A Collaborative Approach to Assuring Standards: Using the CEFR to Benchmark University Pathway Programs' English Language Outcomes

Autor/inn/en	Roche, Thomas; Booth, Sara
Titel	A Collaborative Approach to Assuring Standards: Using the CEFR to Benchmark University Pathway Programs' English Language Outcomes
Quelle	In: Language Teaching Research Quarterly, 26 (2021), S.18-38 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Rating Scales; Guidelines; Second Language Learning; Second Language Instruction; Case Studies; Benchmarking; Higher Education; Academic Standards; English (Second Language); Language Tests; College Admission; Scores; Evaluation Criteria; Universities; College Preparation; Foreign Countries; Europe; Australia + Suchen Sie Ihr Suchwort? Rating-Skala; Richtlinien; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Hochschulzugang; Hochschulzulassung; Zulassung; University; Universität; Ausland; Europa; Australien
Abstract	The past two decades have witnessed growing interest in Higher Education (HE) achievement standards. Globally, the English Language Teaching (ELT) sector provides students with Direct Entry (DE) English language program (ELP) pathways to university study. It has typically relied on commercially available English language tests to ensure achievement standards. Such tests enable providers to demonstrate evidence of DE ELP standards in terms of internationally recognised scores. English language tests, however, represent only one type of external reference point for assuring standards. This paper provides an overview of a sector-led, collaborative approach to an external review of standards of 20 Australian university-operated DE ELPs. Twenty-eight ELP subjects were benchmarked by sixty individual assessors using consensus moderation with the newly expanded Common European Framework of Reference for Languages Companion Volume (CEFR CV). The framework's new subscales, including those on mediation, were employed for assessing student work samples. The case study demonstrates how collaborative benchmarking using the updated CEFR CV can effectively assure DE ELP standards while also identifying areas for program improvement to the benefit of programs, staff, and students. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01