USING THE CEFR TO PROVIDE TEST SPECIFICATIONS FOR ASSESSING VOCABULARY FOR ESL/EFL ACADEMIC WRITING:POTENTIALS AND LIMITATIONS

Abstract

The Common European Framework of Reference has caused much debate ever since it was published in 2001. It was developed with the aim of being used as a descriptive tool in language teaching, learning and assessment. In this paper we will explore its potentials in helping language practitioners utilize its descriptors and guidelines for devel opment of test specifications for ESL/EFL academic vocabulary. We will examine the existing vocabulary-related descriptors and reflect on their potentials to be used in two ways:as a basis upon which test specifications for assessing academic writing will be developed, and as descriptors for rating scales in test rubric. At the same time, we will reflect on two aspects which have been a subject of criticism in terms of language assessment. First, it has been claimed that the CEFR lacks a strong link to any theoretical models (apart from, maybe, a model of communicative competence), which hinders its potentials to be used as a basis for test specifications. Second, descriptors within the Frame work do not provide enough contextual clues, as is necessary for developing a language test.