Cambridge English Qualifications

Last updated

Cambridge English Qualifications are a graduated series of exams designed to assess competency in English for learners of English as a second or foreign language. The Cambridge English Qualifications are based on the candidate's scoring on the Cambridge English Scale which is a single range of scores used to report results for Cambridge English Language Assessment exams. It was introduced in January 2015, with Cambridge English Scale scores replacing the standardised score and candidate profile used for exams taken pre-2015. The scale aims to provide exam users with more detailed information about their exam performance than was previously available.

Contents

Each of the qualifications is also aligned with a level of the Common European Framework of Reference (CEFR). Cambridge English Qualifications are set and administered by Cambridge Assessment English (previously known as Cambridge English Language Assessment and the University of Cambridge ESOL examination).

History

Cambridge Assessment English exams, starting with C2 Proficiency in 1913, B2 First in 1939, and B1 Preliminary in 1980, gave learners and teachers different curriculum and examination levels. [1] By the early 1990s, with the addition of A2 Key and C1 Advanced, Cambridge English exams provided a range of different curriculum and examination levels. [2]

The concept of a framework of reference levels for English language learning, teaching and assessment, laid the foundations for the development of the Common European Framework of Reference for Languages (CEFR). [3] [4]

During the mid-1990s, Cambridge Assessment English and other founding members of the newly formed Association of Language Testers in Europe (ALTE) then worked to relate different language qualifications within a shared framework of reference. [5] The ALTE Framework was developed simultaneously alongside the Common European Framework of Reference (CEFR) published in draft form in 1997. Both frameworks share a common conceptual origin, similar aims and comparable scales of empirically developed descriptors.

The qualifications

Each of the Cambridge English Qualifications focuses on a level of the Common European Framework of Reference (CEFR).

There are Cambridge English Qualifications for schools, [6] general and higher education, [7] and business. [8]

Cambridge English Qualifications: SchoolsCambridge English Qualifications: General and Higher EducationCambridge English Qualifications Business
Pre A1 Starters

A1 Movers

A2 Flyers

A2 Key for Schools

B1 Preliminary for Schools

B2 First for Schools

C1 Advanced

C2 Proficiency

A2 Key

B1 Preliminary

B2 First

C1 Advanced

C2 Proficiency

B1 Business Preliminary

B2 Business Vantage

C1 Business Higher

Research basis

Assessment at different levels gives learners clear goals to work towards during language learning, with each level corresponding to a meaningful improvement in language competency.

The study of how learners are motivated was pioneered in the post-war years by John William Atkinson at the University of Michigan. In his book Motivation and Achievement, Atkinson argued that motivation is increased when there is an attainable goal in an activity that is highly valued. [9]

John Hattie and Helen Timperley of the University of Auckland argue that assessment feedback is most effective when it relates to specific tasks and focuses on how to improve. They propose that there are three important questions for learners:

Cambridge English Qualifications aim to provide information about the learners’ level in each language skill (reading, writing, speaking and listening), to enable learners to take action on problem areas and monitor their progress. [11] This is also designed to allow students to be actively involved in their learning, and gain self-confidence as they move to the next level. [12]

See also

Related Research Articles

<span class="mw-page-title-main">Certificate in Teaching English to Speakers of Other Languages</span>

CELTA is an initial teacher training qualification for teaching English as a second or foreign language (ESL and EFL). It is provided by Cambridge Assessment English through authorised Cambridge English Teaching Qualification centres and can be taken either full-time or part-time. CELTA was developed to be suitable both for those interested in Teaching English as a Foreign Language (TEFL) and for Teaching English to the Speakers of Other Languages (TESOL). The full name of the course was originally the Certificate in English Language Teaching to Adults and is still referred to in this way by some course providers. However, in 2011 the qualification title was amended on the Ofqual register to the Cambridge English Level 5 Certificate In Teaching English to Speakers of Other Languages (CELTA) in order to reflect the wider range of students that teachers might have, including younger learners.

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR, CEF, or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates for education admission or employment. Its main aim is to provide a method of learning, teaching, and assessing that applies to all languages in Europe.

Cambridge Assessment English or Cambridge English develops and produces Cambridge English Qualifications and the International English Language Testing System (IELTS). The organisation contributed to the development of the Common European Framework of Reference for Languages (CEFR), the standard used around the world to benchmark language skills, and its qualifications and tests are aligned with CEFR levels.

The Association of Language Testers in Europe (ALTE) is an association of language exam providers in Europe.

B1 Preliminary, previously known as Cambridge English: Preliminary and the Preliminary English Test (PET), is an English language examination provided by Cambridge Assessment English, one of the examinations in the Cambridge English Qualifications.

Language proficiency is the ability of an individual to use language with a level of accuracy which transfers meaning in production and comprehension.

C2 Proficiency, previously known as Cambridge English: Proficiency and the Certificate of Proficiency in English (CPE), is an English language examination provided by Cambridge Assessment English (previously known as Cambridge English Language Assessment and University of Cambridge ESOL examination).

C1 Advanced, previously known as Cambridge English: Advanced and the Certificate in Advanced English (CAE), is an English language examination provided by Cambridge Assessment English (previously known as Cambridge English Language Assessment and the University of Cambridge ESOL examination).

B2 First, previously known as Cambridge English: First and the First Certificate in English (FCE), is an English language examination provided by Cambridge Assessment English (previously known as Cambridge English Language Assessment and the University of Cambridge ESOL examinations).

Trinity College London ESOL is an international English Language examinations board delivering assessments in English language learning and teaching and has been offering English language examinations since 1938. Trinity College London's exams are taken by over 850,000 candidates in over 60 countries each year.

DIALANG is an online diagnostic system designed to assess a person's proficiency in 14 European languages. Competences tested are reading, writing, listening, grammar and vocabulary, while speaking is excluded for technical reasons.

Pearson PLC offers various international standardized tests of English language proficiency for non-native English language speakers. The tests include the Pearson Test of English Academic, the PTE General, and PTE Young Learners. These are scenario-based exams, accredited by the QCA and Ofqual, and are administered in association with Edexcel.

English Profile is an interdisciplinary research programme designed to enhance the learning, teaching and assessment of English worldwide. The aim of the programme is to provide a clear benchmark for progress in English by clearly describing the language that learners need at each level of the Common European Framework of Reference for Languages (CEFR). By making the CEFR more accessible, English Profile will provide support for the development of curricula and teaching materials, and in assessing students' language proficiency.

The European Language Certificates are international standardised tests of ten languages.

A2 Key, previously known as Cambridge English: Key and the Key English Test (KET), is an English language examination provided by Cambridge Assessment English.

The EF Standard English Test is a standardized test of the English language designed for non-native English speakers. It is the product of EF Education First, a global language training company, and a team of language assessment experts including Lyle Bachman, Mari Pearlman, and Ric Luecht. EF compares the EFSET's accuracy to the most widely used high stakes standardized English tests: TOEFL, IELTS, and Cambridge International Examinations.

The Cambridge English Scale is a single range of scores used to report results for Cambridge English Language Assessment exams. It was introduced in January 2015, with Cambridge English Scale scores replacing the standardised score and candidate profile used for exams taken pre-2015. The scale aims to provide exam users with more detailed information about their exam performance than was previously available.

The Michigan English Test (MET) is a multilevel, modular English language examination, which measures English language proficiency in personal, public, occupational and educational contexts. It is developed by CaMLA, a not-for-profit collaboration between the University of Michigan and the University of Cambridge and has been in use since 2008.

Teastas Eorpach na Gaeilge (TEG) or European Certificate in Irish is a set of examinations for adult learners of Irish. TEG is linked to the Common European Framework of Reference for Languages. It examines four skills: speaking, listening, reading and writing. Examinations are currently available at five levels from Beginners 1 (A1) to Advanced 1 (C1) and are run internationally. In 2016 exams were held in Sydney, New York, Ottawa, and nationally in Ireland. There is the option for candidates at all levels to undertake the full examination or just the oral examination.

The Examination for the Certificate in Competency in English (ECCE) is a high-intermediate level English language qualification that focuses on Level B2 of the Common European Framework of Reference for Languages (CEFR).

References

  1. ↑ NEWS, ELT. "The history of the Cambridge Exams". eltnews.gr. Retrieved 23 April 2018.
  2. ↑ Hawkey, R, Milanovic, M (2013) Cambridge English Exams. The first hundred years
  3. ↑ Research Notes 7 (PDF), University of Cambridge, February 2002.
  4. ↑ "About The "Cambridge English Language Assessment" – Link Education". www.linkeducationinc.com. Archived from the original on 30 January 2018. Retrieved 23 April 2018.
  5. ↑ "Association of Language Testers in Europe (ALTE) - Home". www.alte.org. Retrieved 16 March 2018.
  6. ↑ English Language Exams: A guide for parents (PDF), British Council, 2017, archived from the original (PDF) on 16 April 2018.
  7. ↑ Germany, Lingoda GmbH, Berlin. "English Language Examinations - Lingoda". www.lingoda.com. Archived from the original on 6 July 2018. Retrieved 23 April 2018.{{cite web}}: CS1 maint: multiple names: authors list (link)
  8. ↑ "Cambridge Business English exam: everything you need to know - Language Partners". www.languagepartners.nl. 16 October 2017. Retrieved 23 April 2018.
  9. ↑ Atkinson, J. and J.O. Raynor, Motivation and Achievement. 1974, New York: Wiley.
  10. ↑ Hattie, J. and H. Timperley, The power of feedback. Review of educational research, 2007. 77(1): p. 81-112.
  11. ↑ Black, P. and D. Wiliam Developing a theory of formative assessment, in Assessment and learning. 2012. p. 206-230.
  12. ↑ Ramaprasad, A., On the definition of feedback. Behavioral Science, 1983. 28: p. 3-13.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.