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Q: ALTE CAN DO STATEMENTS ( Answered,   0 Comments )
Question  
Subject: ALTE CAN DO STATEMENTS
Category: Reference, Education and News > Teaching and Research
Asked by: abdulmonem-ga
List Price: $5.00
Posted: 16 Jan 2004 12:47 PST
Expires: 15 Feb 2004 12:47 PST
Question ID: 297208
Articles and Can Do statements produced by the members of ALTE
1992-2002. I am looking for a copy of the Can Do statements which has
been produced by the the Association of Language Testers in Europe
(ALTE). I would like the full English version.I would like to download
it from the net.
Answer  
Subject: Re: ALTE CAN DO STATEMENTS
Answered By: angy-ga on 16 Jan 2004 23:47 PST
 
Hi, abdulmonem-ga !


Information on examinations using the ALTE structure which is linked
to the Common European Framework published by the Council of Europe
can be found at:

http://www.cambridgeesol.org/exam/index.cfm

Here you will find that ..."handbooks for many of the examinations,
containing full specifications and some sample papers, are available
for download. Past papers are only available for a charge from the
publications page."


A useful self assessment test based on the Can-do statements can be
found on a German site at:

http://www.hueber.de/downloads/english-elements/Self-Assessment-KL.pdf

Scroll down the page - the test itself is in English.


There seem to be no complete lists of all the statements used
available on line, but since this test is designed to be essentially a
self-evaluation test, seeing them in advance would not be of much help
to a student.


ALTE's own overview tables of the Can-do statements for English can be
found on their web site at:

http://www.alte.org

Their web site has been updated very recently.


Study ability statements are at:

http://www.alte.org/can_do/study.cfm


General ability statements are at:

http://www.alte.org/can_do/general.cfm


Social and tourist ability statements are at:

http://www.alte.org/can_do/social.cfm


Search terms"
Alte Can-do statements
language testing on-line
alte can-do scales 400


And work typical ability statements are at:

http://www.alte.org/can_do/work.cfm


You can use the File menu - usually in the top lefthand corner of your
screen - to save these pages to your computer or to print them out for
your own interest.

To contact ALTE for more information write to:

 ALTE Secretariat
1 Hills Road
Cambridge
CB1 2EU
www.alte.org
or
Tel: + 44 1223 552780
Fax: + 44 1223 553036
or
e-mail: stevens.b@ucles.org.uk

They can probably give you more information.



An interesting article by Neil Jones on the whole project is in the
Cambridge University Local Examinations Syndicate's Research Notes at:

http://www.cambridge-efl.org/rs_notes/0002/rs_notes2_6.cfm

They say: 
"The salient features of each ALTE level are as follows:

ALTE Breakthrough Level: a basic ability to communicate and exchange information.

ALTE Level 1 (Waystage User): people are able to deal with simple,
straightforward information and begin to express themselves in
familiar contexts.

ALTE Level 2 (Threshold User): in familiar situations, users can
express themselves in a limited way and deal in a general way with
non-routine information.

ALTE Level 3 (Independent User): the salient feature is instrumental,
functional ability ? people can achieve most goals, and express
themselves on a range of topics.

ALTE Level 4 (Competent User): the salient feature is how well people
can do it, in terms of appropriacy, sensitivity, and the capacity to
deal with unfamiliar topics.

ALTE Level 5 (Good User): moves beyond purely instrumental ability
(that is, the capacity to get things done). The salient feature is
linguistic. It indicates a capacity to deal with material which is
academic or cognitively demanding, and to use language to good effect.
That is, it describes a level of performance which may in certain
respects be more advanced than that of an average native speaker."


This article is followed up in Issue 5, which can be found at:

http://www.cambridge-efl.org.uk/rs_notes/rs_nts5.pdf 


Thank you for an interesting question.
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