Language in assessment: Universalist vs. demotic approaches

The paper argues that recent research has alerted us to the changing nature of the use of language in communication in contemporary societies. In relation to the assessment of academic writing, particularly with reference to English, it is suggested that there is a need to broaden the concept of construct. I will draw on studies in English as a Lingua Franca and informal logic of argument to support my argument.

How to construct your test: The influence of test length on students’ achievement

Our study investigated the difference in achievement between two groups of high school students – those who took shorter tests more frequently, and those who took longer tests less frequently. Both tests types tested listening, reading and writing skills. Th e results showed no statistically significant difference between the two groups, and the participants’ preferences as to the length and frequency of tests indicated a difference of only just above fi ve percentage points in favour of shorter and more frequent tests. Teachers should thus examine their students’ attitudes and motivation, adapt their revision lessons and teaching material accordingly, and construct the most appropriate instrument for testing their students’ achievement.

Z doświadczeń pracy nad układaniem testów z języka rosyjskiego na poziomach biegłości C1 i C2

The condition for obtaining a C1 and C2 language proficiency certificate is communicative competence approaching the level of the native speaker. When developing Russian language certification tests, one should take into account its typological, grammatical and historical-cultural features. These include the synthetic nature of expressing typical meanings, the inflective way of expressing grammatical meanings and weakly expressed regional and dialectal differences. One should also consider the modifi cation of the listening comprehension tests at level C1.

Certyfikacja biegłości języka włoskiego a potrzeby studentów szkół wyższych

The present paper aims at presenting Italian language proficiency certificates offered by Italian universities and other institutions. A particular focus was put on such certification features which better address the university students’ needs.

Konstruowanie egzaminów certyfikacyjnych z języka hebrajskiego – trudności i wyzwania

This paper discusses difficulties associated with developing Hebrew certification exams and preparing students to pass the exam in accordance with the CEFR standards. These difficulties are mainly related to the discrepancy between the main assumptions of the Hebrew language teaching methodology in Israel and the requirements for foreign language courses and certification exams at the University of Warsaw.

Formy grzecznościowe w konstruowaniu zadań testowych – analiza autorska na przykładzie języka tureckiego

One of the elements tested during an exam is the ability to interact in particular communication situations. Th is skill is not only based on understanding the senders’ message (i.e. words) and the context of the utterance (situation), but on the knowledge of the conventional typical answer. The Turkish language, which, like most oriental languages, has a very extensive system of polite expressions, forces its users to know about 100 standardized formulas.

Mniej niż A1…, czyli o kompetencjach użytkownika języka na poziomie Pre-A1

The Common European Framework of Reference for Languages has had a significant impact on the learning and teaching of modern languages in Europe, but, above all, it has revolutionised the way language skills are assessed and has contributed to the development of language knowledge certification systems. However, it has oft en been the subject of criticism and controversy. Certain deficiencies, which seem to be a natural consequence of the document’s comprehensiveness and the assumed goals, have also been noticed by its authors. In 2018, The Common European Framework of Reference for Languages: learning, teaching, assessment. Companion volume with new descriptors was published. The document aims not only to improve imperfections, but above all to adapt the description of language education to the current context of language use. Th e authors of the publication have, among other things, set up language proficiency descriptors for areas not specified in the 2001 version of the CEFR. This is how the Pre-A1 level description was developed. It refers to the level of competence at which the learner has not yet acquired a generative capacity, but relies upon a repertoire of words and formulaic expressions. The paper’s aim is a holistic presentation of this level: the process of the creation of descriptors, as well as the description of language activities and strategies of a novice language user.

Exploiting CEFR descriptors in developing pre-service teachers’ language assessment literacy (Ukrainian context)

Teachers and researchers of foreign languages have been concerned about integrating CEFR descriptors into teaching and assessment practices for some time now. Due to its reference nature, the CEFR is open for interpretation and its use therefore requires initial training. Th e chapter presents the theoretical background to such training and sample activities used to help Ukrainian preservice FL teachers to operationalize the CEFR.

The predicament of assessment

James Cliff ord (1988) in his seminal book The Predicament of Culture analyses deceptive accounts of other cultures presented from one’s own perspective. Drawing on this analysis I would like to reflect on examinations and certification looking at quantitative evaluation seen from the qualitative standpoint as well as at qualitative assessment viewed from the quantitative stance.

Oczekiwania wobec kompetencji językowych żołnierzy a certyfikacja ich biegłości – STANAG 6001

This paper discusses the specificity of the certification of specialized language varieties. Th e subject of the analysis and reflection is the certification of proficiency in military language according to the STANAG 6001 standards. The paper reviews detailed requirements for the individual linguistic skills, as well as the nature and the design of the exam along with the examples of the tasks for each proficiency level. The discussion is supplemented with teaching implications relevant specifically for the STANAG 6001 exams