Standard

Teachers’ judgement accuracy concerning CEFR levels of prospective university students. / Fleckenstein, Johanna; Leucht, Michael; Köller, Olaf.

in: Language Assessment Quarterly, Band 15, Nr. 1, 2018, S. 90-101.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Fleckenstein, J, Leucht, M & Köller, O 2018, 'Teachers’ judgement accuracy concerning CEFR levels of prospective university students' Language Assessment Quarterly, Bd 15, Nr. 1, S. 90-101. DOI: 10.1080/15434303.2017.1421956

APA

Fleckenstein, J., Leucht, M., & Köller, O. (2018). Teachers’ judgement accuracy concerning CEFR levels of prospective university students. Language Assessment Quarterly, 15(1), 90-101. DOI: 10.1080/15434303.2017.1421956

Vancouver

Fleckenstein J, Leucht M, Köller O. Teachers’ judgement accuracy concerning CEFR levels of prospective university students. Language Assessment Quarterly. 2018;15(1):90-101. Erhältlich von, DOI: 10.1080/15434303.2017.1421956

BibTeX

@article{98effaa896094d1bae120631b95c257a,
title = "Teachers’ judgement accuracy concerning CEFR levels of prospective university students",
abstract = "Most English-medium programs at European universities require prospective students to take standardised tests for English as a foreign language (EFL) to be admitted. However, there are contexts in which individual teachers’ judgements serve the same function, thus having high-stakes consequences for the higher education entrance of their students. The present study investigates the accuracy of CEFR-based judgements of upper secondary school EFL teachers in Germany and compares it to the accuracy of conventional grading. Seventy-three teachers located each of the students in their EFL class onto a CEFR level. Teachers’ judgements were compared to the CEFR levels estimated from the TOEFL ITP using level, differentiation, and ranking component as indicators of judgement accuracy. Findings show that while CEFR-based judgements of relative EFL proficiency within classes (rank component) are rather appropriate, teachers substantially overestimate the total level of their students’ achievement (level component). Compared to conventional grading, however, CEFR-based judgements lead to more accurate estimations of variance between students in a class (differentiation component). The findings are discussed with particular reference to the consequences for higher education entrance policy concerning CEFR levels B2 and C1 as relevant benchmarks.",
author = "Johanna Fleckenstein and Michael Leucht and Olaf Köller",
year = "2018",
doi = "10.1080/15434303.2017.1421956",
volume = "15",
pages = "90--101",
journal = "Language Assessment Quarterly",
issn = "1543-4303",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - Teachers’ judgement accuracy concerning CEFR levels of prospective university students

AU - Fleckenstein,Johanna

AU - Leucht,Michael

AU - Köller,Olaf

PY - 2018

Y1 - 2018

N2 - Most English-medium programs at European universities require prospective students to take standardised tests for English as a foreign language (EFL) to be admitted. However, there are contexts in which individual teachers’ judgements serve the same function, thus having high-stakes consequences for the higher education entrance of their students. The present study investigates the accuracy of CEFR-based judgements of upper secondary school EFL teachers in Germany and compares it to the accuracy of conventional grading. Seventy-three teachers located each of the students in their EFL class onto a CEFR level. Teachers’ judgements were compared to the CEFR levels estimated from the TOEFL ITP using level, differentiation, and ranking component as indicators of judgement accuracy. Findings show that while CEFR-based judgements of relative EFL proficiency within classes (rank component) are rather appropriate, teachers substantially overestimate the total level of their students’ achievement (level component). Compared to conventional grading, however, CEFR-based judgements lead to more accurate estimations of variance between students in a class (differentiation component). The findings are discussed with particular reference to the consequences for higher education entrance policy concerning CEFR levels B2 and C1 as relevant benchmarks.

AB - Most English-medium programs at European universities require prospective students to take standardised tests for English as a foreign language (EFL) to be admitted. However, there are contexts in which individual teachers’ judgements serve the same function, thus having high-stakes consequences for the higher education entrance of their students. The present study investigates the accuracy of CEFR-based judgements of upper secondary school EFL teachers in Germany and compares it to the accuracy of conventional grading. Seventy-three teachers located each of the students in their EFL class onto a CEFR level. Teachers’ judgements were compared to the CEFR levels estimated from the TOEFL ITP using level, differentiation, and ranking component as indicators of judgement accuracy. Findings show that while CEFR-based judgements of relative EFL proficiency within classes (rank component) are rather appropriate, teachers substantially overestimate the total level of their students’ achievement (level component). Compared to conventional grading, however, CEFR-based judgements lead to more accurate estimations of variance between students in a class (differentiation component). The findings are discussed with particular reference to the consequences for higher education entrance policy concerning CEFR levels B2 and C1 as relevant benchmarks.

U2 - 10.1080/15434303.2017.1421956

DO - 10.1080/15434303.2017.1421956

M3 - Journal articles

VL - 15

SP - 90

EP - 101

JO - Language Assessment Quarterly

T2 - Language Assessment Quarterly

JF - Language Assessment Quarterly

SN - 1543-4303

IS - 1

ER -

ID: 694047