The UT Language Centre uses the digital test Dialang as part of the assessment process for language proficiency. The results are based on the levels from the Common European Framework (CEF).
Follow these instructions:
- Go to the Dialang Website.
- Choose 'Instructions in English' or the language of your choice and then press (>) in the toolbar to continue.
- You can do sections of the test in any order you like: Listening, Writing, Reading, Vocabulary or Language structures.
- Always complete the placement test using (>). Although completing the placement test is not required, it is used in the Dialang program to determine the appropriate level of the test. Skipping parts of any section could cause problems because this is an adaptive test.
- There is a self assessment questionnaire; you can decide whether to do (>) or not do (>>) this part.
- The test questions will now begin – follow the instructions to continue the test.
- After each section of the test, you will receive feedback. Write down the CEF (A1, A2, B1, B2, C1, C2) scores for the parts of the test you completed.
COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEF)
The UT Language Centre links all its courses and assessments to the Common European Framework of Reference (CEF). The framework describes in great detail what a language learner should be able to do at a particular level of proficiency, the so-called can-do-statements. Five different skills are distinguished: reading, writing, listening, spoken production, spoken interaction. For each skill six levels are defined, from A1 - C2.
The most basic definition of the CEF-levels is as follows:
Can understand with ease virtually everything heard or read. Can summarize information 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.
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.
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.
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 connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
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.
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.
Source: Common European Framework of Reference for languages: Learning, teaching, assessment