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Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
Language Requirements
Language Policy NB: This Language Policy applies to applicants of the 20J and 20D MBA Classes. For all other MBA Classes, please use this document as a reference only and be sure to contact the MBA Admissions Office for confirmation. Last revised in October 2018. Please note that this Language Policy document is subject to change regularly and without prior notice. 1 Contents Page 3 INSEAD Language Proficiency Measurement Scale Page 4 Summary of INSEAD Language Requirements Page 5 English Proficiency Certification Page 6 Entry Language Requirement Page 7 Exit Language Requirement Page 8 FL&C contact details Page 9 FL&C Language courses available Page 12 FL&C Language tests available Page 13 Language Tuition Prior to starting the MBA Programme Page 15 List of Official Language Tests recognised by INSEAD Page 22 Frequently Asked Questions 2 INSEAD Language Proficiency Measurement Scale INSEAD uses a four-level scale which measures language competency. This is in line with the Common European Framework of Reference for language levels (CEFR). Below is a table which indicates the proficiency needed to fulfil INSEAD language requirement. To be admitted to the MBA Programme, a candidate must be fluent level in English and have at least a practical level of knowledge of a second language. These two languages are referred to as your “Entry languages”. A candidate must also have at least a basic level of understanding of a third language. This will be referred to as “Exit language”. LEVEL DESCRIPTION INSEAD REQUIREMENTS Ability to communicate spontaneously, very fluently and precisely in more complex situations. -
List of Accepted Institutions, Exams and Tests As Evidence to Prove Your Language Proficiency in the CEMS Language and the Third Language
List of accepted institutions, exams and tests as evidence to prove your language proficiency in the CEMS language and the third language Language Type of evidence Accepted by RSM for Accepted by CEMS for entry exit (provided minimum (provided minimum level is reached) level is reached) Various Placement test results and Yes No (there are some languages course certificates from exceptions about university language centres at which you can CEMS schools inform yourself once you are admitted) Placement test results and Yes No course certificates from university language centres at EQUIS or AACSB accredited university TELC language tests Yes No CEMS accredited in-house tests Yes Yes and language courses offered by CEMS-schools (overview available upon request) CEMS MBC test Yes Yes languages Chinese Placement test result from Yes No Confucius Institute by Hanban Course certificate from Yes Yes, but only if Confucius Institute by Hanban Chinese is your 3rd language Business Chinese test Yes Yes, BCT4 or higher CEMS language: BCT3 3rd language: BCT2 HSK (Hanyu Shuiping Kaoshi) Yes Yes, HSK4 or higher + CEMS language: HSKK (oral test) HSK3 intermediate or higher 3rd language: HSK2 Czech Státní jazyková zkouška základní Yes Yes z češtiny pro cizince (State examination in Czech for foreigners) Exam CCE (general language) – Yes Yes B2 or higher Danish Studieprøven Yes Yes Prøve i Dansk 3 Yes Yes Dutch Educatief professioneel C1 Yes Yes Professioneel gevorderd B2 Yes Yes Educatief startbekwaam B2 Yes Yes Maatschappelijk formeel B1 Yes Yes, but only -
ALTE Framework 2019
ALTE Framework 2019 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Euskararen Gaitasun Agiria (EGA) • Re-audit Nov 2021 Basque Government Eusko Jaurlaritza Basque Euskara Euskararen Gaitasun Agiria (EGA) • Re-audit pending Government of Navarre Gobierno de Navarra Standardised Test in Bulgarian as a Foreign Sofia University St. Language B2 Kliment Ohridski – • Re-audit March 2019 Department for Language Teaching - Bulgarian DLTIS Български език Софийски университет "Св. Климент Охридски" – Департамент за езиково обучение – ДЕО Version date: 05/02/2019 ALTE Framework 2019 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Nivell superior de català Catalan Generalitat of Catalonia • Audit pending Català Generalitat de Catalunya Charles University in The Czech Language The Czech Language The Czech Language The Czech Language The Czech Language Prague, Institute for Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Language and A1 A2 B1 B2 C1 Czech Preparatory Studies • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 (ILPS) Čeština Univerzita Karlova v Praze, Ústav jazykové a odborné přípravy, (ÚJOP UK) Prøve i Dansk 1 (PD1) Prøve i Dansk 2 (PD2) Prøve i Dansk 3 (PD3) • • • The Ministry for Re-audit Oct 2022 Re-audit Oct 2022 Re-audit Oct 2022 Danish Foreigners and Integration -
Types of Documents Confirming the Knowledge of a Foreign Language by Foreigners
TYPES OF DOCUMENTS CONFIRMING THE KNOWLEDGE OF A FOREIGN LANGUAGE BY FOREIGNERS 1. Diplomas of completion of: 1) studies in the field of foreign languages or applied linguistics; 2) a foreign language teacher training college 3) the National School of Public Administration (KSAP). 2. A document issued abroad confirming a degree or a scientific title – certifies the knowledge of the language of instruction 3. A document confirming the completion of higher or postgraduate studies conducted abroad or in Poland - certifies the knowledge of the language only if the language of instruction was exclusively a foreign language. 4. A document issued abroad that is considered equivalent to the secondary school-leaving examination certificate - certifies the knowledge of the language of instruction 5. International Baccalaureate Diploma. 6. European Baccalaureate Diploma. 7. A certificate of passing a language exam organized by the following Ministries: 1) the Ministry of Foreign Affairs; 2) the ministry serving the minister competent for economic affairs, the Ministry of Cooperation with Foreign Countries, the Ministry of Foreign Trade and the Ministry of Foreign Trade and Marine Economy; 3) the Ministry of National Defense - level 3333, level 4444 according to the STANAG 6001. 8. A certificate confirming the knowledge of a foreign language, issued by the KSAP as a result of linguistic verification proceedings. 9. A certificate issued by the KSAP confirming qualifications to work on high-rank state administration positions. 10. A document confirming -
Relating Language Examinations to the CEFR: a Manual
January 2009 Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) A Manual Language Policy Division, Strasbourg www.coe.int/lang Contents List of Figures Page iii List of Tables Page v List of Forms Page vii Preface Page ix Chapter 1: The CEFR and the Manual Page 1 Chapter 2: The Linking Process Page 7 Chapter 3: Familiarisation Page 17 Chapter 4: Specification Page 25 Chapter 5: Standardisation Training and Benchmarking Page 35 Chapter 6: Standard Setting Procedures Page 57 Chapter 7: Validation Page 89 References Page 119 Appendix A Forms and Scales for Description and Specification (Ch. 1 & 4) Page 122 A1: Salient Characteristics of CEFR Levels (Ch. 1) Page 123 A2: Forms for Describing the Examination (Ch. 4) Page 126 A3: Specification: Communicative Language Activities (Ch. 4) Page 132 A4: Specification: Communicative Language Competence (Ch. 4) Page 142 A5: Specification: Outcome of the Analysis (Ch. 4) Page 152 Appendix B Content Analysis Grids (Ch.4) B1: CEFR Content Analysis Grid for Listening & Reading Page 153 B2: CEFR Content Analysis Grids for Writing and Speaking Tasks Page 159 Appendix C Forms and Scales for Standardisation & Benchmarking (Ch. 5) Page 181 Reference Supplement: Section A: Summary of the Linking Process Section B: Standard Setting Section C: Classical Test Theory Section D: Qualitative Analysis Methods Section E: Generalisability Theory Section F: Factor Analysis Section G: Item Response Theory Section H: Test Equating i ii List of -
Conference Program Includes a Wide Range of Stimulating Papers, Posters and Works-In-Progress, and Other Presentations
IELTS Research Reports Online Series IELTS Partnership Research Papers IELTS Research Reports IELTS Partnership Online Series Research Papers Exploring performance across two delivery modes for the same Investigating IELTS Academic Writing Task 2: Relationships between L2 speaking test: Face-to-face and video-conferencing delivery cognitive writing processes, text quality, and working memory A preliminary comparison of test-taker and examiner behaviour Andrea Révész, Marije Michel and Minjin Lee Fumiyo Nakatsuhara, Chihiro Inoue, Vivien Berry and Evelina Galaczi available now at ielts.org/research CER_6355_V1_FEB19_LTRC_2019_IELTS_advert_AB_prf3.indd 1 30/01/2019 15:37 Thank you to our sponsors! Platinum Sponsors Gold Sponsors Silver Sponsors TABLE OF CONTENTS Message from the ILTA President………………………………………………… 2 Welcome from the Co-Chairs………………………………………………………. 4 Venue Information……………………………………..……………………………….. 5 Conference Organization……………………………………..……………………… 6 ILTA Executive Board & Committee Members 2019…………………….. 7 Awards……………………………………………………………………………………..…. 8 Conference Schedule Overview……………………………………..……………. 10 The Cambridge/ILTA Distinguished Achievement Award……………… 25 Keynote Speakers The Alan Davies Lecture……………………………………..….…………………. 27 The Samuel J. Messick Memorial Lecture…………………...………………… 28 Pre-Conference Workshops…………………………………………………………. 30 Symposia Abstracts……………………………………..……………………………... 34 Paper Abstracts……………………………………..……………………………………. 50 Demo Abstracts……………………………………..……………………………………. 109 Works-in-Progress Abstracts………………………………………………………. -
Exploring Language Frameworks
Exploring Language Frameworks Proceedings of the ALTE Kraków Conference, July 2011 For a complete list of titles please visit: http://www.cambridge.org/elt/silt Also in this series: Experimenting with Uncertainty: Essays in Assessing Academic English: Testing honour of Alan Davies English profi ciency 1950–1989 – the IELTS Edited by C. Elder, A. Brown, E. Grove, K. Hill, solution N. Iwashita, T. Lumley, T. McNamara, Alan Davies K. O’Loughlin Impact Theory and Practice: Studies of the An Empirical Investigation of the IELTS test and Progetto Lingue 2000 Componentiality of L2 Reading in English for Roger Hawkey Academic Purposes IELTS Washback in Context: Preparation for Edited by Cyril J. Weir, Yang Huizhong, Jin Yan academic writing in higher education The Equivalence of Direct and Semi- direct Anthony Green Speaking Tests Examining Writing: Research and practice in Kieran O’Loughlin assessing second language writing A Qualitative Approach to the Validation of Stuart D. Shaw and Cyril J. Weir Oral Language Tests Multilingualism and Assessment: Achieving Anne Lazaraton transparency, assuring quality, sustaining Continuity and Innovation: Revising the diversity – Proceedings of the ALTE Berlin Cambridge Profi ciency in English Examination Conference, May 2005 1913–2002 Edited by Lynda Taylor and Cyril J. Weir Edited by Cyril J. Weir and Michael Milanovic Examining FCE and CAE: Key issues and A Modular Approach to Testing English recurring themes in developing the First Language Skills: The development of the Certifi cate in English and Certifi cate in Certifi cates in English Language Skills (CELS) Advanced English exams examination Roger Hawkey Roger Hawkey Language Testing Matters: Investigating Issues in Testing Business English: The revision the wider social and educational impact of the Cambridge Business English Certifi cates of assessment – Proceedings of the ALTE Barry O’Sullivan Cambridge Conference, April 2008 European Language Testing in a Global Edited by Lynda Taylor and Cyril J. -
Rater Expertise in a Second Language Speaking Assessment
RATER EXPERTISE IN A SECOND LANGUAGE SPEAKING ASSESSMENT: THE INFLUENCE OF TRAINING AND EXPERIENCE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MᾹNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SECOND LANGUAGE STUDIES DECEMBER 2012 By Lawrence Edward Davis Dissertation Committee: John Norris, Chairperson James Dean Brown Thom Hudson Luca Onnis Thomas Hilgers © Copyright 2012 by Lawrence Edward Davis All Rights Reserved ii For Donna Seto Davis iii ACKNOWLEDGMENTS Many individuals made important contributions to my dissertation project. First, I thank my dissertation committee for many useful comments and suggestions made during the process. I particularly thank Professor Luca Onnis who introduced me to statistical learning and behavioral economics (domains which informed the final section of the study) and Professor J.D. Brown for providing publication opportunities outside of the dissertation process, and for his gentle corrections in the face of my many transgressions against APA style. In addition, John Davis, Hanbyul Jung, Aleksandra Malicka, Kyae- Sung Park, John Norris, and Veronika Timpe assisted in the piloting of instruments used in the study; their comments and observations did much to improve the data collection procedures. I am grateful to Xiaoming Xi at Educational Testing Service (ETS) for her help in obtaining access to the TOEFL iBT Public Use Dataset and to Pam Mollaun at ETS for her help in recruiting TOEFL scoring leaders to provide reference scores. I also thank the eleven ETS scoring leaders who provided additional scores for responses from the TOEFL iBT Public Use Dataset. -
Correspondència Entre Els Nivells Comuns De Referència Per A
Correspondència entre els nivells comuns de referència per a les llengües del Consell d’Europa i els Certificats d’idiomes reconeguts a efectes de la convocatòria d’ajuts a la mobilitat internacional de l’estudiantat amb reconeixement acadèmic de les universitats de Catalunya per al curs 2016- 2017 (MOBINT). Correspondència entre els nivells comuns de referència per a les llengües del Consell d’Europa i els Certificats d’idiomes reconeguts a efectes de la convocatòria MOBINT El Marc de referència europeu per a l’aprenentatge, l’ensenyament i l’avaluació de llengües és un document elaborat pel Consell d’Europa que té per objectiu proporcionar unes bases comunes per a la descripció d’objectius, continguts i mètodes per a l’aprenentatge de llengües de manera que els cursos, els programes i les qualificacions descriguin d’una manera exhaustiva el que han d’aprendre a fer els aprenents de llengua a l’hora de comunicar-se i quins coneixements i habilitats han de desenvolupar per ser capaços d’actuar de manera efectiva. Aquest marc de referència s’estructura en 6 nivells: Descripció dels Nivells comuns de referència per a les llengües del consell d'Europa Usuari bàsic A1 L’aprenent / usuari pot comprendre i utilitzar expressions quotidianes i familiars i frases molt senzilles encaminades a satisfer les primeres necessitats. Pot presentar-se i presentar una tercera persona i pot formular i respondre preguntes sobre detalls personals com ara on viu, la gent que coneix i les coses que té. Pot interactuar d’una manera senzilla a condició que l’altra persona parli a poc a poc i amb claredat i que estigui disposada a ajudar. -
ALTE Framework 2014
ALTE Framework 2014 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Euskararen Gaitasun Agiria (EGA) • Re-audit Mar 2016 Basque Basque Government Euskara Eusko Jaurlaritza Standardised Test in Bulgarian as a Foreign Sofia University St. Language B2 Kliment Ohridski – • Re-audit March 2019 Department for Language Teaching - Bulgarian DLTIS Български език Софийски университет "Св. Климент Охридски" – Департамент за езиково обучение – ДЕО Nivell intermedi de Nivell de suficiència de català català • Re-audit March 2014 • Re-audit March 2014 Catalan Generalitat of Catalonia Català Generalitat de Catalunya Version date: 04/04/2014 ALTE Framework 2014 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Charles University in The Czech Language The Czech Language The Czech Language The Czech Language Prague, Institute for Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Language and A1 A2 B1 B2 Preparatory Studies • Re-audit pending • Re-audit pending • Re-audit pending • Re-audit pending Czech (ILPS) Čeština Univerzita Karlova v Praze, Ústav jazykové a odborné přípravy, (ÚJOP UK) The Ministry of Children Prøve i Dansk 1 Prøve i Dansk 1 Prøve i Dansk 3 Studieprøven Danish and Education (writing) (speaking) • Re-audit May 2015 • Re-audit Dec 2016 • Re-audit May 2015 Prøve i Dansk 2 Dansk Ministeriet for Børn og • Re-audit May 2015 Undervisning Certificaat -
A Cefr-Based Computerized Adaptive Testing System for Chinese Proficiency
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 A CEFR-BASED COMPUTERIZED ADAPTIVE TESTING SYSTEM FOR CHINESE PROFICIENCY Hsuan-Po Wang Affiliation: Graduate Institute of Educational Measurement and Statistic University: National Taichung University of Education, Taiwan E-mail: [email protected] Prof. Bor-Chen Kuo Affiliation: Graduate Institute of Educational Measurement and Statistic University: National Taichung University of Education, Taiwan E-mail: [email protected] Prof. Ya-Hsun Tsai Affiliation: College of International Studies and Education for Overseas Chinese University: National Taiwan Normal University, Taiwan E-mail: [email protected] Prof. Chen-Huei Liao Affiliation: Department of Special Education University: National Taichung University of Education, Taiwan E-mail: [email protected] ABSTRACT In the era of globalization, the trend towards learning Chinese as a foreign language (CFL) has become increasingly popular worldwide. The increasing demand in learning CFL has raised the profile of the Chinese proficiency test (CPT). This study will analyze in depth the inadequacy of current CPT’s utilizing the common European framework of reference (CEFR) for language learning, teaching, and assessment to develop a set of reliability and validity standards for a computerized adaptive testing (CAT) CPT system. Actual performance of computerized tests will simulate the empirical data via the CAT system process and assess the efficacy of this system. Keywords: Chinese Proficiency Test, Common European Framework of Reference, Computerized Adaptive Testing INTRODUCTION With the growing demand of learning Chinese as a foreign language (CFL), the development and utility of the proficiency test for “non-native Chinese” learners is essential, particularly, countries that are in the preliminary stage of promoting CFL courses in the educational institutions and organizations.