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Limitations of CEFR

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klaudia borbola

on 18 April 2010

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Transcript of Limitations of CEFR

Double click anywhere & add an idea Limitations of the Common European Framework
of Reference (CEFR)

about test developers and test requirements It has contributed to test development in Europe.
posits 6 levels of proficiency
it is not sufficiently comprehensive, coherent, transparent

It should
specify the content of tests
state the criteria to determine the attainment of a
learning objective
describe the levels of proficiency
produce comparable examinations and tests Components of validity

A number of individual parameters

We need to establish the nature and extent of
the cognitive and metacognitive processing that
participants perform.

The quality of performance involves us in scoring validity.
We have to know how well the participants are expected to
carry out a task at a particular level.

The parameters affecting test reliability in the rating process
are listed in figure 4. CEFR should specify a full range of
language knowledge and skills. Having a purpose in completing a test task,
facilitates goal setting and monitoring. BUT
CEFR is not helpful because there is no
specification of:
the sub-skills of comprehension
how to recognize the structure of the text
the purpose for which we use lg Exam providers have to make it clear what is the
extent to which purposes differ from level to level. Other critics. There is nothing in the CEFR
response format (short answer?) and it determines
whether knowledge telling or knowledge transformation
time constraints for reading. Without this under-
representation may occur
channel for communication. (telephone conv. or
face-to-face conv. in an oral exam)
Discourse modes
In CEFR there is little information about the content of the levels.
It is hard to determine what sort of written/spoken texts might be
appropriate for each level. text length: ill-defined terms 'short' 'long'
What is short?!
topic: there is a relationship between the
content of the text and ss background knowledge
lexical competence: no examples of typical
vocabulary and structures
structural competence: less/more complex
grammar in texts?!
Little attention has been paid to
psycholinguistic parameters of real-life lg use

What executive processes and resources can be
called into play in a writing task.
Students call on explicit+implicit knowledge, such as
goal setting
genre modification
organization of ideas according to the task
mental processes in the test situation
content and lg knowledge Conclusion
To fulfil its functions, the CEFR:
provide clearly formulated information
should be comprehensible to users
lg test constructors should know what+how
learners 'Can-do' the levels+the performance conditions
+ the quality level
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