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ERIC Number: EJ1123609
Record Type: Journal
Publication Date: 2016-Oct
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2191-611X
Creating Task-Based Oral Foreign Language Exams Linked to the CEFR in Higher Education
Reisenleutner, Sandra
Language Learning in Higher Education, v6 n2 p427-434 Oct 2016
Oral language exams at university often consist of an individual or group conversation with the examiner about topics dealt with during the semester. A question-and-answer format is applied and vocabulary and structures tested. As a consequence, the oral exam does not reflect action-oriented approaches that often form part of classroom activities and are also fostered by the CEFR. This article describes the process and outcomes to date of action research carried out at the University of Sheffield and the University of Nottingham since 2014. The starting point is that many courses are linked to CEFR levels, which I wanted to include in oral language exams by working with descriptors. The article illustrates ways of making oral language exams more task-based, while still ensuring that topics, structures and vocabulary dealt with during the semester are incorporated. The process of changing the exam is described and examples are given. I also pose the question of how level descriptors of the CEFR might be linked to marking schemes and grading systems of British universities.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); Europe
Grant or Contract Numbers: N/A