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The explicit classification of test takers’ language knowledge levels helps to grade test tasks according to the communicative stress. It is displayed on a formal document including established ‘criterion levels of oral language proficiency based on the goals and objectives of classroom instruction’ (O’Malley&Pierce, 1996, p.65). This document, called a level scale or rating scale by Underhill (1987), is a series of short descriptions of different levels of language ability in terms of test takers’ or students’ language knowledge. It describes in brief what a typical learner at each level can do so that teachers and assessors can analytically select or grade test tasks that best fit each level, and can easily decide on the score to give each student in a test.
The following is an example of a level scale with four major levels (Table 2.1 on page 17) based on the level scale introduced in ‘Hệ thống Định chuẩn Trình độ Ngoại ngữ’ của Hội đồng Châu Âu by Vũ Thị Phương Anh and Nguyễn Thị Kim Thư (2003).
| Elementary | Pre-intermediate | Intermediate | Upper-intermediate |
| -introduce oneself and others.-ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.-interact in a simple way provided that the other person talks slowly and clearly and is prepared to help.-use very simple expressions related to areas of the most immediate relevance (e.g. very basic family information, shopping, local geography, employment). | -communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.-dsecribe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.-simply talk about familiar matters regularly encountered in work, school, leisure, etc. | -use the language in most situations likely to arise when travelling in an area where the language is spoken.-make a simple connected presentation on topics which are familiar or of personal interest.-describe experiences and events, dreams, hopes and ambitions.-briefly give reasons and explanations for opinions and plans. | -interact with a degree of fluency and spontaneity that makes regular interaction with native speakers without strain for either party.-make a clear and detailed presentation on a wide range of subjects.-give opinions on topical issues and explain the advantages and disadvantages of various options. |
Table 2.1: Level Scale of Language Proficiency Based on the Global Scale by Council of Europe
When test takers’ proficiency level is explicitly identified on the level scale, adequate oral test types and proper elicitation techniques must be critically selected to fit the test takers’ level and the testing situation. This sub-section reviews types of oral test in combination with elicitation techniques of this kind of testing, for these two aspects have an interrelated relationship. An elicitation technique involves the procedures of performance for each test task, and a test task itself represents a test type.
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