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  3. One size does not fit all – why Cambridge English Qualifications are level-based

One size does not fit all – why Cambridge English Qualifications are level-based

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One size does not fit all – why Cambridge English Qualifications are level-based

by Evelina Galaczi, 30/10/2018
Assessment

Watch our video about the benefits of a step-by-step approach to learning English.

Cambridge English Qualifications – such as A2 Key, B2 First and C2 Proficiency – target specific levels of ability to give an in-depth assessment of candidates’ skills across all four language skills – listening, speaking, reading and writing. In this, they differ from multi-level tests which cover the full range of language abilities in one test.

The level-based approach brings several benefits, both for teaching and learning, and in selecting the best applicants for higher education, employment, etc.

More precise

Because all of the items in the test focus on specific levels, they provide more in-depth and precise evidence of candidates’ skills in listening, speaking, reading and writing. This in turn provides a more detailed picture of their ability to understand and use the language effectively.

Clear learning objectives

Level-based exams make it easier to structure the language learning curriculum, and give clear objectives for the learner, whether in K-12 education or for adult learners, since the different exam levels can function as milestones which a learner reaches along their language journey. The value of these milestones is enhanced when they are linked to an international standard. In the case of the Cambridge English Qualifications, this international standard is the Common European Framework of Reference. Level-based exams provide a clear specification of the skills to be mastered at each level and enable the candidate to practise more intensively while at the same time developing language skills which are relevant in the real world.

From the perspective of a teacher, it is easier to teach towards a level-based exam, because the curriculum aims are more defined and differences in learner ability within a class are potentially smaller.

Better progression

Clearly specified objectives for each level enable learners to approach tests with greater confidence and to prepare more effectively. Students tend to perform better if they’ve previously taken the exam at the level below because test results from the test at the level below could inform teachers and learners about their strengths and weaknesses. Learners become more aware of their profile as learners and begin to ask teachers what they can do to progress in English, improving self-regulated learning (which is essential for successful learning). Familiarity with task types may also be an advantage for those who have taken the exam at the level below.

Our impact research in K-12 contexts suggests that candidates feel less anxious and more confident if they have taken the exam at the previous level. Young learners, in particular, are less anxious about assessment when they have taken Cambridge English Qualifications specifically designed for young learners – pre-A1 Starters, A1 Movers and A2 Flyers. The data suggest that the experience of taking a test which is not high-stakes at a young age, is motivating for them and they want to move up the language learning ladder one step at a time (e.g., Ashton, Salamoura and Diaz 2012, Chambers, Elliott and Jianguo 2012, Khalifa and Docherty 2016).

For further information

The Cambridge English approach to level-based assessment is explained in detail in these volumes in the Studies in Language Testing series:

  • Geranpayeh, A and Taylor, L (Eds) (2013) Examining Listening: Research and practice in assessing second language listening (Studies in Language Testing, volume 35), Cambridge: Cambridge University Press.
  • Khalifa, H and Weir, C (2009) Examining Reading: Research and practice in assessing second language reading (Studies in Language Testing, volume 29), Cambridge: Cambridge University Press.
  • Shaw, S and Weir, C (2007) Examining Writing: Research and practice in assessing second language writing (Studies in Language Testing, volume 26), Cambridge: Cambridge University Press.
  • Taylor, L (Ed.) (2011) Examining Speaking: Research and practice in assessing second language speaking (Studies in Language Testing, volume 30), Cambridge: Cambridge University Press.
  • Weir, C J, Vidakovic, I and Galaczi, E D (2013) Measured constructs: A history of the constructs underlying Cambridge English examinations 1913–2012 (Studies in Language Testing, volume 37), Cambridge: Cambridge University Press.
Impact of using Cambridge English Qualifications

These articles focus on the impact of Cambridge English exams in a range of educational contexts, and provide (indirect) evidence for using exams which are level-based:

  • Ashton, K, Salamoura, A and Diaz, E (2012) The BEDA impact project: A preliminary investigation of a bilingual programme in Spain, Research Notes 50, 34–42.
  • Chambers, L, Elliott, M and Jianguo, H (2012) The Hebei Impact Project: A study into the impact of Cambridge English exams in the state sector in Hebei province, China, Research Notes 50, 20–23.
  • Gu, X, Khalifa, H, Yan, Q and Tian, J (2012) A small-scale pilot study investigating the impact of Cambridge English: Young Learners in China, Research Notes 50, 42–48.
  • Gu, X and Saville, N (2012) Impact of Cambridge English: Key for Schools and Cambridge English: Preliminary for Schools – parents’ perspectives in China, Research Notes 50, 48–56.
  • Khalifa, H, and Docherty, C (2016) Investigating the impact of international assessment: A convergent parallel mixed methods approach, in Moeller, A, Creswell, J and Saville, N (Eds) Second Language Assessment and Mixed Methods Research (Studies in Language Testing, volume 43), Cambridge: Cambridge University Press, 269-295)
  • Khalifa, H, Nguyen, T and Walker, C (2012) An investigation into the effect of intensive language provision and external assessment in primary education in Ho Chi Minh city, Vietnam, Research Notes 50, 8–19.
  • Salamoura, A, Hamilton, M and Octor, V (2012) An initial investigation of the introduction of Cambridge English examinations in Mission laïque francaise schools, Research Notes 50, 24–33.

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