​Defining assessment standards for a new national tertiary-level qualification

IF 0.1 Q4 LINGUISTICS
J. Read
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引用次数: 1

Abstract

In this era of public accountability, defining levels of performance for assessment purposes has become a major consideration for educational institutions. It was certainly true of the development by the national qualifications authority of the New Zealand Certificates of English Language (NZCEL), a five-level sequence of awards for learners of English as an additional language at the post-secondary level implemented in 2014. The process of defining the five levels involved benchmarking of standards both nationally and internationally, particularly in relation to the Common European Framework of Reference (CEFR). This paper presents an outsider’s view of the definition of standards for the NZCEL, based on information provided by key participants at the national and local levels. The process has involved taking account of not only the CEFR but also the New Zealand Qualifications Framework (NZQF) and the band score levels of the International English Language Testing System (IELTS). The paper focuses in particular on the issue of establishing the equivalence of NZCEL 4 (Academic) to other recognised measures of English language proficiency as an admission requirement to undergraduate study for international students. The benchmarking process was both multi-faceted and open-ended, in that several issues remain unresolved as implementation of programmes leading to the NZCEL 4 (Academic) has proceeded. At the time of writing, the NZCEL qualifications are scheduled for a formal review and the paper concludes with a discussion of the issues that ideally should be addressed in evaluating the qualification to date.
确定新的国家三级资格考核标准
在这个公共问责的时代,为评估目的确定绩效水平已成为教育机构的主要考虑因素。国家资格认证机构新西兰英语语言证书(NZCEL)的发展无疑是正确的,这是一个五个级别的奖励,用于在2014年实施的高等教育阶段将英语作为额外语言的学习者。确定五个级别的过程涉及国家和国际标准的基准,特别是关于欧洲共同参考框架(CEFR)。本文根据国家和地方层面的主要参与者提供的信息,介绍了NZCEL标准定义的局外人观点。这一过程不仅考虑了CEFR,还考虑了新西兰资格框架(NZQF)和国际英语语言测试系统(雅思)的成绩水平。本文特别关注的问题是建立NZCEL 4(学术)与其他公认的英语语言能力标准的等效性,作为国际学生本科学习的入学要求。基准测试过程是多方面的,也是开放式的,因为随着NZCEL 4(学术)项目的实施,一些问题仍未解决。在撰写本文时,NZCEL资格已被安排进行正式审查,论文最后讨论了迄今为止在评估资格时理想情况下应该解决的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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