CEFR Assessment Tasks SIP: Reading and Listening Task Templates

CEFR TASK COLLECTION

Micro-activities Recognise familiar names, words and very basic phrases Understand info about people simple messages Text features Very short simple texts Visual support Familiar names, words and basic phrases Separate, short independent phrases

WORKED SCENARIOS
CONTEXT Holiday Hotel (Fitness) Club School TASKS Find information in a completed questionnaire Fill in a form with your own personal information Give personal information ACTIVITIES

CEFR Salient Characteristics: Reception Setting Action Follow, maybe with a little
difficulty

What is understood

Source Films with a considerable degree of slang and idiomatic usage Poor quality, audially distorted public announcements

Restrictions
May occasionally need to: confirm details (with dictionary, from speaker) if outside field re-read difficult sections

A1 Reading Task Collection

CEFR Descriptor A1 I can understand short simple message on postcards, for example holiday greetings I can write a simple postcard (for example holiday greetings) Task features / Item types Info transfer Gap fill Open Questions Find info on weather, place, activities, family or companion, accommodation, impression Guided writing (follow model) Info transfer Gap fill Find info on nationality, job, hobbies Guided writing (form) Example 3 connected tasks. Find 10 pieces of information in a postcard Write long answers to a series of questions about the postcard, and about your last holiday Use that information to write a simple postcard

C1

Abstract and complex

topics encountered in social, academic and professional life, whether or not they relate to own field/speciality

READING & WRITING & SPEAKING ASSESSMENT: FORMS OVERVIEW

DOMAIN Personal TEXTS Reading for Orientation: Scan everyday material for specific information Writing: Fill in a form with your personal information Spoken: Introduce yourself and give personal information

A1

Understand

Finer points of detail Implied as well as stated opinions A wide range of idiomatic expres
sions and colloquialisms Register shifts Implied attitudes and relationships

Lengthy, complex texts of various kinds Extended speech lectures, discussions, debates -even when not clearly
structured Complex interactions between third parties in interaction and debate A wide range of recorded and broadcast texts, including some non-standard Any correspondence

Forms: hospital, fitness, school, hotel,

B2+

A wide range of familiar and unfamiliar topics encountered in social, academic and professional life

Follow, maybe with a

little ,difficulty

Animated conversation between native speakers

Understand

Spoken language, live broadcast Specialised texts (highly specialised if within field)

Standard, non-idiomatic: Adequate discourse structure Low background noise May occasionally need to confirm details
(with dictionary, from speaker) if outside field if above conditions not met

LEVEL 3 connected tasks: Find 3 pieces of information in a completed questionnaire and complete the table / gaps in sentences Fill in a form with your own personal information Give personal information (spoken). 2 connected tasks: Find 3 pieces of info on a poster or list of scheduled events Ask colleague: if he/she would like to go out to which event when and where to meet CAN-DOS*

A1 I can understand a questionnaire (entry permit form, hotel registration) well enough to give the most important information about myself (name, surname, date of birth, nationality) I can fill in a questionnaire with my personal details (job, age, address, hobbies) I can give personal information (address, telephone number, nationality, age, family and hobbies)

COMPETENCES STRATEGIC Using known words to locate the right part of the text Recognize prompt on the forms Functional Personal details

A1

B2

Reasonably familiar
concrete and abstract topics related to field of interest/speciality

Follow, maybe with a little

difficulty

Much of what is said

Discussion around him/her by native speakers Long and complex texts News items, articles and reports Extended speech: lectures, talks, presentations, reports, discussions Propositionally and linguistically complex text Technical discussions; lengthy, complex instructions; details on conditions Argumentative text
or warnings Most TV and current affairs programmes TV documentaries, interviews, talk shows, highly specialised sources Announcements and messages Most radio documentaries, recorded audio materials Correspondence

Standard Clearly signposted/signalled with explicit markers If native speakers talking together modify language If can re-read difficult sections

Scan quickly

Relevance Whether closer study is worthwhile Specific details Main ideas Essentials/essential meaning Complex lines of argument Speaker/writer mood, tone etc.

Understand (with a large

degree of independence)

I can understand a questionnaire (entry permit form, hotel registration) well enough to give the most important information about myself (name, surname, date of birth, nationality) I can fill in a questionnaire with my personal details (job, age, address, hobbies) I can give personal information (address, telephone number, nationality, age, family and hobbies) I can locate a concert or a film on calendars of public events or posters and identify where it takes place and at what time it starts.

Recognise familiar names, words and very basic phrases Understand information about people

Short - Maximum A5 size Simple and direct Familiar names, words and basic phrases

PRAGMATIC

Discourse MICROACTIVITIES* RECOGNISE UNDERSTAND familiar names, words and very basic phrases information about people short form- Maximum A5 size simple and direct familiar names, words and basic phrases LINGUISTIC Grammatical

Recognising texts by layout Navigating by layout

A1

Recognise familiar names, words and very basic phrases Understand times, locations

Visual support Familiar names, words and basic phrases Separate, short independent entries

Info transfer Gap fill on Find info on event, time, location, price

B1+

Common everyday or job-related topics Topics in his/her field of (personal) interest

Follow, though not necessarily in detail

Line of argument in treatment of

the issue

Scan Understand

Desired information Straightforward factual information

content General message Main conclusions Specific details

Longer texts Different texts, different parts of a text Argumentative text Lectures and talks within own field Large part of many TV programmes: interviews, short lectures, news Majority of recorded and broadcast audio material
reports

Standard (Familiar accent) Straightforward Clearly signposted/signalled with explicit markers

TEXT FEATURES* CRITERIA* (Writing & Speaking) Message Precision Accuracy

Very simple phrases: I am, I like, I live, I have, Masculine/feminine Family, nationality, job, hobbies, personal details Entering details correctly

Lexical Orthographic

A2 Reading Task Collection

CEFR Descriptor Micro-activities Text features Item types Example Restrictions
Clear Standard Straightforward Relatively slow

Communicate what is needed in a simple and direct exchange of very limited information: Uses simple words or basic phrases learnt for this specific situation correctly Reasonable phonetic/spelling accuracy (but not necessarily fully standard pronunciation/orthography) / Use and

CEFR Salient Characteristics: Reception (continued) Setting B1 Familiar topics regularly

encountered in a school, work or leisure context Topics in his/her field of (personal) interest

Pronunciation / Orthography A2 I can identify important information in news summaries or simple newspaper articles in which numbers and names play an important role and which are clearly structured and illustrated. Process with the text information in a picture Process with the text figures, numbers and diagrammatic information Understand the main point Newspaper and magazine articles* article de journal On-line article Length: 100-150 words Perhaps with tables of figures, or diagrams explaining figures Matching titles to texts True/False/ Not stated Provide paraphrase or synonym Gap-fill text Open questions Summary True/False/ Not stated Provide paraphrase or synonym Gap-fill text Open questions Answer questions, either T / F / NS MCQ Open Qs Summarise in a few words the subject of the article Linking

Action Follow, though not

necessarily in detail

What is understood Significant points

Source
Extended discussion around him/her Many films in which visuals and action carry much of the story line TV programmes: interviews, short lectures, news reports Straightforward newspaper articles Straightforward factual texts Short narratives Descriptions of events, feelings, wishes Detailed directions Short talks Radio news bulletins and simpler recorded materials Everyday written materials: letters, brochures, short official documents Simple technical information e.g. operating instructions TV news items reporting events, accidents etc. in which visuals support the commentary

* Content From CEFR scales and/or Swiss EAQUALS-ALTE Portfolio in normal print Elaborated content (e.g. Micro-activities chart) in italics

Understand with satisfactory

comprehension

Main points Relevant information

A2

I can understand a simple personal letter in which the writer tells or asks me about aspects of everyday life.

A2+

Familiar topics of a
oncrete type

Identify Understand enough to meet

needs

Main points

Clearly and slowly articulated Expressed in simple language

Basic types of standard letters, faxes (enquiries, orders, confirmations) Short texts with simpler, high frequency everyday and job-related
language Regulations, e.g. Safety

Recognise dates, places and main people involved Understand relation to space and time Understand the main point(s) being related

Letter or email* lettre manuscrite informelle ou mail Length: 100-150 words Content : at lesst 4 different actions/ events related Use of past, present and future time

Find in the text the X events the author refers to and indicate where and when they happen. Extension for Writing: Write a reply taking account of the points made and questions asked in the letter

READING & WRITING & SPEAKING ASSESSMENT: FORMS IMPLEMENTATION A1

TASK 1 READING

GENERAL DESCRIPTION SOURCES

Find 3 pieces of information in a completed questionnaire and complete the table / gaps in sentences Forms: hospital, fitness, school, web shopping portals, local government, social services,

A2

Predictable everyday
matters Areas of most immediate priority: basic personal, family, shopping, local area, employment

Identify

Specific, predictable information Topic of discussion

Changes of topic An idea of the content Main point Essential information

Simpler everyday material: advertisements, menus, reference lists,

timetables, brochures, letters Discussion around him/her

Clearly and slowly articulated A2 I can understand simple written messages from friends or colleagues, for example saying when we should meet to play football or asking me to be at work early. Recognise abbreviations used in text messages and email Understand the main points, what the person expects of me Text message Hand written note Short email True/False/ Not stated Draw up a plan following indications given Gap-fill text Re-write the message without abbreviations Extension for Writing: Write a note in reply explain what you would propose doing

AUTHENTICITY TEXT FEATURES LENGTH VISUAL SUPPORT ITEM TYPE / NUMBER TASK RUBRIC TIME

With very minor adaptation (e.g. use only relevant section in a form ) Form: max A5 in size / half an A4 page Layout, titles Info transfer: name, address, age, (nationality), family (job), phone number, (hobbies). Info required on the three areas here Gap fill: name, address, age, (nationality), family (job), phone number, (hobbies) Look at the completed form and find the information to complete the sentences. 10 minutes 2 marks per item (2 if copied fully correctly) (3 items = 6 marks)

Understand

Short newspaper articles describing events Factual TV news items Short simple texts containing the highest frequency vocabulary including a Simple directions relating to how to get from A to B Simple clear messages, announcements, recorded passages Simple instructions on equipment encountered in everyday life (e.g.
telephone) Short simple personal letters Everyday signs and notices: directions, instructions, hazards proportion of shared international vocabulary items

shown in bold and brackets

Look at the completed form and find the information to complete the table. 10 minutes 2 marks per item (2 if copied fully correctly) (3 items = 6 marks) WRITING Fill in a form with your own personal information. Dictionaries allowed Very guided writing (form) approximately 8 entries Fill in this form with information about you. 10 minutes

A1

The most common everyday situations

Identify

Familiar words, phrases, names An idea of the content (Main point)

Simple notices Simpler informational material Very short simple texts with visual support, a single phrase at a time:
messages on postcards directions descriptions

Very slow, carefully articulated, with long pauses to

allow assimilation of meaning Familiar names, words and basic phrases A chance to re-read/get repetition

B2 Reading Task Collection

CEFR Descriptor Micro-activities Text features Task features Example B2 I can quickly look through a manual (for example for a computer program) and find and understand relevant explanations and help for a specific problem Scan quickly Recognize Relevance Understand main point Understand essential meaning Understand specific details Understand main ideas Understand complex lines of argument Understand writer mood, tone Clearly signposted text Standard variety Structured text Information rich Technical but for general reader Identify relevant parts of text. Retrieve specific information Time bound Matching extracts from software manual (how to guide) requirements (e.g I want to change the order of pages) with paragraphs giving relevant instructions or explanations.

MARK SCHEME TASK 2 GENERAL DESCRIPTION ITEM TYPE / NUMBER TASK RUBRIC TIME MARK SCHEME TASK 3 GENERAL DESCRIPTION ITEM TYPE / NUMBER

Understand

CEFR RECEPTION - MICRO-ACTIVITIES ACROSS LEVELS A1 Recognise familiar names, words and very basic phrases

A2 specific information in lists, reference works changes in topic

B1 useful information

B2 which part(s) of the text(s) is relevant to the purpose a change of direction, style or emphasis different formulation of the same ideas

C1 which part(s) of the text(s) is relevant to the purpose highlighting of the most important points variation of style for effect register shifts what will come next.

C2 subtle distinctions of style

relevant facts and information

hidden value judgements

understatement irony and sarcasm

B2

the social, political or historical background of a literary text

irony complex, specialised diagrams, charts and graphs

I can read and understand articles and reports on current problems in which the writers express specific attitudes and points of view

Long & complex Clearly structured argument (opinion, supporting arguments, examples)

Process with accompanying text

figures/numbers an image a sign/symbol timetable calendar contact details town map

figures/numbers diagrams (equipment) organigrams map or plan

diagrams (object, machine, organism) tables pie charts etc.

charts graphs diagrams (flow charts, classifications, contrasts)

Recognise writers viewpoint Distinguish elements of argument (e.g. reported facts) from conclusions and opinions

Read newspaper opinion piece and answer multiple choice items requiring learner to distinguish paraphrases of elements in text from possible misinterpretations

Message precision: /3. 3: all necessary info on suggestion; 2: 1 aspect missing; 1: faulty message; 0: incoherent Accuracy: / 1. Orthography: /1 Linking: /1. SPEAKING Give 5 pieces of personal information in a short presentation Oral presentation Give information about yourself. Give your name and address, age and nationality. Talk about your family, job and hobbies. Give your phone number 5 minutes Message precision: /3. 3: all necessary info on suggestion; 2: 1 aspect missing; 1: faulty message; 0: incoherent Accuracy: / 1. Pronunciation: /1 Linking: /1.

B2

Distinguish

main point / relevant

facts and information

from specific details

main points from relevant supporting detail /arguments/ examples such supporting arguments and more precise information from a digression

main point from supporting arguments sub-themes details examples

Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.

Recognize Relevance Understand essential meaning Understand points of view, opinions Distinguish main points from relevant supporting detail Process with text diagram table Understand specific details

Complex Variety of viewpoints

Recognise subtle distinctions between viewpoints

Read review of press coverage of an issue (e.g. on Salon.com); Match brief statements of opinion with name of columnist or newspaper. Information transfer: read e.g Wikipedia article on types of boat and complete typology in table or diagram form

TASK RUBRIC

TIME

B2+

aspects reported as facts from those reported as opinion

attitude, mood, intentions implicit meanings, ideas and connections implied as well as stated opinions implied, indirect and ambiguous relationships use of humour implicit cultural references implied attitudes nuances and finer shades of meaning and differentiation implied opinions implied, indirect and ambiguous relationships metaphors, symbols,

Understand

info about

an idea of the people overall meaning times, locations well-signalled main points simple messages essential / basic informa-

main points / most

tion

information Specifically required information

most important

Relevant factual i nformation an explicitly signalled line of argument main conclusions specific details

important information

main ideas essentials/essential meaning explicitly stated points of view, opinions and complex lines of argument expressed, specific attitudes specific details mood and tone explicitly expressed in the text

Can obtain information, ideas and opinions from highly specialised sources within his/her field. Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology.

Highly specialised text Information-rich texts intended to inform the educated general reader on technical or specialised matters Abstract & technical vocabulary Specialised vocabulary defined in text or not essential to global comprehension

Information transfer by completing a table or diagram Open ended questions

MARK SCHEME

The CEFR-based scenario concept comes from the 2009-10 Curriculum & Assessment SIP A CEFR Core Inventory for English. In that publication, example scenarios are given for teaching at each level. The current SIP has extended the scenario concept further for assessment. The idea is to provide fully worked examples of some of the assessment tasks in the Task collection. Texts and tasks in either English or French will in addition be provided for at least one scenario for Listening, Reading and Speaking at each level. The ultimate aim is to provide by November 2011 a set of specifications for tasks that can be used across languages, with English and French illustrative examples as reference.

Glyn Jones

connotations, and their function within the text very colloquial style
use of humour plays on words, puns satire and its function

Brian North 06.02.11

Bold = CEFR; Italic = ELP descriptors (Swiss/EAQUALS/ALTE; or Can Do SIP 2007). Normal print = additions not from CEFR

CEFR content is summarized in these charts, plus in a Teachers Guide giving advice on text types, text and task features, item types etc. for each level.

Reading: Between 4 and 8 tasks have been summarized for each level Listening: is the focus in April Speaking: will be addressed in autumn, probably with the Certification SIP

Members of the group met for workshops in London in November and in Lausanne in February. A further workshop on Listening takes place in Brighton on 19th April.