Relating an Institutional Proficiency Examination to the C E FR: a case study

Hdl Handle:
http://hdl.handle.net/10142/278935
Title:
Relating an Institutional Proficiency Examination to the C E FR: a case study
Authors:
Kantarcioglu, Elif
Abstract:
The primary aim of this study is to investigate the contributions of the CEFR linking process, as stipulated by the Manual for Relating Examinations to the Common European F ramework of Reference for Languages: learning, teaching, assessment (Council of Europe, 2003), to the validation argument of a university level English language proficiency examination. It also aims to explore the impact of the linking process on the pre-determined or desired level of the examination under study. This study uses both qualitative and quantitative methods to address the above areas and is comprised of three phases. Phase 1 explores every stage of the CEFR linking process as they are being carried out through field notes, interviews, questionnaires and statistics in order to investigate how well the Manual suggestions capture aspects of validity and guide users in this respect. In Phase 2, the study focuses on an overall investigation of the process through a questionnaire after all stages of linking, viz. familiarisation, specification, standardisation and empirical validation, have been conducted. Finally, Phase 3 examines the Manual itself and its suggestions with respect to validation through a critical analysis of the Manual, a questionnaire and interviews. The study showed that the CEFR linking process helps users focus on particularly the context, cognitive and scoring aspects of validity at all stages, but mostly at the standardisation stage of the process. Provided that data are accumulated systematically at different stages, at the end of the linking process, those undertaking a linking study can put forward a complete validation argument for the examination in question. However, the Manual fails to provide a model that guides users in this respect. The iii process also highlights areas to be considered, should the users set out to design or modify an existing examination to measure at the set desired standards.
Publisher:
Roehampton University
Issue Date:
2012
URI:
http://hdl.handle.net/10142/278935
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
PhD Theses

Full metadata record

DC FieldValue Language
dc.contributor.authorKantarcioglu, Elifen_GB
dc.date.accessioned2013-04-04T10:58:19Z-
dc.date.available2013-04-04T10:58:19Z-
dc.date.issued2012-
dc.identifier.urihttp://hdl.handle.net/10142/278935-
dc.description.abstractThe primary aim of this study is to investigate the contributions of the CEFR linking process, as stipulated by the Manual for Relating Examinations to the Common European F ramework of Reference for Languages: learning, teaching, assessment (Council of Europe, 2003), to the validation argument of a university level English language proficiency examination. It also aims to explore the impact of the linking process on the pre-determined or desired level of the examination under study. This study uses both qualitative and quantitative methods to address the above areas and is comprised of three phases. Phase 1 explores every stage of the CEFR linking process as they are being carried out through field notes, interviews, questionnaires and statistics in order to investigate how well the Manual suggestions capture aspects of validity and guide users in this respect. In Phase 2, the study focuses on an overall investigation of the process through a questionnaire after all stages of linking, viz. familiarisation, specification, standardisation and empirical validation, have been conducted. Finally, Phase 3 examines the Manual itself and its suggestions with respect to validation through a critical analysis of the Manual, a questionnaire and interviews. The study showed that the CEFR linking process helps users focus on particularly the context, cognitive and scoring aspects of validity at all stages, but mostly at the standardisation stage of the process. Provided that data are accumulated systematically at different stages, at the end of the linking process, those undertaking a linking study can put forward a complete validation argument for the examination in question. However, the Manual fails to provide a model that guides users in this respect. The iii process also highlights areas to be considered, should the users set out to design or modify an existing examination to measure at the set desired standards.en_GB
dc.description.provenanceSubmitted by Phil Jones (philip.jones@roehampton.ac.uk) on 2013-04-04T10:57:55Z No. of bitstreams: 3 Elif Kantarcioglu PhD 2012.pdf: 4732115 bytes, checksum: 4340cb859616a25ccadf9ed12c4915ef (MD5) license_rdf: 20325 bytes, checksum: c7f3e3c064c19e93e905bbb07856484c (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)en
dc.description.provenanceApproved for entry into archive by Phil Jones (philip.jones@roehampton.ac.uk) on 2013-04-04T10:58:19Z (GMT) No. of bitstreams: 3 Elif Kantarcioglu PhD 2012.pdf: 4732115 bytes, checksum: 4340cb859616a25ccadf9ed12c4915ef (MD5) license_rdf: 20325 bytes, checksum: c7f3e3c064c19e93e905bbb07856484c (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)en
dc.description.provenanceMade available in DSpace on 2013-04-04T10:58:19Z (GMT). No. of bitstreams: 3 Elif Kantarcioglu PhD 2012.pdf: 4732115 bytes, checksum: 4340cb859616a25ccadf9ed12c4915ef (MD5) license_rdf: 20325 bytes, checksum: c7f3e3c064c19e93e905bbb07856484c (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012en
dc.language.isoenen
dc.publisherRoehampton Universityen
dc.subjectLanguage Proficiencyen_GB
dc.subjectEnglish Languageen_GB
dc.subjectEuropean Standardsen_GB
dc.titleRelating an Institutional Proficiency Examination to the C E FR: a case studyen_GB
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
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