eJournals Fremdsprachen Lehren und Lernen 30/1

Fremdsprachen Lehren und Lernen
flul
0932-6936
2941-0797
Narr Verlag Tübingen
Es handelt sich um einen Open-Access-Artikel, der unter den Bedingungen der Lizenz CC by 4.0 veröffentlicht wurde.http://creativecommons.org/licenses/by/4.0/121
2001
301 Gnutzmann Küster Schramm

The Association of Language Testers in Europe (ALTE) -

121
2001
Michael Milanovic
Co-operation between testing organisations in most European countries has been vital for the development of the Association of Language Testers in Europe (ALTE). This article covers the work of the Association, with particular focus on the ALTE Framework of Language Examinations and the ‘Can Do’ project, two important helping to make language qualifications more transparent and usable in practice, resulting in increased international mobility for workers, students and others.
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Michael Milanovic * The Association of Language Testers in Europe (AL TE) working towards a Framework of European Language Examinations Abstract. Co-operation between testing organisations in most European countries has been vital for the development of the Association of Language Testers in Europe (ALTE). This article covers the work of the Association, with particular focus on the ALTE Framework of Language Examinations and the 'Can Do' project, two important projects helping to make language qualifications more transparent and usable in practice, resulting in increased international mobility for workers, students and others. 1. What is ALTE? The Association of Language Testers in Europe is an association of major providers of language examinations in Europe, with each member or associate member producing tests of the language of their region or country as a foreign language. ALTE was founded by 8 members in 1990, following an initiative by the Universities of Cambridge and Salamanca: the membership has grown continually since then and there are now 20 füll members representing the testing of 17 languages. In 1997 the decision was taken to admit associate members to ALTE, which is formed as a European Economic Interest Grouping and therefore can only have füll members from EU/ EEA countries: there are 7 associate members at present. The members/ associate members and the languages they represent are as follows: Eusko Jaurlaritza Generalitat de Catalunya Danish Language Testing Consortium Centrum voor Taal en Migratie / CNaVT CITOgroep University of Cambridge Local Examinations Syndicate University of Jyväskylä Alliance Fran9aise Goethe-Institut WBT: Weiterbildungs-Testsysteme GmbH University of Athens Instituid Teangeolafochta Eireann Basque Catalan Danish Dutch Dutch English Finnish French German German Greek Irish Korrespondenzadresse: Michael Milanovic, PhD, Manager of ALTE, 1 Hills Road, Cambridge, CBl 2EU. E-mail: milanovic.m@ucles.org.uk Arbeitsbereiche: Applied Linguistics, Language Testing. JFLUJilL 30 (2001) The Association of Language Testers in Europe (ALTE) working towards a Framework ... 29 Universita per Stranieri di Perugia Italian Centre de Langues Luxembourg Luxembourgish Universitetet i Bergen Norsk Spräktest Norwegian Universidade de Lisboa Portuguese Instituto Cervantes Spanish Universidad de Salamanca Spanish Stockholms Universitet Swedish Welsh Language Board and Welsh Joint Education Committee Consortium Welsh Riiklik Eksamija Kvalifikatsioonikeskus Estonian Idgennyelvi Tovabbkepzö Központ Hungarian Naturalisation Board of Latvia Latvian Vilnius University, Department of Lithunanian Studies Instytut Polonijny UJ Russian Language Testing Consortium Univerza v Ljubljani, Filozofska fakulteta Lithuanian Polish Russian Slovenian The association meets twice a year to discuss projects and hear from invited speakers. 2. The AL TE Framework of Language Examinations The aim of the ALTE Framework of Language Examinations is to set a series of key levels at which language examinations can be placed. There are six levels in the main ALTE Framework, with a Breakthrough Level being developed at the level below ALTE Level One. Examinations produced by ALTE members are analysed before being added to the Framework, using the ALTE Content Analysis Checklists, which were developed by the members of ALTE with the aid of a grant from the European Union Lingua programme. These checklists allow a detailed analysis to be carried out of each examination in question, covering their content as well as the way they are developed and delivered. In some cases there are examinations on the ALTE Framework in a particular language at each of the levels (such as those produced for English by the University of Cambridge Local Examinations Syndicate or for Italian by the Universita per Stranieri di Perugia), in other cases there may only be examinations at some of the levels. Sometimes members have worked on completing the gaps, such as the development of the examination in Catalan at Level Three, or the descriptions of the ALTE levels have been used by examination boards when revising examinations, for example the Danish examination at ALTE Level Two. As new members join ALTE, the examinations they produce are analysed and added to the Framework. This work is also being carried out for the examinations produced by associate members of ALTE. Some years ago, a project group of ALTE members (representing Finnish, Irish, Norwegian, Greek and Swedish) obtained funding from the European Union Lingua programme in order to produce various ALTE documents in their languages. In addition lFLlllL 30 (2001) 30 Michael Milanovic to this the members of the group also produced descriptors for a level described as Breakthrough Level, designed to cover the level below ALTE Level One, for users with a very basic survival level of language. This work is now being developed further with the help of Dr John Trim and the support of the Council of Europe, and means that the ALTE Framework can now be seen as having 6 levels. As described in the section below, these 6 levels can clearly be shown to relate to the Council of Europe 's Common European Framework. 3. ALTE 'Can Do' project 3.1 The ALTE Framework The ALTE 'Can Do' statements constitute a central part of a long-term research programme set by ALTE, the aim of which is to establish a framework of 'key levels' of language performance, within which examinations can be objectively described. 1 Much work has already been done to place the examination systems of ALTE members within this framework, based on an analysis of examination content and task types, and candidate profiles. A comprehensive introduction to these examination systems is available in the ALTE Handbook of European Language Examinations and Examination Systems. 3.2 The ALTE 'Can Dos' are user-orientated scales The aim of the 'Can Do' project is to develop and validate a set of performance-related scales, describing what learners can actually do in the foreign language. In terms of Alderson's (1991) distinction between constructor, assessor and user orientated scales, the ALTE 'Can Do' statements in their original conception are userorientated. They assist communication between stakeholders in the testing process, and in particular the interpretation of test results by non-specialists. As such they provide: (a) a useful tool for those involved in teaching and testing language students. They can be used as a checklist of what language users can do and thus define the stage they are at; (b) a basis for developing diagnostic test tasks, activity-based curricula and teaching materials; (c) a means of carrying out an activity-based linguistic audit, of use to people concerned with language training and recruitment in companies; A fuller description ofthis project appears as an appendix to the Council ofEurope's Conunon European Frarnework of reference, and in the case studies edited by Charles Alderson. lFL\IL 30 (2001) The Association of Language Testers in Europe (ALTE) working towards a Framework ... 31 (d) a means of comparing the objectives of courses and materials in different languages but existing in the same context. They will be of use to people in training and personnel management, as they provide easily understandable descriptions of performance, which can be used in specifying requirements to language trainers, formulating job descriptions, specifying language requirements for new posts. 3.3 The ALTE 'Can Do' statements .are multilingual An important aspect of the 'Can Do' statements is that they are multilingual, having been translated so far into twelve of the languages represented in ALTE. These languages are: Catalan, Danish, Di.Itch, English, Finnish, French, German, ltalian, Norwegian, Portuguese, Spanish, Swedish. As language-neutral descriptions of levels of language proficiency they constitute a frame of reference to which different language examinations at different levels can potentially be related. They offer the chance to demonstrate equivalencies between the examination systems of ALTE members, in meaningful terms relating to the real-world language skills likely to be available to people achieving a pass in these examinations. 3.4 Organisation of the 'Can Do' statements The 'Can Do' scales consist currently of about 400 statements, organised into three general areas: Social and Tourist, Work, and Study. These are the three main areas of interest of most language learners. Each includes a number of more particular areas, e.g. the Social and Tourist area has sections on Shopping, Eating out, Accommodation etc. Each of these includes up to three scales, for the skills of Listening! Speaking, Reading and Writing. Listening! Speaking combines the scales relating to interaction. Each scale includes statements covering a range of levels. Some scales cover only a part of the proficiency range, as there are many situations in which only basic proficiency is required to achieve successful communication. 3.5 The development process The original development process went through these stages: (a) describing users of ALTE language tests through questionnaires, reports from schools, etc.; (b) using this information to specify range of candidate needs and identify major concems; (c) using test specifications and intemationally recognised levels such as Waystage and Threshold to draw up initial statemts; (d) moderating statements and assessing their relevance to test takers; FlLIIL 30 (2001) 32 Michael Milanovic (e) trialling statements with teachers and students with a view to evaluating relevance and transparency; (f) correcting, revising and simplifying the language of the statements in the light of the above. 3.6 Empirical validation of the ALTE 'Can Do' statements The scales as developed above have been subjected to an extended process of empirical validation. The validation process is aimed at transforming the 'Can Do' statements from an essentially subjective set of level descriptions into a calibrated measuring instrument. This is a long-term, ongoing process, which will continue as more data become available across the range of languages represented by ALTE. So far data collection has been based chiefly on self-report, the 'Can Do' scales being presented to respondents as a set of link: ed questionnaires. Nearly ten thousand respondents have completed questionnaires. For many of these respondents, additional data are available in the form of language examination results. This is believed to be by far the biggest collection of data ever undertaken to validate a descriptive language proficiency scale. Empirical work has started by looking at the internal coherence of the 'Can Do' scales themselves, the aims being: 1. To check the function of individual statements within each 'Can Do' scale; 2. To equate the different 'Can Do' scales, i.e. to establish the relative difficulty of the scales; 3. To investigate the neutrality of the 'Can Do' scales with respect to language. Questionnaires have been administered in the subjects' own first language, except at very advanced levels, and mainly in European countries. Respondents have been matched to appropriate questionnaires the Work scales given to people using a foreign language professionally, the Study scales to respondents engaged in a course of study through the medium of a foreign language, or preparing to do so. The Social and Tourist scales are given to other respondents, while selected scales from this area have also been included in the Work and Study questionnaires as an "anchor". Anchor items are used in data collection for a Rasch analysis in order to link different tests or questionnaires together. This creates one single measurement framework by using a matrix data collection design, or a series of overlapping test forms linked together by items which are common to adjacent forms, which are called anchor items. Such systematic use of anchor statements is necessary in order to enable the relative difficulty of the areas of use, and particular scales, to be established. The use of Social and Tourist scales as an anchor was based on the assumption that these areas call upon a common core of language proficiency and can be expected to provide the best point of reference for equating the Work and Study scales. lFLIIL 30 (2001) The Association of Language Testers in Europe (ALTE)working towards a Framework ... 33 Textual revision One outcome of the first phase has been a textual revision of the 'Can Do' scales. In particular, statements with negative orientation have been removed, as they proved problematic from a statistical point of view, and did not seem wholly appropriate to descriptions of levels of attainment. Here are two examples of the kind of changes made: 1. Negativestatements were rephrased positively, preserving original meaning: • Was: CANNOT answer more than simple, predictable questions. • Changed to: CAN answer simple, predictable questions. 2. Statements used as negative qualifications to a lower level statement were changed to positive statements intended to describe a higher level. • Was: CANNOT describe non-visible symptoms such as different kinds of pain,for example 'dull', 'stabbing', 'throbbing' etc. • Changed to: CAN describe non-visible symptoms such as different kinds of pain,for example 'dull', 'stabbing', 'throbbing' etc. Relating the 'Can Do' statements to ALTE examinations Following the initial calibration of the 'Can Do' statements, and the textual revision described above, attention has tumed to establishing the link between the 'Can Do' scales and other indicators of language level. In particular we have started looking at performance in ALTE examinations, and to the relation between the 'Can Do' scales and the Council of Europe Framework levels. Beginning in December 1998, data were collected to link 'Can Do' self-ratings to grades achieved in UCLES (University of Cambridge Local Examinations Syndicate) English as a Foreign Language examinations at different levels. A very clear relationship was found, making it possible to begin to describe the meaning of an examination grade in terms oftypical profiles of 'Can Do' ability. However, when 'Can Do' ratings are based on self-report, and come from a wide range of countries and respondent groups, we find some variability in respondents' overall perception of their own abilities. That is, people tend to understand "can do" somewhat differently, for reasons which may relate in part to factors such as age or cultural background. For some groups of respondents this weakens the correlation with their examination grades. Analytical approaches have been chosen to establish as clearly as possible the relationship between 'Can Do' self-ratings and criterion levels of proficiency as measured by examination grades. Further research based on 'Can Do' ratings by experienced raters will probably be necessary to fully characterise the relationship between examination grades and typical 'Can Do' profiles of ability. A conceptual problem to be addressed in this context concems the notion of mastery that is, what exactly do we mean by "can do"? A definition is required in terms of how Iikely we expect it to be that a person at a certain level can succeed at certain tasks. Should it be certain that the person will always succeed perfectly on the task? This would be too stringent a requirement. On the other band, a 50 per cent chance of succeeding would be too low to count as mastery. JFLlllL 30 (2001) 34 Michael Milanovic The figure of 80 per cent has been chosen, as an 80 per cent score is frequently used in domainor criterion-referenced testing as an indication of mastery in a given domain. Thus, candidates achieving an ordinary pass in an ALTE examination at a given level should have an 80 per cent chance of succeeding on tasks identified as describing that level. Data so far collected on Cambridge examination candidates indicate that this figure accords well with their average probability of endorsing 'Can Do' statements at the relevant level. This relationship has been found tobe fairly constant across exam levels. By defining "can do" explicitly in this way we have a basis for interpreting particular ALTE levels in terms of 'Can Do' skills. While the relation to examination performance has so far been based on Cambridge exams, data linking 'Can Do' statements to performance in other ALTE examinations will continue to be collected, allowing us to verify that these different examination systems relate in essentially the same way to the ALTE 6-level Framework. 3.7 Anchoring to the Council of Europe Framework In 1999 responses were collected in which anchors were provided by statements taken from the 1996 Council ofEurope Framework document (Modem Languages: Leaming, Teaching, Assessment. A common European Framework of reference). Anchors included: 1. the descriptors in the self-assessment grid of major categories of language use by level: Table 7 (Table 2, Chapter 3 in final published version 2001); 2. 16 descriptors relating to communicative aspects ofFluency, from illustrative scales. Table 7 (Table 2, Chapter 3 in final published version 2001) was chosen because in practice it is achieving wide use as a summary description of levels. ALTE's ability to collect response data in a large number of languages and countries provided an opportunity to contribute to the validation of the scales in Table 7. The "Fluency" statements had been recommended because they had been found to have the most stable difficulty estimates when measured in different contexts in the Swiss project (North 1996, 2000). lt was expected that they should thus enable a good equating of the ALTE Can-do statements to the Council of Europe Framework. The estimated difficulties of the "Fluency" statements were found to agree very closely with those given (North 1996, 2000), showing a correlation of r = 0.97. This constitutes an excellent anchor between the 'Can Do' statements and the scales used to illustrate the Council of Europe Framework. However, using Rasch analysis to equate sets of statements (scales) to each other is not straightforward. Data never fit the model exactly: there are issues of dimensionality, discrimination and differential item functioning (systematic variation of interpretation by different groups), which must be identified and dealt with so as to allow the truest possible relation of the scales to emerge. Dimensionality relates to the fact that the skills of Listening! Speaking, Reading and lFlLI\IL 30 (2001) The Association of Language Testers in Europe (ALTE)-working towards a Framework ... 35 Writing, though highly correlated, are still distinct: analyses in which they are separated produce more coherent, discrirninating distinctions of level. Variable discrimination is evident when we compare "Table 7" (Table 2, chap.3 in final version 2001) and the 'Can Do' statements. "Table 7" is found to produce a longer scale (to distinguish finer levels) than the 'Can Do' statements. lt seems likely that the reason for this is that "Table 7" represents the end product of an extended process of selection, analysis and refinement. The result of this process is that each level description is a composite of carefully selected typical elements, making it easier for respondents at a given level to recognise the level which best describes them. This produces a more coherent pattern of responses, which in turn produces a longer scale. This is in contrast to the present form of the 'Can Dos', which are still short, atomic, statements which have not yet been grouped into such rounded, holistic descriptions of levels. Group effects (differential item functioning) are evident in the fact that certain respondent groups (i.e. respondents to the Social and Tourist, W ork or Study forms of the questionnaire) are found to discrirninate levels considerably more finely on certain of the scales used as anchors, for reasons which have been difficult to identify. None of these effects are unexpected when using a Rasch modelling approach to scale equating. They indicate that a systematic, qualitative review of the texts of the individual statements themselves remains a necessary and important stage in arriving at a "final" equating of the scales. 3.8 Levels of proficiency in the ALTE Framework At the time of writing the ALTE Framework is a five-level system. The validation described above confirms that these correspond broadly to levels A2 to C2 of the Council of Europe Framework. Work on defining a further initial level (Breakthrough) is in progress, and the 'Can Do' project is contributing to the characterisation of this level. Thus the relation of the two Frameworks can be seen as follows in Table 1: Council of Europe Al A2 Bl B2 Cl C2 Levels ALTE ALTE ALTE ALTE ALTE ALTE ALTE Levels Breakthrough Level Level 1 Level 2 Level 3 Level 4 Level 5 Table 1: Council of Europe Levels and ALTE Levels The salient features of each ALTE level are as follows: ALTE Level 5 (Good User): the capacity to deal with material which is academic or cognitively demanding, and to use language to good effect, at a level of performance which may in certain respects be more advanced than that of an average native speaker. lFLllL 30 (2001) 36 Michael Milanovic Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker. ALTE Level 4 (Competent User): an ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics. Example: CAN deal with hostile questioning confidently. CAN get and hold onto his! her turn to speak. ALTE Level 3 (Independent User): the capacity to achieve most goals and express oneself on a range of topics. Example: CAN show visitors round and give a detailed description of a place. - ALTE Level 2 (Threshold User): an ability to express oneself in a limited way in familiar situations and to deal in a general way with non-routine information. Example: CAN ask to open an account at a bank, provided that the procedure is straightforward. ALTE Level 1 (Waystage User): an ability to deal with simple, straightforward information and begin to express oneself in familiar contexts. Example: CAN take part in a routine conversation on simple predictable topics. ALTE Breakthrough Level: a basic ability to communicate and exchange information in a simple way. Example: CAN ask simple questions about a menu and understand simple answers. Further information on the ALTE framework is presented in Tables 2-8 (see page 37-43). ]F][.,UJL 30 (2001) The Association of Language Testers in Europe (ALTE) working towards a Framework ... 37 ALTE Level Listening/ Speaking Reading Writing ALTE CAN advise on or talk CAN understand docu- CAN write letters on any Level 5 about cpmplex or sensitive ments, correspondence subject and füll notes of issues, understanding coland reports, including the meetings or seminars with loquial references and finer points of complex good expression and accudealing confidently with texts. racy. hostile questions. ALTE CAN contribute effective- CAN read quickly enough CAN prepare/ draft profes- Level 4 ly to meetings and semito cope with an academic sional correspondence, nars within own area of course, to read the media take reasonably accurate work or keep up a casual for information or to unnotes in meetings or write conversation with a good derstand non-standard coran essay which shows an degree of fluency, coping respondence. ability to communicate. with abstract expressions. ALTE. CAN follow or give a talk CAN scan texts for rele- CAN make notes while Level 3 on a familiar topic or keep vant information, and unsomeone is talking or up a conversation on a derstand detailed instrucwrite a letter including fairly wide range of topics. tions or advice. non-standard requests. ALTE CAN express opinions on CAN understand routine CAN write letters or make Level 2 abstract/ cultural matters in information and articles, notes on familiar or prea lirnited way or offer adand the general meaning dictable matters. vice within a known area, of non-routine information and understand instrucwithin a familiar area. tions or public announcements. ALTE CAN express simple opi- CAN understand straight- CAN complete forms and Level 1 nions or requirements in a forward information write short simple letters familiar context. within a known area, such or postcards related to peras on products and signs sonal information. and simple textbooks or reports on familiar matters. ALTE CAN understand basic CAN understand basic CAN complete basic Breakinstructions or take part in notices, instructions or forms, and write notes inthrough a basic factual conversainformation. cluding times, dates and Level tion on a predictable topic. places. Table 2: ALTE Skill Level Summaries lFLlJIIIL 30 (2001) 38 Michael Milanovic ALTE Level Listening/ Speaking Reading Writing ALTE CAN talk about complex CAN (when looking for CAN write letters on any Level 5 or sensitive issues without accommodation) undersubject with good expresawkwardness. stand a tenancy agreement sion and accuracy. in detail, for example technical details and the main legal implications. ALTE CAN keep up conversa- CAN understand complex CAN write letters on most Level 4 tions of a casual nature for opinions/ arguments as exsubjects. Such difficulties an extended period of time pressed in serious newspaas the reader may experiand discuss abstract/ culpers. ence are likely to be at the tural topics with a good level of vocabulary. degree of fluency and range of expression. ALTE CAN keep up a conversa- CAN understand detailed CAN write to a hotel to Level 3 tion on a fairly wide range information, for example a ask about the availability of topics, such as personal wide range of culinary of services, for example and professional experienterms on a restaurant facilities for the disabled ces, events currently in the menu, and terms and abor the provision of a news. breviations in accommospecial diet. dation advertisements. ALTE CAN express opinions on CAN understand factual CAN write letters on a Level 2 abstract/ cultural matters in articles in newspapers, limited range of predica limited way and pick up routine letters from hotels table topics related to pernuances of meaning/ opiand letters expressing personal experience and exnion. sonal opinions. press opinions in predictable language. ALTE CAN express likes and CAN understand straight- Can complete most forms Level 1 dislikes in familiar conforward information, for related to personal infortexts using simple lanexample labels on food, mation. guage such as 'I (don't) standard menus, road signs like ... ' and messages on automatic cash machines. ALTE CAN ask simple questions CAN understand simple CAN leave a very simple Breakof a factual nature and unnotices and information, message for a host family through derstand answers expresfor example in airports, on or write short simple Level sed in simple language. store guides and on 'thank you' notes. menus. CAN understand simple instructions on medicines and simple directions to places. Table 3: ALTE Social & Tourist statements summary lFLIIIL 30 (2001) The Association of Language Testers in Europe (ALTE) working towards a Framework ... 39 Concern Activity Environment Language skill required Day-to-Day 1. Shopping Self-service shops Listening/ Speaking Survival Counter service shops Reading Market place 2. Eating Out Restaurants Listening/ Speaking Self-service (fast food) Reading 3. Hotel-type Hotels, B & B, etc. Listening/ Speaking accommodation Reading, Writing (form filling) 4. Renting temporary Agency, private land- Listening/ Speaking accommodation lord Reading, Writing (form filling) (flat, room, house) 5. Settling into Rost families Listening/ Speaking accommodation Reading, Writing (letters) 6. Using financial and Banks, bureaux de Listening/ Speaking postal services change, post offices Reading, Writing Health Getting/ staying well Chemist's, Doctor's Listening/ Speaking Hospital, Dentist' s Reading Travel Arriving in a country Airport/ port Listening/ Speaking Touring Railway/ bus station Reading, Writing (form filling) Getting/ giving direc- Street, garage, etc. tions Travel agency, Rental Hiring firms (car, boat, etc.) Emergencies Dealing with emergen- Public places Listening/ Speaking cy situations (accident, Private places, e.g. Reading illness, crime, car hotel room, Hospital, breakdown, etc.) Police station Sightseeing Getting information Tourist office, Travel Listening/ Speaking Going on tours agency, Tourist sights Reading Showing people around (monuments, etc.) Towns/ cities/ Schools/ colleges/ universities Socialising Casual meeting/ getting Discos, parties, Listening/ Speaking on with people schools, hotels, camp- Entertaining sites, restaurants, etc., Horne, away from home Media/ Cultural Watching TV, films, Horne, car, cinema, Listening/ Reading events plays etc. theatre, Listening to the radio 'Son et Lumiere', etc. Reading newspapers/ magazines Person. contacts Writing letters, post- Horne, away from Listening/ Speaking (telepho- (at a distance) cards, etc. home ne) Reading, Writing Table 4: ALTE social & tourist statements: Overview of concems and activities covered JFLUJL 30 (2001) 40 Michael Milanovic ALTE Level Listening/ Speaking Reading Writing ALTE CAN advise on/ handle CAN understand reports CAN make full and accu- Level 5 complex delicate or conand articles likely to be rate notes and continue to tentious issues, such as encountered during his/ her participate in a meeting or legal or financial matters, work, including complex seminar. to the extent that he/ she ideas expressed in comhas the necessary speciaplex language. list knowledge. ALTE CAN contribute effective- CAN understand corres- CAN handle a wide range Level 4 ly to meetings and semipondence expressed in of routine and non-routine nars within own area of non-standard language. situations in which profeswork and argue for or sional services are requesagainst a case. ted from colleagues or extemal contacts. ALTE CAN take and pass on CAN understand most cor- CAN deal with all routine Level 3 most messages that are respondence, reports and requests for goods or serlikely to require attention factual product literature vices. during a normal working he/ she is likely to come day. across. ALTE Level CAN offer advice to CAN understand the gen- CAN make reasonably 2 clients within own job area eral meaning of non-rouaccurate notes at a meeting on simple matters. tine letters and theoretical or seminar where the subarticles within own work ject matter is familiar and area. predictable. ALTE CAN state simple require- CAN understand most CAN write a short, com- Level 1 ments within own job short reports or manuals of prehensible note of request area, such as 'I want to a predictable nature within to a colleague or a known order 25 of... ' his/ her own area of expercontact in another compatise, provided enough time ny. is given. ALTE CAN take and pass on CAN understand short CAN write a simple rou- Breaksimple messages of a roureports or product descriptine request to a colleague, through tine kind, such as 'Friday tions on familiar matters, such as 'Can I have 20X Level meeting 10 a.m.' if these are expressed in please? ' simple language and the contents are predictable. Table 5: ALTE WORK statements summary JFLIIL 30 (2001) The Association of Language Testers in Europe (ALTE) working towards a Framework ... 41 Overview of concerns and activities covered Concern Activity Environment Language skill required Work-related services 1. Requesting work- Workplace (office, Listening/ Speaking related services factory, etc,) Writing 2. Providing work- Workplace (office, Listening/ Speaking related services factory, etc,) Writing customer's home, Meetings and seminars Participating in meet- Workplace (office, Listening/ Speaking ings and seminars factory, etc.), confe- Writing (notes) rence centre Formal presentations Following and giving a Conference centre, Listening/ Speaking and demonstrations presentation or demonexhibition centre, Writing (notes) stration factory, laboratory, etc. Correspondence Understanding and Workplace (office, Reading writing faxes, letters, factory, etc.) Writing memos, e-maii, etc. Reading Reports Understanding and Workplace (office, Reading writing reports (of subfactory, etc.) Writing stantial length and formality) Publicly available in- Getting relevant infor- Workplace (office, Reading formation mation (from e.g. profactory, etc.), home duct literature, professional/ trade joumals, advertisements, web sites, etc. Instructions and guide- Understanding notices Workplace (office, Reading lines (e.g. safety) factory, etc.) Writing Understanding and writing instructions (in, for example, installation, operation and maintenance manuals) Telephone Making outgoing calls Office, home, hotel Listening/ Speaking/ Writ- Receiving incoming room, etc. ing (notes) calls (inc. taking messages/ writing notes) Table 6: ALTE W0RK statements JFLuL 30 (2001) 42 Michael Milanovic ALTE Level Listening/ Speaking Reading Writing ALTE CAN understand jokes, CAN access all sources CAN make accurate and Level 5 colloquial asides and culof information quickly complete notes during the tural allusions. and reliably. course of a lecture, seminar or tutorial. ALTE CAN follow abstract ar- CAN read quickly CAN write an essay Level 4 gumentation, for example enough to cope with the which shows ability to the balancing of altematidemands of an academic communicate, giving few ves and the drawing of a course. difficulties for the reader. conclusion. ALTE CAN give a clear presen- CAN scan texts for rele- CAN make simple notes Level 3 tation on a familiar topic, vant information and that will be of reasonable and answer predictable or grasp main point of text. use for essay or revision factual questions. purposes. ALTE CAN understand instruc- CAN understand basic CAN write down some Level 2 tions on classes and asinstructions and messainformation at a lecture, signments given by a ges, for example compuif this is more or less dieteacher or lecturer. ter library catalogues, tated. with some help. ALTE CAN express simple opi- CAN understand the gen- CAN write a very short Level 1 nions using expressions eral meaning of a simplisimple narrative or dessuch as 'I don't agree'. fied text book or article, cription, such as 'My last reading very slowly. holiday'. ALTE CAN understand basic CAN read basic notices CAN copy times, dates Breakinstructions on class and instructions. and places from notices through times, dates and room on classroom board or Level numbers, and on asnotice board. signments to be carried out. Table 7: ALTE Study statements summary J! 1JL111L 30 (2001) The Association of Language Testers in Europe (ALTE) working towards a Framework ... 43 Concern Activity Environment Language skill required Lectures, talks, pre- 1. Following a lecture, Lecture hall, class- Listening/ Speaking sentations and demontalk, presentation or room, laboratory, Writing (notes) strations demonstration etc. 2. Giving a lecture talk, presentation or demonstration Seminars and tutorials Participating in semi- Classroom, study Listening/ Speaking nars and tutorials Writing (notes) Textbooks, articles, Gathering information Study, library, etc. Reading etc. Writing (notes) Essays Writing essays Study, library, exa- Writing mination room, etc. Accounts Writing up accounts Study, laboratory Writing (e.g. of an experiment) Reference skills Accessing information Library, resource Reading (e.g. from a computer centre, etc. Writing (notes) base, library, dictionary, etc.) Management of Study Making arrangements, Lecture hall, class- Listening/ Speaking e.g. with college staff room study, etc. Reading on deadlines for work to Writing be handed in Table 8: ALTE STUDY statements: Overview of concems and activities 4. Other AL TE projects 4.1 Working groups With the expansion in membership of ALTE, various project groups have developed in order to cover specific areas of interest. Among these are a group covering the area of qualifications for teachers, a group looking at examinations of language in the workplace and another covering examinations for younger learners. Each group has a co-ordinator and members report back to main ALTE meetings to ensure a good flow of information and interest. FLU! L 30 (2001) 44 Michael Milanovic 4.2 The European Year of Languages - Portfolio project ALTE is playing a füll part in initiatives for the European Year of Languages. ALTE has co-operated with EAQUALS (the European Association for Quality Language Services) on the production of a version of the European Language Portfolio specifically aimed at adult language learners. The EAQUALS-ALTE Portfolio includes the required three parts (Passport, Language Biography and Dossier) and has been validated by the Council of Europe, receiving an official accreditation number at the beginning of 2001. 4.2.1 Passport The Passport includes the standard pages required by the Council of Europe, as well as the ALTE Framework and space in which to record ALTE examinations taken and/ or courses attended in EAQUALS member schools. 4.2.2 Language Biography This part gives users space in which to record and consider in more depth their language abilities and learning experiences. The headings have been left relatively short, so that users have freedom to use the pages as they wish: this was feit tobe important given the wide range of types of adult language user. The final section of the Language Biography incorporates language checklists produced by a Swiss National Science Foundation project (Schneider/ North 2001). 4.2.3 Dossier This part of the EAQUALS-ALTE Portfolio provides a grid on which the user can record the documents and other materials being kept in the Portfolio (pieces of work the owner of the Portfolio particularly wants to keep or be able to show people, certificates and other documents). 4.3 ALTE conference in Barcelona European Language Testing Jssues in a Global context: ALTE members organised a conference in Barcelona from 5 to 7 July, as a unique forum for language testers from all over Europe to discuss issues and exchange ideas relevant to their work. As well as speakers representing most European languages, there were also many from the rest of the world, taking part in over 60 sessions. The plenary speakers were: Professor Charles ALDERSON (Lancaster University, UK) -The shape of things to come: Will it be the Normal Distribution? Dr. Anne LAZARATON (University of Minnesota, USA): Qualitative research methods in language test development and validation Dr Wolfgang MACKIEWICZ (Freie Universität Berlin, Germany) - Higher Education andf Language Policy in the European Union Dott. Ispettore Raffaele SANZO (Ministern della Pubblica Istruzione, Italy) -Foreign languages within the frame of 1talian educational reform lFlLUJilL 30 (2001) The Association of Language Testers in Europe (ALTE) working towards a Framework ... 45 Mr Joe SHEILS (Modem Languages Division, DGIV, Council of Europe, Strasbourg, France) - Council of Europe language policy and the promotion of plurilinguism Dr John TRIM (Project Director for Modem Languages, Council of Europe, 1971 - 1997) -The Common European Framework and its implications for language testing. 5. Conclusion ALTE set itselfthree main objectives in 1990 which were: 1. to establish common levels of proficiency in order to promote the transnational recognition of certification in Europe; 2. to establish common standards for all stages of the language-testing process: that is, for test development, task and item writing, test administration, marking and grading, reporting of test results, test analysis and reporting of findings; 3. to collaborate on joint projects andin the exchange of ideas and know-how. During the intervening years, much progress has been made in all areas. Members have made their examination development processes more explicit, common standards have been described, a code of professional practice published, examinations have been placed on a multilingual framework not just on the basis of intuition, but also on the basis of innovative empirical work, and a formal committee to conduct more detailed work in the area of good professional practice has been established. These represent but a few examples of ALTE work. There are many more, not least of which has been a great deal of innovative work in the area of multilingual computerised assessment, which was awarded the European Academic Software award for the year 2000. 2 Much work remains to be done, but ALTE members continue to work towards the main objectives and the growing membership reflects the importance many organisations in Europe place in ALTE. Bibliography ALDERSON, J. Charles (1991): "Bandsand scores". In: ALDERSON, J. Charles/ NORTH, Brian (eds.): Language testing in the 1990s: The communicative legacy. London: British Council/ Macmillan, 71-'-86. ALTE Handbook of Language Examinations and Examination Systems (available from ALTE Secretariat, University of Cambridge Local Examinations Syndicate, 1 Hills Road, Cambridge, CB 1 2EU). NORTH, Brian (1996): The development of a commonframework scale of language proficiency based on a theory of measurement, Unpublished Ph.D. thesis. Thames Valley University. NORTH, Brian (2000): The development of a common framework scale of language proficiency. New York: Lang. SCHNEIDER, Günther / NORTH, Brian (2001). Fremdsprachen können was heisst das? Skalen zur Beschreibung, Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationsfähigkeit. Zürich: Rüegger. 2 Further information about ALTE can be obtained from: ALTE Secretariat, 1 Hills Road, Cambridge CB 1 2EU - Tel: +44 1223 553925 -Fax: +44 1223 553036e-mail: alte@ucles.org.uk-http: / / www.alte.org. IFLUBL 30 (2001)