ERIC Number: EJ1171985
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
How Suitable Is the CEFR for Setting University Entrance Standards?
Language Assessment Quarterly, v15 n1 p102-108 2018
The discussion takes up the common theme across the seven contributions of this special issue, namely the CEFR's suitability as a basis for setting university entrance standards. The special issue allows insights into this theme from a multitude of contexts, languages and perspectives, including data from stakeholders, students, tests and their documentations, as well as student performances and teacher judgements. The contributions of the seven papers are first discussed with a view to examining current practices of setting entrance requirements and the suitability of the CEFR as a means of comparison between different tests and contexts. The discussion then moves on to acknowledge that the CEFR alone cannot guarantee that different institutions and stakeholders will use it in a comparable way and come to comparable interpretations when employing and interpreting its proficiency scales. In order to overcome these challenges, possible ways of dealing with discrepancies when comparing different tests and contexts that are suggested by the seven contributions in this special issue are discussed, with a particular view on how these contributions answer earlier calls for further research. Finally, the discussion outlines ways forward to improve practices and stimulate future research in the realm of setting university entrance requirements.
Descriptors: Standard Setting, Guidelines, Language Proficiency, Language Tests, Rating Scales, Second Language Learning, College Admission, College Entrance Examinations, Comparative Analysis, Student Mobility, International Cooperation, Educational Cooperation, Foreign Countries, Educational Practices
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Europe
Grant or Contract Numbers: N/A