Teachers' Judgement Accuracy Concerning CEFR Levels of Prospective University Students

Autor/inn/en	Fleckenstein, Johanna; Leucht, Michael; Köller, Olaf
Titel	Teachers' Judgement Accuracy Concerning CEFR Levels of Prospective University Students
Quelle	In: Language Assessment Quarterly, 15 (2018) 1, S.90-101 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2017.1421956
Schlagwörter	Guidelines; Rating Scales; Language Proficiency; Second Language Learning; Accuracy; Foreign Countries; International Organizations; English (Second Language); College Admission; Language of Instruction; Language Tests; Student Mobility; International Cooperation; Educational Cooperation; Study Abroad; Admission Criteria; Decision Making; Grading; Academic Achievement; Benchmarking; Secondary School Students; Second Language Instruction; Statistical Analysis; Europe; Germany; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Richtlinien; Rating-Skala; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Ausland; International organisation; International organisations; International organization; Internationale Organisation; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulzugang; Hochschulzulassung; Zulassung; Teaching language; Unterrichtssprache; Language test; Sprachtest; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Studies abroad; Auslandsstudium; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Decision-making; Entscheidungsfindung; Notengebung; Schulnote; Schulleistung; Sekundarschüler; Fremdsprachenunterricht; Statistische Analyse; Europa; Deutschland
Abstract	Most English-medium programs at European universities require prospective students to take standardised tests for English as a foreign language (EFL) to be admitted. However, there are contexts in which individual teachers' judgements serve the same function, thus having high-stakes consequences for the higher education entrance of their students. The present study investigates the accuracy of CEFR-based judgements of upper secondary school EFL teachers in Germany and compares it to the accuracy of conventional grading. Seventy-three teachers located each of the students in their EFL class onto a CEFR level. Teachers' judgements were compared to the CEFR levels estimated from the TOEFL ITP using level, differentiation, and ranking component as indicators of judgement accuracy. Findings show that while CEFR-based judgements of relative EFL proficiency within classes (rank component) are rather appropriate, teachers substantially overestimate the total level of their students' achievement (level component). Compared to conventional grading, however, CEFR-based judgements lead to more accurate estimations of variance between students in a class (differentiation component). The findings are discussed with particular reference to the consequences for higher education entrance policy concerning CEFR levels B2 and C1 as relevant benchmarks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01