How Suitable Is the CEFR for Setting University Entrance Standards?

Autor/in	Harsch, Claudia
Titel	How Suitable Is the CEFR for Setting University Entrance Standards?
Quelle	In: Language Assessment Quarterly, 15 (2018) 1, S.102-108 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2017.1420793
Schlagwörter	Standard Setting; Guidelines; Language Proficiency; Language Tests; Rating Scales; Second Language Learning; College Admission; College Entrance Examinations; Comparative Analysis; Student Mobility; International Cooperation; Educational Cooperation; Foreign Countries; Educational Practices; Europe + Suchen Sie Ihr Suchwort? Standardisierung; Richtlinien; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Rating-Skala; Zweitsprachenerwerb; Hochschulzugang; Hochschulzulassung; Zulassung; Aufnahmeprüfung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Ausland; Bildungspraxis; Europa
Abstract	The discussion takes up the common theme across the seven contributions of this special issue, namely the CEFR's suitability as a basis for setting university entrance standards. The special issue allows insights into this theme from a multitude of contexts, languages and perspectives, including data from stakeholders, students, tests and their documentations, as well as student performances and teacher judgements. The contributions of the seven papers are first discussed with a view to examining current practices of setting entrance requirements and the suitability of the CEFR as a means of comparison between different tests and contexts. The discussion then moves on to acknowledge that the CEFR alone cannot guarantee that different institutions and stakeholders will use it in a comparable way and come to comparable interpretations when employing and interpreting its proficiency scales. In order to overcome these challenges, possible ways of dealing with discrepancies when comparing different tests and contexts that are suggested by the seven contributions in this special issue are discussed, with a particular view on how these contributions answer earlier calls for further research. Finally, the discussion outlines ways forward to improve practices and stimulate future research in the realm of setting university entrance requirements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01