Limitations of the Common European Framework for developing comparable examinations and tests
Limitations of the Common European Framework for developing comparable examinations and tests
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制定类似考试和测试的欧洲共同框架的局限性
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
C. Weir
中科院分区：
文献类型：
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作者：
C. Weir
欧洲共同参考框架（CEFR）设定了六个水平的熟练程度，并根据利益相关者对“可以做”语句所表达的语言功能在每个级别上可以成功执行的看法，根据经验得出的难度估计来定义这些水平。尽管该报告也包含了许多有关语言能力的宝贵信息和对从业人员的建议，但目前的形式不够全面，连贯或透明，无法在语言测试中不加批判地使用。首先，描述符尺度没有充分考虑到上下文参数的变化如何通过提高或降低执行目标“能做”语句的实际难度来影响性能。此外，一个测试的理论为基础的有效性-一个功能的处理涉及执行这些“可以做”的声明-也必须解决的任何规格的测试是基于。未能阐明这种背景和基于理论的有效性参数-即，全面定义要测试的结构-破坏了目前试图使用CEFR作为基础，在语言和级别内和之间开发可比较的测试形式，并阻碍了将单独的评估联系起来的尝试，特别是通过社会适度。
The Common European Framework of Reference (CEFR) posits six levels of proficiency and defines these largely in relation to empirically derived difficulty estimates based on stakeholder perceptions of what language functions expressed by ‘Can-do’ statements can be successfully performed at each level. Though also containing much valuable information on language proficiency and advice for practitioners, in its present form the CEFR is not sufficiently comprehensive, coherent or transparent for uncritical use in language testing. First, the descriptor scales take insufficient account of how variation in terms of contextual parameters may affect performances by raising or lowering the actual difficulty level of carrying out the target ‘Can-do’ statement. In addition, a test’s theory-based validity - a function of the processing involved in carrying out these ‘Can-do’ statements - must also be addressed by any specification on which a test is based. Failure to explicate such context and theory-based validity parameters - i.e., to comprehensively define the construct to be tested - vitiates current attempts to use the CEFR as the basis for developing comparable test forms within and across languages and levels, and hampers attempts to link separate assessments, particularly through social moderation.