Building international recruitment … securely. Lee Knapp - Development Manager UK

1. Building international recruitment … securely. Lee Knapp - Development Manager UK

2. Contents • Cambridge English: Advanced - explained • Testing and security

3. Cambridge English: Advanced – explained

4. Who are we? • Department of Cambridge University and a part of Cambridge Assessment • Exam Board: comprehensive range of qualifications for teachers and learners of English • Internationally recognised by over 11,000 organisations worldwide • Over 3 million candidates per year in 130 countries • Staff numbers 600+ • Extensive network of 2,500 centres throughout the world

5. Our Offices Abroad

6. What is Cambridge English: Advanced? • Quality - A Cambridge ESOL product • Fit for purpose – Cambridge English: Advanced pass certifies at level C1, a Grade A certifies at level C2 • Communicative - A communicative approach to assessment. It assess 4 main skills (reading, writing, speaking and listening), plus grammar • Supported – Unparalleled support for learners, teachers and users (i.e. recognising organisations)

7. Why Cambridge English: Advanced? • Set at Level C1 of the CEFR – ideal level for academic and professional success • More comprehensive and reliable at predicting C1 proficiency because language/test content at target level (C1) • Reports at C1 and C2 levels and reporting at B2 level will be introduced in April May 2011 • Gives institutions access to high-achieving candidates who already have the English language skills to succeed • A quality exam that sets successful applicants apart in a competitive environment

8. Internationally recognised - 2,300 organisations in 67 countries Widely Available - up to 1,300 centres in 130 countries Convenient – large number of test dates, quick turnaround of test results, can register up to 5 days before test date (CB version) Flexible – candidates can choose between computer based and pen-and-paper-based exam Easy to prepare – extensive support available for teachers and candidates to prepare for the exam Recognised by the UK Border Agency for Tier 1, 2, 4 visas covering studying and working in the UK UCAS (Universities and Colleges Admissions Service) awards candidates with Grade A at Advanced 70 UCAS points towards their application to UK universities Why Cambridge English: Advanced – cont

10. The Level

12. Candidature – 2009-10

13. Overseas Students need to be able to: • use the structures of the language with ease and fluency • be aware of the relationship between language and culture • be aware of the significance of register • adapt language use to a variety of situations • express opinions and take part in discussions and arguments in a culturally appropriate way • produce a variety of types of texts and utterances • use language in a creative and flexible way • respond appropriately to unforeseen as well as predictable situations • discuss abstract or cultural topics with a good degree of fluency

14. Can-do statements • Listening/Speaking CAN follow the development of a discussion during a seminar CAN make decisions about what to note down and what to omit as the lecture proceeds • Reading/Writing CAN read quickly enough to cope with an academic course CAN make notes that will be of reasonable use for essay or revision purposes

15. Cambridge English: Advanced Overview

16. Part 2 TRACKING THE MOUNTAIN LION Rupert Isaacson joins a volunteer project to protect mountain lions in Idaho, USA. After two hours of trudging up the mountainside through deep snowdrifts, the dogs began to bark. There, in our path, was what we’d been looking for: the paw print of a mountain lion. It belonged to a female that had recently passed by. Kevin and Ken, the houndsmen, consulted briefly with John, the biologist, while the four hounds whimpered with excitement, straining at their leads, eager to begin the chase. 7 I carried one of the two rifles, followed by a pilot lugging measuring instruments, and a doctor and a postman struggling with cameras and radio antennae. Six others puffed and panted their way behind us, all of them – like me – professional cityfolk unused to such strenuous exertion. D The men exchanged nods, then bent down to set the animals loose. And with a whoop, they were off, bounding through the snow, leaving the rest of us to lumber after them, each laden with his allotted encumbrance. C On the way, John told me he had recruited Ken and Kevin, two hunters, to assist in the lion study because of their local knowledge. At first my fellow volunteers felt uncomfortable with this. How could these men kill animals one day, then try to protect them the next?

17. Part 2 2. In class, you have been discussing the effects of mobile phones. Your teacher has asked you to write an essay on the following topic: Young children should not be allowed to own mobile phones. To what extent do you agree? Write your essay. 3 You see the following announcement in an international magazine: GREAT SCIENTISTS COMPETITION We are planning a series of TV programmes about the 10 greatest scientists of all time. Which scientist would you nominate to be included in the series? Write to us describing this person’s achievements and explaining why you feel he or she should be included. Write your competition entry.

18. Part 3 For questions 28–37, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Example: 0 A P P L I C A T I O N S Aerial photography Photography has many forms and (0) …………….. . Of all of them, the practice of taking pictures of earth forms from the air has had the most value for geographers (28) ………… . Photography was still in its (29) …………. when, in 1858, French artist Felix Tournachon took the first aerial photograph from a hot-air balloon. APPLY WORLD INFANT

19. Part 4 For questions 38–42, think of one word only which can be used appropriately in all three sentences. • I can’t see the …………….……. of all this paperwork, can you? • I was so frustrated that I was on the …….…………… of giving up, but my piano teacher persuaded me to keep on practising. • Now, let’s move on to the final …………………. for discussion at this meeting. point = (a) purpose (b) fixed expression meaning ‘about to’ (c) item

20. Part 5 Harry wished he had asked a mechanic to check the car before he bought it. WITHOUT Harry regretted .................................................... it checked by a mechanic. buying/having bought the/a/his car ][ without getting/having

21. Paper 5 Speaking Part 1 3 minutes 2 1 minute each 3 4 minutes 4 4 minutes Task conversation between interlocutor and each candidate individual ‘long turn’ for each candidate, based on three pictures decision-making task requiring a two-way conversation between the two candidates based on written and visual stimuli discussion with spoken questions from the interlocutor, based on the topics from Part 3

22. Formatand assessment two candidates and two examiners: 2: examiner range of discourse patterns all four parts are assessed: grammar and vocabulary discourse management Pronunciation 1: interlocutor interactive communication global achievement

24. Support websites www.CambridgeESOL.org www.CambridgeESOL.org/teach www.candidates.cambridgeesol.org teachers’ seminars handbook sample/past papers exam report Free online placement test for students (www.cambridgeesol.org/testyourenglish)

25. To Summarise ……………… • Pedigree • Close ties with stakeholder community • Length and rigour of test • Level-based test content • Use of English paper • Face to face Speaking test and paired format

26. Testing and Security

27. The Testing System • test specifications • test production • test administration • marking • issuing results • research, validation and impact

28. The importance of quality management Quality assurance frameworks needed to assure The probity and integrity of the testing system Internal QMS BSI IS0 9001:2008 Ofqual statutory regulation ALTE quality audits

29. Benchmarks for language proficiency tests integrity content of tests administration results

30. Integrity Measures in place, and practices observed to minimise risk of identity substitution. Document fraud prevention measures including: Test reports embedded photographic image of candidate and online results verification must incorporate security features to prevent tampering and forgery

31. Test day photos • A number of centres are piloting the test day photo process now • Centre staff take the candidate’s photo with a webcam and upload it against the candidate entry • The photo will then appear on the Online Results Verification site • Plan to roll out test day photos in all centres over the next 2 years

32. Results verification service • A new free online service for organisations, individuals and agencies to verify candidates’ exam results online • Enhances security and validity of Cambridge ESOL exam results • Ensures compliance with high-stakes users, such as immigration authorities and higher education authorities

33. Enhancing security of results • Quality and security of the site is ensured because it has been developed and is directly run by Cambridge ESOL. • Certificates or results slips, despite security features, can be tampered with. • Online Results Verification service is the securest way to verify a candidate’s result.

34. How does the results verification service work? • Candidates’ results can be accessed when they provide an organisation with their unique ID information. • Three easy steps • Register to create a user account for the site • Sign in to access the result verification page • Verify the result

40. Which Cambridge ESOL exam results can be verified? • Academic and professional English • Cambridge English: Proficiency (CPE)Cambridge English: Advanced (CAE) • General English • Cambridge English: First (FCE)Cambridge English: Preliminary (PET)Cambridge English: Key (KET) • Business English • Business English Certificates (BEC) • International Legal English Certificate (ILEC) International Certificate in Financial English (ICFE)

41. Register now! For further information, or to access the site: http://verification.cambridgeesolonline.org

42. Integrity Standardised testing conditions including [……] secure and independent test centre locations Security of storage and control of test material to prevent unauthorised access

43. Questions to ask about test administration Is there a sufficient network of testing centres? Are the test centres authorised and monitored? Are the staff suitably vetted and trained? Is there a high level of security and confidentiality throughout the whole process? Are the physical conditions suitable (including arrangements for candidates with special requirements)?

44. What are the implications of ignoring quality assurance in a testing system? predictable test content cheating, malpractice and impostors inaccurate and non-verifiable results biased, discriminatory tests unfair for everyone

45. Contact us University of Cambridge ESOL Examinations 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 (0)1223 553355 Fax: +44 (0)1223 460278 Email: esolhelpdesk@cambridgeesol.org Keep up to date with what’s new via the Cambridge ESOL website: www.CambridgeESOL.org

46. Thank you!