Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment in Education: Principles, Policy & Practice on 6/12/2019, available online: https://www.tandfonline.com/doi/full/10.1080/0969594X.2019.1700213
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - International language proficiency standards in the local context
T2 - Interpreting the CEFR in standard setting for exam reform in Luxembourg
AU - Brunfaut, Tineke
AU - Harding, Luke
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment in Education: Principles, Policy & Practice on 6/12/2019, available online: https://www.tandfonline.com/doi/full/10.1080/0969594X.2019.1700213
PY - 2020/4/29
Y1 - 2020/4/29
N2 - 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.
AB - 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.
KW - standard setting
KW - CEFR
KW - language testing
U2 - 10.1080/0969594X.2019.1700213
DO - 10.1080/0969594X.2019.1700213
M3 - Journal article
VL - 27
SP - 215
EP - 231
JO - Assessment in Education: Principles, Policy and Practice
JF - Assessment in Education: Principles, Policy and Practice
SN - 0969-594X
IS - 2
ER -