Test instruction
for certification in language competencies, consisting of three stages: registration, test and interview
• The test is carried out entirely on a computer, participation in the test and viewing the results is carried out immediately after the end of the test.
• You can take part in the test at the TashPMI Center for Advanced Technologies and Strategic Initiatives.
• The test process is fully standardized, the test tasks have been thoroughly validated and tested.
• The test results can be found out immediately after participating in the test. The levels of foreign language proficiency on the test correspond to the pan–European standards for language competencies - from A1 to B2.
• Candidates who have a valid international or national certificate of proficiency in a foreign language of at least B2 are admitted immediately to the stage of an interview.
• The test results can help in choosing the appropriate level of the language course, as well as in preparing for international tests and receiving a personal salary allowance.
• The test results are valid for 2 years, after which it is necessary to retest to confirm the level of language proficiency.
On the day of the test, you need to come to the test venue 10 minutes before your time, you must have your identity document with you.
The use of books, calculators, telephones, dictionaries and other auxiliary tools during the test is prohibited.
During the test: it is forbidden to open additional windows in the Internet Explorer and new PC windows in order to avoid problems with the operation of the test page.
• First read the entire test, try to understand its meaning.
• Only then begin to complete the task.
• Don't dwell too long on a single text or sentence.
• After 40 minutes, the system closes automatically.
• If you have finished a task ahead of time, then you can move on to the next task. Keep in mind that it is IMPOSSIBLE to return to the previous task.
• up to 19 points – the test is not passed
• from 20 to 39 points - A1
• from 40 to 69 points - A2
• from 70 to 99 points – B1
• from 100 points - B2 and above
• The interview stage of certification will be based on the candidate's subject area, as well as on general issues of medicine and healthcare.
• Each interview will be conducted individually by the Commission according to the type of "open lesson".
• The results of the interview will be reported within 3 days.
A paragraph-length text in which the second half of every second word is deleted (language-specific variations in deletion procedures may exist). Examinees reconstruct responses by completing the deleted parts of the words.
• C-test scores are reliable measures of global language proficiency (Eckes & Grotjahn, 2006).
• First language users can complete C-tests with very high accuracy rates (Grothjahn, Klein-Braley, & Raatz, 2002).
• C-tests are more powerful predictors of language proficiency than the other short-cut measures (Harsch & Hartig, 2016).
• C-tests function well across languages that have distinct writing systems (e.g. Japanese, Korean, Bangla, Turkish) (Norris, 2018).
• Standardized text-selection procedures produce more reliable results (Norris, 2018).
CEFR
They have facilitated a fresh approach to communicating these teaching methods in a manner potentially more conducive to operational appropriation of unknown languages. By thus identifying language needs, they were able to pinpoint the knowledge and know-how required for attaining this communication “threshold.
The CEFR organises language proficiency in six levels, A1 to C2, which can be regrouped into three broad levels: Basic User, Independent User and Proficient User, and that can be further subdivided according to the needs of the local context. The levels are defined through ‘can-do’ descriptors. The levels did not suddenly appear from nowhere in 2001, but were a development over a period of time, as described below.
The first specification of this “threshold level” was formulated for the English language (Threshold level, 1975), quickly followed by French (Un Niveau Seuil, 1976). These two instruments have been used de facto as models for the same type of reference instruments that were produced subsequently for other languages, but they were adapted to suit the peculiar features of each language.
In order to meet the teaching and certification requirements, the level concept as defined was extended to cover specification of levels lying immediately below and above the threshold level. In the light of the developments in this field, particularly as regards the CEFR, other levels were developed for a number of languages. These proficiency levels constitute one of the origins of the six-level scale of the CEFR.
Launched in 2001, the CEFR marked a major turning point as it can be adapted and used for multiple contexts and applied for all languages.
The CEFR is based on all these achievements and has developed a description of the process of mastering an unknown language by type of competence and sub-competence, using descriptors for each competence or sub-competence, on which we shall not go into further detail here. These descriptors were created without reference to any specific language, which guarantees their relevance and across-the-board applicability. The descriptors specify progressive mastery of each skill, which is graded on a six-level scale (A1, A2, B1, B2, C1, C2).
However, for textbook authors, teachers and other professionals, the specification set out in the CEFR may appear excessively broad, particularly since individual languages are not addressed. The Reference Level Descriptions (RLD) for national and regional languages, which provide detailed content specifications for different CEFR levels, have been developed to address this issue.
Legislation
The resolution of the Agency for the Popularization of Foreign Language Learning under the Cabinet of Ministers and the State Inspectorate for the Supervision of the Quality of Education under the Cabinet of Ministers approved a list of internationally recognized certificates for assessing the level of proficiency in foreign languages and the level of compliance between national and internationally recognized certificates determining the level of knowledge of foreign languages (reg. No. 3318 of 07.09.2021).
The document was adopted in accordance with the Resolution of the Cabinet of Ministers of 19.05.2021 No. 312 "On measures for the effective organization of the popularization of foreign language learning".
So, for example, the list of internationally recognized certificates of assessment of the level of knowledge of foreign languages includes:
C-test
C-tests utilise redundancy within natural language. This is achieved in the test tasks by the removal of word parts.
Verbal and written statements or sentences usually contain more information than the recipient needs to understand them. These redundancies are to be found at both the individual character and word level as well as at the sentence and clause level. In the case of an interruption in communication, for example, by noise during an announcement or illegible handwriting, understanding is impaired. Recipients with a high level of language proficiency understand what is being said (or written) even if parts of the message are incomplete or missing.
Example:
(1) Mny universities hve cnteens. There, students and employees hve lunch, drink coffee or simply tlk.
(2) Many _______ have _____. There, students and employees _______ lunch, _____coffee or simply ______.
In sentence (1), the letter "a" was removed from each word at the character level. Nevertheless, the statement is easy to follow. Sentence (2) is an example of a classic gap text as used in language teaching. Linguistically competent readers can fill in the gaps if they are aware of the context.
However, the removal of whole words can also cause problems if, for example, several solutions are possible:
(3) Many universities have _______. There, students and employees have lunch, drink coffee or simply talk.
Participants are not aware of the fact that the term "canteens" is used in sentence (3). Words such as cafeterias or lunchrooms could also be entered as a solution. In such cases, filling the gap with the original word is more difficult. If the examiner only allows the original solution, only the participants with the relevent prior knowledge can find the right solution. If alternatives are allowed, this begs the question which ones are accepted and which are not.
The number of possible alternatives is reduced by the removal of word parts instead of whole words. In addition, many gaps can be generated in shorter texts, thus increasing the accuracy in the measurement of language competence.
The gaps in a C-test are usually created according to the principle "rule of two". Starting with the second sentence, the second part of every second word is deleted.
This means that different types of words have to be completed in different positions and functions.
(4) Many univer_____ have cant_____. There, stud_____ and emplo_____ have lun_____, drink cof_____ or simply ta_____.
The finding of the solution is facilitated through knowing the context from the title, the beginnings of the words and the first and last sentence. The more advanced the language learner, the easier it is for him or her to use existing text parts to fill in the gaps.
In order to complete a C-test properly, participants need sophisticated language knowledge and must be able to access those different areas of knowledge. This applies to knowledge of spelling, vocabulary, morphology, syntax and the semantics of the target language as well as contextual aspects.
