The testing of language skills for foreign students as we know it today began in the early 20th century. The first official test for English language learners was the Cambridge Proficiency Examination (CPE), set by the University of Cambridge in 1913. This was followed in 1939 by a lower level test called LCE – now known as the Cambridge First Certificate exam (FCE).
Although a number of other examinations have been established since then, Cambridge’s success has grown in tandem with the importance and prevalence of the English language itself. Currently, over 3.25 million students take a Cambridge examination each year and Cambridge University’s language assessment organisation, ESOL (English for Speakers of Other Languages), operates in 130 different countries. The FCE is accepted by many employers and universities around the world as it proves that candidates are able to live, study or work in an English speaking environment. But times are changing and modern needs call for modernised testing methods. The FCE is what we might call a ‘High jump’ type of test. That is, the student either passes or fails. If the student fails they must either re-sit the same test or attempt a lower level, and this, of course, costs money and takes time.
Wouldn’t it be convenient to have a test that, instead of simply failing or passing a student, accurately evaluated his or her level? We could call this a ‘Long jump’ type of test, in that there is no bar that you must ‘clear’ in order to pass. Weaker candidates would simply receive a lower grade, which may well be enough for their needs. The Common European Framework of Reference – CEFR – does this by applying criteria to establish 6 levels: A1, A2, B1, B2,C1 & C2, which are applicable to all languages.
Wouldn’t it also be challenging if speaking and listening communication skills were tested separately from writing and reading? That way we could give two levels of competence. E.g. Oral B1 – Writing B2.
There are many people from all walks of life who need to show their English language abilities, and not all of them require the same level or the same set of language skills. If you are planning to study a degree at an English speaking university, then you need good all-round English language knowledge and skills.
However, if you are applying for a job as a taxi driver in a city such as Amsterdam or Barcelona, do you really need to be able to write essays in English? Obviously, the ‘High jump’ tests are unsuitable for this type of situation. What the taxi driver needs is a speaking and listening test that will show whether or not he has an adequate level of oral English to be able to converse with, and understand, his passengers. But how best to test students’ oral skills in a way that is economic and convenient, yet natural and effective? There are currently over 1.3 billion mobile phones on the market. More and more people are using their smartphone as an educational tool, whether via m-learning portals, apps, podcasts, or in conversation classes over the phone. What easier and more authentic way to test an English learner’s listening and speaking skills than over the phone? It is, after all, one of the ways in which we most communicate with other people, particularly in business. Isn’t it about time we had an English language test that reflected the current predominance of telephone and teleconference communication?
Eduvir