The Common European Framework in its political and educational context What is the Common European Framework?

Other DIALANG scales based on the Common European Framework
In addition to the self-assessment statements, DIALANG uses two sets of descriptive
scales which are based on the CEF. The scales concern reading, writing and listening: 
Appendix C: The DIALANG scales
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2
The study was conducted in the Centre for Applied Language Studies at the University of Jyväskylä, which was the
Coordinating Centre of the Project in 1996–1999, by the Working Group for Data Analysis consisting of Fellyanka
Kaftandjieva (chair), Norman Verhelst, Sauli Takala, John de Jong, and Timo Törmäkangas. The Coordinating
Centre in DIALANG Phase 2 is Freie Universität Berlin.
3
OPLM is an extension of the Rasch model, which allows items to differ in their discrimination. The difference
between it and the two-parameter model is that discrimination parameters are not estimated but inputted as
known constants.
4
The global data-model fit was also quite good (p = .26) when the statements were calibrated together. The statistical
fit for skill-based calibration was also good (p = .10 for Reading, .84 for Writing and .78 for Listening).

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•
the more concise version accompanies the test score, 
•
the more extensive version is part of Advisory Feedback.
Concise scales
DIALANG uses the concise overall scales for reading, writing and listening to report
scores on the DIALANG system. When learners get feedback on their performance, they
are given a result on the CEF scale, A1 to C2, and the meaning of this score is described
using these reporting scales. These were validated in the DIALANG context by asking 12
expert judges to assign each statement to one of six levels. These overall reporting scales
were then used by the expert judges to assign each item in the DIALANG tests of Finnish
to a CEF level. The scale is based on Table 2 of the CEF; the descriptions were slightly
modified in the same way as SA statements. These scales are presented in Document C2.
Advisory feedback
The Advisory Feedback section of the assessment system uses scales which contain
more extensive descriptions of proficiency in reading, writing and listening. The
section provides the users with more detailed accounts of what learners can typically
do with the language at each of the skill levels. The learners can also compare the
description for a particular level with the descriptions for adjacent levels. These more
detailed scales are also based on the scales on Table 2 in the CEF, but the descriptors
were elaborated further with the help of other sections of the CEF and also other
sources. These scales are presented in Document C3.
Readers interested in the results of the empirical studies reported here will find
more detailed information about them in Takala and Kaftandjieva (forthcoming); for
further information about the system in general and the feedback it provides, consult
Huhta, Luoma, Oscarson, Sajavaara, Takala and Teasdale (forthcoming).
References
Huhta, A., S. Luoma, M. Oscarson, K. Sajavaara, S. Takala, and A. Teasdale (forthcoming).
DIALANG – A Diagnostic Language Assessment System for Learners. In J.C. Alderson (ed.)
Case Studies of the Use of the Common European Framework. Council of Europe.
North, B. (1996/2000). The Development of a Common Framework Scale of Language Proficiency
Based on a Theory of Measurement. PhD thesis. Thames Valley University. Reprinted 2000:
New York, Peter Lang.
Takala, S. and F. Kaftandjieva (forthcoming). Council of Europe Scales of Language Proficiency: A
Validation Study. In J.C. Alderson (ed.) Case Studies of the Use of the Common European
Framework. Council of Europe.
Verhelst, N., C. Glass and H. Verstralen (1985). One-Parameter Logistic Model: OPLM. Arnhem:
CITO.
Verhelst, N. and C. Glass (1995). The One-Parameter Logistic Model. In G. Fisher and I. Molenaar
(eds.) Rasch Models: Foundations, Recent Developments and Applications. New York:
Springer-Verlag. 215–237.
Appendix C: The DIALANG scales
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