Linking tests of English for academic purposes to the CEFR: the score user’s perspective

The Common European Framework of Reference for Languages (CEFR) is widely used in setting language proficiency requirements, including for international students seeking access to university courses taught in English. When different language examinations have been related to the CEFR, the process is claimed to help score users, such as university admissions staff, to compare and evaluate these examinations as tools for selecting qualified applicants. This study analyses the linking claims made for four internationally recognised tests of English widely used in university admissions. It uses the Council of Europe’s (2009) suggested stages of specification, standard setting, and empirical validation to frame an evaluation of the extent to which, in this context, the CEFR has fulfilled its potential to “facilitate comparisons between different systems of qualifications.” Findings show that testing agencies make little use of CEFR categories to explain test content; represent the relationships between their tests and the framework in different terms; and arrive at conflicting conclusions about the correspondences between test scores and CEFR levels. This raises questions about the capacity of the CEFR to communicate competing views of a test construct within a coherent overarching structure

Just transitions for a Climate-Resilient Development in Africa – Transforming Dialogue into Action

CCDA-X1, hosted by the Government of Namibia, convened on the theme: “Just transitions for a Climate-Resilient Development in Africa – Transforming Dialogue into Action” in collaboration with Africa’s civil society organisations, academia, development partners, regional and international organisations and the private sector. The conference resulted in the following key messages to be taken forward to COP27 by Namibia

An Approach To The Effects Of Greek Regional Universities On The Development Of The Country Regions

Although the start of the debate on the contribution of universities to local and regional development dates back several decades, it is only in the past 25 years that it has been intensified and seen from a new perspective in terms of of investigation and consideration. It is therefore imperative that the 'higher education - development' relationship be reviewed and placed on a different basis. The causes for this are the major change in the content of 'development' and the concept of 'university' (mainly in terms of its role in society and the economy), new policies and socio-economic conditions globally, the contemporary weight attributed to new technologies and knowledge dissemination as a 'development factor', as well as the large number of unsuccessful attempts to use the universities as a 'means' for development. In the context of this general consideration at global level, this chapter seeks to investigate whether the Greek regional universities - as they have been established, allocated, organised and operated - have played, and may play, some part in the development of the broader areas (region, town). In other words, this chapter attempts to investigate whether the expansion of higher education institutions throughout Greece has contributed to the improvement in the quality standard of education and a resolution of the country's 'regional problem'. The implementation of the study was based on the investigation of the relevant international and Greek bibliography, and on a series of surveys focusing on: a) the Greek planning system for 'development', 'spatial', 'regional policies' and their association with 'higher education', and b) the entirety of regional universities and cities - prefecture capitals of Greece, placing special emphasis on the seventeen university cities

Evaluations of alternative schools /

Bibliogr.: p. 46-5

Multicultural, multiethnic studies programs

Titre de dépar

ERS Circular

Publ. comme no 3 (mai 1969) de la revue ERS Circula

The Copyright controversy and education

Titre de dépar