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1. Relating Language Examinations to
the Common European Framework
of Reference for Languages
Nelly Zafeiriades
ELT STATE SCHOOL Advisor
nelzafeir@sch.gr
READING AND WRITING
FORMS FOR DESCRIBING AN EXAMINATION

2. Common European Framework of Reference (CEFR)
 How would you describe how well you can use each language?
 Describes levels of proficiency in language skill areas: oral production, oral
interaction, written production, listening, reading
 Provides a common basis for describing and measuring language proficiency
(coherence)
 Provides a common framework that can be understood by all users
(transparency)

3. READING COMPREHENSION

4. FORMS DESCRIBING A READING COMPREHENSION EXAM
1. In what contexts (domains, situations,…) are the test takers to show ability? table
5 in CEFR 4.1
2. Which communication themes are the test takers expected to be able to handle?
lists in CEFR 4.2
3. Which communicative tasks, activities and strategies are the test takers
expected to be able to handle? (lists in cefr 4.3, 4.4.2.1, 7.1, 7.2 and 7.3)
4. What text-types and what length of text are the test takers expected to be able to
handle? the lists in CERF 4.6.2 and 4.6.3

5. OVERALL READING COMPREHENSION (C2 - B2)
C2
Can understand and interpret critically virtually all forms of the written language
including abstract, structurally complex, or highly colloquial literary and non-literary
writings.
Can understand a wide range of long and complex texts, appreciating subtle
distinctions of style and implicit as well as explicit meaning.
C1
Can understand in detail lengthy, complex texts, whether or not they relate to
his/her own area of speciality, provided he/she can reread difficult sections.
B2
Can read with a large degree of independence, adapting style and speed of reading
to different texts and purposes, and using appropriate reference sources selectively.
Has a broad active reading vocabulary, but may experience some difficulty with low-
frequency idioms.

6. OVERALL READING COMPREHENSION (B1- A1)
B1
Can read straightforward factual texts on subjects related to his/her field and
interest with a satisfactory level of comprehension.
A2
Can understand short, simple texts on familiar matters of a concrete type which
consist of high frequency everyday or job-related language.
A2
Can understand short, simple texts containing the highest frequency vocabulary,
including a proportion of shared international vocabulary items.
A1
Can understand very short, simple texts a single phrase at a time, picking up
familiar names, words and basic phrases and rereading as required.

7. Relevant Subscales for Reading Comprehension
 Reading correspondence
Page 69
 Reading for orientation
Page 70
 Reading for information and argument
Page 70
 Reading instructions
Page 71
 Identifying cues and inferring
Page 72
 Note taking
Page 96

8. Indicate and justify at which level(s) of the scale the subtest should be
situated. CERF 4.4.2.2. (I)
Can understand basic types of standard routine letters and faxes
(enquiries, orders, letters of confirmation etc.) on familiar topics.
Can scan longer texts in order to locate desired information, and
gather information from different parts of a text, or from different
texts in order to fulfil a specific task.
Can understand short, simple messages on postcards.
Can understand articles and reports concerned with
contemporary problems in which the writers adopt particular
stances or viewpoints.
Can recognize significant points in straightforward newspaper
articles on familiar subjects.

9. Indicate and justify at which level(s) of the scale the subtest should be
situated. CERF 4.4.2.2. (I)
Can identify specific information in simpler written material he/she
encounters such as letters, brochures and short newspaper articles
describing events.
Can understand in detail lengthy, complex instructions on a new
machine or procedure, whether or not the instructions relate to his/her
own area of speciality, provided he/she can reread difficult sections.
Can scan quickly through long and complex texts, locating relevant
details.
Can quickly identify the content and relevance of news items, articles
and reports on a wide range of professional topics, deciding whether
closer study is worthwhile.
Can recognise familiar names, words and very basic phrases on
simple notices in the most common everyday situations.
Can understand regulations, for example safety, when expressed in

10. GENERAL READING COMPREHENSION TEST
REMARKS
1. Do not use questions students already know from experience without reading the
text
2. Avoid questions that apply to student’s opinion
3. Ask questions about the aim of the text
4. In multiple questions the distractors in alphabetical order & let students know it
5. In multiple questions stems ask questions not statements
6. Choose texts students are not familiar with
7. Do not use “possibility” words in your questions and distractors (probably)

11. GENERAL READING COMPREHENSION TEST
REMARKS
8. Do not repeat elements in text
9. Avoid bias (gender, culture, experience, attitudes)
10. Questions not extremely difficult or extremely easy
11. Language used compatible with the students’ level of language competence
12. The stem avoids unnecessary searching by student for relevant information
13. Distractors should exclude each other (and the correct answer)
14. Distractors in more or less the same format or phrasing as the correct answer

13. MULTIPLE CHOICE QUESTIONS
1. The aim of this text is to
A. give information about coffee.
B. advertise coffee.
C. explain how to make coffee.
2. When coffee first came to Europe,
A. it was very popular.
B. people refused to drink it.
C. people were not sure about it.
3. Coffee is dangerous
A. in experiments.
B. for children.
C. at night

14. PREPARE A READING TEST
LEVEL B1 LEVEL B2
 What to test (nouns and derivatives)
 Text source (text on the internet)
 Theme text (1. music - 2. hobbies - 3.
sports - 4. food)
 Tasks - exercises (1. multiple choice -
2. true/false - 3. open ended)
 What to test (nouns and derivatives)
 Text source (magazine & newspaper
articles)
 Theme text (1. literature - 2.
magazines - 3. newspaper - 4. short
stories)
 Tasks - exercises (1. multiple choice -
2. true/false - 3. open ended – 4.
vocabulary check – 5. fill in the blanks)

15. WRITING

16. FORMS FOR DESCRIBING A WRITING EXAMINATION
 In what contexts (domains-situations, …) are the test takers to show ability?
Table 5/CEFR 4.1.
 Which communication themes are the test takers expected to be able to handle?
Lists/CEFR 4.2.
 Which communicative tasks, activities and strategies are the test takers
expected to be able to handle
Lists/CEFR 4.3, 4.4.2.1, 7.1, 7.2 and 7.3.
 What kind of texts and text-types are the test takers expected to be able to
handle? Lists/CEFR 4.6.2 and 4.6.3.

17. OVERALL WRITTEN INTERACTION
C2 As C1
C1
Can express him/herself with clarity and precision, relating to the addressee
flexibly and effectively.
B2 Can express news and views effectively in writing, and relate to those of others.
B1
Can convey information and ideas on abstract as well as concrete topics, check
information and ask about or explain problems with reasonable precision.
Can write personal letters and notes asking for or conveying simple information
of immediate relevance, getting across the point he/she feels to be important.
A2
Can write short, simple formulaic notes relating to matters in areas of immediate
need.
Can ask for or pass on personal details in written form.

18. Testing Writing

19. Checklist for writing tasks
 Is the topic of the text to be produced accessible to the target candidates and
is the context realistic?
 Is the language in the rubrics accessible to candidates at the target level?
 Is the purpose of the task clearly indicated?
 Does the task provide an opportunity for candidates to show their range?
 Is each task within the word count? Is a word count provided?
 Is a marking scheme provided?
 Has a sample answer for each task been provided?

20. Indicate and justify at which level(s) of the scale the topics below should be situated. CERF 4.4.2.2. (I)
1. In groups: write a short article for the youngobserver.com what stereotypes there exist about
your country. Give three positive and three negative instances. Also give some stereotypes for
Australia.
2. Tell about your favourite holiday on the website Myfavouriteholiday.com
3. In groups: Create a poster on which you advice how to protect the environment. Also think of a
slogan.
4. Answer the following e-mail and indicate why you do not agree.
From: veronique.dumoulin@gmail.com
To : j.dupuis@club-internet.com
Subject: Vincent’s birthday
I think I am going to give Vincent a nice tie for his birthday. What do you think ?
5. On the basis of a reading comprehension activity. A text in the Canadian newspaper The Press
on video surveillance in cities with a survey of what Canadians think of installing cameras in public
places. Send a short letter (150-200 words) to the editor of The Press in which you give your own
opinion on video surveillance.
6. Create your own English personal page on the Internet:
• Introduce yourself
• Choose an illustration