Bridging AMIR and CEFR Scales in Language Testing
The study aims at investigating the correlation between placement levels determined by AMIR scores and CEFR-based tests. By administering tests to Israeli and European students, the research seeks to bridge local and global contexts in language assessment. Variations in assessment instruments and levels are examined, with a focus on reading comprehension across educational domains and multiple skills in different domains. Partial solutions to align the two scales are also explored.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Connecting the AMIR and the CEFR Scales Ruth Fortus, Naomi Gafni, Elliot Turval, Yonatan Saar National Institute for Testing and Evaluation H-INET Conference, February 27, 2018, Tel Aviv
3 Background The ECOSTAR project Bridging the local Israeli context and the global context The CEFR-Aligned Framework for English in Higher Education Can-do statements for each local level .
4 Goals of the study Conduct a preliminary investigation of the relationship between the placement levels determined by AMIR scores and the placement levels determined by CEFR-based tests
5 Method Administer a test whose scores are reported on the CEFR scale to Israeli students (whose AMIR score is known) Administer an AMIR test to European students (whose CEFR level is known)
6 Instruments The AMIR Paper-and-pencil test of academic reading comprehension 44 multiple-choice questions One test for all levels The European Language Certificates (TELC) Tests reading, listening, speaking and writing in various domains (educational, occupational, public & private) Various closed formats + writing and speaking tasks Different tests for examinees at different levels
7 Main differences The abilities assessed AMIR: reading comprehension in the educational domain only TELC: four skills in four domains The number of versions AMIR: one size fits all TELC: many versions, one for each CEFR level (e.g. A1, A2, B1 ) and some for two adjacent levels (e.g. B2-C1)
8 Partial solutions The abilities assessed Only those parts of the TELC that assessed reading comprehension were used Didn t solve the problem of multiple domains in the TELC The number of versions Used teacher evaluations about the suitability of each TELC version for local levels Created circularity between scores on the AMIR and scores on the TELC
9 TELC tests administered to Israeli students based on teacher evaluations Level according to TELC test Possible CEFR levels AMIR score administered assigned Trom Besisi A1 Under A1, A1 Besisi A2-B1 A1, A2, B1 Mitkadmim Aleph B1-B2 A2, B1, B2 Mitkadmim Bet B2-C1 B1, B2, C1
10 Results 1,174 Israeli students 353 European students (298 with CEFR level) Correlation between AMIR score and CEFR level N Group Correlation 1,174 Israelis 0.61 298 Europeans 0.48 1,472 Everyone 0.73
11 Approximate equivalence table between course levels and CEFR level Course level CEFR level A1 Trom Besisi A2 Besisi Corresponds roughly to B1 Mitkadmim Aleph B2 Mitkadmim Bet C1 Exemption
12 Limitations of the study Relatively small study constrained by restrictions of time and budget Only partial overlap between the constructs assessed by the AMIR test and the TELC tests The TELC tests assigned Israeli students to one of three levels, but their real level may have been higher or lower
13 Conclusions The results of the study support the use of the approximate equivalency table The move to a CEFR-based framework in EFL courses in Israel requires the development of a placement test that assesses in addition to reading comprehension ability also listening, writing and speaking ability.
14 Example 1 I would go through the gate, and go out buy coffee. I would call my friend, and ask her where she is. I seat in the Karnaf, and white my friend. I sea the student past, and rash for the class. I smell the food from the cafeteria. I met Rahamim, and tell him good morning. I think about the project that I need to finish. My friend came, and give me hug and kiss. She start to talk while she's standing, and talk with her hand loudly. We were sitting drinking a coffee and smoking a cigarette. We were going to the library and finishing the project. when we come to the library we discovered that the library is close. We decided to find an empty classroom, and work from there. After we will go to the class to the last lesson in that subject. We go to the beach for three hours. we enjoy the sun, drink cold beer, and eating watermelon.
15 Example 2A My dream job is software engineer in the Google Company. First, it is very famous company with a lot of opportunity and career growth. Second, it s very constant company that every time has to do a lot of new projects and all of world knew it and use it. Lastly, because that it is international company you will work with people from other countries so it s very interesting and instructively. Therefore, on my opinion, to work there it is like to work in computer s paradise.
16 Example 2B Sport and physical activity have many benefit. Participating in sport improves your health in many ways. Many doctors recommend physical activity because there are many benefit for example, it helps find your body's balance. Second it decreases sugar in the blood. Third it help the digestive system. In conclusion, participate in sport for a healthy long life.
17 Examples 3A & 3B Usually my day is always sorted by a list of tasks. The tasks at the top of the list are my running training or studies after that work and last on the list is always cleaning the house. So when I finish the day I do not get to the last task and that's how it was rejected and rejected Yes I am put things off frequently, the area that I am do my procrastinate is in my academy and I do this because the thought that I do my homework and else things that I need to do in the academy later they will happen better, but they do not happen.
18 Example 4 A several years ago the seatbelt and the airbag were considered the ideal systems for protecting the driver and the passenger of the car during accidents. Then after looking for the causes , types and the severity of the injuries which occurred during the accidents the experts found out that the these protective systems themselves lead to several types of injuries instead of preventing them. Such problems were described by the mechanism of working of these systems which in some cases are harmful. So for these reasons we tried to look in several sources for effective solutions which are a suggestions for a new and more developed protection systems such as: 1.increase and improve the deployment of the airbag in the car and to try to improve how it works especially in the simple crashes in which the old airbags are ineffective. 2. the inflatable seat belt, which is an amalgamation of the air bag and the seat belt. This belt is held by weak stitches that burst open when the belt is inflated. This belt gives more surface area than the normal flat belt and provides additional protection for rear-seat passengers, vulnerable to head, neck and chest injuries(Robert W. Cameron)n Because of these failure in the airbags and the seatbelts which lead to harm the passenger, we hope that these solutions which were mentioned above will be used in the new cars to decrease the severity of injuries and to save the passenger lives in the accidents.
19 Summary Component 3A Trom- Bes. Besisi 3B Trom- Bes. TB 1 Besisi 2A Besisi 2B Besisi 4 Mit. Bet Overall written production Creative writing Reports and essays Vocabulary control Vocabulary range Grammatical Accuracy Thematic development Coherence Besisi Besisi Besisi Mit B Besisi TB Besisi Besisi Besisi - - - - - - Mit B Besisi TB MitA Besisi MitA MitA Besisi TB Besisi Besisi Besisi Mit B Besisi TB TB TB MitA MitA - - MitA Besisi Besisi Mit B Besisi Besisi Besisi Besisi Besisi Mit B Propositional precision Besisi TB Besisi Besisi Besisi MitA
20 Thank you for your attention!
