The Programme for International Student Assessment (PISA) has developed a robust framework for assessing foreign language learning, drawing on international best practices. With the increasing need for multilingual proficiency in today's globalized world, understanding how PISA measures language skills is crucial. This article explores the design of PISA's foreign language assessment framework, emphasizing its reliance on the Common European Framework of Reference for Languages (CEFR) and the socio-cognitive model of language use.
PISA's Use of the CEFR Framework
The CEFR is a cornerstone in PISA's foreign language assessment. This globally recognized framework provides a comprehensive structure for defining language proficiency, categorizing it into six primary levels: A1, A2, B1, B2, C1, and C2. Additionally, a pre-A1 level is used for learners who are just beginning their language acquisition journey. The CEFR's detailed descriptors allow PISA to evaluate students' language abilities across various activities, including reading, listening, speaking, and writing. This structured approach ensures that the assessment is consistent and aligned with international standards, making the results relevant and comparable across different countries.
The Socio-Cognitive Model of Language Use
In addition to the CEFR, PISA incorporates Weir's 2005 socio-cognitive model of language use into its assessment framework. This model considers language use as a blend of cognitive and social factors. It emphasizes that language proficiency is not just about mastering grammar and vocabulary but also about how effectively one can use these skills in real-life social contexts. The socio-cognitive model underlines the progression of language skills from basic to advanced levels, offering a nuanced understanding of how students develop their abilities in reading, listening, speaking, and writing. By integrating this model, PISA acknowledges the complexity of language learning and the importance of context in language use.
Defining Foreign Language Proficiency in PISA
PISA defines foreign language proficiency as the ability to communicate effectively in a foreign language. This involves more than just linguistic competence; it also includes the general skills necessary for engaging in communicative language activities. These activities are categorized into four main types: reception, production, interaction, and mediation. Reception involves understanding spoken or written language, while production focuses on creating language, whether spoken or written. Interaction refers to the ability to participate in conversations, and mediation involves facilitating communication between people who may not share the same language. PISA's comprehensive definition ensures that its assessment captures the multifaceted nature of language proficiency.
The Role of Language Strategies
Effective communication in a foreign language also requires the application of appropriate language strategies. These strategies include the ability to manage conversations, use contextual clues, and employ repair techniques when communication breaks down. PISA's assessment framework recognizes the importance of these strategies in achieving communicative competence, ensuring that students are evaluated not only on their language knowledge but also on their ability to use that knowledge effectively in real-world situations.
PISA's framework for assessing foreign language learning is a well-rounded approach that draws on established international standards like the CEFR and incorporates the socio-cognitive model of language use. By defining foreign language proficiency in terms of communicative competence and the use of language strategies, PISA ensures that its assessments reflect the complex and dynamic nature of language learning. This approach not only provides valuable insights into students' language abilities but also supports educational systems in improving language instruction and fostering multilingualism.
