Paşa Tevfik CEPHE, Tuğba Elif TOPRAK

The common european framework of reference for languages: İnsights for language testing

Avrupa ülkeleri arasında uyumu ve şeffaflığı sağlamayı ve Avrupa vatandaşlığı kavramını desteklemeyiamaçlayan Avrupa Dilleri Öğretimi Ortak Çerçeve Programı (Avrupa Konseyi, 2001) paydaşlara dil öğretimprogramı ve müfredat hazırlama, ders kitabı yazma gibi konuların yanı sıra öğrenme çıktılarını değerlendirmeyeyönelik de olanaklar sağlayan bir projedir. Dilde ölçme değerlendirme açısından bakıldığında, başvuru metnininyeni sınavlar hazırlamada ve standartlar belirleyerek mevcut sınavları karşılaştırmada bir dayanak noktası olarakkullanılabileceği iddiası söz konusudur. Avrupa Konseyi (2001) de başvuru metninin sınav içeriğininbelirlemesi, değerlendirme ölçütlerinin ortaya konulması ve sınavlardaki yeterlilik derecelerinin belirlenmesi içinkullanılabileceğini açıkta belirtmektedir. Başvuru metninin dilde ölçme değerlendirme alanında oynayabileceğirolün önemi yadsınamazken, başvuru metnine göre hazırlanan yeni sınavlar ve bünyesinde düzenlemeler yapılanhâlihazırdaki sınavlara eleştirel bir gözle bakmak gereklidir. Bu açıdan, mevcut çalışma, dilde ölçme vedeğerlendirme alanına yönelik olarak başvuru metninin sahip olduğu potansiyel problemleri ve uygulamayadönük unsurları incelemeyi amaçlamakta, dilde ölçme alanında çalışan paydaşlar ve dil öğretmenleri içinuygulamaya dönük çıkarımları tartışmaktadır.

Avrupa dilleri öğretimi ortak çerçeve programı ve yabancı dil öğretiminde ölçmeye dair görüşler

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council ofEurope, 2001) which aims to bring about harmonisation and transparency within Europe and promote the idea ofEuropean citizenship is a project that provides the stakeholders with a reference document that could be utilisednot only for developing language curriculum and syllabus, preparing course books but also for evaluating thelearning outcomes. In terms of language testing, the major claim of the CEFR is its potential to be used as areference point to design of new language tests and make a comparison among the existing language tests bysetting standards. Council of Europe (2001) also makes clear that the CEFR could be used for the specificationof the content of the test and exams, setting the criteria of assessment and describing the levels of proficiency intests. Though the CEFR has a great potential for playing a crucial role in language testing, the issues ofdeveloping and aligning tests to the CEFR need to be considered with a critical eye. Hence, the present study isan attempt to examine the practical considerations and potential problems related to the CEFR in terms oflanguage testing and to discuss some practical implications for language testers and language teachers in termsof test generation and alignment.

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