MAPPING ENGLISH LANGUAGE PROFICIENCY TEST SCORES ONTO THE COMMON EUROPEAN FRAMEWORK
MAPPING ENGLISH LANGUAGE PROFICIENCY TEST SCORES ONTO THE COMMON EUROPEAN FRAMEWORK
复制标题
将英语语言能力测试分数映射到欧洲共同框架
DOI：
10.1002/j.2333-8504.2005.tb01995.x
复制
发表时间：
2005
期刊：
影响因子：
--
通讯作者：
Caroline Wylie
中科院分区：
文献类型：
--
作者：
Richard J. Tannenbaum;Caroline Wylie
欧洲共同框架以六个级别描述了阅读、写、说和听的语言能力。该框架提供了一种共同的语言来讨论学生的进步。本报告描述了一项由两个英语语言专家小组进行的研究，该研究将四项测试的分数映射到框架的两个级别上，这些测试共同评估了阅读、写作、口语和听力。小组1建议削减分数的英语作为一门外语™（托福®），英语口语™（TSE®）和书面英语™（TWE®）的测试。第二小组推荐了国际交流英语考试™（TOEIC®）的分数削减。Angoff（1971）标准设置方法的修改版用于多项选择题，基准方法（Faggen，1994）或考生试卷选择方法（Hambleton，Jaeger，Plake，&米尔斯，2000）用于建构式回答问题。
The Common European Framework describes language proficiency in reading, writing, speaking, and listening on a six-level scale. The Framework provides a common language with which to discuss students' progress. This report describes a study conducted with two panels of English language experts to map scores from four tests that collectively assess Reading, Writing, Speaking, and Listening on to two levels of the Framework. Panel 1 recommended cut scores for the Test of English as a Foreign Language™ (TOEFL®), the Test of Spoken English™ (TSE®), and the Test of Written English™ (TWE®). Panel 2 recommended cut scores for The Test of English for International Communication™ (TOEIC®). A modification of the Angoff (1971) standard-setting approach was used for multiple-choice questions, and a benchmark method (Faggen, 1994) or examinee paper selection method (Hambleton, Jaeger, Plake, & Mills, 2000) was used for constructed-response questions.