Test on CEFR: Language Proficiency and Assessment
CEFR: Language Proficiency & Assessment - Student Guide
Test: Language Resources & Curriculum — Policy & planning, Language Resources & Curriculum — Competence & descriptors, Language Resources & Curriculum — CEFR descriptors, CEFR general references, CEFR descriptor development, Assessment & descriptor use, Language Resources & Curriculum — Publishing & sales, Language Resources & Curriculum — Institutions & centres, CEFR descriptor examples, CEFR descriptors and scales, Language Resources & Curriculum — Teaching methodology, CEFR plurilingualism & intercultural, CEFR in teaching & curriculum, CEFR communicative descriptors, CEFR proficiency frameworks, CEFR mediation descriptors, CEFR proficiency profiling, CEFR implementation & validation, Core Skills: Receptive (Listening) CEFR Levels, Language skills descriptors, Core Skills: Receptive (Reading) CEFR Levels, Language proficiency descriptors, Productive CEFR descriptors, Speaking CEFR descriptors, Writing CEFR descriptors, Assessment interaction & repair, Language proficiency levels, Communicative Competence & Functions: Transactional Interaction, Communicative Competence & Functions: Interactional & Mediated Communication, Digital & Mediated Communication — Mediation and CEFR descriptors, Digital & Mediated Communication — Online collaborative skills, Mediation & Intercultural Communication — Mediation in Language Education, Mediation & Intercultural Communication — Mediation Descriptors, Mediation & Intercultural Communication — Relaying & Summarising, Mediation & Intercultural Communication — Text Translation & Simplification, Cultural & Literary Studies (literature, intercultural content), Digital & Mediated Communication — Collaborative learning, Digital & Mediated Communication — Collaborative group skills, Digital & Mediated Communication — Facilitating and managing interaction, Mediation & Intercultural Communication — Mediation Skills & Teaching, Mediation & Intercultural Communication — Intercultural Mediation & CEFR, Mediation & Intercultural Communication — Plurilingual & Pluricultural Competence, Mediation & Intercultural Communication — Intercultural Competence, Mediation & Intercultural Communication — Communicative Language Competence, Language proficiency scales, Language Resources & Curriculum — Assessment & testing, Pronunciation & prosody, Sign language competence & descriptors, Proficiency & CEFR calibration, Sign language form & accuracy, Sociolinguistic & pragmatic competence, Text structure & descriptor development, Self-assessment & scales, Spoken proficiency descriptors, Writing assessment descriptors, Digital & Mediated Communication — Online interaction types, Mediation & Intercultural Communication — Visual Mediation, Mediation & Intercultural Communication — Translation & Interpreting Levels, Mediation & Intercultural Communication — Translation & Interpreting Descriptors, Mediation & Intercultural Communication — Note-taking & Relay Skills, Mediation & Intercultural Communication — Intercultural Mediation & Conflict, Descriptor validation, CEFR mediation & inclusion, Language Resources & Curriculum — Teaching resources
20 questions
Question 1: A B2 level learner can take accurate notes during a lecture, even when the subject matter is complex and entirely unfamiliar.
A. Ano
B. Ne
Explanation: The study materials state that a B2 level learner 'Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike them as important'. It does not indicate the ability to take accurate notes on complex and entirely unfamiliar subjects.
Question 2: According to the CEFR Companion Volume, which proficiency level describes a learner who can take detailed notes during a lecture, recording information so accurately and closely to the original that the notes could also be useful to other people?
A. B2
B. C1
C. B1+
D. A2
Explanation: The study materials state that a C1 level learner 'Can take detailed notes during a lecture on topics in their field of interest, recording the information so accurately and so closely to the original that the notes could also be useful to other people.'
Question 3: At the B2 level, identifying common ground in minor disputes primarily involves summarizing what has been agreed upon by the parties.
A. Ano
B. Ne
Explanation: At the B2 level, identifying common ground is achieved by asking questions and inviting each side to highlight possible solutions. Summarizing what has been agreed is a capability described at the B2+ level, not B2 for identifying common ground.
Question 4: According to the CEFR Companion Volume, how does a B2+ mediator primarily elicit possible solutions from parties in disagreement to help them reach consensus?
A. By confidently taking a firm but diplomatic stance over an issue.
B. By formulating open-ended, neutral questions to minimise embarrassment or offence.
C. By demonstrating sensitivity to different viewpoints, using repetition and paraphrase.
D. By clearly and accurately summarising what has been agreed.
Explanation: The study materials state that a B2+ level mediator "Can elicit possible solutions from parties in disagreement in order to help them to reach consensus, formulating open-ended, neutral questions to minimise embarrassment or offence." The other options describe actions for different proficiency levels or different aspects of mediation at the B2+ level, not specifically the primary method for eliciting solutions for consensus.
Question 5: The redundancy of successfully validated descriptors for certain levels was considered beneficial for the coherence of the calibration to levels, even if not all were included in the finalized CEFR illustrative descriptor scales.
A. Ano
B. Ne
Explanation: The study materials state that 'this redundancy is a good thing as it underlines the coherence of the calibration to levels, but it is not necessary to include all the descriptors concerned in the finalised CEFR illustrative descriptor scales.'