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Tables of Contents for The Development of a Common Framework Scale of Language Proficiency
Chapter/Section Title
Page #
Page Count
List of Figures
xi
List of Tables
xiii
Preface
xv
List of Abbreviations
xvii
Introduction
1
1
The Common European Framework
1
2
Scaling Proficiency Descriptors
3
1
The Context of the Study
4
5
Language Proficiency Scales
9
32
Definitions
11
1
Attractions
11
2
Origins
13
4
Purposes
17
4
Types
21
2
Metaphors for Scales
23
2
Descriptions of Behaviour and Behavioural Objectives
25
3
Difficulties with Common Framework Scales
28
13
Description
41
90
Definitions of Language Proficiency
41
2
Interpretations of Communicative Competence
43
4
Competence and Proficiency
47
7
The Native Speaker as Criterion
54
6
User Perspectives
60
2
Categories for Communicative Language Proficiency
62
36
Categories for Communicative Activity
98
17
A Unitary Competence: Holistic Approaches
115
8
Towards Balanced Scale Categories
123
5
Summary on Description Issues
128
3
Measurement
131
50
Criterion-referenced Assessment
131
8
The Development of Behaviourally-based Assessment Scales
139
7
Uniformity of Scales and Grids
146
3
Dimensionality
149
4
Types of Measurement Scales
153
3
Essentials of a Valid Measurement Scale
156
5
Common Methods of Scale Construction
161
1
The Rasch Measurement Model
162
4
Developing a Framework Scale with the Rasch Model
166
9
The Many-faceted Rasch Model
175
4
Summary on Measurement Issues
179
2
Developing a Descriptor Pool
181
12
Provisional Categories
182
1
Provisional Levels
183
1
Editing
184
1
Pre-testing Workshops with Teachers
185
8
Data Collection and Correction
193
30
Connecting Questionnaires
194
4
Rating Conference
198
8
Rating Scale
206
1
Subjects
207
1
Problems with the Analysis
208
15
Constructing the Scale
223
48
Analysis Specifications and Data Organisation
223
2
FACETS Output
225
5
Investigating Use of the Rating Scale
230
3
Dimensionality: Identifying Problematic Content Strands
233
13
Refining the Dimension: Quality Control of Anchor Items
246
9
Investigating Variation across Sectors and Regions
255
5
Refining the Bank: Quality Control on Individual Descriptors
260
8
Establishing an Item Quality Hierarchy
268
3
Interpreting the Scale
271
40
Setting Cut-offs between Levels
271
12
Scale Shrinkage
283
2
Content Coherence
285
5
Progression in Proficiency
290
21
Learner Achievement
311
24
Decisions on Data Inclusion
311
5
Analysis
316
6
Achievement in Educational Sectors
322
7
Learner Calibrations from Two Data Sets
329
2
Concurrent Validity
331
4
Conclusions
335
16
Project Results
335
3
Replication in Year 2
338
3
Conclusions in Relation to the Rasch Model
341
2
Conclusions in Relations to Descriptors
343
3
Areas for Follow up and Further research
346
5
Appendices
351
66
Appendix 1: Sample Data Collection Questionnaire
351
6
Appendix 2: Sample Rating Conference Mini-questionnaire
357
1
Appendix 3: Vertical Scale of Descriptors with Fit and SEM
358
28
Appendix 4: Classified Scales of Descriptors with Sources
386
31
References
417