International Language Proficiency Standards in the Local Context: Interpreting the CEFR in Standard Setting for Exam Reform in Luxembourg
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| Title: | International Language Proficiency Standards in the Local Context: Interpreting the CEFR in Standard Setting for Exam Reform in Luxembourg |
|---|---|
| Language: | English |
| Authors: | Brunfaut, Tineke (ORCID |
| Source: | Assessment in Education: Principles, Policy & Practice. 2020 27(2):215-231. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Language Proficiency, Standards, English (Second Language), Second Language Learning, Decision Making, Guidelines, Rating Scales, Foreign Countries, Standard Setting, Language Tests, Educational Change, Multilingualism, Second Language Instruction, International Cooperation, National Curriculum, Secondary Education, Secondary School Students |
| Geographic Terms: | Luxembourg |
| DOI: | 10.1080/0969594X.2019.1700213 |
| ISSN: | 0969-594X |
| Abstract: | In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the "Épreuve Commune for English," a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg's unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1252794 |
| Database: | ERIC |
| Abstract: | In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the "Épreuve Commune for English," a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg's unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities. |
|---|---|
| ISSN: | 0969-594X |
| DOI: | 10.1080/0969594X.2019.1700213 |
