Contents -- List of Figures xi -- List of Tables xiii -- Preface xv -- List of Abbreviations xvii -- Introduction 1 -- The Common European Framework 1 -- Scaling Proficiency Descriptors 3 -- The Context of the Study 4 -- 1. Language Proficiency Scales 9 -- Definitions 11 -- Attractions 11 -- Origins 13 -- Purposes 17 -- Types 21 -- Metaphors for Scales 23 -- Descriptions of Behaviour and Behavioural Objectives 25 -- Difficulties with Common Framework Scales 28 -- 2. Description 41 -- Definitions of Language Proficiency 41 -- Interpretations of Communicative Competence 43 -- Competence and Proficiency 47 -- The Native Speaker as Criterion 54 -- User Perspectives 60 -- Categories for Communicative Language Proficiency 62 -- Categories for Communicative Activity 98 -- A Unitary Competence: Holistic Approaches 115 -- Towards Balanced Scale Categories 123 -- Summary on Description Issues 128 -- 3. Measurement 131 -- Criterion-referenced Assessment 131 -- The Development of Behaviourally-based Assessment Scales 139 -- Uniformity of Scales and Grids 146 -- Dimensionality 149 -- Types of Measurement Scales 153 -- Essentials of a Valid Measurement Scale 156 -- Common Methods of Scale Construction 161 -- The Rasch Measurement Model 162 -- Developing a Framework Scale with the Rasch Model 166 -- The Many-faceted Rasch Model 175 -- Summary on Measurement Issues 179 -- 4. Developing a Descriptor Pool 181 -- Provisional Categories 182 -- Provisional Levels 183 -- Editing 184 -- Pre-testing Workshops with Teachers 185 -- 5. Data Collection and Correction 193 -- Connecting Questionnaires 194 -- Rating Conference 198 -- Rating Scale 206 -- Subjects 207 -- Problems with the Analysis 208 -- 6. Constructing the Scale 223 -- Analysis Specifications and Data Organisation 223 -- FACETS Output 225 -- Investigating Use of the Rating Scale 230.

Dimensionality: Identifying Problematic Content Strands 233 -- Refining the Dimension: Quality Control of Anchor Items 246 -- Investigating Variation across Sectors and Regions 255 -- Refining the Bank: Quality Control on Individual Descriptors 260 -- Establishing an Item Quality Hierarchy 268 -- 7. Interpreting the Scale 271 -- Setting Cut-offs between Levels 271 -- Scale Shrinkage 283 -- Content Coherence 285 -- Progression in Proficiency 290 -- 8. Learner Achievement 311 -- Decisions on Data Inclusion 311 -- Analysis 316 -- Achievement in Educational Sectors 322 -- Learner Calibrations from Two Data Sets 329 -- Concurrent Validity 331 -- 9. Conclusions 335 -- Project Results 335 -- Replication in Year 2 338 -- Conclusions in Relation to the Rasch Model 341 -- Conclusions in Relation to Descriptors 343 -- Areas for Follow up and Further research 346 -- Appendices 351 -- Appendix 1: Sample Data Collection Questionnaire 351 -- Appendix 2: Sample Rating Conference Mini-questionnaire 357 -- Appendix 3: Vertical Scale of Descriptors with Fit and SEM 358 -- Appendix 4: Classified Scales of Descriptors with Sources 386 -- References 417.