Exit language”. LEVEL DESCRIPTION INSEAD REQUIREMENTS Ability to communicate spontaneously, very fluently and precisely in more complex situations.
    [Show full text]
  • Inventory of Language Certification in Europe a Report to the European
    National Foundation for Educational Research Inventory of Language Certification in Europe A Report to the European Commission Directorate General for Education and Culture Jenny Bradshaw Catherine Kirkup March 2006 Acknowledgements We would like to thank the individuals and organisations mentioned below. All the individuals who responded to the online questionnaire, and the organisations which assisted in their distribution. The Eurydice units which provided information on the use of certification in their countries. The Association of Language Testers in Europe The European Association for Language Testing and Assessment We are also very grateful to the following providers, who supplied information on their certificates: Anglia Examinations Syndicate Assessment and Qualifications Alliance Basque Government Cambridge ESOL Centre de Langues Luxembourg Centre for Advanced Language Learning, Hungary Centre for the Greek Language Centre international d'études pédagogiques Centro Linguistico Italiano Dante Alighieri Citogroep CNaVT (Katholieke Universiteit Leuven, België/Universiteit van Amsterdam, Nederland) Welsh Joint Education Committee Danish Language Testing Consortium Department of Lithuanian Studies, Vilnius University Escola Oficial de Idiomas (Catalunya) Escuela Oficial de Idiomas (Madrid) European Consortium for the Certificate of Attainment in Modern Languages Finnish National Board of Education Generalitat de Catalunya Goethe-Institut IELTS Consortium Institute of Linguists Educational Trust UK Instituto Cervantes National Examination
    [Show full text]
  • Fremdsprachenzertifikate in Der Schule
    FREMDSPRACHENZERTIFIKATE IN DER SCHULE Handreichung März 2014 Referat 522 Fremdsprachen, Bilingualer Unterricht und Internationale Abschlüsse Redaktion: Henny Rönneper 2 Vorwort Fremdsprachenzertifikate in den Schulen in Nordrhein-Westfalen Sprachen öffnen Türen, diese Botschaft des Europäischen Jahres der Sprachen gilt ganz besonders für junge Menschen. Das Zusammenwachsen Europas und die In- ternationalisierung von Wirtschaft und Gesellschaft verlangen die Fähigkeit, sich in mehreren Sprachen auszukennen. Fremdsprachenkenntnisse und interkulturelle Er- fahrungen werden in der Ausbildung und im Studium zunehmend vorausgesetzt. Sie bieten die Gewähr dafür, dass Jugendliche die Chancen nutzen können, die ihnen das vereinte Europa für Mobilität, Begegnungen, Zusammenarbeit und Entwicklung bietet. Um die fremdsprachliche Bildung in den allgemein- und berufsbildenden Schulen in Nordrhein-Westfalen weiter zu stärken, finden in Nordrhein-Westfalen internationale Zertifikatsprüfungen in vielen Sprachen statt, an denen jährlich mehrere tausend Schülerinnen und Schüler teilnehmen. Sie erwerben internationale Fremdsprachen- zertifikate als Ergänzung zu schulischen Abschlusszeugnissen und zum Europäi- schen Portfolio der Sprachen und erreichen damit eine wichtige Zusatzqualifikation für Berufsausbildungen und Studium im In- und Ausland. Die vorliegende Informationsschrift soll Lernende und Lehrende zu fremdsprachli- chen Zertifikatsprüfungen ermutigen und ihnen angesichts der wachsenden Zahl an- gebotener Zertifikate eine Orientierungshilfe geben.
    [Show full text]
  • ALTE Framework 2019
    ALTE Framework 2019 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Euskararen Gaitasun Agiria (EGA) • Re-audit Nov 2021 Basque Government Eusko Jaurlaritza Basque Euskara Euskararen Gaitasun Agiria (EGA) • Re-audit pending Government of Navarre Gobierno de Navarra Standardised Test in Bulgarian as a Foreign Sofia University St. Language B2 Kliment Ohridski – • Re-audit March 2019 Department for Language Teaching - Bulgarian DLTIS Български език Софийски университет "Св. Климент Охридски" – Департамент за езиково обучение – ДЕО Version date: 05/02/2019 ALTE Framework 2019 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Nivell superior de català Catalan Generalitat of Catalonia • Audit pending Català Generalitat de Catalunya Charles University in The Czech Language The Czech Language The Czech Language The Czech Language The Czech Language Prague, Institute for Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Language and A1 A2 B1 B2 C1 Czech Preparatory Studies • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 (ILPS) Čeština Univerzita Karlova v Praze, Ústav jazykové a odborné přípravy, (ÚJOP UK) Prøve i Dansk 1 (PD1) Prøve i Dansk 2 (PD2) Prøve i Dansk 3 (PD3) • • • The Ministry for Re-audit Oct 2022 Re-audit Oct 2022 Re-audit Oct 2022 Danish Foreigners and Integration
    [Show full text]
  • Types of Documents Confirming the Knowledge of a Foreign Language by Foreigners
    TYPES OF DOCUMENTS CONFIRMING THE KNOWLEDGE OF A FOREIGN LANGUAGE BY FOREIGNERS 1. Diplomas of completion of: 1) studies in the field of foreign languages or applied linguistics; 2) a foreign language teacher training college 3) the National School of Public Administration (KSAP). 2. A document issued abroad confirming a degree or a scientific title – certifies the knowledge of the language of instruction 3. A document confirming the completion of higher or postgraduate studies conducted abroad or in Poland - certifies the knowledge of the language only if the language of instruction was exclusively a foreign language. 4. A document issued abroad that is considered equivalent to the secondary school-leaving examination certificate - certifies the knowledge of the language of instruction 5. International Baccalaureate Diploma. 6. European Baccalaureate Diploma. 7. A certificate of passing a language exam organized by the following Ministries: 1) the Ministry of Foreign Affairs; 2) the ministry serving the minister competent for economic affairs, the Ministry of Cooperation with Foreign Countries, the Ministry of Foreign Trade and the Ministry of Foreign Trade and Marine Economy; 3) the Ministry of National Defense - level 3333, level 4444 according to the STANAG 6001. 8. A certificate confirming the knowledge of a foreign language, issued by the KSAP as a result of linguistic verification proceedings. 9. A certificate issued by the KSAP confirming qualifications to work on high-rank state administration positions. 10. A document confirming
    [Show full text]
  • Preliminary Programme
    Preliminary programme Language learning, teaching and assessment… … in a globalised economy Investigating the necessary elements to design and implement a communicative test for engineering students: A backwash effect Ada Luisa Arellano Méndez, Mextesol, Mexico The written English Matura exam in Poland: Assessment, policy, and practice Aleksandra Kasztalska, Southern Arkansas University, United States Aleksandra Swatek, Purdue University, United States Validating university entrance test assumptions: Some inconvenient facts Bart Deygers, KU Leuven, Belgium Language assessment in teacher education programmes in Colombia Bozena Lechowska, Universidad Industrial de Santander, Colombia Assessment in a globalised economy: A task-based approach to assess the proficiency of Dutch in specific occupational domains Christina Maes, CNaVT, Centre of Language and Education, KU Leuven, Belgium Sarah Smirnow, CNaVT, Centre of Language and Education, KU Leuven, Belgium Lucia Luyten, CNaVT, Centre of Language and Education, KU Leuven, Belgium Testing pre-service teachers’ spoken English proficiency: Design, washback and impact Daniel Xerri, University of Malta, Malta Odette Vassallo, University of Malta, Malta Sarah Grech, University of Malta, Malta Certification of Proficiency in Polish as a foreign language and its influence over the Polish labour market Dominika Bartosik, Jagiellonian University Kraków, Poland Évaluer la compétence à communiquer en français dans l’entreprise Dominique Casanova, CCI Paris Ile-de-France – Centre de langue française,
    [Show full text]
  • Sprachzertifikate in Deutsch, Französisch, Spanisch, Griechisch, Niederländisch Und Englisch
    Zusätzlicher Unterricht für leistungsmotivierte Schüler: Sprachzertifikate in Deutsch, Französisch, Spanisch, Griechisch, Niederländisch und Englisch Im Rahmen des Autonomieprojektes bietet die Europäische Schule München zusätzliche Sprachausbildungen an. Diese richten sich insbesondere an motivierte Schüler, die Deutsch, Französisch, Spanisch, Griechisch, Niederländisch oder Englisch als L3 oder L4 belegen. Dieser zusätzliche Unterricht bereitet auf sechs international anerkannte Diplome vor: die Goethe- Zertifikate, die vom Goethe-Institut ausgestellt werden, das DELF (Diplôme d'Études en Langue Française), das vom französischen Bildungsministerium ausgestellt wird, die DELE (Diplomas de Español como Lengua Extranjera), die vom Instituto Cervantes im Auftrag des spanischen Bildungsministeriums erteilt werden, das Pistopoiitiko Ellinomatheias, das vom Zentrum für die griechische Sprache unter der Obhut des griechischen Kultusministeriums erteilt wird, das CNaVT, das durch die Universität von Leuven ausgestellt wird und das Cambridge English Certificate, das vom Cambridge English Assessment, teil der University of Cambridge, ausgestellt werden. Zielgruppen des DELF und der DELE sind Schüler, deren Muttersprache eine andere als Französisch bzw. Spanisch1 ist. Dagegen können das Goethe-Zertifikat und das Pistopoiitiko Ellinomatheias unabhängig von Muttersprache und Staatsangehörigkeit abgelegt werden. Dieses Jahr werden S6- und S7-Schülern zwei FCE-Klassen (B2 First Certificate in English for Schools, auch bekannt als Cambridge English Level 1 Certificate in ESOL International) angeboten. Alle diese Diplome werden international von den Firmen, den Handelskammern und den öffentlichen sowie privaten Bildungseinrichtungen anerkannt. Sie fördern die Mobilität unserer Schüler sowohl innerhalb als auch außerhalb Europas und werden in einer globalisierten und konkurrenzfordernden Welt immer notwendiger. Jedes Diplom besteht aus verschiedenen, unabhängigen Stufen, die den Stufen des „Gemeinsamen Europäischen Referenzrahmens für Sprachen“ entsprechen.
    [Show full text]
  • Exploring Language Frameworks
    Exploring Language Frameworks Proceedings of the ALTE Kraków Conference, July 2011 For a complete list of titles please visit: http://www.cambridge.org/elt/silt Also in this series: Experimenting with Uncertainty: Essays in Assessing Academic English: Testing honour of Alan Davies English profi ciency 1950–1989 – the IELTS Edited by C. Elder, A. Brown, E. Grove, K. Hill, solution N. Iwashita, T. Lumley, T. McNamara, Alan Davies K. O’Loughlin Impact Theory and Practice: Studies of the An Empirical Investigation of the IELTS test and Progetto Lingue 2000 Componentiality of L2 Reading in English for Roger Hawkey Academic Purposes IELTS Washback in Context: Preparation for Edited by Cyril J. Weir, Yang Huizhong, Jin Yan academic writing in higher education The Equivalence of Direct and Semi- direct Anthony Green Speaking Tests Examining Writing: Research and practice in Kieran O’Loughlin assessing second language writing A Qualitative Approach to the Validation of Stuart D. Shaw and Cyril J. Weir Oral Language Tests Multilingualism and Assessment: Achieving Anne Lazaraton transparency, assuring quality, sustaining Continuity and Innovation: Revising the diversity – Proceedings of the ALTE Berlin Cambridge Profi ciency in English Examination Conference, May 2005 1913–2002 Edited by Lynda Taylor and Cyril J. Weir Edited by Cyril J. Weir and Michael Milanovic Examining FCE and CAE: Key issues and A Modular Approach to Testing English recurring themes in developing the First Language Skills: The development of the Certifi cate in English and Certifi cate in Certifi cates in English Language Skills (CELS) Advanced English exams examination Roger Hawkey Roger Hawkey Language Testing Matters: Investigating Issues in Testing Business English: The revision the wider social and educational impact of the Cambridge Business English Certifi cates of assessment – Proceedings of the ALTE Barry O’Sullivan Cambridge Conference, April 2008 European Language Testing in a Global Edited by Lynda Taylor and Cyril J.
    [Show full text]
  • Dziennik Ustaw Rzeczypospolitej Polskiej
    DZIENNIK USTAW RZECZYPOSPOLITEJ POLSKIEJ Warszawa, dnia 21 stycznia 2021 r. Poz. 141 OBWIESZCZENIE PREZESA RADY MINISTRÓW z dnia 13 stycznia 2021 r. w sprawie ogłoszenia jednolitego tekstu rozporządzenia Prezesa Rady Ministrów w sprawie sposobu przeprowadzania postępowania kwalifikacyjnego w służbie cywilnej 1. Na podstawie art. 16 ust. 3 ustawy z dnia 20 lipca 2000 r. o ogłaszaniu aktów normatywnych i niektórych innych aktów prawnych (Dz. U. z 2019 r. poz. 1461) ogłasza się w załączniku do niniejszego obwieszczenia jednolity tekst rozporządzenia Prezesa Rady Ministrów z dnia 16 grudnia 2009 r. w sprawie sposobu przeprowadzania postępowania kwalifikacyjnego w służbie cywilnej (Dz. U. z 2019 r. poz. 1552), z uwzględnieniem zmiany wprowadzonej rozporządze- niem Prezesa Rady Ministrów z dnia 13 stycznia 2020 r. zmieniającym rozporządzenie w sprawie sposobu przeprowadza- nia postępowania kwalifikacyjnego w służbie cywilnej (Dz. U. poz. 71). 2. Podany w załączniku do niniejszego obwieszczenia tekst jednolity rozporządzenia nie obejmuje § 2 rozporządzenia Prezesa Rady Ministrów z dnia 13 stycznia 2020 r. zmieniającego rozporządzenie w sprawie sposobu przeprowadzania postępowania kwalifikacyjnego w służbie cywilnej (Dz. U. poz. 71), który stanowi: „§ 2. Rozporządzenie wchodzi w życie z dniem następującym po dniu ogłoszenia.”. Prezes Rady Ministrów: M. Morawiecki Dziennik Ustaw – 2 – Poz. 141 Załącznik do obwieszczenia Prezesa Rady Ministrów z dnia 13 stycznia 2021 r. (poz. 141) ROZPORZĄDZENIE PREZESA RADY MINISTRÓW z dnia 16 grudnia 2009 r.
    [Show full text]
  • List of Certificates Documenting Language Fluency Level to the Recruitment Process for the Erasmus Program at SUM for OUTGOING STUDENTS (Academic Year 2019/2020)
    List of certificates documenting language fluency level to the recruitment process for the Erasmus program at SUM for OUTGOING STUDENTS (academic year 2019/2020) List of certificates documenting English language fluency level 1. First Certificate in English (FCE), 2. Certificate in Advanced English (CAE), 3. Certificate of Proficiency in English (CPE), 4. Business English Certificate (BEC) Vantage – at least Pass, 5. Business English Certificate (BEC) Higher, 6. Certificate in English for International Business and Trade (CEIBT) – certificates issued by the University of Cambridge Local Examinations Syndicate and the University of Cambridge ESOL Examinations, 7. International English Language Testing System IELTS – above 6 points – certificates issued by the University of Cambridge Local Examinations Syndicate, the British Council and Education Australia, 8. Certificate in English Language Skills (CELS) – levels “Vantage” (B2) and “Higher” (C1), 9. Test of English as a Foreign Language (TOEFL) – at least 510 points obtained on the test (in electronic system at least 180 points) and at least 3,5 points in written part TWE – issued by Educational Testing Service, Princeton, USA, 10. English for Speakers of Other Languages (ESOL) - First Class Pass at Intermediate Level, Higher Intermediate Level, Advanced Level – issued by City & Guilds Pitman Qualifications (Pitman Qualifications Institute), 11. International English for Speakers of Other Languages (IESOL) – “Communicator” level, “Expert” level, “Mastery” level – issued by City & Guilds (City & Guilds Pitman Qualifications), 12. City & Guilds Level 1 Certificate in ESOL International (reading, writing and listening) Communicator (B2) 500/1765/2; City & Guilds Level 2 Certificate in ESOL International (reading, writing and listening), Expert (C1) 500/1766/4; City & Guilds Level 3 Certificate in ESOL International (reading, writing and listening) Mastery (C2) 500/1767/6 – issued by City & Guilds, 13.
    [Show full text]
  • ALTE Framework 2014
    ALTE Framework 2014 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Euskararen Gaitasun Agiria (EGA) • Re-audit Mar 2016 Basque Basque Government Euskara Eusko Jaurlaritza Standardised Test in Bulgarian as a Foreign Sofia University St. Language B2 Kliment Ohridski – • Re-audit March 2019 Department for Language Teaching - Bulgarian DLTIS Български език Софийски университет "Св. Климент Охридски" – Департамент за езиково обучение – ДЕО Nivell intermedi de Nivell de suficiència de català català • Re-audit March 2014 • Re-audit March 2014 Catalan Generalitat of Catalonia Català Generalitat de Catalunya Version date: 04/04/2014 ALTE Framework 2014 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Charles University in The Czech Language The Czech Language The Czech Language The Czech Language Prague, Institute for Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Language and A1 A2 B1 B2 Preparatory Studies • Re-audit pending • Re-audit pending • Re-audit pending • Re-audit pending Czech (ILPS) Čeština Univerzita Karlova v Praze, Ústav jazykové a odborné přípravy, (ÚJOP UK) The Ministry of Children Prøve i Dansk 1 Prøve i Dansk 1 Prøve i Dansk 3 Studieprøven Danish and Education (writing) (speaking) • Re-audit May 2015 • Re-audit Dec 2016 • Re-audit May 2015 Prøve i Dansk 2 Dansk Ministeriet for Børn og • Re-audit May 2015 Undervisning Certificaat
    [Show full text]