Case Studies
English Language Transformation Services Contents
Foreword 4 Improving Employee Language Proficiency 42 A Strategic Partnership for Language Testing 43 Europe Improving HR Language Assessment 44 Cambridge English Certificate: The French Ministry of Improving Financial English Skills 45 National Education 5 Gujarat SCOPE English Project 46 Motivating English Language Learning 6 English Benchmarking for Economic Growth 47 Language Assessment in German State Schools 7 Developing Language and Teaching Skills 48 Improving Secondary School English Standards 8 Business English: Anna University, India 49 Raising English Levels in Tertiary Education 9 Teaching English to Underprivileged Children 50 FERE-CECA Madrid Schools Bilingual Programme 10 English Language Curriculum Development Analysing English Skills in Basque Schools 11 in Kazakhstan 51 Benchmarking English within Trilingual Schools 12 Supporting Improvements in English Teaching: Cambridge Introducing English into the Curriculum 13 Baseline 2013 52 Testing English in a Bilingual Programme 14 Raising Standards in Primary and Secondary Education 53 Investigating the Impact of Cambridge Exams 15 Evaluating Primary English Learning 54 Spanish Teachers’ Perspectives on Teaching Cambridge Improving Teacher Training at an Elementary Level 55 English: Young Learners 16 Analysing Language Skills in the Banking Sector 56 European Survey on Language Competences 17 Teacher Training: Thai Ministry of Education 57 Improving Large-Scale English Testing Quality 18 Supporting the Delivery of English Examinations 58 French School’s Intercultural Programme 19 English Skills for Competitive Advantage 59 Italian Language Project Aids Youth Mobility 20 Improving Primary and Secondary English Teaching Skills 60 Online English Testing for International Recruitment 21 Developing and Delivering Univerity Entrance Tests 61 Business English Takes Off 22 Improving performance through examinations 62 Evaluating and Assuring an English Language Policy 23 Australasia Middle East, North Africa and Turkey Stakeholders’ Perceptions of the Occupational Improving Opportunities for Employability English Test 63 and Further Study 24 The English Australia Action Reaserch Programme 64 Nile Egyptian Schools 25 English Testing for Secondary School Entry 65 D-RASATI Teacher Assessment Programme 26 Fast and Effective Placement Testing 66 English Tests to Motivate Young Learners 27 Improving English Skills in the Banking Sector 28 Latin America Assessing English Skills in the Workplace 30 Improving English Testing in Private Schools 67 Young Learners at Al Afaq Model School, Abu Dhabi 31 English Opens Doors: Chile 68 Abu Dhabi Education Council Impact Study 32 Assessing English Teacher Competence 69 Assessing English Proficiency in the Oil Industry 33 Improving Testing Quality in State Education 70 National Bilingual Project, Colombia 71 Extending Access to English Tests Across Latin America 72 Asia National Programme for English, Mexico 73 Raising English Teaching Standards in Schools 34 Assessing Language Teaching Skills 74 A Collaborative Impact Study in China 35 Measuring the Effectiveness of TKT 75 Measuring Impact Among Young English Learners 36 Improving Apprentices’ Workplace Language Skills 76 Improving English Fluency for Beijing Residents 37 Increasing Secondary School Access to Developing a National Public Language Test 38 English Qualifications 77 Improving Company-Wide Language Training 39 Creating and Evaluating an Interactive Environment for Learning 78 Enhancing In-House Language Training 40 Improving Teachers’ English Language and Pedagogic Skills 79 Understanding the Impact of TKT on Chinese Teachers 41
CONTENTS 3 Foreword
Transforming language education English is a global language and a global tool for education, mobility, employability and opportunity. Expanding and reforming language education systems can be the key to delivering long-term economic development, creating a sustainable economy and improving quality of life and opportunities for young people. Cambridge English supports the systemic transformation of language education through a holistic approach to strategic planning, implementation and evaluation. We work in long-term strategic partnerships with ministries of education and education institutions to deliver reform in language teaching and learning. We provide a range of services and consultancy targeted at the key dimensions of quality language education: language strategy, benchmarking, curriculum, assessment, learning materials, teacher training and development, and evaluation and monitoring of outcomes
Strategy • Defining the ‘Transformation’ strategy • Goal setting & identifying success indicators • Alignment to international standards Implementation • Curriculum design • Technical advice on digital learning egy Implementation at • Institutional capacity building Str • Teacher training & development • Learning & support materials Evaluation • Curriculum evaluation Ev • Benchmarking assessment aluation • Evaluation of digital capabilities • Assessments & international certification • Monitoring & impact measurement • Impact research
Cambridge English aims to work closely with policymakers to deliver the positive educational impacts they wish to achieve. Our expertise and world-leading assessment services deliver international standards that can be integrated with local systems, to improve learner outcomes and meet educational goals. In this set of case studies, we provide real-world examples of how Cambridge English approaches the task of transforming language education outcomes in partnership with ministries of education, educational institutions and employers. Dr Hanan Khalifa, Head of International Education Strategy Dr Daniel Brooker, Principal International Education Manager
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Cambridge English Certificate: The French Ministry of National Education Client: Ministry of National Education Country: France
Cambridge English Language in different languages – the Ministry of Assessment developed a tailor- National Education had widened the Since the exam’s made English language test as part project to include German, English and of a nationwide scheme to improve Spanish language tests. launch in 2008, over French school-leavers’ second- We provided a range of support services 140,000 students language ability. during the implementation of the exam, including training and co-ordination have taken the CEC, Following a competitive tender process, for test administrators and providing we were awarded the contract to training, seminars and support materials enabling a significant provide English language certification in for teachers. state secondary schools across proportion of French France by the French Ministry of Since the exam’s launch in 2008, over high school students National Education. 140,000 students have taken the CEC, enabling a significant proportion The contract requirement was to obtain international of French high school students to to develop an English language obtain international certification of certification of their examination to be taken by students in their language level and improve their their final year of obligatory schooling chances in higher education and work. language level and (age 16) that was linked to the Common European Framework of Reference for In 2010, the Ministry of National improve their chances Languages (CEFR). Education extended the contract to 2014. In July 2014, we retained the in higher education We developed the Cambridge English contract following another public Certificate (CEC) specifically for the and work tender and will continue to run these project. It was designed to assess at tests until 2018. CEFR Levels A2 and B1. Benchmarking against the CEFR provided a practical tool for setting standards to be attained at successive stages of learning, and enabled data to be compared across qualifications
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Motivating English Language Learning Client: Cultural Ministry, Federal State of Saxony Country: Germany
Since 2010, the Cambridge English: The project was initially trialled in four Preliminary (PET) qualification pilot schools before being rolled out “This internationally from Cambridge English Language to 27 middle schools during 2010, Assessment has been used to including schools in all the major cities recognised English motivate English language learning in the region. The initiative received qualification is highly in order to improve career prospects considerable praise at the time of its launch, not least from Saxony Culture for middle school students. regarded and enables Minister Roland Wöller who stated: The result of an agreement between the ‘This internationally recognised access to attractive Cultural Ministry of the Federal State of English qualification is highly regarded Saxony, and the Cambridge English Test and enables access to attractive job job opportunities. It is Centre in Leipzig, the bilingual initiative – opportunities. It is a great opportunity using Cambridge English: Preliminary – was for our students; this special language a great opportunity for launched in 2009 across middle schools support leading to a recognised our students” in Saxony. qualification is an additional offer at the middle schools in Saxony, making them Although Cambridge English exams were ever more attractive.’ Roland Wöller, already taken in many of the region’s Saxony Culture Minister secondary schools, this was the first time The Cambridge English: Preliminary a Cambridge English qualification would qualification continues to be used in be used at middle school level. middle schools across Saxony, and has been a great success for all involved. As The aim was to encourage the earlier Manuela Richter of Cambridge English acquisition of English language skills, Language Assessment commented: ‘By reward those skills with an internationally collaborating closely with our colleagues recognised qualification, and thereby we have been able to implement a to improve middle school students’ system that is backed by expert workplace prospects by providing knowledge and has the resources to potential employers and education benefit as many students as possible.’ institutions with clear evidence of language skills achieved.
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Language Assessment in German State Schools Client: Education Ministries in Baden-Württemberg, Bavaria, Berlin, Nordrhein-Westfalen, Saarland and Saxony Country: Germany
Cambridge English Language The first exam sessions were undertaken Assessment is working with state in 2001, in Baden-Württemberg, by “My students take ministries of education across Grade 9 students; since that date, Germany to provide access to provision has expanded across the Cambridge English: Cambridge English examinations for country, with – for example – thousands of students in Nordrhein-Westfalen First for a variety state school students. taking a Cambridge exam in 2013. of career-based Germany’s foreign language evaluation In addition, Cambridge English also standards are closely tied to the Common provides ongoing, tailored teacher reasons or simply European Framework of Reference for support and training, free of charge, and Languages, and an increasing number for the structure has supported the training of teachers of state education ministries now offer as Speaking test examiners in Baden- external certification of English language and recognised Württemberg and Bavaria. ‘One-off’ skills in addition to German qualifications. testing exercises are also a regular achievement this A mapping exercise, undertaken activity; in Berlin, for example, past by Cambridge English Language papers were used to assess the ability of certificate will offer Assessment, showed that Cambridge over 10,000 Grade 10 students. them” English exams were highly compatible With the Cambridge team evaluating with the German approach to language the success of all large school projects, learning, also meeting a requirement Susanna Akehurst, Cambridge English exams are now used for exams relating to specific levels Berlin School of English by a growing number of state school within the school curriculum. As a education systems, and are also formally result, Cambridge English: Preliminary referenced in German Federal Education (PET), Cambridge English: First (FCE) Ministry standards documents. and Cambridge English: Advanced (CAE) examinations have been introduced in a number of state schools as an optional extra qualification.
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Improving Secondary School English Standards Client: Ministry of Education and Science, Office of Educational Assessment Country: Portugal
As part of the project, Cambridge English has launched a study to examine the impact of Cambridge English: Key for Schools on Portuguese schools and other stakeholders. A three-year project (from 2014 to 2016), the study comprises three phases, and will investigate candidate performance, motivation and stakeholder attitudes at both the micro level (learning and teaching) and at the macro level, encompassing schools, parents and carers, and other stakeholders. The first phase of the study comprises questionnaires, focus groups, surveys and analyses of test data in order to identify areas for improvement, generate guidelines for success, and make recommendations for the next two phases.
Cambridge English Language The Portuguese education system is the The Portuguese Assessment and the Portuguese first in the world to use a Cambridge education system is Ministry of Education and Science English qualification in this way, with have launched an ambitious project Cambridge English: Key for Schools now the first in the world designed to help secondary school acting as a mandatory diagnostic assessment of students in basic pupils reach international standards to use a Cambridge education (diploma do ensino básico). in English by using Cambridge English qualification as English qualifications. On 30 April 2014 we ran the largest- ever session for a standard Cambridge a mandatory exam Launched in 2014, the joint venture is a English exam, with around 120,000 direct response to Portugal’s relatively Portuguese pupils taking Cambridge poor performance (in terms of English English: Key for Schools, all on one day. skills) in the EU’s first European Survey on Language Competences. Following A similar number of students across the Survey, the Ministry of Education Portugal will take the exam in future and Science asked Cambridge English academic years. Language Assessment to work with The project has also demanded the IAVE, the Instituto de Avaliação recruitment of in-country examiners Educacional (Office of Educational and trainers, and the development of Assessment) to introduce the a marking and administration strategy Cambridge English: Key (KET) for Schools capable of handling the large numbers qualification as a mandatory exam for of students taking the Cambridge English: Grade 9 students across the country. Key for Schools exam. Cambridge English: Key for Schools is a basic level qualification that shows IAVE is also offering teachers the a student has made a good start opportunity to take the Cambridge in learning English and can use the English Teaching Knowledge Test (TKT). language to communicate in simple situations. 8 EUROPE
Raising English Levels in Tertiary Education Client: Ural Federal University Country: Russia
Cambridge English Language showed that most students achieved research design and methodology, data Assessment helped the Ural Federal CEFR levels between A2 and B2, with analysis and interpretation of the findings. University in Russia raise English the majority achieving A2 or B1. This information was used to compare Given the scale and scope of the research, standards among undergraduates, to it is hoped this will become a long-term support the University’s ambition to English levels and teaching knowledge across different UrFU faculties and collaboration generating important results become a leading global institution. has become the baseline for future for the sector as a whole. Ural Federal University (UrFU) was benchmarking. Cambridge English created from the merger of two former worked closely with UrFU to gather state universities in 2011. It comprises information about the educational 17 different institutes, with 50,000 context and the needs, opinions and The project will students. By 2020 UrFU aims to double expectations of managers, students make a significant its student numbers to 100,000, raise its and teachers. We then ran courses world university ranking and increase the for UrFU staff both in Cambridge contribution towards number of international undergraduates and Yekaterinburg on assessment to 20% of the total student body. and teacher training. UrFU has now UrFU’s ambition to become a Cambridge English Teaching In terms of English language, the specific Qualifications centre and has run become a global goal is for all their undergraduates to have TKT (Teaching Knowledge Test), CELTA university, to raise a minimum level of B1 (on the Common (Certificate in Teaching English to Speakers European Framework of Reference) when of Other Languages) and Delta (Diploma its world university they graduate. Cambridge English has in Teaching English to Speakers of Other worked with UrFU to standardise and Languages) courses for their teachers. rankings, and to double improve the provision of English language teaching and assessment among UrFU’s The next stage addressed UrFU’s its student numbers to 400 English Language teachers. curriculum. In 2013 we worked with UrFU to review their new curriculum 100,000 by 2020 The first stage of the project launched in for English. We have helped UrFU to 2012 with the benchmarking of around investigate the impact of the reforms, 1,000 students and 100 teachers from providing advice and guidance on four university departments; results
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FERE-CECA Madrid Schools Bilingual Programme Client: FERE-CECA Madrid Country: Spain
questionnaires to explore their views on the BEDA programme and Cambridge English exams. The phase one report demonstrated positive perceptions of the programme from teachers, students and parents. Student and teacher motivation and confidence in using English are seen to have increased as a result of the programme and the introduction of Cambridge English exams. Teachers appreciate the external reference they receive from internationally recognised tests and believe they are more aware of student strengths and weaknesses as a result of the exams. Students are also seeing the benefits and feel their proficiency has improved as a result of the school joining the BEDA programme and using the Cambridge English exams. The project has also identified future improvements such as the introduction Cambridge English Language as in the curriculum. In the long run of tailored teacher training sessions Assessment is working with a it is hoped that the majority (80%) to meet the diverse needs of the network of schools in Madrid and of secondary school learners will teachers involved. Castilla-La Mancha, Spain, in the leave school having achieved Level B2 implementation of their bilingual (Cambridge English: First level). In 2012, BEDA received the European Language Label: an award that education programme, BEDA Since the signing of a Memorandum encourages new initiatives in the field (Bilingual English Development and of Understanding in November 2008, of teaching and learning languages, Assessment). we have been the official provider of rewarding new techniques in language external certification for this project and FERE-CECA Madrid, a network of 340 teaching, spreading the knowledge of the Cambridge English: Young Learners schools with around 210,000 pupils, their existence and thereby promoting (YLE), Key (KET), Preliminary (PET) and has initiated this programme in order good practice. The European Language First (FCE) tests have been offered to to improve efficiency in language Label is awarded every year to the most students, teachers and other staff of the education within the school network. innovative language-learning projects BEDA programme according to their age in each country participating in the The BEDA programme has three key and ability. scheme, and is co-ordinated by the components: assessment for students We also play a key role in the teacher European Commission. and teachers (provided by Cambridge development aspect of the project. English Language Assessment), a Support is offered to teachers through teacher training programme and the a teacher seminar programme, and promotion of a bilingual ethos. As part Cambridge English exams including Student and teacher of the programme the schools have a the Teaching Knowledge Test (TKT) language corner and native-speaker are offered as a way of evaluating the confidence in using English language assistants are teachers’ skills. provided by FERE to work in each of the English are seen BEDA schools. The first phase of a research project has to have increased been carried out in order to measure the The BEDA programme aims at the effectiveness of the BEDA programme gradual introduction of bilingual as a result of the and the use of Cambridge English education and to boost and extend exams. The impact project has used programme language use within the school, as well interviews with FERE staff and online
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Analysing English Skills in Basque Schools Client: Basque Institute of Evaluation and Research in Education Country: Spain
Cambridge English Language After the launch of the programme, Assessment is delivering a three- Cambridge English Language Cambridge English year project to determine current Assessment was commissioned to levels of English in the Basque design, produce and implement English Language Assessment school system, with results used to language benchmarking tests for primary and secondary-level students. was commissioned set final target levels for primary Primary students were tested on to design, produce and secondary school students. reading and listening skills, with testing The Cambridge team is working closely extended to writing skills, and speaking and implement with the Basque Institute of Evaluation (for a smaller sample) at secondary and Research in Education (ISEI-IVEI), level. The benchmarking tasks all English language which also commissioned the study. reflected authentic English usage, were benchmarking tests ISEI-IVEI, which has close links with drawn from the Cambridge item banking the Basque Ministry of Education, system, and were fully calibrated to align for primary and is responsible for evaluating the with the Common European Framework non-university educational system, of Reference. secondary level promoting educational research in the Implementation of the benchmarking non-university sector, and providing a students project is scheduled over three years. In documentation and resource service 2011, more than 1,000 primary students related to education. and 500 secondary students were Since 2004, ISEI-IVEI has been assessed; a similarly representative analysing English skills – primarily at sample was tested again in 2012 primary level – in both state-funded and 2013. and private schools where teaching is The ultimate objective is to use the test mainly delivered in Basque and Spanish. results to set final achievement levels for In 2011, a trilingual programme was students leaving primary and secondary launched with the aim of improving education, targets which can then be students’ Basque, Spanish and English applied across the entire country. skills with a target of 20% tuition in each of the three languages.
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Benchmarking English within Trilingual Schools Client: Kristau Eskola Country: Spain
As part of a long-term relationship In 2009, the Cambridge team undertook with the Basque Kristau Eskola a benchmarking exercise designed The results of the schools network, Cambridge English to evaluate English levels among Language Assessment undertook Kristau Eskola students. A voluntary benchmarking a benchmarking exercise to assess exercise open to all schools within the exercise allowed English levels achieved within a network, the benchmarking process used a bespoke test – developed by trilingual education programme. individual schools the Cambridge team – specifically The Kristau Eskola network comprises designed to assess the English language to set achievable over 150 schools, teaching more than abilities of students at both primary 83,000 students across the Basque and secondary levels. Twenty-two targets and therefore Country. Cambridge English Language schools took part in the exercise, with Assessment has worked with Kristau results indicating the skill areas in which develop English Eskola for many years, and since 2008 students performed well, and those language programmes has delivered a wide range of English areas where more work was required. exams for its students and professional The results allowed individual schools to accordingly qualifications for its teachers. set achievable targets and therefore to Kristau Eskola prides itself on being at the develop English language programmes forefront of education within the region, accordingly. In particular, by breaking and as part of this sets itself ambitious down results by skill, schools were able targets for English language learning. to identify areas on which to focus in In order to achieve these goals, Kristau the future. Eskola operates a Basque Trilingual Programme designed to raise proficiency levels in Basque, Spanish and English, with target English levels set for each stage of the education system, and linked to specific Cambridge English exams.
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Introducing English into the Curriculum Client: Attendis School Group Country: Spain
The Spanish private schools English: First (FCE) towards the end of group Attendis has introduced their school career. Since the Cambridge English Language In addition to examinations for students, qualifications were Assessment exams into its core the Cambridge team also helped curriculum – from primary through Attendis develop an English teacher brought into the to pre-university – while also using training programme focused on the TKT Cambridge qualifications to guide (Teaching Knowledge Test) qualification, core curriculum, its teacher training programme. used to formally recognise teaching skills and experience. candidature has risen The Attendis group, located in Andalucía in southern Spain, educates Before the 2008 agreement around steadily and now more than 12,000 students a year in 1,300 Attendis students took a more than 3,200 over 20 schools, and also employs Cambridge English exam every year; around 700 teachers. Attendis has since the qualifications were brought students annually sit been a Cambridge English exam into the core curriculum, candidature preparation centre since 1999. At has risen steadily and now more than a Cambridge English first, Cambridge English exams were 3,200 students annually sit a Cambridge offered as an optional extra but in English exam. exam 2008 the group decided to incorporate Results have proved extremely positive, English exams into its core curriculum, with one school in Cadiz province and asked Cambridge English to reporting a 100% pass rate. In the deliver qualifications relevant to all wider context, the agreement has its students, from primary through to also helped bring high-quality English upper secondary level. As a result, the language assessment within the reach Cambridge English: Young Learners (YLE) of many more pupils across Andalucía, exam is now used as a starting point one of the most extensive and populous for young students, who then progress regions of Spain. to Cambridge English: Key (KET) and Cambridge English: Preliminary (PET), eventually going on to take Cambridge
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Testing English in a Bilingual Programme Client: Comunidad de Madrid Country: Spain
In an agreement with the To manage this process, the Comunidad numbers of students tested continues to Comunidad de Madrid, Spain, required a test which could benchmark expand every year. the English ability of students leaving Cambridge English Language Around 18,000 candidates took primary school against the CEFR, Assessment qualifications are being Cambridge English: Key for Schools, and therefore signed an agreement used to assess student progress Cambridge English: Preliminary, and with Cambridge English Language through the region’s bilingual Cambridge English: First for Schools in 2014. Assessment to provide the exit tests education programme. required. As a result, in 2010, Cambridge In order to raise levels of English in English: Key (KET) for Schools was taken state schools across the region, the by over 1,400 pupils, in 40 schools, The Comunidad Comunidad de Madrid implements a with Cambridge English: Preliminary (PET) bilingual education programme based taken by a further 160 pupils. de Madrid signed on a CLIL approach (Content and As the Comunidad also sets CEFR Level Language Integrated Learning), where B2/C1 as the target for students leaving an agreement with up to 50% of the curriculum is taught secondary school, Cambridge English: in English. When first launched in Cambridge English First (FCE) for Schools is being used to 2004, 26 schools took part, but now assess pupils in the second and fourth Language Assessment 400 schools – 300 primary and 100 years of secondary education, thereby secondary – implement the measuring English fluency before to provide an exit programme. The Comunidad sets students take the Bachillerato (the a standard target of Level B1 on the Spanish Baccalaureate). test for primary Common European Framework of Reference (CEFR) for pupils leaving The use of Cambridge qualifications school students, and primary school, with those achieving within the bilingual programme has to assess secondary this level going on to a ‘bilingual section’ prompted significant teacher training for at secondary school, where 50% the schools involved, and widespread school students of classroom teaching is in English. changes to school curricula in order Students below B1 level continue to to absorb the new English content before they take the receive a bilingual education, but for required. Such has been the success around 30% of lessons. of the agreement, however, that the Bachillerato
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Investigating the Impact of Cambridge Exams Client: Fomento de Centros de Enseñanza Country: Spain
Cambridge English Language teacher training to both current and future Assessment has embarked on an Fomento teachers. The Cambridge team The research in-depth study to understand the will investigate the effects on teaching impact of Cambridge examinations practices resulting from the introduction will investigate within the Spanish school group of Cambridge English exams into the stakeholder attitudes Fomento de Centros de Enseñanza. curriculum, with findings used to inform future teacher training at the university. to, and perceptions The Fomento group is a network of 35 The research will then move on to measure Christian single-sex schools catering for impacts within Fomento schools by of, Cambridge English around 23,000 students. Many Fomento investigating stakeholder attitudes to, and schools have encouraged their students perceptions of, Cambridge English exams, exams and the effects to take Cambridge English exams, on a and to assess the effect of these exams voluntary basis, since 1995, but in 2012 on issues such as learner and teacher of these exams Fomento became the first Spanish school motivation, learner progression and on issues such as chain to formally introduce Cambridge parental involvement. English exams into its official school learner and teacher curriculum. In order to assess the effect Study findings were delivered in October of this decision on all stakeholders, 2014, and – given Fomento’s single-sex motivation, learner Cambridge English Language Assessment model of education – may also be used to is undertaking an impact study, launched compare English language development progression and parent in 2013, which will examine the effect between boys and girls, and compare the involvement of Cambridge exams at primary and Fomento group’s performance with co- secondary levels, using questionnaires, educational models of language learning interviews and focus group activities with and teaching. both teachers and students.
Research will begin with an assessment of impact within teacher training at Villanueva University in Madrid, the part of the Fomento group which delivers
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Spanish Teachers’ Perspectives on Teaching Cambridge English: Young Learners Client: University of Navarra Country: Spain
With English teaching now a Overall, the research revealed a often fitted seamlessly into existing priority for Spanish schools, very positive attitude from all those practice, with some teachers noting that researchers have shown the interviewed. Teachers welcomed the it had encouraged them to use newer positive impact that the Cambridge wealth of support material available and textbooks, and to address different English: Young Learners (YLE) also noted the positive effects the exam language skills more equally. This was a had on student motivation. Regarding particularly important finding; it shows exam is having on English teachers reasons for choosing Cambridge English: the potential of the Cambridge English: working in Navarra. Young Learners, the research revealed Young Learners exam as a strategy to The Cambridge English: Young Learners that the exam was used as a way to ensure a balanced approach to the exam is designed for students in keep up with other schools, and to make teaching of English language skills, primary education. Although its impact student progress in English more visible addressing existing concerns that some in Spain has been the subject of earlier to parents. It was seen as the first step skills are considered more important studies, researchers Ruth Breeze and on a ladder to further internationally than others in current English language Hanne Roothooft, from the University recognised qualifications, but also as a teaching in Spain. of Navarra, focused specifically on way to access external assessment. teachers in Navarra, a region where The research also showed that Cambridge candidate numbers for the exam have English: Young Learners was regarded grown steadily in the last 15 years, Teachers also as improving motivation among both reflecting similar growth across Spain. teachers and students, encouraged by the welcomed the exam’s Using a qualitative approach, the impetus of external assessment, and also research team undertook in-depth by the availability of practice material. balanced approach interviews with 22 primary school Teachers also welcomed the exam’s teachers, asking why they had chosen balanced approach to the learning of to the learning of to include Cambridge English: Young different language skills, and its value as different language Learners within their curricula, and about a diagnostic tool. the impact of exam preparation on Impact on teaching practice was skills, and its value as classroom practice. considered highly positive; the exam a diagnostic tool
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European Survey on Language Competences Client: European Commission Country: 16 participating countries or regions
Cambridge English Language 53,000 students enrolled in schools This groundbreaking work is set to Assessment has led an international in 16 participating countries or regions revolutionise understanding on how team of experts in the fields of were assessed in the Main Study in languages are taught and learned language assessment, questionnaire 2011 and the test results related to throughout Europe and will be a key tool design, sampling, translation the Common European Framework for European governments to use when processes and psychometrics to of Reference for Languages (CEFR). developing language-learning policies. The administration of the survey and deliver a unique languages survey analysis of the data has been completed for the European Community. and a report was submitted to the In 2008, following a competitive tender Commission in February 2012. This groundbreaking process, SurveyLang, a consortium of eight expert organisations, was chosen We co-ordinated and managed work is set to to carry out the European Survey on SurveyLang and provided the English revolutionise Language Competences. language testing component. The other SurveyLang partners were: Centre understanding on how The Survey, the first of its kind, was International d’Études Pédagogiques proposed by the European Commission (CIEP); Gallup; Goethe-Institut; languages are taught to provide data about the demographic, Instituto Cervantes; National Institute social, economic and educational for Educational Measurement (Cito); and learnt situations that affect linguistic Universidad de Salamanca; and proficiency. There was no existing Università per Stranieri di Perugia. comparable data of this kind. SurveyLang developed many innovative The survey focused on the two most and exciting new approaches and widely taught official European processes to deliver this project, languages (out of English, French, particularly in developing collaborative German, Italian and Spanish) in each language tests and in the software country from a representative sample systems used to deliver the Language of pupils in their final year of lower Test and Questionnaires. secondary education.
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Improving Large-Scale English Testing Quality Client: Center for Educational Quality Assessment Country: Ukraine
Cambridge English Language test takers’ true level of ability). To was also addressed. Assessment has recently completed assess the ZNO test, Cambridge English In addition, Cambridge English a comprehensive evaluation of Language Assessment scrutinised four Language Assessment suggested that the Ukrainian pre-university ZNO live test versions (taken from 2011 to Listening and Speaking components English test, the first project 2014), and also an English translation should be added to the ZNO test. These in a potentially longer-term of the 2014 Test Specification booklet. components would enable the test to collaborative relationship between Analysis focused on the compatibility of reflect a wider range of CEFR criteria, the two organisations. the ZNO test with the requirements of thereby further enhancing its validity as CEFR Level B1, and resulted in a series of The Ukrainian ZNO test is a large-scale an assessment of ability at CEFR Level practical recommendations designed to national admissions test for university B1. increase test compatibility with all CEFR applicants, taken annually by around levels, and to improve test validity. 60,000 candidates across Ukraine. The Cambridge English test comprises three sections, Reading, Regarding the Reading and Use of Use of English, and Writing, and is set English components, Cambridge Language Assessment at Level B1 of the Common European English Language Assessment undertook an Framework of Reference (CEFR), suggested a review of current the level of the Cambridge English: test construction, including evaluation of the Preliminary (PET) qualification. standardisation and formatting. For Writing, the recommendations Ukrainian pre- In 2014, the Ukrainian Center for covered test production, assessment Educational Quality Assessment university ZNO test, and administration. This included asked Cambridge English Language suggestions for the standardisation of and made a series Assessment to undertake an evaluation writing tasks, the revision of assessment of the ZNO test and to make criteria, and the support for Writing of recommendations recommendations for changes that test assessors. The latter ranged would improve test ‘validity’ (to designed to improve from improved training to better test ensure test results accurately reflect standardisation and monitoring. The test validity Writing assessor recruitment strategy
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French School’s Intercultural Programme Client: Mission laïque française schools Country: France
Mission laïque française (Mlf), In the 2011/12 academic year Mlf chose Students and teachers both felt that a global network of 125 French to adopt a range of Cambridge English listening and speaking were the schools has introduced a number exams for students, to assess all four important skills for second language of Cambridge English examinations language skills, ranging from below A1 learning and were the most important into their curriculum, helping to to C2 level of the Common European aspects to spend time on in class. develop the teaching of English at Framework of Reference (CEFR). Recommendations from the impact study primary and secondary levels for Around 4,600 students at Mlf schools will help shape the development of Mlf’s around 50,000 pupils globally. have taken Cambridge English exams management, teaching and learning Mission laïque française is a non-profit since the project began. strategies to support the achievement of their long-term learning objective of raising educational association of international Cambridge English Language standards in English language learning. primary and secondary schools Assessment set up a joint baseline operating throughout four continents. research study with Mlf to assess Mission laïque française aims to the impact of the introduction of Data from this study spread the French culture and language our examinations in Mlf schools. showed that there throughout the world, through secular, Conducted in October and November multilingual and intercultural teaching. 2011, it captured stakeholder views and was a high level Mlf promotes the notion of deux expectations for the learning, teaching of optimism from cultures trois langues, [two cultures and assessment of English. and three languages], which is achieved Data from the study showed a high all stakeholders by the learning of French, the local level of optimism from all stakeholders language and learning English from an in response to the in response to the introduction of early age. Cambridge English exams. They felt the introduction of Mlf encourages their schools to start communicative approach adopted by Cambridge English teaching English earlier than in the Cambridge English complemented the standard French curriculum and also learners’ language learning preferences exams introduce the teaching of subjects and the development of the language through English. skills that the learners valued. 19 EUROPE
Italian Language Project Aids Youth Mobility Client: The Ministry of Education, Universities and Research (MIUR) Country: Italy
English outside of school. The use of IT and multi-media by teachers and learners in ELT classrooms was shown to have increased significantly (part of the early aim of PL2000). We found that the teaching of English was beginning at an earlier age throughout Italian schools. Perhaps unsurprisingly, the number of students achieving higher CEFR levels had improved significantly since 2001/2. The PL 2000 project has had a strong impact on the number of school-aged students taking Cambridge English: Key (KET) and Cambridge English: Preliminary (PET) exams in Italy. In 1999, there were less than 2,000 Cambridge English: Key candidates of all ages and fewer than 8,000 Cambridge English: Preliminary candidates. By the time the second PL2000 impact study launched in 2010, Cambridge English: The Progetto Lingue 2000 material was developed to respond to Key entries had risen to nearly 25,000 (PL2000) was a major language Italian teachers’ needs. and Cambridge English: Preliminary to just under 50,000 candidates. education project of the Italian Shortly after the project began, we Ministero della Pubblica Istruzione carried out a study of the impact of (MPI), now the Ministero the PL2000, to analyse the effects and dell’Istruzione, dell’Università e consequences of using our exams and to Learners were della Ricerca (MIUR). ensure they remained appropriate to the needs of the growing range of language showing the effects Under PL2000, students in elementary learners in Italy. and secondary education were given of their greater day- the opportunity to gain internationally We collected English language teaching recognised certificates in English, data from students and teachers in to-day contact with French, German or Spanish, with elementary and secondary schools financial support from the state. throughout Italy. Our initial findings English outside of were delivered to the MIUR in 2003 and Cambridge English exams are school were widely published. recognised internationally and can be used not only as part of the Italian Our impact studies are iterative school system, but also for international and focus on long-term effects and purposes to aid mobility. This met the consequences over time. In 2010, 10 Ministry’s objective for provision with years after the original PL2000 impact ‘added value’. study, we revisited the same regions, schools and even some of the same Cambridge English Language participants to find out about changes Assessment established a local team since the adoption of PL2000. of teacher-trainers across Italy, running over 150 seminars between January We gathered data that was directly 2000 and June 2001 alone. Over 2,500 comparable with the findings of the teachers original study, which revealed that learners were showing the effects of per year were reached through the their greater day-to-day contact with seminar programme and dedicated
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Online English Testing for International Recruitment Client: Council of Europe Country: France
Cambridge English Language is also available in French, Spanish and assessments in English and in French, Assessment has been providing German. BULATS is used worldwide and with tests marked immediately. business language testing services for workplace language assessment The advantages of this approach to to the Council of Europe since 2007, as its flexible design ensures the tests BULATS is that COE can quickly and and has recently successfully re- are relevant to a wide range of industry efficiently measure candidates’ language tendered for the contract. sectors and positions. abilities across several countries in Based in Strasbourg, France, the Council BULATS focuses on the four key skills Europe simultaneously, allowing them to of Europe (COE) is an international of reading, writing, speaking and make prompt decisions on recruitment organisation promoting co-operation listening, but in a bespoke version we and management. between all European countries in areas created for the COE candidates take such as human rights and democratic a reading and language knowledge development. Separate from the EU, the test only. Up to 1,000 candidates at The Cambridge team COE has 47 member states representing a time took the BULATS English test, around 800 million citizens. with papers marked by the Cambridge responded successfully team, but in January 2012, the COE In 2007, the COE began to use to the tender and reviewed its requirements. The paper-based BULATS (Business resulting tender asked - as before - for now provide the COE Language Testing Service) to test the the provision of language tests for language skills of applicants entering the ongoing competitive recruitment with an online version its competitive recruitment process. process, but this time asking for BULATS – the of specially tailored assessments in English and French, and Business Language Testing Service for more efficient and cost-effective BULATS assessments – is a multilingual set of workplace administration. in English and in language assessment, training and The Cambridge team responded benchmarking tools; BULATS English French successfully to the tender, and now is offered by Cambridge English provides the COE with a paper-based Language Assessment, but the Service version of specially tailored BULATS
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Business English Takes Off Client: European Aeronautic Defence and Space Country: Netherlands
BULATS English - from Cambridge In 2009, an agreement was signed English Language Assessment - was to supply BULATS across the whole Our partnership with a integrated into the global language of EADS in order to provide rapid and programme of European Aeronautic accurate assessment of language well established brand Defence and Space (EADS). capabilities in English, French, German and Spanish. The service was used such as Cambridge With head offices in France, primarily in recruitment and internal English ensures we Germany and Spain, and an HQ in progression, but also to benchmark the Netherlands, EADS is a truly language skills ahead of language have a language international organisation, and a global training. In 2015 EADS continue to use leader in aerospace and defence, with BULATS for internal recruitment and assessment tool which companies Airbus and Eurocopter part promotion. of the EADS group. is bespoke to EADS BULATS’ combination of flexibility and As part of the company’s commitment multilingual options was a major factor but simultaneously to language training, in 2008 EADS in EADS’ decision to use the service, began to use BULATS (Business as was the pedigree of the partners flexible and reliable. Language Testing Service) at a number involved. As Jantje Bartels, EADS of its sites in Spain, France and Learning Expert, stated: ‘Working in a Germany. BULATS is a multilingual set global environment means we must Jantje Bartels, of workplace ensure our employees can engage with Learning Expert, EADS colleagues, customers and suppliers language assessment, training and effectively. Our partnership with a well benchmarking tools available in English, established brand such as Cambridge French, Spanish and German, with English ensures we have a language BULATS English offered by Cambridge assessment tool which is bespoke to English Language Assessment. EADS but simultaneously flexible and Tests can be adapted to business reliable.’ requirements in order to create bespoke assessments tailored to specific needs and commercial environments.
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Evaluating and Assuring an English Language Policy Client: Universidad Europea de Madrid (UEM) Country: Spain
Cambridge English Language consultation with academic leaders and English team provided the essential Assessment has evaluated and was responsible for coordinating policy feedback required to refine the policy assured the institutional language implementation. prior to full implementation. UEM’s language policy was also developed to policy of the Universidad Europea In 2015, Cambridge English was de Madrid, as part of a long term reflect the Cambridge English Language asked to review and assess the policy Policy Framework, and as a result collaboration with its owner according to a range of criteria, has become a model used by other Laureate International Universities. including the context of the policy, Laureate International Universities when its implementation, stakeholder In 2014, Cambridge English Language developing their own policies. expectations, impact, monitoring Assessment supported Laureate and evaluation. A team of language International Universities in the assessment and research specialists development of an English language from Cambridge English visited the policy framework, scalable across the Cambridge English UEM campus and reported that the Laureate network of over 80 institutions, language policy was well drafted and and designed to support effective specialists were asked well supported by teachers and staff, language teaching and learning. As including senior university staff who to review and assess part of this, each Laureate International appreciated the benefits the policy could University was asked to develop a deliver. UEM’s language high level language policy in order to establish goals, define principles of Student feedback was also found to be policy and report on a good practice and determine monitoring very positive, with students regarding strategies. the policy as an important tool for range of criteria, from transparency and accountability. The Universidad Europea de Madrid context to evaluation team also found that robust monitoring (UEM) was one of the first Laureate and evaluation systems were in place Universities to undertake development and that these provided a strong of a language policy, overseen by UEM’s foundation for quality assurance and Language Centre which delivers courses further policy development. in a variety of languages (including English) to over 7,000 students. Overall, the assessment and evaluation The Language Centre had worked in report provided by the Cambridge
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Improving Opportunities for Employability and Further Study Client: Centre for the Advancement of Post-Graduate Studies Country: Egypt
A programme of English courses The entire programme aims to train Testing and Assessment of Australia and assessments is helping improve around 1,000 students and teachers. and New Zealand’s (ALTAANZ) Papers access to post-graduate study and In order to deliver the blended learning in Language Testing and Assessment career opportunities for marginalised course effectively, training was provided (PLTA), demonstrating the positive Egyptian university students. to more than 100 trainers in the skills impact of the upskilling programme on and knowledge required to deliver the stakeholders and also identifying Working in collaboration with the British a communicative blended learning possible areas for improvement. Council, Cairo, the Cambridge English English language skills programme, with Language Assessment programme was teachers assessed using the Cambridge launched in 2010 by the Centre for the Teaching Knowledge Test (TKT). Advancement of Post-Graduate Studies As well as providing (CAPSCU), at Cairo University. The As well as providing the expertise programme is part of the Pathways to required to deliver such an extensive and the expertise required Higher Education project, an initiative long-term programme, the Cambridge which offers training scholarships to team is also now undertaking a wide- to deliver such an socio-economically disadvantaged ranging evaluation study to assess the extensive and long- university students, with the aim of programme’s impact. Initiated in 2012, increasing access to post-graduate the three-phase study will analyse term programme, the feedback from key stakeholders in studies and enhancing career chances. Egyptian higher education, and from Cambridge team is Students entering the programme first over 1,000 candidates and teachers. The take the Cambridge English Placement Test, results will show the effect the CAPSCU also now undertaking and are then placed on a blended learning programme has had on English learning course comprising 50 hours of online and teaching in the wider context of a wide-ranging self-study with 50 hours of face-to-face English language instruction reform and evaluation study tuition. Students are finally assessed local employment opportunities. using the Cambridge Business Language Initial findings are encouraging, and the Testing Service (BULATS) online test, which Cambridge team published a preliminary also gives students an internationally evaluation in May 2014, which has recognised certificate of attainment. featured in the Association for Language
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Nile Egyptian Schools Client: Education Development Fund Country: Egypt
Cambridge English Language Comprehensive teacher guidelines Assessment, in collaboration with have been provided to facilitate Teachers will speak to its sister company, Cambridge the successful adoption of the new International Examinations, is curriculum. These guidelines give clear pupils in both English working on a pioneering programme instructions on how the curriculum can be taught and include sample teaching and standard Arabic to develop a new bilingual school materials and lesson plans. system across Egypt. from their very first We are also providing progression tests Egypt’s national Education Development for Grades 3–7, which allow teachers day at school Fund is creating this new school system to monitor the progress of students. At with the aim of providing excellence in each Grade, two 40-minute diagnostic teaching and learning. With curricula tests are administered in the classroom and assessment linked to international and marked by teachers. standards, the Nile Egyptian Schools will provide bilingual education for pupils In addition to providing an English from ages 4 to 18 and teachers will speak language curriculum and tests for to pupils in both English and standard students, we are advising on English Arabic from their very first day at school. language levels required for teaching and other staff within the new school Our role in this project has been in system. The Cambridge English developing the English language Placement Test is being used as part of curriculum and assessment. A tailor- the staff recruitment process. made English curriculum for Grades 1–8 (ages 6–14) has been specifically Cambridge English Language designed to fit with a bilingual Assessment also provides student international education programme. admission tests for Grade 6. The curriculum’s learning outcomes have been linked to the internationally recognised standard of the Common European Framework of Reference for Languages (CEFR).
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D-RASATI Teacher Assessment Programme Client: Ministry of Higher Education Country: Lebanon
Cambridge English Language to target training for teachers who use Assessment was successful in a English as their instructional language. “We would not have bid for a project to assess 4,000 The chosen form of assessment for the been able to achieve teachers as part of a programme project was BULATS (Business Language which aims to improve children’s Testing Service). The BULATS test the results we did learning environments in Lebanon. assesses a wide variety of key English skills needed to communicate in real-life without the ongoing The D-RASATI programme (Developing situations, is internationally recognised, Rehabilitation Assistance to Schools and is aligned to the international support of Cambridge and Teacher Improvement) is a five- standards of the CEFR. year project being implemented by the ESOL [Cambridge Education Development Center, Inc The Director of ALLC International English Language (EDC). House Beirut, where the tests were The objectives of the programme were to administered, said: ‘We would not Assessment] at all improve education outcomes in Lebanon have been able to achieve the results stages of the project” by improving teacher and student we did without the ongoing support of performance, increasing community and Cambridge ESOL [Cambridge English parental involvement, and improving the Language Assessment] at all stages of Director, ALLC school learning environment. The project the project.’ International House began with a nationwide assessment Beirut of the needs of each public school in We used candidate score data from the the region. As part of this initiative we tests to produce a detailed score report provided assessment for over 4,000 showing individual scores in all four skills Lebanese teachers in reading, listening, of language testing for each candidate. speaking and writing skills. These reports were successfully The assessment was designed to support used to assess the language training the Ministry of Higher Education, and requirements of the Ministry of Higher the teachers’ in-service professional Education teachers. development, by allowing the Ministry
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English Tests to Motivate Young Learners Client: Abu Baker Asedeeq Independent Secondary School Country: Qatar
The Abu Baker Asedeeq School in School as a stepping-stone to higher Qatar offered students Cambridge level English qualifications. Students “We chose English: Young Learners (YLE) tests who passed the highest level test – from Cambridge English Language Flyers – were actively encouraged to take Cambridge English Assessment to motivate progress the Cambridge English: Key (KET) test, and if successful to then move on to exams because to higher level English language the Cambridge English: Preliminary (PET) they are linked qualifications. test. Those who passed the Cambridge As part of its proactive approach to English: Preliminary exam were again to internationally education, in 2009 the Abu Baker encouraged to move up, this time to the Asedeeq Independent Secondary School Cambridge English: First (FCE) exam, with recognised standards for Boys provided students with the success in this exam used as an entry that accurately assess opportunity to take Cambridge English: criterion to the School’s Cambridge Young Learners tests. These tests provide IGCSER programme. a learner’s proficiency a reliable and consistent way to develop Using Cambridge English qualifications and assess younger students’ progress in in this way proved highly successful, in English” listening, speaking, reading and writing. with over 100 students taking Dr Mohammad Qassem The Abu Baker Asedeeq School wanted Cambridge English exams between to encourage students to continue their 2009 and 2010. Dr Mohammad Saefan, Supervisor, English studies so the Cambridge English: Qassem Saefan, the School’s English English Department, Young Learners tests were ideal as these Department Supervisor commented: Abu Baker Asedeeq School are designed to make learning fun and ‘We chose Cambridge English rewarding (all children receive an award exams because they are linked to to show how many shields they have internationally recognised standards received – there is no pass or fail). that accurately assess a learner’s proficiency in English. Having a The Cambridge English: Young Learners test certificate from Cambridge makes enabled students to reach a good level students’ parents proud and acts as a of English as early as possible in their motivation for the students.’ academic career, and was used by the
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Improving English Skills in the Banking Sector Client: Qatar National Bank Country: Qatar
Qatar National Bank, one of the BULATS is a multilingual set of workplace leading banks in the Middle East, language assessment, training and BULATS is specifically chose to use BULATS (Business benchmarking tools available in English, Language Testing Service), from French, Spanish and German. designed for use in a Cambridge English Language BULATS offers language testing linked to workplace context. Assessment, as a placement test to internationally accepted standards, and put employees on language courses. can be used to test all four language skills Tasks and topics – reading, writing, listening and speaking. Established in 1964, Qatar National BULATS is specifically designed for use in are based on typical Bank has grown steadily to become one a workplace context. Tasks and topics are workplace scenarios of the largest banks in the Middle East based on typical workplace scenarios. and North Africa region; it now operates a global network of offices, and has also Qatar National Bank used BULATS as topped the Bloomberg list of the world’s a placement test for 200 employees strongest banks. before they undertook their language course. These same employees were English skills are of vital importance in subsequently assessed with BULATS the international finance sector, and as a after completing their course in order to result, Qatar National Bank values these measure how much their English skills highly among its employees and had improved. was keen to improve their language skills. Qatar National Bank used BULATS as part of its employee recruitment and To meet this objective, in 2011, Qatar selection strategy. National Bank decided to utilise the BULATS English test from Cambridge English Language Assessment, as a placement test to ensure their employees were placed on suitable and appropriate-level language courses.
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Case study removed. An updated brochure will be available in 2018.
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Assessing English Skills in the Workplace Client: Eczacibaşi Holding Country: Turkey
Cambridge English Language BULATS is a multilingual set of Assessment placement tests workplace language assessment, “As an international are being used by major Turkish training and benchmarking tools. The industrial group Eczacibaşi test is fast and cost effective, delivering company, it is very Holding to assess the language immediate results, and can be tailored to fit the context in which it is being used. important for us to skills of both current staff and potential employees. The decision to implement BULATS be able to evaluate has proved highly successful, as Ilke Eczacibaşi Holding is one of Turkey’s Kilic, Eczacibaşi Holding’s HR Manager, our current and largest industrial groups, employing explains: ‘As the candidates who apply over 11,000 staff in 41 companies nominated employees’ to our company have a variety of operating in the building products, different English certificates, we have healthcare and consumer sectors. Well English level. We decided to use a placement test which regarded throughout Turkey and beyond, is internationally recognised. Therefore believe that we Eczacibaşi Holding is also active in the we prefer to use BULATS to evaluate country’s education sector, helping candidates’ business English skills. We can successfully do modernise school infrastructure while have been doing this since 2006, not also educating students about this with BULATS only for the people we recruit but for personal hygiene. those who are presently working with which has an easy As many of the group’s staff have to us so we can evaluate their business speak English, in 2006 Eczacibaşi English skills and help support them.’ administration Holding’s HR team decided to use Eczacibaşi Holding continues to use process” BULATS (Business Language Testing BULATS across Turkey; about 2,000 Service) English, from Cambridge English tests are taken every year and as a result Language Assessment, as a placement Emel Sezgin, Occupational over 13,000 BULATS tests have been test for existing staff, and as a means of Safety Specialist at undertaken since it was first introduced. assessing the English skills of potential Eczacibaşı Monrol employees.
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Young Learners at Al Afaq Model School, Abu Dhabi Client: Al Afaq Model School Country: United Arab Emirates
Al Afaq Model School in Abu Dhabi Al Afaq Model School used Cambridge builds confidence, but also helps form used Cambridge English: Young English: Young Learners not only to a positive approach to exams. Parents Learners (YLE) tests to determine measure the progress of its students, have told the school they are proud that the strengths and weaknesses of but also to highlight areas for their daughters have been given the its approach to English language improvement, adjusting their language opportunity to take an internationally programme accordingly. recognised examination. learning and to implement improvements. The following year the school put forward more students to take In September 2004, the Al Afaq Cambridge English: Young Learners. Model School introduced a new “The standard of English programme into its curriculum. This figure continued to grow and in The initial results of the programme 2009 the school enrolled an additional teaching and the indicated that the standard of English 350 students for the tests. content of lessons have among students was improving. However, the school needed an accurate Al Ameri said: ‘The standard of improved greatly” way to measure this progress. teaching and the content of lessons have improved greatly, as teachers Aminah Al Ameri, Education Advisor have become more aware of the Aminah Al Ameri, at the school, said: ‘We wanted a requirements of the international Education Advisor, true assessment of the students’ community.’ Al Afaq Model School achievements in the use of English and searched for an internationally The school recorded a great recognised body. Cambridge offered the improvement in all areas of the Cambridge English: Young Learners testing students’ performance. and certificates.’ Today, Cambridge English: Young A pilot test was soon organised using Learners remains a permanent part Cambridge English: Young Learners tests, of the school’s approach to language which showed that results in speaking learning. The school has found that and listening were very good, reading exposing children to international was satisfactory, but writing was poorer. examinations at this early age not only
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Abu Dhabi Education Council Impact Study Client: Abu Dhabi Education Council Country: United Arab Emirates
Cambridge English Language document review, we conducted an learners and an increase in student- Assessment contributed to an impact study. centred teaching practices, as well as evaluation of the effectiveness of an increase in collaborative working The study aimed to assess the impact amongst teachers. School principals a reform programme introduced to of CfBT’s bilingual provision in terms of improve the quality of teaching and teachers saw these key changes as students’ learning progression and their being a direct result of the programme. and learning. active involvement in their learning, and the fostering of student-centred We were also able to report on areas When the Abu Dhabi Education Council teaching practices. of the reform that teachers felt could introduced a new bilingual language be further improved, such as increased education programme in the school The study also looked at how the parental involvement in the programme sector (which had previously been bilingual education provision affected and further self-access learning predominantly monolingual), one of students’ understanding of content opportunities for students. their providers, the Centre for British subjects (such as maths), their Teachers (CfBT), sought to evaluate proficiency in both Arabic and English the effectiveness of this reform against as a foreign language and students’ the strategic objective of improving the behaviour, discipline and relationships The report showed quality of teaching and learning. We with peers and teachers. The extent to were asked by CfBT to contribute to which the bilingual programme fostered a positive picture this work. maintenance of national identity and students’ own heritage was with success stories Underpinning principles of the reform also assessed. programme included developing more including improved active student involvement in learning Eight schools were selected to and the provision of greater bilingual participate in the study. Within these English language education, particularly in the subjects schools, the study focused on Grade 4 of maths, science, and information and students, teachers, school principals proficiency of learners communication technology. and parents. Using a range of research methods such The report showed a positive picture as focus group discussions, interviews, with success stories including improved questionnaires, observations and English language proficiency of
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Assessing English Proficiency in the Oil Industry Client: National Oil Company of Abu Dhabi Country: United Arab Emirates
The Cambridge English: in the oil industry for a stable measure Preliminary (PET) qualification, of language proficiency and Cambridge “There was a large from Cambridge English Language English: Preliminary fitted the bill. As a demand in the oil Assessment, is being used by the result, ADNOC decided to use the flagship training facility of the test at its flagship training facility, as well as in some of its oil and gas industry for a stable National Oil Company of Abu operating companies.’ Dhabi (ADNOC) to measure measure of language English language proficiency The use of Cambridge English: Preliminary proficiency and PET among staff. proved highly successful and as a result, the Technical Institute decided fitted the bill” ADNOC, a state-owned organisation, to offer English language testing to is one of the world’s top 10 oil and more candidates, and also to expand Peter Hardcastle, gas companies producing more than the range of Cambridge English 2.7 million barrels of oil a day, with qualifications on offer. As a result, Advisor – Curriculum and additional interests in transportation, employees were able to study for Assessment, ADNOC shipping, marketing and distribution. Cambridge English: Key (KET). This basic- Technical Institute, The company invests heavily in training, level qualification is designed to ensure Abu Dhabi a commitment embodied in the a good start to learning English, and ADNOC Technical Institute, a flagship also provides ideal preparation for the vocational training college which trains intermediate level Cambridge English: UAE nationals on the skills required to Preliminary qualification which focuses work within the company. on developing English skills suitable for In 2009, the Technical Institute decided work, study and travel. to use the Cambridge English: Preliminary Candidate numbers continue to rise at qualification as a measure of English the ADNOC Technical Institute with the Language proficiency; Peter Hardcastle, result that 1,500 employees have now Advisor – Curriculum and Assessment taken Cambridge English qualifications at the ADNOC Technical Institute since 2009, with 500 candidates sitting explains: ‘There was a large demand tests in 2012 alone.
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Raising English Teaching Standards in Schools Client: Hebei Education Department Country: China
Examinations from Cambridge Since the pilot study began more than English Language Assessment have 4,300 teachers and students have Results show been chosen by the Hebei Education taken a Cambridge English exam or Department (HED) in China as part teaching qualification. Feedback so far improved language of a language-learning programme has been very positive, as shown in a joint impact study which presented competence, as designed to improve education and its first findings in 2011. The study well as increased career opportunities for students. focused on the exams, but also aimed The HED programme aims to provide a to ascertain attitudes, perceptions confidence and highly effective supplement to China’s and motivations relating to the wider national English curriculum and uses programme, using data from all six motivation among Cambridge English exams, together with schools in the pilot scheme. Results teachers collaborative impact studies, to raise show improved language competence, standards of teaching and learning. as well as increased confidence and motivation among teachers, who all Cambridge English: Key (KET) for Schools appreciate the support and training that and Cambridge English: Preliminary the programme has delivered. (PET) for Schools were integrated into the curriculum of six pilot schools in HED officials noted that the students’ the Hebei Province. This included both English levels and comprehension skills primary schools (Grades 1–6, age 6–11) have been greatly improved, and and middle schools (Grades 7–9, ages they received good results in their 12–14). entrance exams. In addition to Cambridge English for Phase two of the impact study is now Schools exams, teacher training has underway. Since the impact study first also been enhanced with the use of our began, HED has expanded the pilot Teaching Knowledge Test (TKT). Teachers programme and now 16 schools are can study for and take TKT before they using our exams. teach preparation courses for Cambridge English exams.
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A Collaborative Impact Study in China Client: Chongqing University Country: China
Cambridge English Language schools). Parents considered training Assessment recently completed a institutions the better formal option, but The survey was an collaborative study on the impact inconsistent quality was causing concern. excellent example of of two of its most popular exams in The study highlighted parents’ positive Chinese schools. attitude towards Cambridge English: Key international Working with researchers led by for Schools and Cambridge English: co-operation and Professor Xiangdong Gu of Chongqing Preliminary for Schools, illustrating the University, the Cambridge team focused different impacts perceived for each applied academic on the perceptions held by parents of qualification, and the influence of parents’ the impact on Chinese students of two education on children’s language learning. expertise qualifications, Cambridge English: Key However, it also highlighted the need for (KET) for Schools and Cambridge English: greater communication with parents, Preliminary (PET) for Schools. Both and the value placed on teachers’ qualifications were introduced in China professional development. in 2009, and are now widely used. The survey was an excellent example of The study was based on classroom international co-operation and applied observation and interviews with over academic expertise; the final report 140 parents, mainly mothers, who were revealed the very positive impact of both waiting for their child to sit an exam at a qualifications on Chinese education, test centre. while also highlighting areas which could be improved. Professor Gu played a The resulting report, published in pivotal role in ‘bridging the gap’ between Research Notes 50 (2012) showed that Cambridge and China by helping translate both Cambridge English: Key for Schools and interpret the linguistic and cultural and Cambridge English: Preliminary for aspects of the project. As co-author of the Schools encouraged early acquisition of eventual report, Professor Gu also took on English skills, with learning taking place the role of visiting Professor at Cambridge in both informal and formal environments English Language Assessment (primarily training institutions and during 2012.
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Measuring Impact Among Young English Learners Client: Chongqing University Country: China
Cambridge English Language provides the evidence needed to Assessment is undertaking a long- back up what test providers say. “... transparency term study to measure the impact of This transparency is essential for the Cambridge English: Young Learners increasingly high-level stakeholders is essential for the (YLE) on Chinese schools. who rely on test results for important decisions.’ The pilot survey took place increasingly high-level Since its launch in 1997, Cambridge within a privately owned language stakeholders who English: Young Learners has become one training institute in Chongqing. of China’s most popular standardised Information gathered from three rely on test results for English exams for primary and lower teachers and 80 students (all of whom secondary school students. Growth had achieved Cambridge English: Young important decisions” was accelerated by the Chinese Learners certificates) showed the positive Government’s 2001 decision to lower impact of the test on both language Professor Xiangdong Gu, the age – from secondary to primary - at learning and classroom teaching, Director of the Research which state-funded school pupils start especially when compared to English to learn a foreign language. English is lessons in state-funded primary schools. Centre of Language, now the main language taught in China, Other positive impacts included textbook Cognition and Language with proficiency in English identified quality, the emphasis on accuracy, and Application, and of the by the Government as a key response the relaxed classroom atmosphere. Research Institute of to increasing globalisation and greater international communication. In 2012, The pilot study also yielded valuable Language Assessment, we launched a pilot study to provide insights into the process of interviewing Chongqing University initial feedback on the impact of young learners, and will now provide a Cambridge English: Young Learners on platform for a much larger-scale, city- schools and students, the first stage in a wide study, which may also expand much larger, longer-term impact study. into other Chinese provinces in order to provide comparable data. As leading academic Professor Xiangdong Gu of Chongqing University, who worked with us, explained: ‘Research in language assessment
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Improving English Fluency for Beijing Residents Client: Beijing Municipal Government Country: China
A programme designed to improve the city’s preparations. As Mr Liu Yang, the English language skills of Beijing Director of the Beijing Speaks to the “We felt the need to residents – originally part of the World project, commented at preparations for the 2008 Olympic the time: have international Games – has helped Beijing achieve ‘[BETS] aims to raise the English standards for the its ambition to be a ‘world city’. language standard of millions of its programme and Cambridge English Language Assessment citizens so that they can welcome the worked with the Organising Committee many visitors who will be coming to central to this is for the Beijing Government’s Beijing Beijing for the Olympic Games. As Residents Speaking English initiative to Beijing is an international city we felt the international design and deliver BETS – the Beijing the need to have international standards English Testing System. Test questions for the programme and central to this certification that were set at three levels, equivalent to is the international certification that Cambridge English Cambridge English: Key (KET), Cambridge Cambridge English exams have.’ English: Preliminary (PET) and Cambridge In 2011, the Beijing Government renewed exams have” English: First (FCE) qualifications, with the Beijing Speaks English programme successful candidates gaining certificates as part of its bid to turn Beijing into a Mr Liu Yang, Director, from both the Beijing Government ‘world city’. By improving its citizens’ Beijing Speaks to the World and Cambridge English Language English skills, the aim was to attract Assessment. These certificates not only more international workers and project demonstrated proven language ability students to Beijing, while also enhancing but could also be used as references international relationships. when applying for work with Government departments or local businesses, or for As a result, the programme continued study overseas. until 2013 with initiatives including the introduction of English courses into all Over 8,000 workers in key industries sat city kindergartens, a requirement that BETS ahead of the 2008 Olympic Games, 10% of all public servants achieved the with the Beijing Government keen to first BETS level, and that all Beijing public stress the important role BETS played in servants knew more than 100 common English sentences. 37 ASIA
Developing a National Public Language Test Client: State Education Commission Country: China
In 1996, Cambridge English Language Initial test design for the PETS project million by 2012. Among these, Assessment won a major contract to (which was overseen by China’s 1.5 million are senior high school develop a publicly available English National Education Examinations students from four provinces where testing system for use across China, Authority) began in 1997, with materials PETS has been used to replace the the result of an agreement between production and trialling starting nine English test for Higher Education months later. By 1998, we were able to the UK Department for International entrance (Gaokao). undertake live test production, together Development and China’s State with live test administration, and also Education Commission. began to monitor test performance The test was needed to support ahead of PETS’ full launch in 1999. The Cambridge China’s national policy of ‘opening up’ Our model of language test model of language to the outside world; the brief was to development – based on a cycle of trial create a publicly available English test, and review – provided a sound and test development designed to operate within a coherent effective basis for the development national framework, which would of PETS. Equally important was – based on a cycle improve the skills of China’s workforce early recognition of the need for a of trial and review – while also supporting the concept of comprehensive infrastructure to support lifelong learning. Quality control was test production and delivery, one provided a sound and also essential, given China’s diversified which encompassed test development educational system. and analysis services, and examiner effective basis for the In response, we created PETS – the management. development of PETS Public English Test System. As a result of its painstaking PETS was designed to assess and development, and ongoing technical certificate communicative English skills support, PETS has proved to be both at five levels, ranging from the equivalent robust and effective, as shown by its of Junior High School (or three years’ impressive candidature across China; English study), up to the level required by in 1999, over 33,000 candidates took graduates hoping to study or part in the first live tests, a figure which work abroad. had risen to 870,000 by 2005, and 2.1
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Improving Company-Wide Language Training Client: Taikoo (Xiamen) Aircraft Engineering Company Ltd Country: China
Taikoo (Xiamen) Aircraft its training programme. BULATS is a Engineering Company Ltd (TAECO) multilingual set of workplace language “BULATS is ideal for is using the Business Language assessment, training and benchmarking Testing Service (BULATS) English tools available in English, French, the business market test, from Cambridge English Spanish and German, with BULATS English offered by Cambridge English and provides company Language Assessment, to improve Language Assessment. Working management with a the effectiveness and efficiency of with Cambridge University Press, we its English language training. undertook significant advance testing perfect platform to TAECO is a leading company within in order to adapt BULATS to the needs China’s aviation industry. Involved in the of TAECO staff, and the commercial benchmark their staff” maintenance and cargo conversion of environment in which they work. This transport aircraft, TAECO’s shareholders process helped increase confidence Bruce D Moore, Lead Training include the Boeing Commercial Airplane in BULATS as a testing method, as Officer, TAECO Group and Cathay Pacific Airlines, as Bruce D Moore, Lead Training Officer well as companies from Hong Kong (Languages) explains: ‘[The first phase] and China. involved a great deal of testing. This process, coupled with the method of As English is the ‘official language’ indentifying an individual’s English level, of aviation, TAECO invests significantly installed confidence in the product.’ (using its own training centre) in developing the English language Mr Moore was further impressed as skills of apprentices, trainees, testing began: ‘BULATS is ideal for the mechanics and office staff, while also business market and provides company upgrading the language ability of its management with a perfect platform technical supervisors through courses to benchmark their staff. It allowed us and examinations. to conduct training courses to upgrade the English level of course attendees, In order to maintain the highest quality and then provide an examination at the of language learning, TAECO decided conclusion of the course.’ in 2008 to use BULATS English within
39 ASIA
Enhancing In-House Language Training Client: ZTE Corporation Country: China
The China - based ZTE Corporation BULATS is a multilingual set of online used the Business Language Testing workplace language assessment, training “BULATS is an Service (BULATS) – English, from and benchmarking tools, with BULATS Cambridge English Language English offered by Cambridge English international language Assessment, to radically improve Language Assessment. BULATS, which can be tailored to meet specific needs, examination for the in-house provision of English and which delivers immediate results, workplace which language training. proved the ideal training solution for ZTE, The ZTE Corporation, headquartered as Mr Shao Yong, Director of the English has promoted the in Shenzhen, is a leading global Support Department, explained: ‘ZTE manufacturer of communications values the internationalised promotion, internationalised equipment. In order to maintain its training and certifying of human international success, English ability resources very highly,’ he commented. process of ZTE greatly had become a basic workplace skill for ‘BULATS is an international English by assessing the staff’s many ZTE staff, who were frequently language examination for the workplace sent abroad for intensive ‘multicultural which has promoted the internationalised English accurately” amalgamation’ as part of the company’s process of ZTE greatly by assessing the in-house English language training staff’s English accurately.’ Mr Shao Yong, Director, provision. In 2008, however, ZTE All existing and potential ZTE staff with English Support Department, asked Cambridge English Language international responsibilities took a Assessment, together with the British ZTE University, ZTE BULATS test, with the result that over Council, to introduce BULATS as a Corporation 10,000 staff took the test in the first third-party assessment standard. year following its introduction into the In 2010, this relationship developed ZTE University. further, with ZTE establishing an English Support Department, specifically to oversee BULATS testing, within its ‘ZTE University’ – a major corporate training resource comprising 14 international learning centres.
40 ASIA
Understanding the Impact of TKT on Chinese Teachers Client: Guangdong Academy of Education Country: China
and method, although less impact on knowledge of English language systems such as grammar. Regarding context, the research showed that TKT had a greater impact on teachers without higher degrees, and on those who had been trained abroad. Formal support, from employers or colleagues, further reinforced the positive impact of TKT but this could be undermined by the assessment system used, and by large class sizes. In conclusion, the research showed that TKT can have a positive impact on the performance of English language teachers in China, especially those without higher degrees and who work in primary or secondary schools. However, the research A major study, funded by Cambridge focus groups and questionnaires to also revealed the benefits gained English Language Assessment, investigate attitudes among primary by travelling overseas to undertake has examined the impact of the and secondary school teachers across TKT preparation, suggesting that Cambridge English Teaching China. All study participants had Chinese-based TKT courses require Knowledge Test (TKT) on English taken the TKT test; the majority were improvement. language teachers across China. university graduates, aged under 40, and were experienced teachers TKT is an internationally recognised working in both the public and qualification from Cambridge English private sectors. Most had completed The researchers found which provides formal recognition a training course prior to TKT, the of teaching experience while also majority in China but also abroad. that the overall impact helping teachers to develop new skills and build confidence. TKT The researchers found that the of TKT was positive, is widely used in China, and the overall impact of TKT was positive, especially on teachers’ research study - completed in 2013 especially on teachers’ understanding - investigated both the impacts of of how to use learning resources understanding of TKT on Chinese teachers’ teaching within the English language how to use learning beliefs, knowledge and practice, and classroom, and also on their teaching the contextual factors shaping these methods and skills. Evidence for this resources and on their impacts, such as age, experience or could be seen in the greater diversity preparation techniques. The study of teaching materials used by teaching methods results were also used to provide teachers after taking the TKT course, and skills recommendations regarding the and their more considered and use of TKT in the Chinese context. varied approach to lesson planning, Researchers Liyan Huang of the classroom activities and student Guangdong Academy of Education, interactions. There was also and Angelo Papakosmas of the a substantial improvement in Guangzhou Education Bureau, used teachers’ understanding of theory
41 ASIA
Improving Employee Language Proficiency Client: Chongqing Airport Group Co, Ltd Country: China
Cambridge English Language from Cambridge English Language Assessment business qualifications Assessment, to evaluate the English “As Cambridge English are being used by Chongqing Airport language proficiency of its staff. Language Assessment Group Co, Ltd in order to improve the BULATS is a multilingual set of international communication skills of workplace language assessment, is one of the top its personnel. training and benchmarking tools. Cambridge English: Business Certificates language assessment The Group, based in the city of Chongqing, is comprised of English language one of the largest municipalities in China, providers in the world, qualifications at three levels runs three airports: Chongqing Jiangbei (Preliminary, Vantage and Higher) International Airport, one of China’s top Cambridge English: designed to encourage confident use 10 airports and the largest aviation hub in of English in an international business Business Certificates central and western China; and Wuqiao environment. and Qianjiang Wulingshan Airports, both and BULATS are both handling domestic air traffic. The use of Cambridge English tests has proved highly successful, as Mr very reliable and In 2012, Group management identified Mu, from the Chongqing Group HR international communication skills trustworthy” Department explained: ‘As Cambridge as key criteria for staff development, English Language Assessment is one of and especially for the development of the top language assessment providers interdisciplinary talent. As a result, in Mr Mu, in the world, Cambridge English: Business 2012 the Group launched the ‘5 Year Certificates and BULATS are both HR Department, Personnel Training Programme’, aiming very reliable and trustworthy. Most Chongqing Airport Group to provide and cultivate outstanding and importantly, the test context of both abundant human resources for further closely relates to the real situation of the development in the future. As part of workplace and reflects the candidates’ this the Group decided to use both actual English proficiency in reading, the BULATS (Business Language Testing listening, speaking and writing. The Service) English test and Cambridge company trusts the two exams as the English: Business Certificates (also known key criteria of internal talent selection as Business English Certificates (BEC)) and new employee recruitment.’ 42 ASIA
A Strategic Partnership for Language Testing Client: National Education Examinations Authority Country: China
In a long-term strategic partnership, Learners exam sessions are held each dating back to the 1990s, Cambridge year, taken by up to 150,000 students. A number of English Language Assessment Since 1993, over a million older Cambridge English is working with China’s National candidates have taken the Cambridge Education Examinations Authority English: Business Certificates (BEC), assessments have (NEEA) to deliver English language designed to improve the language qualifications ranging from primary skills of those already in – or hoping become widely school to professional level. to enter – employment. NEEA has recognised across established around 80 Cambridge NEEA, a department of the Chinese English: Business Certificates test China. For example, Ministry of Education, oversees centres in 27 provinces, and holds up examinations across China, at all to seven test sessions every year. nearly 2 million ability levels and in all subjects. English language examinations are In addition to Cambridge English: Chinese children considered particularly important, Business Certificates, IELTS (International aged between 7 as English language proficiency is English Language Testing System) – considered a real asset for Chinese has become highly popular. A joint and 12 have taken a citizens, and also part of the initiative between Cambridge English Cambridge English: Government’s policy of ‘opening China Language Assessment, the British up’ to the outside world. Council and IDP Australia, IELTS has Young Learners test become the world’s leading test for A number of Cambridge English those wanting to study or work in a since 1996 assessments have become widely context where English is the language recognised across China. For example, of communication. Over 500,000 nearly 2 million Chinese children Chinese candidates take the IELTS aged between 7 and 12 have taken a test every year, further demonstrating Cambridge English: Young Learners the influence and reach of Cambridge (YLE) test since its introduction in English assessments in China. 1996. Four Cambridge English: Young
43 ASIA
Improving HR Language Assessment Client: adidas Sourcing Country: China
Business English testing from access additional training opportunities Cambridge English Language within the company must also achieve “After careful study Assessment is being used by at least a level 3 BULATS score in order adidas Sourcing China to improve to apply. we found that both employee language skills and In addition to BULATS, in 2013 adidas BEC is developed the efficiency of the company’s Sourcing recognised the Cambridge recruitment process. English: Business Certificates (BEC) as by the experts in evidence of English proficiency when adidas Sourcing, based in Hong Kong, recruiting new employees, as Lucy Liu, language assessment, China, is part of the global adidas group, Director of Human Resources explains: renowned for over 80 years for its Cambridge ‘After careful study we found that BEC sportswear and equipment ranges. As is developed by the experts in language English Language a company operating within a global assessment, Cambridge English context, English language ability is an Language Assessment … and developed Assessment” essential skill for all adidas Sourcing in accordance with the principles and employees. To improve the management approaches of the Common European of language skills assessment, in 2010 Framework of Reference for Languages. Lucy Liu, the company’s HR team adopted BULATS Director of Human (Business Language Testing Service) as its ‘BEC’s test content is closely related to language assessment standard. the workplace environment, and can Resources, adidas Sourcing show a test taker’s ability in listening, BULATS is a multilingual set of online speaking, reading, writing and use of workplace language assessment, training English. This can be an objective and and benchmarking tools, with BULATS reliable reference for use when we English offered by Cambridge English recruit new employees. Candidates with Language Assessment. BULATS can BEC certificates are more likely to catch be tailored to meet specific needs, and our attention.’ delivers immediate test results. All prospective adidas Sourcing employees must now take a BULATS test as part of the interview process; staff keen to
44 ASIA
Improving Financial English Skills Client: Ogilvy & Mather Country: China
The Beijing office of one of the which also develops qualifications for English language skills and employees world’s leading advertising, accountancy professionals. need to be able to prove their ability. Cambridge English: Financial is proving marketing and PR companies, Ogilvy To prepare for the Cambridge English: to be the perfect qualification in this & Mather, introduced Cambridge Financial exam, O&M staff were enrolled context.’ English: Financial (also known as the with a local tuition provider, The Learning International Certificate in Financial Institute, in a course which included English (ICFE)) in order to improve simulations of real-life situations to the language skills of its accountancy give students the skill set necessary to staff. pass the final exam. As a result, both “We find that the preparation course and qualification Ogilvy & Mather (O&M), one of the proved very popular, as Shen Xiaoping, better language world’s largest marketing organisations, is Finance Manager at O&M Beijing a strong believer in professional training acknowledged: ‘We find that better skills improve staff and accreditation. In 2012, the company language skills improve staff efficiency, efficiency, give staff recognised a need to improve the English give staff more confidence, and provide language skills of the finance team in its more opportunities for promotion. These more confidence, increasingly busy Beijing office, in order to skills also improve our employees’ ability enable its staff to operate more effectively to conduct business with international and provide more within both a global company and an clients and colleagues.’ international market. opportunities for O&M was the first of a number of O&M decided to use Cambridge English: Chinese companies to use Cambridge promotion” Financial to achieve its goal. The exam is English: Financial, making it a highly specifically designed for professionals sought-after qualification as David working in international finance and Yu, of Cambridge English Language Shen Xiaoping, accountancy. The qualification was Assessment, explained: ‘With a growing Finance Manager, Ogilvy & developed by Cambridge English number of Chinese companies involved Mather Beijing Language Assessment and the in international business, English Association of Chartered Certified qualifications are increasingly important, Accountants (ACCA), a global body as employers need a way to assess
45 ASIA
Gujarat SCOPE English Project Client: State Government of Gujarat Country: India
Cambridge English Language Proficiency in English (SCOPE) to almost 50% of candidates reaching Assessment developed a manage the project and appointed us to the highest level, A2. Many students custom-made programme of fulfil the assessment requirements. continue to take BULATS and a research study is underway to assess the impact language assessment for the Learning centres were set up across the of Cambridge English assessments. State Government of Gujarat, state to provide specially developed India as part of a programme English courses. We produced the aimed at providing its workforce Gujarat English Language Test to assess with English skills for the ability at pre-A1 level to Level A2 of It has become international marketplace. the Common European Framework of Reference for Languages (CEFR). More vital for Indian As part of the BRIC group of countries able candidates are offered BULATS (Brazil, Russia, India and China), India (Business Language Testing Service) which companies to have has continued to experience economic assesses up to Level C2. Linking the growth, with its skilled workforce SCOPE programme tests to the CEFR the right language making it popular with foreign investors. allowed learners to approach employers skills to compete for It therefore became vital for Indian with a language qualification linked to an companies to have the right language internationally recognised standard for international business skills to compete for international describing language ability. business. However, while students Tests are subsidised by the Government and professionals in India have good and are available to all members of technical skills, many lacked the relevant the public. To ensure value for money, level of English language and struggled we localised many of the operational in the job market. processes, reducing running costs The State Government in Gujarat and enabling savings to be passed on responded to this challenge with an to learners. initiative to raise the level of English Since its launch in 2007, approximately among students and the workforce. 250,000 students have benefited from They created the Society for the the Gujarat English Language Test with Creation of Opportunities through SCOPE. Results were encouraging, with
46 ASIA
English Benchmarking for Economic Growth Client: Confederation of Indian Industry Country: India
Cambridge English Language BULATS English offered by Cambridge Assessment used its Business English Language Assessment. In the A reliable and Language Testing Service English CII programme, standard BULATS tests test (BULATS) to provide the were used to establish existing language trusted assessment Confederation of Indian Industry ability levels among a sample of 600 workers. An additional survey was also tool was required, (CII) with an English language deployed, designed to identify individuals’ and BULATS English, benchmarking tool. perceived language ability and the CII had identified English language frequency with which they used English from Cambridge ability as a key skill for Indian economic in the workplace. The survey was also development, particularly in the retail, able to reveal any disparities between English Language and travel and tourism sectors. Here, workers’ perceived experience and their poor English skills were proving a barrier line managers’ expectations. Assessment, was to communication, and thereby affecting Together, BULATS test and survey identified as the economic growth. Line managers in both results showed that workers within sectors also valued English skills, given both sectors tended to overestimate ideal solution the frequent use of English in formal their English language skills, with the communication within companies, result that a more realistic – and more and with clients and partners. In 2009, challenging –benchmark was set for CII set up a programme designed to workers entering the sector, linked to address this issue; a reliable and trusted Level B2 on the Common European assessment tool was required to launch Framework of Reference. the programme, and BULATS English, from Cambridge English Language Following the benchmarking exercise, Assessment, was identified as the Cambridge English Language Assessment ideal solution. was then asked to provide additional advice on the setting of future language– BULATS is a multilingual set of workplace level requirements for entry-level staff language assessment, training and in both sectors, and on the best way to benchmarking tools. The Service is implement these requirements. available in a number of languages, with
47 ASIA
Developing Language and Teaching Skills Client: Tech Mahindra Foundation, Corporation of Chennai Country: India
Cambridge English Language English Placement Test. The same teachers Assessment, together with the then undertook a short (48–hour) The benchmarking Tech Mahindra Foundation and preparation course before taking either Cambridge University Press, are Cambridge English: Key (KET) or Cambridge study was considered working with the Corporation English: Preliminary (PET) (administered by Cambridge University Press). a great success and as of Chennai on a professional development programme for the Results showed that the best teachers a result, Cambridge city’s English language teachers. made a significant improvement in their skills after taking the short programme. English has been The professional development However, closer analysis revealed asked to repeat the programme is funded by the Tech that listening and speaking skills were Mahindra Foundation, established relatively weak compared to reading study and to extend by the multinational conglomerate and writing. This knowledge is being Mahindra Group in order to support its used to modify the learning course for its scope CSR (corporate social responsibility) subsequent programmes. initiatives. The aim is to increase the linguistic and pedagogical competence The benchmarking pilot was considered of primary and secondary school English a great success by both Chennai language teachers, and to identify those Corporation and the Tech Mahindra teachers with the potential to become Foundation. As a result, Cambridge master trainers, thereby enabling English has been asked to repeat the Chennai’s teaching profession to become project and to extend its scope in terms self-reliant in training and development. of the numbers assessed, possibly extending the project to other cities. To Launched in 2013, the pilot project do this, Cambridge English will work with has delivered its first objective, a external training providers who have the benchmarking assessment of existing infrastructure required to train significant English language competences. The numbers, and who can also validate an assessment first measured the skills of approach which could become a model 100 teachers from 79 primary schools for English teacher development in other across the city, using the Cambridge regions worldwide. 48 ASIA
Business English: Anna University, India Client: Anna University Country: India
Cambridge English Language English language teachers received Assessment worked in partnership training from EBEK to familiarise them Students benefited with Anna University and EBEK with the new syllabus and teaching Language Laboratories on an methods. We then worked with EBEK from the practical innovative project to improve the and the university to train examiners for the Writing and Speaking tests. approach and real-life English language skills of students and enhance their career prospects. In the first year around 19,000 language skills candidates took the BULATS tests and Anna University outsourced its language over 70,000 students in total from testing and course development, and colleges affiliated with Anna University we worked with EBEK to map students’ used the programme to improve their Business English skills to international Business English. standards. Anna University’s Vice-Chancellor, R As part of this project, Anna University Radhakrishnan, said that outsourcing an introduced BULATS (Business Language entire subject had been a unique project Testing Service). Students at the for the country and students would University’s affiliated colleges followed benefit from the practical approach and a Business English language syllabus real-life language skills gained from developed for Anna University by EBEK preparing for their BULATS test: Language Laboratories. The BULATS standard test (Reading and Listening) ‘When students enter colleges, the level was taken at the end of the first semester of English knowledge they possess is and the Writing and Speaking tests were not known. Also English is restricted taken at the end of the second semester. to classrooms. Sometimes the subject itself is taught in Tamil. Teachers have The scores for the BULATS tests were to play an important role in doing away incorporated into students’ university with this practice. The outsourced transcripts and we supplied a joint test subject will involve a practical approach.’ report form, with Anna University, to successful students.
49 ASIA
Teaching English to Underprivileged Children Client: INTACEL and Pune Municipal Corporation Country: India
English language academy INTACEL integrated teaching approach which English language skills to a strata of is using Cambridge English: focuses on the four key language skills of Indian society which has–to date–been Starters, from Cambridge English listening, speaking, reading and writing. deprived access to the benefits that such skills can deliver. Language Assessment, as the core INTACEL launched the teaching of an English language teaching programme with 800 students, but programme for underprivileged despite their skills and knowledge primary students in Pune, India. INTACEL staff found programme “Students enjoy the delivery unusually challenging. English is a mandatory subject for Attendance was erratic, as many primary school children in Pune, but exposure that the students were engaged in child despite great enthusiasm among labour, and a lack of parent–teacher exams provide them in teachers and students, levels of English interaction limited both feedback and teaching – and therefore achievement home study. However, the engaging all the four skills” – have been disappointingly low. Since format used by Cambridge English: 2010, however, English language teaching Starters, a lively coursebook, and an academy INTACEL has been working emphasis on fun began to deliver small Surekha Sunil Arey, School with the Pune Municipal Corporation to but measurable changes in student Principal, Late Yashwantrao improve primary English teaching and performance and attitude, with students Chavan Primary School learning by using the Cambridge English: starting to value their new skills (using Starters test, from Cambridge English them to help their parents complete Language Assessment, to provide both forms, for example) which in turn an engaging and relevant teaching increased their enthusiasm. programme and the credibility of external assessment from an internationally INTACEL extended the programme to renowned organisation. Cambridge 1,500 students in 2012, with 3,000 English: Starters – the first of three levels more taking part in 2015, while the designed to develop primary school original students are now moving on to English skills – is ideal for Pune primary Cambridge English: Movers, the next level students, whose English is very limited, of testing. Cambridge English: Starters has and is also an ideal fit with INTACEL’s therefore enabled INTACEL to deliver
50 ASIA
English Language Curriculum Development in Kazakhstan Client: Nazarbayev Intellectual Schools Country: Kazakhstan
Cambridge English Language proposed curriculum and assessments Assessment, together with for English as a Second Language were Cambridge English Cambridge International fit for purpose. The team evaluated Examinations and the Cambridge the existing curriculum framework, Language Assessment University Faculty of Education, is and provided support for the mapping exercise, which formed a key part of the ensured that the currently undertaking a curriculum evaluation process. The project, which proposed curriculum development programme for the is likely to continue until at least 2017 Nazarbayev Intellectual Schools (contracts are agreed on a calendar- and assessments for (NIS) in Kazakhstan. year basis), is now centred on the wider NIS, a group of state-funded, highly support and training required to deliver English as a Second selective schools for students aged from the revised curriculum, and will include a Language were fit for 5 to 18, was established to educate the further review and revision of individual future intellectual elite of Kazakhstan in subject programmes. purpose a tri-lingual environment, with teaching The Cambridge team is also supporting delivered in Kazakh, Russian and English. NIS in the development of course The Cambridge team is now working plans for each grade (Grades 1 to 12) with NIS to develop education and and a training programme to enable curriculum standards, and teacher teachers to implement the new subject support and assessment. programmes, and providing ‘off the shelf’ assessments to meet an immediate need The project began in 2011, with an initial for summative assessment. focus on the development of a curriculum and assessment model, the production of As a result, the University collaboration a curriculum framework, and the delivery will deliver the broad-ranging curriculum of a subject-mapping exercise for maths, development NIS requires, while also English and science. enabling NIS to achieve its key objective of educating its students using a tri- The Cambridge team then extended lingual model. the project’s scope to ensure that the
51 ASIA
Supporting Improvements in English Teaching: Cambridge Baseline 2013
Client: Ministry of Education Country: Malaysia
Cambridge English Language The key aim of the evaluation was picture of how the Malaysian English Assessment worked with the to benchmark student and teacher language education system is currently Malaysian Ministry of Education to English language proficiency against performing against internationally evaluate the learning, teaching and international standards. Teachers were recognised standards along with the assessment of English, together with also benchmarked with regard to teaching recommended next steps required to knowledge and teaching practice. The implement an integrated solution. levels of language proficiency, from role of a range of other factors such as pre-school to pre-university levels. the contexts of and attitudes towards In October 2011, the Ministry of learning, school location, school type, Education launched a review of the class specialisation and gender on The Ministry asked education system in order to develop a language proficiency was explored and new National Education Blueprint current national curricula, assessments us to undertake – the Malaysia Education Blueprint and learning materials were reviewed. a comprehensive 2013–2025. A full report on our findings has been Following this, the Ministry asked us to presented to the Malaysian Government, evaluation of English undertake a comprehensive evaluation along with recommendations on how learning, teaching of English learning, teaching and to further improve standards of English assessment from pre-school to pre- teaching, learning and assessment across and assessment from university levels. the country. pre-school to pre- This assessment is now delivered, Key findings and recommendations were and aims to enable the Malaysian focused on three areas of the project university levels Government to set realistic and – students, teachers and curricula, achievable targets for the future. The assessments and learning materials – project has also provided baseline data with all recommendations linked to the which the Ministry can use to determine transformational changes identified in the whether these targets are being met, Malaysia Education Blueprint 2013–2025. and therefore whether its reform The evidence-based 2013 baseline strategies are proving successful. findings provide the Ministry with a clear
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Raising Standards in Primary and Secondary Education Client: Government of Mongolia Country: Mongolia
Cambridge English Language sure it conforms to Mongolia’s Assessment is currently part of educational values and beliefs, and also Language is a priority a Cambridge University-wide meets the specific needs and demands consortium working to support of the country’s education system. for the Mongolian government reforms in primary Our role was also to benchmark Government, and as and secondary education students and teachers to identify current throughout Mongolia. English language standards, and then to a result, Cambridge develop the diagnostic assessments and The consortium, appointed by the resources needed to support existing English Language Government of Mongolia, includes teachers and build local capacity. Cambridge English Language Assessment is Assessment, Cambridge International The collaboration project also includes Examinations and the Cambridge teacher training, capacity building, and supporting the University Faculty of Education. The performance and quality assurance, as development of an collaboration was launched in 2011 well as development. The first phase, and aims to deliver reform through covering curriculum reform and a new English language Cambridge providing support to assessment model, will be piloted by national teams of experts and over 40 schools across the country and curriculum, making education methodologists. will result in a national rollout starting in 2014. sure it conforms to The long-term project goal is to build a world-class education system The resulting model, encompassing Mongolia’s educational incorporating internationally recognised best practice, will progressively roll out values and beliefs best practice and standards. across Grades 1–12 upon satisfactory completion of the pilots and related Language, alongside Mathematics and teacher training initiatives. The ultimate Science, is a priority for the Mongolian aim is that by 2020, Mongolia will have Government, and as a result, Cambridge comprehensively reformed education English Language Assessment is from primary to secondary level. supporting the development of an English language curriculum, making
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Evaluating Primary English Learning Client: Korea Institute of Curriculum and Evaluation Country: South Korea
In an assignment for the Korea remain appropriate to the candidate, Institute of Curriculum and with no inherent bias towards specific The project Evaluation, undertaken between language groups or culture. demonstrated 2007 and 2009, Cambridge English The project used the Cambridge Language Assessment, together with English: Starters Listening test, for both the value of our the British Council Korea, evaluated benchmarking and progress assessment. the effectiveness of introducing The tested cohort had already started recommendations, English to primary school students. English language learning but had not used Cambridge materials or and also the positive The research project used the Cambridge assessments. Research showed that test impact that a English: Young Learners (YLE) test as a tool scores were low compared to Korean to first benchmark English competency cohorts already following Cambridge structured, focused among school children in years one and English: Young Learners programmes, two (aged 7 to 9), and then to monitor indicating limited exposure to English, language programme progress made after 15 months. and unfamiliarity with this type of test. can have on the Over 50 primary schools were involved The second testing session, undertaken in the project, with more than 1,600 15 months later, showed significant ability of primary students taking part; the British Council improvement had been made, although school children to gain Korea acted as the administration body achievement levels remained lower than for the test, delivering training for test those of other cohorts. invigilators, and managing test materials. English language skills Overall, the project demonstrated the Cambridge English: Young Learners was value of our recommendations, and also chosen as the research tool because the positive impact that a structured, it was (and remains) one of the most focused language programme can have popular international qualifications for on the ability of primary school children young English learners. The qualifications to gain English language skills. are designed to have a positive impact on children’s future language learning, with tests carefully constructed to ensure they
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Improving Teacher Training at an Elementary Level Client: Jeonju University Country: South Korea
Jeonju University in South Korea University used three online TKT modules used the Teaching Knowledge Test to improve the quality of its teacher Starting from 2011, (TKT) from Cambridge English training, and thereby encouraged greater Language Assessment to improve professionalism among the country’s when TKT was first the professionalism and English teachers, goals which reflected the aspirations of the Korean Government’s used within the IETTP, language competence of local national educational strategy. elementary school teachers. over 500 modules The TKT modules incorporated within the Jeonju University incorporated TKT IETTP were used in combination with off- were taken by course into its Intensive English Teacher line training sessions, thereby allowing Training Programme (IETTP). This participants who participants to simultaneously broaden five-month training course ran three their teaching experience while working times a year, and used a curriculum subsequently reported towards an internationally recognised designed to improve elementary qualification. Starting from 2011, when improvements in both teachers’ English communicative TKT was first used within the IETTP, competence, instructional skills and over 500 modules were taken by course their teaching skills teaching strategies, as well as enhance participants who subsequently reported their autonomy, morality and creativity. and English language improvements in both their teaching All teachers entering the programme – skills and English language ability. around 30 per session – were in-service ability teachers employed by the Jeollabukdo Professor Pauline Kilduff, IETTP Office of Education in south-west Korea. programme co-ordinator, also expressed All participants were asked to provide her enthusiasm for the TKT modules, evidence of their English proficiency which participants acknowledged were before the course began. intensive but which also allowed them to draw on their professional knowledge and TKT is a modular course specifically classroom experience as they worked designed to boost skills and confidence through specific activities. among teachers of English. As TKT can be customised to meet the needs of local teaching environments, Jeonju
55 ASIA
Analysing Language Skills in the Banking Sector Client: Taiwan Academy of Banking and Finance Country: Taiwan
Business language testing services In the TABF study, 200 candidates from Cambridge English Language from northern Taiwan and 70 from BULATS was taken Assessment have been used to central and southern Taiwan took the analyse levels of English language BULATS test. Results showed that skill by 200 candidates proficiency across the Taiwanese levels differed between regions, and also between job roles with senior in northern Taiwan banking profession. staff showing greater proficiency, and 70 from central The study was commissioned by the indicating the importance of English Taiwan Academy of Banking and Finance language ability to career progression. and southern Taiwan (TABF), which promotes education and Performance also varied between research in the country’s financial sector. banking sectors, with candidates from with results showing Working with a local English language corporate banking, financial products training organisation, TABF used and back-office services demonstrating differences between BULATS English tests to analyse English greater proficiency in English than regions, roles and language proficiency levels among a those working in consumer banking or range of banking professionals. BULATS – wealth management. banking sectors the Business Language Testing Service – The results of the TABF BULATS study is a multilingual set of workplace are now being used by banking and language assessment, training and financial institutions across Taiwan to benchmarking tools. inform future HR strategies, including BULATS is offered by Cambridge English the proactive training of existing staff Language Assessment. An online in order to improve their English test, BULATS offers fast, accurate and language skills. In addition, specific affordable language testing linked to levels of English language proficiency internationally accepted standards, will now become a requirement for and is specifically designed for use in a future new employees, as part of the workplace context. Tasks and topics are recruitment process. based on typical workplace scenarios, with testing available on demand and results delivered immediately.
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Teacher Training: Thai Ministry of Education Client: Ministry of Education Country: Thailand
The Thai Ministry of Education find out in what areas of teaching we used Cambridge English Language were experiencing difficulties in order “We feel much more Assessment’s Teaching Knowledge to ensure that the training was tailor- Test (TKT) to give more than 20,000 made to our needs. We feel much more confident about how English language teachers the confident about how to extract the best from our students.’ to extract the best chance to develop their skills. The 2008 course was so successful that from our students” In 2008, training towards TKT was given it was repeated in 2009, and a total of to a group of 50 senior teachers selected 20,000 teachers have now taken TKT as from English language support centres Yuwadee Yoosabai, part of this project. around Thailand. The training materials Course co-ordinator were developed by the Ministry in In 2009, we undertook a survey of partnership with the British Council 500 teachers involved in the project to in Bangkok. evaluate its effectiveness. The courses consisted of up to four days The results clearly showed that the of face-to-face training, followed by self- programme has had a very positive study using TKT course materials. impact on teaching. The overwhelming majority of respondents (92%) found Each of these senior teachers then that preparing for and taking TKT cascaded their training to around 50 was either ‘useful’ or ‘very useful’ and other teachers in their region. 80% said they felt more confident in Teachers who went on to do particularly their teaching. A similar figure (82%) well in their TKT exam were given the reported that the programme had opportunity to attend a further four-week motivated them to continue to develop teacher training course in Cambridge. as a teacher. Course co-ordinator Yuwadee Yoosabai said staff on the training course had given them a useful mix of theory and practical experience: ‘They took time to
57 ASIA
Supporting the Delivery of English Examinations Client: Departments of Education and Training in Ho Chi Minh City, Dong Nai, Can Tho, Lam Dong and Ben Tre Country: Vietnam
We are now delivering Cambridge examinations in five provincial DOETs, in Ho Chi Minh City, Dong Nai, Can Tho, Lam Dong and Ben Tre. Our exams are used by primary and secondary school students who are taking Cambridge English: Key, Cambridge English: Preliminary and Cambridge English: First (FCE) examinations, thereby extending access to internationally recognised exams to various provinces in Vietnam. In addition, Cambridge English: First is now being used by more than 30 regional DOETs as a benchmark test to establish the level of language ability of English teachers working in local schools. Vietnamese teachers are required to achieve test results equalling B2 (or above) on the Common European Framework of Reference (CEFR) with those unable to reach this level undergoing further training. Cambridge English Language English: Preliminary (PET) for students Cambridge English: First has been used by Assessment is working with five at state primary schools and language the national Ministry of Education and Vietnamese Departments of centres, with DOET handling candidate Training for several years, and to date Education and Training (DOETs) to registration and exam administration. more than 16,000 teachers have taken We also helped DOET recruit and train support the promotion and delivery the examination. oral examiners, and provided teacher of Cambridge English examinations. support for schools preparing for the In order to improve language-learning exam, as well as training local staff with opportunities for students – and ensure exam invigilation. Cambridge English that learning meets international The programme has been such a assessment standards – Cambridge success that since November 2010 Language Assessment English Language Assessment is working Cambridge English: Young Learners exams with five DOETs across Vietnam to is working with have become compulsory for primary deliver a range of Cambridge English school students in the Intensive English examinations. five DOETs across Programme, whereby students at the The initiative began with a research end of Grade 2, 4 and 5 have to take Vietnam delivering project undertaken with DOET HCM Starters, Movers and Flyers respectively. examinations to (Ho Chi Minh City), which used mock The Cambridge English: Starters test (set tests and classroom observations to at, Level A1 on the Common European primary school establish the English language ability of Framework of Reference) is also now local primary school children. used by Vietnam’s Ministry of Education students in state as a benchmark for Mainstream Following this first phase, in 2006 Programme students at the end of schools and language we signed a Memorandum of Grade 5. Since 2010, over 170,000 Understanding with DOET HCM for students have taken a Cambridge centres the delivery of Cambridge English: English: Young Learners exam, with Young Learners (YLE) exams, Cambridge 60,000 candidates taking the test in the English: Key (KET) and Cambridge academic year 2012/13.
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English Skills for Competitive Advantage Client: Ministry of Education and Training Country: Vietnam
Cambridge English Language To deliver the project, the Cambridge Assessment has enabled the team worked with MOET’s National “This is a strategic Vietnamese Ministry of Education Foreign Language 2020 Project and and Training (MOET) to set various functional departments. As a co-operation, benchmarks for English language result, in 2010, Cambridge English: Young Learners (YLE) Starters and Movers tests playing a key role proficiency as part of an initiative to (at CEFR A1 level) were recommended in the innovation improve Vietnam’s competitiveness. by MOET as benchmark tests for MOET had identified English skills as primary school students. MOET has also process of English key to the development of Vietnam’s now adopted CEFR Levels A1 (beginner), economy, not only in the context of A2, and B1 as the required standards for teaching, learning international commerce, but also students leaving Primary, Junior High to improve the career prospects of and Secondary High schools. Cambridge and assessment in its students. As a result, in 2009 English: Key (KET) and Cambridge English: Vietnam” MOET began to work very closely Preliminary (PET) are widely used for with Cambridge English Language state school students, with Cambridge Dr Nguyen Loc, Vice Assessment to develop benchmarks for English: First (FCE) being one of the English language proficiency among both requirements for English teachers. Director of MOET’s National students and teachers. Institute for Educational Overall the collaboration has proved These benchmarks would be based on highly productive, as Dr Nguyen Loc, Strategies and Curriculum the Common European Framework of Vice Director of MOET’s National Reference (CEFR), and followed the Institute for Educational Strategies Vietnamese Government’s decision, in and Curriculum, explained: ‘This is a 2008, to officially use the CEFR to define strategic co-operation, playing a key English language exit benchmarks for role in the innovation process of English students ranging from primary through teaching, learning and assessment in to tertiary level. The project also gave Vietnam, with the aim of making English Vietnamese learners the opportunity a competitive advantage for Vietnam.’ to gain an internationally recognised Cambridge English language qualification.
59 ASIA
Improving Primary and Secondary English Teaching Skills Client: Ministry of Education Country: Taiwan
Cambridge English Language English Teaching Knowledge Test (TKT) TKT test in 2015. Results showed that Assessment has recently completed Module 2, an internationally recognised teachers had understood the need to a long term project designed to test designed for teachers already in- offer differentiated instructions and improve the classroom skills of post. tiered assignments in order to maximise English teachers employed by the student learning, and had learnt how TKT comprises three Modules and Taiwanese Ministry of Education. to design the right activities to support a Practical test; the Taiwanese pilot effective learning. The project, which ran from March 2014 project focused on TKT Module 2: to January 2015, focused on improving Planning for language teaching, although the classroom skills of both primary and the programme did not focus solely on secondary English language teachers. test preparation. As part of their studies, Teachers were When first employed, these teachers are teachers were encouraged to develop encouraged to develop asked for evidence of English proficiency the knowledge and skills required to plan but undergo no systematic evaluation effective lessons, and to use different the knowledge and of their classroom skills. In addition, teaching techniques in order to make skills required to teachers working in rural schools have lesson delivery more efficient. Teachers only limited access to teaching materials took part in pair and group discussions, plan effective lessons and resources - compared to their urban observation and design activities, and colleagues - which can affect student peer teaching as well as personally and to use different outcomes. reflecting on what they had learnt. The teaching techniques aim was also to inspire the teachers to To understand how best to address consider different approaches, especially these needs, the Cambridge English when teaching mixed ability classes, project was implemented in five to ensure current and future students Taiwanese Districts. Around 90 gained the best outcomes possible. in-service teachers took part in a programme which comprised 20 hours The results of the initial project have of face to face training followed by proved very positive, and an additional an examination using the Cambridge 100 teachers are expected to take the
60 ASIA
Developing and Delivering University Entrance Tests Client: Nazarbayev University Country: Kazakhstan
Cambridge English Language Admissions or entrance tests in performance alongside the test results. Assessment has devised and Mathematics, Critical Thinking, The ATS team also developed support delivered four bespoke admissions Physics, and Biology and Chemistry. materials for test candidates preparing tests for students hoping to gain a ATS offers a range of tests and tailored to take the new tests. place at the prestigious Nazarbayev assessment services to educational Nazarbayev University was delighted University. institutions, professional organisations with the new admissions tests, and and governments around the world, Nazarbeyev University is highly regarded was particularly impressed by the including thinking skills assessments, in Kazakhstan, in the wider Eurasia collaborative approach used by ATS. admissions tests for medicine, region and increasingly beyond, and as As a result, the original agreement – for healthcare and other subjects, and a result, competition for places on the one year with the option to extend by behavioural styles assessments University’s Foundation Year Programme another two – has been extended by designed to enable fair access to is significant. The University therefore three years, with ATS now providing opportunities in education and required an entrance test which could be admissions tests up to 2019. employment. used to identify the strongest candidates from a growing number of applicants, ATS began the test development thereby enabling the University to select process in mid-2015, starting with an Nazarbayev University those candidates with the best chance extensive period of consultation and of success on the programme. a full needs analysis. Pilot versions of has been delighted the new tests were then developed As the University of Cambridge is with the tests and trialled with existing students, a strategic partner of Nazarbayev before the tests went live in February delivered so far, and as University, Cambridge English Language 2016 with a final administration in June Assessment (a Department of the 2016. ATS provided all the test content, a result has extended University of Cambridge) was asked to oversaw the delivery of the tests in 14 propose possible solutions. As a result, the original agreement cities across Kazakhstan, and provided the Admissions Testing Service – part of Nazabayev University with statistical by three years Cambridge English - was commissioned information and analyses of candidate to deliver bespoke
61 ASIA
Improving performance through examinations Client: Chennai Public Group of Schools Country: India
Examinations from Cambridge Cambridge English exams were successfully gained Cambridge English English Language Assessment are initially optional, but feedback was so qualifications, with 2,500 entries in now being used by the Chennai positive that they were subsequently 2013 alone, compared to the 165 who Public Group of Schools to improve incorporated permanently into the enrolled for the first Cambridge English: English language learning among its CPS curriculum with the result that Young Learners (YLE) exam. 4,000 students. all students, from Grades 3 through to 11 now take a Cambridge English Since its launch in 2009, the Chennai qualification. To facilitate this Public Group of Schools (CPS) has gone Students gain process, Cambridge English Language from strength to strength, and now Assessment mapped its qualifications confidence as they educates over 4,000 students across against the national school curriculum three campuses. With English skills of work their way up (CBSE) used by particular importance to CPS students, the exam levels – in 2009 it approached Cambridge CPS; this was then followed by intensive English Language Assessment in teacher training designed to support the getting experience order to implement a benchmarking integration of the exam syllabus into programme of students’ English skills daily teaching. and qualifications using Cambridge English: Young This enabled the successful rollout of that show their skills Learners (YLE), Cambridge English: Key the programme, as Mr Balaji Dagupati, (KET) and in reading, writing, CPS Mentor commented: ‘Students gain Cambridge English: Preliminary (PET) confidence as they work their way up listening and speaking. examinations. The programme was the exam levels – getting experience and supported by targeted teacher training qualifications that show their skills in designed to help teachers understand reading, writing, listening and speaking.’ Mr Balaji Dagupati, CPSs both exam and teaching methodology, Numbers taking the exams have grown together with additional after-school significantly since it was first offered preparation classes for students, held in in 2009. Thousands of students have the run up to the first examinations.
62 AUSTRALASIA
Stakeholders’ Perceptions of the Occupational English Test Client: Occupational English Test Country: Australia
healthcare sector in terms of topics, language and tasks, which also made the Research into the Occupational the language ability of healthcare OET itself a more engaging experience. English Test provides useful insights professionals, and the test’s OET test takers were perceived as into the appropriateness of the appropriateness for the sector in terms effective communicators within the test for professionals working in of content, format and skills assessed. healthcare context, in both technical the healthcare sector, primarily in The study also considered the extent to and emotional language, and were also Australia and New Zealand but which OET test takers were perceived able to communicate with patients as ‘workplace ready’ in terms of their with growing recognition outside using lay terms. However, the research linguistic ability and confidence. those markets. also showed that test takers wanted to Qualitative and quantitative research become more familiar with Australian The Occupational English Test (OET), data was gathered through interviews slang, cultural peculiarities and accents, from Cambridge Boxhill Language with Australian healthcare regulatory as they felt these were important to their Assessment (CBLA is the joint venture bodies, and surveys with stakeholders linguistic performance. for this product), is used to assess including OET test takers and teachers the English language competence of (based mainly in Australia and New healthcare professionals who have gained Zealand), and Australian healthcare their training and qualifications outside professionals – primarily medical doctors The test was an English–speaking country, and who but also pharmacists. As expected, considered highly now want to work in an English-speaking results showed that the majority of test environment. The OET is relevant to 12 takers use OET to support an application relevant to the specific healthcare disciplines, including for professional registration in an dentistry, medicine, pharmacy and English-speaking country, with a minority healthcare sector nursing. using the OET for university admissions Currently, the majority of OET or immigration purposes. Most test in terms of topics, candidates want to work in Australia takers reported an improvement in their language and tasks, where OET has high recognition use of English in a health-related context for student visas and professional as a result of preparing for the OET which also made the registration. (with around 30% reporting a significant improvement), and a marked increase OET itself a more This study considered the intended in confidence was also noted. The test impact of OET when used to assess was considered highly relevant to the engaging experience
63 AUSTRALASIA
The English Australia Action Research Programme Client: English Australia Country: Australia
Cambridge English Language research projects have received funding received an International Education Assessment and professional body on topics such as assessment (an area Association of Australia (IEAA) English Australia are marking the of particular concern for Australian Award for Best Practice/ Innovation in fifth year of their highly successful teachers), the teaching, learning and International Education for what the Action Research Programme which assessment of speaking, and (in 2014) a IEAA described as ‘a ground breaking funds classroom-based teacher focus on reading. The two organisations development’. work together to deliver the Action research in order to support Research Programme; English Australia professional development while liaises with its members and with also encouraging new insights into individual teachers, while Cambridge The Action Research teaching challenges. English provides material and programme has The Cambridge English / English professional support. Expert input is also Australia Action Research Programme provided by Professor Anne Burns of the helped develop is focused on teachers of ELICOS University of New South Wales. (English language intensive courses for English Australia reports that teacher peer overseas students); English Australia the Programme has raised the networks, encouraged is the professional body for ELICOS professionalism of Australian ELICOS institutions across Australia, both teachers in a number of ways, including greater engagement public and privately funded. The Action the development of teacher peer Research Programme helps equip networks, greater engagement with with academic ELICOS teachers with the skills required academic researchers, and enhanced to explore and address key teaching professional development. Research researchers, and challenges, with findings shared findings have been locally, at the annual English Australia enhanced professional Conference, and through publication (for published widely, and national and development example in Issue 56 of the Cambridge international recognition is growing. English: Research Notes series). In 2013, the success of the Action Research Programme was formally The Programme was piloted in 2010 recognised when representatives and proved so successful that it is from Cambridge English and English now in its fifth year. A wide range of Australia, together with Professor Burns, 64 AUSTRALASIA
English Testing for Secondary School Entry Client: DynaSpeak Country: New Zealand
exams two to three times each year. The two organisations now hope to encourage more schools across New Leading New Zealand language tests to ensure international students Zealand to introduce Cambridge English school DynaSpeak is pioneering are properly prepared for success at exams into their admissions procedures. the use of Cambridge English for secondary school.’ At the same time, as all Cambridge Schools exams to establish the The DynaSpeak Auckland centre English exams are mapped onto the English language proficiency of now holds online exam sessions for Common European Framework of overseas students hoping to enter Cambridge English Key (KET): for Reference (CEFR), the DynaSpeak and the prestigious Auckland Grammar Schools, Cambridge English: Preliminary Kiwi English programme supports the School. (PET) for Schools and Cambridge New Zealand Qualification Authority’s DynaSpeak operates across New English: First (FCE) for Schools. objective of aligning English language Zealand and first offered Cambridge Candidates are primarily from China, levels with the CEFR. English exams when Hugh Fenemore Taiwan and Japan, and the exams test joined the company as Centre English communication skills from Examinations Manager in 2013. Aware basic (KET for Schools) to upper- Cambridge English of the Cambridge English reputation for intermediate (FCE for Schools) using quality Hugh established DynaSpeak tasks specifically tailored to school-aged tests … ensure as a Cambridge English centre, before candidates, thereby creating a more pioneering the use of Cambridge English appropriate and therefore more accurate international students for Schools exams in the assessment of test for this age group. are properly prepared overseas students applying for entry to Since the first exams were taken in 2013, Auckland Grammar School, one of the for success at candidate numbers have doubled with most prestigious in the country. Auckland Grammar School accepting secondary school. This was the first pre-entry testing of a Cambridge English qualification as its kind in the whole Australasia region, proof of the ability required to enter and - according to Hugh - ‘by using a mainstream class. As part of the Hugh Fenemore, Centre internationally recognised Cambridge process, DynaSpeak has also developed Examination Manager, English tests for schools, DynaSpeak has a strong relationship with renowned DynaSpeak Auckland set an example intended to encourage language school Kiwi English, which other school partners to use appropriate runs preparation programmes for the 65 AUSTRALASIA
Fast and Effective Placement Testing Client: Worldwide School of English Country: New Zealand
Auckland-based language school, students coming to WWSE to use that it has now become an important and Cambridge English exams BULATS (the business English testing part of the WWSE admissions process. centre, Worldwide School of service, also provided by Cambridge CEPT results are generated instantly English is using the Cambridge English). and are considered highly reliable, allowing teachers to make immediate English: Placement Test to quickly CEPT is an internationally neutral test assess the English language ability and informed decisions about the best of general English skills, focusing on course for the individual student. of students joining the school, reading, use of English and listening. enabling staff to place them on the An online test, students can take a most appropriate course. demonstration tutorial before they begin, in order to build confidence, and The Cambridge Worldwide School of English (WWSE) can access on-screen help during the provides a wide range of language session. The 30 minute test quickly English: Placement courses, ranging from general English to assesses student aptitude and pinpoints highly vocational, teaching around 1,000 ability on the Common European Test is an effective and students every year. WWSE welcomes a Framework of Reference, from pre-A1 large number of international students, (beginner) to C2 (proficient). CEPT is easy to manage tool and required an effective, online English an adaptive test; questions are selected – I would recommend test that would allow staff to quickly according to performance resulting in a determine the linguistic proficiency test which becomes progressively easier this test to all English of new learners joining the school. An or more difficult until a consistent level online solution was also considered of performance is achieved. schools. more cost-effective and efficient than a paper-based alternative. The introduction of CEPT at WWSE has been a great success; as John John Putt, Director of Studies, Putt, WWSE Director of Studies To meet this need, WWSE opted for comments: ‘CEPT is an effective and Worldwide School of English the Cambridge English: Placement Test easy to manage tool that is suitable for (CEPT), which it now uses to place all students. I would recommend this students on Cambridge English exam test to all English schools.’ During its preparation courses, and also to assess first month, CEPT was used to place groups of Japanese business English 22 students and proved so accurate 66 LATIN AMERICA
Improving English Testing in Private Schools Client: City Council Department of Education Country: Argentina
Cambridge English Language Introduction of the Cambridge English: the municipality and outstanding Assessment is providing tests for Young Learners tests is part of a wider organisations that contribute towards around 120 young learners in El initiative undertaken by the Tigre social improvement.’ Tigre, Argentina, the first time Department of Education which aims Cambridge English tests have to improve the standard of English language learning in the region, while been taken by public schools in also giving public school students access ‘‘Students now have the region. to internationally recognised English The students, all in the sixth grade, language qualifications. the opportunity took Cambridge English: Young Learners Feedback from all involved in the to learn a foreign (YLE) tests during 2013. The tests, initiative – including students – has typically taken by primary level students, so far proved highly positive, and it is language that will provide a reliable and consistent way to hoped that other schools in the region develop and assess younger students’ open many doors in will also start to offer Cambridge English progress in listening, speaking, reading qualifications. As Malena Galmarini, and writing. Tests are designed to the future” City Council Secretary for Health and make learning fun, and by rewarding Human Development Policy, comments: the progress of everyone taking part ‘Students now have the opportunity to – with a Cambridge English certificate Malena Galmarini, learn a foreign language that will open – students are encouraged to continue City Council Secretary many doors in the future.’ their English studies. In Tigre, the tests for Health and Human were sponsored privately and students The collaboration with Cambridge Development Policy took their exams at the Buenos Aires English Language Assessment is also Open Centre, which has administered seen as a highly positive move, as Cambridge English exams since 1983. Julio Zamora, President of the City Council explains: ‘Universities are As part of this project, Cambridge key partners in our model and the English Language Assessment and Council has developed the concept of Buenos Aires Open Centre also partnered management that entails the provided teacher support and delivered strengthening of partnerships between workshops to school pupils and parents.
67 LATIN AMERICA
English Opens Doors: Chile Client: Ministry of Education Country: Chile
Cambridge English Language extensively internationally trialled This analysis enabled the Ministry to Assessment worked closely with and validated. further refine and reshape its ‘English Opens Doors’ strategy. the Chilean Ministry of Education The diagnostic test consisted of two to gather and diagnostically analyse parts which tested reading and listening data on language-learning levels that and was calibrated to the Council of helped validate and refine its ‘English Europe’s Common European Framework Opens Doors’ programme. of Reference for Languages. Analysis of the results In 2003, as part of its strategy for A sample of 12,000 students, indicated a clear improving quality and equity in its representing 8th grade (13–14 year progression of English education system, the Chilean Ministry olds) and 12th grade (17–18 year olds) of Education launched a national English school students took the test in 2004. language proficiency project, ‘English Opens Doors’. A similar profile of students was tested again in 2008 to determine what One of the project’s aims was for all progress had been made. state school students to reach a level equivalent to Cambridge English: Key Analysis of the results indicated a (KET, Level A2) by the end of primary clear progression of English language school and a level equivalent to proficiency in the intervening four years. Cambridge English: Preliminary (PET, Level The Chilean Ministry of Education B1) by the end of high school. was provided with empirical evidence indicating that the interventions Evaluating the existing English implemented as part of their ‘English competence of school students was an Opens Doors’ strategy were successful. important first step in this strategy, and we were chosen to design a diagnostic Data gathered through the test, the test to establish students’ listening and questionnaires and the accompanying reading comprehension. student tracking forms also allowed comparison of results from different The diagnostic test we designed was types of schools, according to how they developed from our own bank of are financed and administered. materials, which had already been
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Assessing English Teacher Competence Client: Ministry of Education Country: Chile
Cambridge English Language The Cambridge team successfully Assessment, together with the tendered for the contract in partnership The partnership has Instituto Chileno Británico, won with the Instituto Chileno Británico, a a competitive tender to provide provider of educational and cultural used the Cambridge placement tests for English services for English language learners English Placement teachers in Chile, as part of a of all ages, including teachers and professionals. The partnership has Government initiative. Test to assess 6,000 used the Cambridge English Placement The ‘English Opens Doors’ initiative was Test (CEPT) to assess 6,000 public public school teachers launched by the Chilean Ministry of school teachers. CEPT is a fast and Education in 2003 in order to improve accurate online test which links results levels of English across the country, to the Common European Framework and thereby improve international of Reference. CEPT is suitable for all competitiveness. As the development of ability levels, with the test becoming English language teachers is an important progressively easier or more difficult part of the programme, in 2012 the until a consistent level of ability is Ministry issued a call for tenders for achieved, and the candidate’s level of 6,000 placement tests. They wanted English can be identified. to identify the proficiency levels of the CEPT was used to assess the proficiency teachers working in public schools in level of all teachers who wanted to order to better design and focus the participate in the ‘English Opens Doors’ programme’s in-service teacher-training initiatives. It was also used as a way of initiatives. Those teachers who attained measuring the progress made by the the best scores (B2 and above) were teachers who took the 200-hour English invited to take an international exam courses organised by the programme. measuring all four skills. Cambridge English: First (FCE) was chosen for this As a result of the successful tender, the purpose and has been used throughout Cambridge team is now working with 2013 and 2014. Instituto Chileno Británico to supply Cambridge English: First to nearly 1,000 Chilean teachers every year. 69 LATIN AMERICA
Improving Testing Quality in State Education Client: Sistema de Aseguramiento de la Calidad de la Educación (SIMCE) Country: Chile
Cambridge English Language was selected by SIMCE as its testing the detailed information it needs to Assessment is delivering bespoke system as it met all SIMCE’s testing plan future language teaching and English language exams across the objectives, including test alignment with assessment strategies. Chilean state education sector, the Common European Framework of testing up to 240,000 students Reference (CEFR). over three years. In addition, SIMCE also valued our This uncompromising experience of working with clients SIMCE (Quality of Education Evaluation in the state sector, and the quality System) is a Department of the Chilean approach to quality, of the management processes Ministry of Education (MINEDUC). underpinning the testing system. This accuracy and They required English language testing uncompromising approach to quality, as part of their biennial evaluation of accuracy and reliability was a major reliability was a major student performance, undertaken in a reason why SIMCE opted to work with number of key subjects. The Instituto reason why SIMCE the Cambridge team, as it ensured the Chileno Británico (a major training successful, nationwide delivery of a provider in Chile) used Cambridge opted to work with major testing programme. English expertise to successfully bid for the Cambridge team, the contract in June 2012. The core Cambridge English testing system is a level-based system, As a result of the bid, a bespoke test as it ensured the providing a broader and deeper analysis was created – SIMCE Ingles – which is of a single proficiency level. It is offered successful, nationwide now used extensively to test reading around the world and is taken by and listening comprehension in the hundreds of thousands of candidates. delivery of a major Chilean education sector, with up to As a result, by using a test based on 240,000 students aged 15 assessed testing programme core exams, SIMCE gains access to over three years, (2012–14). As part of an unrivalled resource of international the contract, we are also responsible for performance data, allowing it to assess the processing of all test results. Chilean test results in a global context. SIMCE Ingles is closely based on a When combined with in-country core Cambridge English exam and performance data, this gives SIMCE
70 LATIN AMERICA
National Bilingual Project, Colombia Client: Ministerio de Educación Nacional (MEN) Country: Colombia
As part of its National Bilingual linked them to the Common European Project, the Colombian Government Framework of Reference for Languages Today, Colombia used a comprehensive programme (CEFR). has its own team of of consultancy services from MEN recognised that to make Cambridge English Language improvements to language learning item writers building Assessment including benchmarking, sustainable, standards in language tailored assessment, teacher teaching needed to be raised. To help its own tests to our development and capacity building. bring teachers up to CEFR Level B2, English teacher trainees were sponsored format and linked to The Colombian Ministerio de Educación to take Cambridge English: First (FCE). A CEFR standards Nacional (MEN) wanted to improve scheme to retrain existing state sector English language learning so as to teachers using the Teaching Knowledge improve the skills of its workforce and Test (TKT) was also launched. increase opportunities for working and studying abroad. We also undertook local capacity- building to recruit and train a team of We carried out a preliminary item writers to produce the English benchmarking exercise involving 3,000 components of the Examen de Estado school and university students to establish and ECAES tests. existing levels of English language. Today, Colombia has its own team of MEN and the national testing body, item writers building tests to our format Instituto Colombiano para el Fomento de and linked to CEFR standards. These la Educación Superior (ICFES), used the tests are delivered to nearly 1 million results to develop standards for national students annually. The National Bilingual English tests. Project continues working towards its We produced the English component goals of 70% of final-year high school of the Colombian state sector exams, students achieving Level B1 in English the Examen de Estado (national school- and 100% of final-year English teacher leaving examination) and ECAES (higher trainees achieving Level B2 or higher education) tests to these standards and by 2015. 71 LATIN AMERICA
Extending Access to English Tests Across Latin America Client: Grupo Editorial Santillana Region: Latin America
Cambridge English Language management and student information Assessment qualifications have systems, student assessments and Over 240,000 been incorporated into a range of teacher training. students in Mexico, programmes run by Grupo Editorial Cambridge English Language Santillana, which aim to extend Assessment initially developed a Brazil and Colombia access to high-quality English bespoke English screening test for UNOi language tuition across Latin designed to assess the general English have followed the America. skills of school-age children, and which UNOi programme, was subsequently adapted by UNOi for Grupo Editorial Santillana is one of the the iPad. Since this first collaboration, a total expected to largest textbook publishers in Spain and a wide range of Cambridge English Latin America, selling over 125 million qualifications have been introduced into reach 1 million by the books every year, and operating through private and state schools in Mexico, two subsidiaries, UNO Internacional Colombia, Brazil and Guatemala, with end of the decade (UNOi) and Richmond. Santillana also Cambridge English exams also being runs a network of schools which teach taken by students in Santillana’s own English as part of the curriculum. primary and secondary schools. Since 2011, qualifications and tests Since the launch of UNOi, over 240,000 from Cambridge English Language students in Mexico, Brazil and Colombia Assessment have played an important have followed the programme, a total role within Santillana’s innovative expected to reach around 1 million by bilingual UNOi programme. UNOi aims the end of the decade as UNOi expands to improve the quality and relevance of into other regions of Latin America. education by providing tools designed to improve teaching practice, promote As part of this initiative, Santillana hopes English language learning and help to extend the provision of English tuition develop skills such as critical thinking even further by helping over 60,000 and teamwork. To do this, UNOi brings candidates in 15 countries across Latin together digital content and computer America take a Cambridge English hardware with textbooks, learning assessment every year. 72 LATIN AMERICA
National Programme for English, Mexico Client: Ministry of Education Country: Mexico
Cambridge English Language design and construct tests of English Assessment has been supporting language that would evaluate the A sample of almost the Mexican Government with its implementation of the PNIEB. The National Programme for English in tests covered primary and secondary 80,000 students Basic Education (PNIEB). grades, and included analysis of all four language skills (reading, listening, across all grades from The National Programme for English speaking and writing). primary to secondary in Basic Education provides a syllabus for the teaching of English in the state A sample of almost 80,000 students was tested sector in primary and secondary schools across all grades from primary to in Mexico. The programme is designed secondary was tested. The sample was to ensure that by the time students selected from almost 4 million students complete their secondary education across 20,000 schools who are they will have developed the necessary participating in the programme. English language skills to successfully In addition to providing all test materials face the communicative challenges of we also undertook to provide criteria the globalised world. for the selection and training of The syllabus is based on national examiners, markers and invigilators for and international standards, and the administration of the tests, and to includes criteria for teacher training, provide centralised training for a group the establishment of guidelines for the of trainers, designed to be cascaded design and evaluation of educational down through the network to ensure materials, and the certification of English successful implementation of the tests. language proficiency. We provided a full report on the In order to ensure that the programme implementation of the tests, including a is delivering the required objectives – comparison of the standards in Mexico particularly in relation to the standards with the international standards of required by students at different levels the Common European Framework of of the programme – we were asked to Reference for Languages.
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Assessing Language Teaching Skills Client: State Ministry of Education, Aguascalientes Country: Mexico
BULATS, Cambridge English and delivers immediate results, making Language Assessment’s test of it a highly efficient and cost-effective The State Ministry Business English, is being used by way to test a large number of candidates the State Ministry of Education in in a relatively short timeframe. wanted a testing tool Aguascalientes, Mexico, to assess BULATS was the ideal solution as the which could map the reading and listening skills of State Ministry also wanted a testing elementary school teachers. tool which could map results against results against the the Common European Framework of In order to improve English skills across Reference, with the result that the same Common European Aguascalientes, the State Ministry of test could be used to assess teachers Education put in place the Programa de Framework of with diverse English ability levels. Ingles Progress, an initiative designed Reference, with the to enable the teaching of English in all Eight hundred teachers took the Public Elementary Schools throughout assessment through International result that the same the State. House in Aguascalientes, with the 500 top-performing candidates selected test could be used to As part of this, the Ministry required an to go forward and gain certification evaluation test in order to determine for their teaching ability by taking the assess teachers with levels of proficiency among all first three modules of the Cambridge elementary school English language diverse English ability Teaching Knowledge Test (TKT), a teachers, and identified BULATS qualification designed to develop skills (Business Language Testing Service), levels and build confidence. from Cambridge English Language Assessment, as the ideal tool. The use of BULATS Online to assess reading and listening skills has proved BULATS is a multilingual set of online highly effective, and its use is now workplace language assessment, ongoing within the Programa de training and benchmarking tools, with Ingles Progress. BULATS English offered by Cambridge English Language Assessment. BULATS can be tailored to meet specific needs,
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Measuring the Effectiveness of TKT Client: Mexican education sector Country: Mexico
A long-term, multi-stakeholder The research team analysed feedback research study in Mexico is from 660 stakeholders across the 31 “We consider TKT assessing the value of TKT to the Mexican states. Results showed that country’s education sector. individual teachers viewed TKT as to be a fundamental primarily a personal and professional The Teaching Knowledge Test (TKT) development opportunity, whereas tool to certify that qualification from Cambridge English institutions saw TKT as a way to improve the teacher has the Language Assessment formally the quality of teaching and the calibre recognises teaching experience, of teaching staff, with both effects essential teaching builds confidence, and updates skills. having a positive impact on institutional In Mexico, TKT is used extensively reputation, and also on the ability of the skills to teach a to benchmark teachers’ pedagogic Secretaría de Educatión Pública (SEP) knowledge against international to deliver reform initiatives. There was second language” standards, and also helps public and also strong evidence that TKT increased private schools recruit suitably teacher confidence, and strengthened qualified teachers. commitment to the teaching profession Iván Alvarado, State by encouraging the view that teaching Coordinator, Secretaría de Given TKT’s extensive use, Cambridge was a rewarding career. English Language Assessment undertook Educatión Pública (SEP) a long-term study into the impact of TKT The research study demonstrates on both the Mexican educational sector, both the effectiveness of TKT and and on society. In the initial research the significant research and analysis phase – running from 2009 to 2011 – expertise of Cambridge English researchers analysed perspectives from Language Assessment. a wide range of stakeholders, including the State Ministries of Education, The research team will continue to work Government departments, national with local stakeholders to consider the education bodies, public and private impact of TKT on student progress and schools, independent language schools, achievement. universities and publishers.
75 LATIN AMERICA
Improving Apprentices’ Workplace Language Skills Client: El Servicio Nacional de Adiestramiento en Trabajo Industrial (SENATI) Country: Peru
Cambridge English Language listening, speaking and writing skills. relationship with Cambridge English Assessment is helping a major Language Assessment, and represented SENATI actively encourages its Peruvian training body improve Peru at the 2013 International BULATS apprentices to reach an English language the language skills of thousands of Forum, held in Cambridge. level of A2–B1 in the CEFR (Common apprentices every year. European Framework of Reference). El Servicio Nacional de Adiestramiento BULATS has now become an established en Trabajo Industrial (SENATI) is a part of the SENATI apprentice scheme, “The BULATS test will professional training organisation and nearly 50,000 apprentices have providing services to the Peruvian been assessed since its introduction. help our ambitious manufacturing industry. SENATI trains For SENATI’s former National Director, apprentices gain real thousands of apprentices every year, and Peter Schreier, the adoption of BULATS also provides language training in SENATI is evidence that English language ability life communication language centres across the country. is now a key skill in the manufacturing skills recognised In 2010, recognising the value of English sector: ‘Our training programme language skills to the industry, SENATI responds to the actual demands of to an international adopted BULATS (Business Language manufacturing industry, and English standard” Testing Service) as a means of improving proficiency has become a large part the real-life communication skills of its of this.’ He added: ‘Apprentices learn Peter Schreier, former apprentices. BULATS is a multilingual through a combination of hands-on work National Director, SENATI set of workplace language assessment, and classroom activities and the BULATS training and assessment tools, with test will help our ambitious apprentices BULATS English offered by Cambridge gain real life communication skills English Language Assessment. SENATI recognised to an international standard.’ used BULATS Online, an on-demand, SENATI, Peru’s only authorised BULATS adaptive test which assesses reading, centre, has now developed a close
76 LATIN AMERICA
Increasing Secondary School Access to English Qualifications Client: Ministry of Education Country: Mexico
Cambridge English Language internationally recognised and certified student numbers are growing steadily. Assessment is working with the English skills. When the exams were first introduced Mexican Ministry of Education in 2012, 109 students from 52 schools Initially, however, although many on the introduction of Cambridge took the KET exam; by 2014, 351 students were keen to take part in the English examinations into all students took KET and 20 took PET. programme, it was found that not all secondary Technical Schools in students within a cohort were of equal Mexico City, giving third grade ability. As a result, an exam preparation students the opportunity to gain an programme was launched, through a internationally recognised English The aim is to close local Cambridge English centre, tailored language qualification. to the needs and ability of the student. the gap between The project was launched in 2012 to Now, students with sufficient English children attending improve the standard of English among skills are offered a preparation course secondary school students in Mexico focused on exam technique before state schools and their City. By enabling third grade students to going forward to take the Cambridge leave school with an English language English exam in the same year. Those privately-educated qualification, the programme aims to students whose ability is not yet at the counterparts both develop essential language skills, right standard are placed on a course and close the gap between state school designed to prepare them to take the students and their privately educated exam the following year. To deliver the counterparts. course, teachers are given course books, lesson plans and exam preparation Two Cambridge English exams are being materials, including mock exams papers, used in the programme: Cambridge to help prepare students effectively. English: Key for Schools (KET), and Cambridge English: Preliminary for The ultimate goal of the programme Schools (PET), and the scheme is is to allow all able students to leave actively supported by parents, who Mexico City secondary schools with are convinced of the benefits of an English language qualification, and
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Creating and Evaluating an Interactive Environment for Learning Client: Government of Antioquia State Country: Colombia
students and teachers were satisfied with their experience and that their motivation to learn English had increased.
The evaluation study also found that Cambridge English Language one for English language teachers, and both groups had used the portals Assessment has designed, delivered the other for learners ranging from to improve and consolidate their and evaluated English in the Park - primary students to professionals, knowledge of English. As a result, two, interactive language learning including young people no longer at teachers felt able to use English more portals launched as part of the school, and the wider community. The extensively in the classroom and noted Education Parks initiative from the portals provided access to free learning greater flexibility when planning lessons. Government of Antioquia State in and teaching resources, including Students also developed stronger Columbia. assessments, provided by Cambridge speaking and listening skills, said they English and the British Council. The were more motivated to learn English, The Government of Antioquia’s teacher portal also included access to and that they had more confidence in ambitious Education Parks programme professional development materials, the skills they were acquiring. saw the creation of around 80 new including language tests designed to educational institutions. These were assess current English skills and measure designed to complement the existing progress over time. Both portals could education network by creating be accessed from within an Education Evaluation showed alternative learning spaces for a range of Park and remotely, by computer, tablet or subjects, including languages. that students and mobile phone. As part of this, Cambridge English was teachers were Evaluation was an important part of asked to set up two interactive portals the Cambridge English brief, and was satisfied with their for English learning and assessment undertaken in two phases. First, an - named English in the Park - and to exemplar group of 100 teachers and experience of ‘English evaluate the portals’ success as a means 100 students undertook a competency of improving English language teaching in the Park’, and that test to establish their level of English. and learning across the State by creating This was followed by the delivery their motivation to a language friendly environment in of a qualitative online questionnaire which to practise communicative designed to determine emotional and learn English had language skills. attitudinal changes towards English increased Two web-based portals were created, in the Park. Results showed that both 78 LATIN AMERICA
Improving Teachers’ English Language and Pedagogic Skills Client: Ministry of Education Country: Peru
Cambridge English Language develop the language skills required course encouraged, which gave them Assessment has worked with for effective teaching and classroom the opportunity to collaborate with the Ministry of Education in Peru management. The course, tailored colleagues, as well as the chance to to deliver a course designed to for DEBA, ran for eight months and interact with the UK based expert tutor. comprised three components: online improve the language ability As one teacher commented: ‘Before study, focused on both general English of English teachers across the the course, I taught because I had to language skills and the English skills country, while also developing their and my knowledge was minimal. After required for teaching; face to face classroom skills. the course, I realised that there was a weekend training events; and fortnightly Raising national standards of English is lot to learn, that I had to improve my live online group tutorials run by a UK- an important strategy for the Peruvian pronunciation, and my speaking, (and based English language tutor. Ministry of Education, but many English so) it motivated me to research more.’ language teachers currently working Before the course began, participants Another teacher emphasised the role in Peruvian schools have no formal took the Cambridge English Placement of the teaching methodology: ‘It was an training, and this can adversely affect Test to determine their ability level excellent experience to be able to learn, the quality of teaching students receive. according to the CEFR (Common and to improve, the variety of strategies European Framework of Reference). that I can use with students.’ To address this urgent need, the Teachers at Level A1 then began a Dirección de Educación Básica course designed to raise their ability to Alternativa (DEBA), the department Level A2, while those already at Level within the Ministry of Education A2 took a course targeted at Level B1. It was an excellent responsible for basic adult education, worked with Cambridge English More than 90 per cent of participants experience to be Language Assessment on the delivery completed the course and feedback able to learn, and to of the Cambridge English Language was overwhelmingly positive. Teachers for Teaching course to a cohort of 100 reported an improvement in both their improve, the variety in-service teachers. A blended learning linguistic skills and their confidence in of strategies I can use course, Language for Teaching is the classroom, and also welcomed the specifically designed to help teachers supportive learning community that the with my students
79 Cambridge English Language Assessment is part of the University of Cambridge. We develop and produce the most valuable range of qualifications for learners and teachers of English in the world. Over 5 million people in 130 countries take our exams every year. Around the world over 20,000 universities, employers, government ministries and other organisations rely on our exams and qualifications as proof of English language ability. Cambridge English exams are backed by the work of the largest dedicated research team of any English language test provider. Cambridge English Language Assessment – a not-for-profit organisation.
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All details are correct at the time of going to print in November 2016.
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