Ib DP Cefr Benchmarking Summary en PDF

Benchmarking selected International
Baccalaureate Diploma Programme language

courses to the Common European Framework
of Reference for Languages
December 2016
INTRODUCTION DP language courses
Most English-taught universities and programmes around the

world have English proficiency requirements for incoming inter- Studies in language and Language acquisition
national students. Many universities accept scores in International literature
Baccalaureate (IB) Diploma Programme (DP) language courses as
evidence of language proficiency. However, these requirements • English A: Literature HL • English B HL
are often uneven across institutions, and there are still many insti- • English A: Literature SL • English B SL
tutions that require DP students to submit language proficiency • English A: Language and • English ab initio (not
exam scores in addition to their DP grades. literature HL reviewed as part of this
• English A: Language and study as it is meant as an
As such, the IB commissioned the National Recognition Informa- literature SL introductory course)
tion Centre for the United Kingdom (UK NARIC) to undertake an • Literature and perfor-
independent comparative study of DP English language courses mance SL
and the Common European Framework of Reference for Langua-
ges: Learning, Teaching, Assessment (CEFR). The purpose of the For each course, students receive a final criteria-related subject
study was to establish how the level of English language compe- grade from 1–7 (lowest to highest), which is derived from a com-
tency of non-native English speakers demonstrated by different bination of external and internal assessment tasks. Courses are
DP course grades compares to levels on the CEFR. offered at either higher level (HL) or standard level (SL), providing
differing scope and depth.
ABOUT THE IB DIPLOMA PROGRAMME
ABOUT CEFR
The DP is a two-year baccalaureate-style programme, offered
internationally to students aged 16 to 19 and is widely accepted The Common European Framework of Reference for Langua-
for undergraduate admission. The curriculum comprises a com- ges: Learning, Teaching, Assessment (CEFR) is widely used in the
pulsory DP core and six subject groups. Students must undertake development and referencing of language syllabi, qualifications,
courses in both language and literature and in language acqui- assessment and other learning materials; it is also often used
sition, both offered in a range of languages including English. by universities to express English or other language proficiency
In total, the DP offers eight English language courses (seven of requirements for admission. The framework consists of language
which are reviewed in this study). related competency descriptors, referred to as “can do” state-
ments. There are six proficiency levels (A1 - C2; lowest to highest)
in the framework (see appendix).
METHODOLOGY
This report seeks to establish how the varying grades (1–7) avail-
able for each DP course compare to CEFR proficiency levels by
investigating the overall level of linguistic competence that can be
associated with these grades in relation to the CEFR. The review
involved an objective, desk-based review of the DP language
guides, along with past papers and associated markschemes. By
comparing the question types, markschemes and associated level
descriptors, and cross-referencing with grade boundaries over
three to four exam sittings, individual assessments were com-
pared with CEFR.
© International Baccalaureate Organization 2016
International Baccalaureate® | Baccalauréat Internacional® | Bachillerato Internacional®
FINDINGS
Overall, the study found DP English language courses to develop all four key language skills (reading, writing, speaking and listening)
with sound assessment in place to assess students’ reading comprehension, written production and speaking interaction and produc-
tion skills. As illustrated in the chart below, all courses have at least one grade that can be considered comparable to CEFR B2, the level
most commonly required for admissions by universities.
CEFR English B English A: English A: English

Level Language and Literature Literature and
Literature Performance
SL HL SL HL SL HL SL
C2
77 7 7
7 7
C1
66 6 6
B2+ 7
6 6
5 5 5
6 5
5 5
B2 5
4 4 4 4
4
B1 3
3 2
A2
2
A1
DISCUSSION English A courses
Thresholds While all IB language courses develop and require a certain

level of English language proficiency, some assessment criteria
As can be seen, there are instances where DP course grades may evaluate subject knowledge or skills rather than linguistic ability.
not align exactly with a single level, such as a grade 4 for English Despite these limitations, it was noted that the English A courses
B higher level (HL). seek to “provide an opportunity for students to develop and
refine their [English] language skills” 1 and that the assessment
criteria and related level descriptors include several aspects of
Grades not shown
language competence that can be found on the CEFR, such as
grammatical accuracy, vocabulary range, register, sentence con-
In some instances, it is not possible to draw comparisons struction, and coherence of spoken and written responses.
between lower grades and CEFR. Certain courses were difficult to
link lower IB marks to CEFR since a low score could reflect a low
level of subject knowledge or other assessed criteria, rather than
English literature and performance
language proficiency. By contrast, to achieve the higher grades
in most assessments would not be possible without a sufficient Literature and performance undoubtedly requires and supports
level of reading comprehension and ability to infer meaning, a strong level of English across the four key skills areas, but
indicative of a CEFR C1. In such cases, wherever possible, empha- assessment criteria related to performance and dramatization
sis was placed on determining the DP marks which demonstra- cannot be linked to CEFR. Thus, the analysis focused on identify-
ted a CEFR B2 and above, as that is the level most often required ing an appropriate threshold to reflect CEFR B2. Those scoring a
for university admissions. grade of 5 and above can be considered to have achieved at least
a CEFR B2.
1International Baccalaureate Organization, 2013. Diploma Programme Language A: language and literature guide—First examinations 2015. Internal International
Baccalaureate Organization document. p.16.
APPENDIX
CEFR global scale descriptors2
Proficient user C2 Can understand with ease virtually everything heard or read. Can summarize informa-
tion from different spoken and written sources, reconstructing arguments and accounts
in a coherent presentation. Can express him/herself spontaneously, very fluently and
precisely, differentiating finer shades of meaning even in more complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognize implicit
meaning. Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibly and effectively for social, academic
and professional purposes. Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns, connectors and cohesive
devices.
Independent user B2 Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialization. Can interact with a
degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party. Can produce clear, detailed text on a wide
range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. Can produce simple connect-
ed text on topics which are familiar or of personal interest. Can describe experiences
and events, dreams, hopes and ambitions and briefly give reasons and explanations for
opinions and plans.
Basic user A2 Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment). Can communicate in simple and routine tasks requiring
a simple and direct exchange of information on familiar and routine matters. Can
describe in simple terms aspects of his/her background, immediate environment and
matters in areas of immediate need.
A1 Can understand and use familiar everyday expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type. Can introduce him/herself and others and
can ask and answer questions about personal details such as where he/she lives, people
he/she knows and things he/she has. Can interact in a simple way provided the other
person talks slowly and clearly and is prepared to help.
2Council of Europe – Modern Languages Division, 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. [pdf] Published
by: Cambridge University Press. Available at: <http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf>.

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Benchmarking selected International

Baccalaureate Diploma Programme language

INTRODUCTION DP language courses

Most English-taught universities and programmes around the

CEFR English B English A: English A: English

Thresholds While all IB language courses develop and require a certain

CEFR global scale descriptors2

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