Publication: Issues on Assessment using CEFR in the Region
Submitted Date
Received Date
Accepted Date
Issued Date
2019
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2630-0672 (Print), 2672-9431 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
LEARN Journal: Language Education and Acquisition Research Network
Volume
12
Issue
2
Edition
Start Page
28
End Page
48
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Issues on Assessment using CEFR in the Region
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
This paper outlines and discusses the revised version of the Common European Framework of Reference Languages: Learning, teaching and assessment, [the CEFR 2018] together with the Frameworks of Reference for English Language Education in Thailand Malaysia, Vietnam, China and Japan which are based on the CEFR. The aims are to highlight the potential issues that need to be addressed including international forms of assessment as TOEFL, IELTS, TOEIC and how the rating can be compared to the scores obtained in these high-stake standardized tests of language proficiency. The indications are that using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily to a greater comparability of shared criteria. The implications from a number of studies are that different tests use similar criteria that are based on the same descriptors, but the comparability is only assumed.