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What level are your students?
In your opinion, what language skills do students have at the following proficiency levels?
1. High-Beginner
2. Low-Intermediate to Intermediate
3. High-Intermediate to Advanced
Common European Framework of Reference
What? Describes language ability
on a 6 point scale from beginner
(A1) to proficient (C2). Where? Used throughout Europe
for all languages Why? Provides a clear standard
for
comparison and level assessment.
6 Levels
A1 & A2 Beginner
B1 & B2 Intermediate
C1 & C2 Advanced (University and
Professional)
CEFR Level COMPARATIVE ENGLISH EXAMS
A2 Cambridge English Key (KET) PTE General Level 1
PTE Academic 30-42
B1
Cambridge English Preliminary (PET)
BEC Prelim IELTS (Band 4 – 4.5)
TOEFL iBT (57 – 86) TOEIC (550) PTE General (Level 2) PTE Academic (43 – 58)
B2
Cambridge English First (FCE) BEC Vantage IELTS (Bands 5 - 6.5) TOEFL iBT (87 – 109)
Michigan ECCE PTE General (Level 3) PTE Academic 59-75
C1
Cambridge English Advanced (CAE)
BEC Higher IELTS (Bands 7 – 8)
TOEFL iBT (110 – 120) TOEIC (880) PTE General (Level 4) PTE Academic (76 - 84)
C2 Cambridge English Proficiency
(CPE) IELTS (Bands 8.5 – 9)
PTE General Level 5 PTE Academic 85+
CEFR Example Questions A11. What is your name?
2. Where were you born?
3. How many brothers and sisters do you have?
4. What is your favourite colour?
5. What type of food do you like?
6. Where did you learn to speak English?
7. Do you speak any other languages?
8. Have you ever been on holiday, and where did you go?
9. Do you work or study? Tell me more about it?
10.What are your hobbies or interests?
CEFR Example Questions A2• Describe (or list) places, events (personal
or not), incidents, daily habits, emotions (likes/ dislikes), experiences or impressions.
• Provide simple ‘for and against’ arguments on a familiar issue.
• List the main points of a topic which they have seen, heard, or read about.
• Speak about their personal future plans or planned actions.
• Express an opinion or attitude in simple terms or make simple comparisons.
• Address (or respond to) invitations, suggestions, apologies, etc.
• Ask for clarifications or for help. • Express a sequence of events using simple
language structures using expressions like “at first”, “then”, “later”, “finally” and conjunctions like “and”, “but” or “because”.
• To repeat something in a proper manner (showing that they understand how one speaks in which situations), to act out a dialogue or a role appropriately.
• Participate in an exchange assuming the role of speaker or listener, taking and giving the floor smoothly
CEFR Example Questions B1
• Tell me about an interesting place you have visited recently.
• How important is it to meet friends regularly?
• Describe the personality of your closest friend.
• Do you prefer cinema or television?
• Describe a game you enjoy playing.
• Which subject at school do you think is the most useful and why?
• How do you like to celebrate a family event?
• In your country, how do you make guests feel welcome?
• Are you good at organizing your time?
CEFR Example Questions B2
• It is difficult to make real friends on social networking sites.
• Technology has made communication much easier and more efficient.
• There are many different types of creative hobbies, which are fun and useful.
• Studying creative subjects, such as art and music, at school is beneficial for young people.
• Historical places should be preserved and looked after even if this is expensive.
• Schools should take children to the major historical places in their country.
CEFR Example Questions C1You are giving a short talk on language learning. Discuss all the options and then decide which two from the list below are the best ways to learn a new language.- Joining a class- Talking to native speakers- Watching films in the language- Chatting in the language online- Studying with the use of books- Studying with the use of the internet
Your local council wants to make your local area more environmentally friendly. Discuss all the options from the list below and then decide which three you would choose as being the best way to make your area greener.- Recycling bins in public places- Solar panels on buildings & homes- Energy-efficient appliances in homes- Introduction of cycle paths- Educational programmes on the
environment- Tree-planting schemes
IELTSPart 1
Introduction and
interview
Examiner introduces him/herself and checks your name.
The examiner then asks you questions on general topics.
4–5 minutes
Part 2
Individual long
turn
Examiner gives you a written task card. You have 1 minute to think
(take notes) before you have to speak for 1–2 minutes.
Examiner asks one or two questions at the end of your talk.
3–4 minutes
(including
1 minute
preparation
time)
Part 3
Two-way
discussion
Discuss with the examiner more abstract issues and concepts which
are thematically linked to the topic of your talk in Part 2.
4–5 minutes
ASSESSMENT
• I assess my students’ speaking skills by _________________________________.
• The criteria I use to assess students’ communication skills are ______________
_________________________________.• The problems and challenges I have with
evaluating my students’ skills are _______
_________________________________.
• I assess my students’ speaking skills by _________________________________.
• The criteria I use to assess students’ communication skills are ______________
_________________________________.• The problems and challenges I have with
evaluating my students’ skills are _______
_________________________________.
Types of Assessments
• Oral Interview• Class Presentation• Role Play
Content
Vocabulary
Fluency
Communication Skills
Accuracy
Accent
Pronunciation
Content
Vocabulary
Fluency
Communication Skills
Accuracy
Accent
Pronunciation
Linguistic Structures
1. Linguistic Competence: Uses grammar accurately and with variety Adequate vocabulary“Clear” pronunciation
2. Functional Competence: Answer questions completely and logically
1. Strategic Competence: Can use repair strategies when conversation
breaks down
2. Functional Competence: Uses language appropriate to the situation
EFL vs ESL?
Common Speaking Tasks
• Classroom Participation• Pronunciation• Vocabulary• Weekly digital voice journals using
prompts• Questionnaires/Surveys• Group oral tests
Assessment Model
BEFORE- Review the criteria
with students- Make sure
students have seen similar items
DURING- Provide enough
time to complete the test fairly
AFTER- Provide clear
feedback that can be measured and allows for students to progress
FEEDBACK
What is the purpose of feedback?
You are assessing your students’ speaking proficiency by using a one-to-one interview. You’ve allocated 1 class lesson for the assessment and 2 minutes per student. What type of feedback would you give to the following students?
A student who:• is a guaranteed A• is a guaranteed fail• is fluent but off topic• is expected to do well, but
performs poorly• is expected to do poorly, but
performs well
A student who:• does not say anything in the
assessment• uses inappropriate language• is very sensitive, but
performs poorly• is visibly anxious/upset• you like, but is poor at
English
