Linking the International English Language Competency Assessment suite of examinations to the Common European Framework of Reference

Abstract

Abstract The study investigated the alignment process of the International English Language Competency Assessment (IELCA) suite examinations’ four levels, B1, B2, C1 and C2, onto the Common European Framework of Reference (CEFR) by explaining and discussing the five linking stages (Council of Europe (CoE 2009). Unlike previous studies, this study used the five linking stages altogether to make fair judgements and informed decisions about the practical consequences and validity arguments of this mapping task. Findings indicated that the useful and in-depth discussions of the relevant CEFR descriptors resulted in a deeper awareness of establishing succinct re-familiarisations and re-definitions of the salient features of the different skills and items, thus making them more specific to reflect the CEFR descriptors. The ample alignment activities provided fertile ground for dependable results. For instance, teacher estimates confirmed the cut scores with high agreement percentages, ranging from 74.4 to 99.34. Also, the FACETS analyses showed a good global model fit with a high reliability value of the judgement process, only after undergoing rater training sessions. Specifically, the majority of item difficulty estimates were within the typical range, thus indicating that the IELCA examinations were measuring the underlying construct traits; however, the empirical validation called for additional data and further implementation practices regarding other judgements on the levels’ boundary for IELCA examinations. Further mapping challenges, implications, and future research were also discussed.

Keywords

• Familiarisation
• Specification
• Standardisation
• Standard setting
• Validation
• Cut-off score