留學考試

現今越來越多英語檢測自行宣稱使用並對應CEFR語言架構，然而當檢測欲以CEFR作為制定參考時，檢測研發單位須負起使用之妥當性，並且需依照可信賴及透明化的方式提供相關流程佐證。首先是針對制定檢測的流程是否符合信效度，二為佐證與CEFR的對應關係。這些資訊都必須提供給測驗使用者以及認可採用者，以確認該檢測之效力。

依據制定CEFR之官方單位歐洲議會(The Council of Europe)指出，若檢測研發單位欲依循CEFR語言架構進行測驗的設計，可使用歐洲議會(The Council of Europe)訂定於2009年1月《Manual for Relating Language Examinations to the Common European Framework of Reference for Languages》研究報告進行測驗設計，以下是歐洲議會提出檢測研發單位應提供制定檢測流程報告之目的論述(p.1)：

The Council of Europe's Language Policy Division recommends that examination providers who use the suggested procedures, or other procedures achieving the same ends, write up their experience in a report. Such reports should describe the use of procedures, discuss successes and difficulties and provide evidence for the claims being made for the examination. Users are encouraged to write these reports in order to:

• increase the transparency of the content of the examinations (theoretical rationale, aims of the examination, etc)
• increase the transparency of the intended level of examinations
• give test takers, test users and teaching and testing professionals the opportunity to analyse the quality of an
　examination and of the claimed relation with the CEFR
• provide an argumentation why some of the recommended procedures may not have been followed
• provide future researchers with a wider range of techniques to supplement those outlined in this Manual.

此研究報告明確指出，若語言測驗要與CEFR連結，則制定測驗流程可依照四大程序：熟悉化流程(Familiarization)、規格化流程(Specification)、標準化流程(Standardization)、實證性效度流程(Empirical validation)。這些流程最重要之核心是要確定測驗被制定的過程是具有效度的。因此在檢測研發單位提出其測驗與CEFR之連結關係前(External validity)，必須先佐證該測驗建構的效度、穩定性及一致性(Internal validity)。也就是檢測研發單位必須提出效度之佐證及測驗與此四大程序之關係，以確認測驗設計與CEFR之連結性。(P9, Relating an examination or test to the CEFR can best be seen as a process of “building an argument” based on a theoretical rationale. The central concept within this process is “validity”. The Manual presents five inter-related of procedures that users are advised to follow in order to design a linking scheme in terms of self-contained, manageable activities.)

*劍橋大學語言測評考試院為《Manual for Relating Language Examinations to the CEFR》制定者之一。
 

以下是四大流程之內容簡述(內容出自《Manual for Relating Language Examinations to the CEFR》Chapter 2, p.10)：

劍橋大學的語言檢測是依循CEFR各級制定，可從三大觀點進行論述並提出相關佐證。以下為詳細內容：

(一) 歷史性觀點(The history perspective)
Brian North：
“We’re really at the beginning of the process of validating the claims which are made by the examination boards about the relationship of their exams to the Framework. There is a difference between having a very good idea of what the relationship is and confirming it. Cambridge ESOL is an exception, because there is a relationship between the levels in the CEF [Common European Framework] and the levels of the Cambridge ESOL exams.” (Interview with Brian North in ELT News, Feb 06.)

身為制定CEFR語言架構者之一的Brian North提及到，劍橋大學語言測評考試院所制定的語言檢測和CEFR之間有相當緊密的關聯性。CEFR的緣起可以回溯到1970年代，當歐洲議會(Council of Europe)推動現代語言計畫(Modern Language Project)，其目的是訂定與教學相關的語言學習目標，其中發展了Waysatge(初階)及Threshold(中階)兩個等級。在1980年代，劍橋大學語言測評考試院提供資金及專業學術等支持，協助修正Waysatge(初階)及Threshold(中階)的內容，並依此進而研發出劍橋大學KET(Cambridge English: Key)及PET(Cambridge English: Preliminary)測驗。此外當在制定其他之CEFR等級時，同時間身為制定者的劍橋大學亦研發該等級之檢測。以下為劍橋五級測驗(Cambridge English)和CEFR的研發歷史：