Mapping of CEM assessments to the Common European Framework of Reference for Languages (CEFR)
The CEFR relates to foreign language proficiency. It organises proficiency into levels A1 to C2, which can be regrouped into three broad levels: Basic User, Independent User and Proficient User, and which can be further subdivided according to the needs of the local context. The levels are defined through ‘can-do’ descriptors.
How do CEM assessments link to CEFR levels?
|
Assessment |
Age range
|
Average CEFR level |
Starting CEFR level |
Highest CEFR level |
|
BASE |
4-5 |
A2 (with adult supervision)
|
Pre-A1 |
A2 |
|
InCAS |
5-11 |
B2 |
A1 |
C2 The only questions at levels C1 and C2 are in the comprehension, spelling, and word decoding sections. These questions are only given to the very highest performing children in these sections. |
|
MidYIS |
11-14 |
B2 |
A2 |
C2 The only questions at levels C1 and C2 are in the vocabulary section. They are only given to the very highest performing children in this section. |
|
Yellis |
14-16
|
B2 |
Pre-A1 |
C2 The only questions at levels C1 and C2 are in the vocabulary section. They are only given to the very highest performing children in this section. |
|
Alis and CEM IBE |
16-18
|
B2 |
B1 |
C2 The only questions at levels C1 and C2 are in the vocabulary section. They are only given to the very highest performing children in this section. |
Questions from CEM assessments have been evaluated by Graham Seed at Cambridge Assessment English to establish their CEFR level. Find out more about the CEFR and Cambridge Assessment English here.
CEM assessments and EAL students
Each CEM assessment includes questions that cover a range of language demands, and the sections covered in the assessments vary in their inherent language demand, due to the nature of the constructs that are being assessed.
For example, verbal reasoning sections have a greater language demand than non-verbal reasoning sections. Additionally, due to the adaptive nature of CEM assessments within the verbal sections, questions vary in their language demand.
Only a very small number of the very highest performing children see the questions with the greatest English language requirement.
Adaptive assessments
At Cambridge CEM, we know that students have a wide range of abilities and that they develop at different rates. Attempting a one-size-fits-all approach to assessment will disadvantage many students.
CEM’s computer-adaptive assessments are an ideal method of assessing each student as an individual and can avoid some of the shortcomings of traditional assessments.
Adaptive tests make sure that more of the test questions are in each student’s ‘learning zone’. Students are given a test which is challenging but not overwhelming, in which each student faces different questions according to how well they are doing during the assessment.
Sections of CEM assessments which are adaptive include: Vocabulary and Mathematics. There is also a non adaptive sections which include: Non verbal
The adaptive sections of the assessments begin with reasonably easy questions and then the adaptive algorithm uses the student's responses to decide whether to progress to more challenging questions or to return to easier ones, the assessment automatically tailors to each student's ability.
CEM’s adaptive assessments support English language learning by:
- Helping schools establish a baseline measure of ability in a way that is inclusive and can accommodate the full range of student abilities.
- Providing a personalised assessment for student and gives a profile of their strengths and areas to focus on, which can be used to inform teaching and learning.
- Challenging each student at a level which is appropriate to them.
- Giving students a more motivating and enjoyable assessment experience.
Find out more about adaptive tests
Watch the video
Read the CEM blog
Comments
0 comments
Article is closed for comments.