CPE - Handbook

CAMBRIDGE

E X A M I N AT I O N S , C E RT I F I C AT E S & D I P L O M A S

CPE C E R T I F I C AT E O F

PROFICIENCY IN ENGLISH

Revised CPE Specifications and Sample Papers

English as a Foreign Language

N IO T A TR 02 S I 20 IN R M E AD MB T E C RS DE FI

P R E FAC E This booklet contains Specifications and Sample Papers for the revised CPE examination, which is to be introduced for the first time in December 2002. Further information on the revised examination will be issued in the form of: •

an informational video which will be available late in the year 2000

•

regular up-date bulletins

•

a comprehensive CPE examination handbook containing an additional set of sample papers

•

an extensive programme of seminars and conference presentations

If you require a cassette instead of a CD, additional CDs or further copies of this booklet, please contact: email: [email protected] (or see page 82 for further details)

© UCLES 2000

CONTENTS Introduction

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The Process of the Revision Background to the Revised CPE

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The Level of the Revised CPE Recognition

The CPE Candidature

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General Information on Examination Content and Processing

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Marks and Results

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Administrative Information Revised CPE Content: An Overview

© UCLES 2000

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Factors Affecting the Design of the Revised Examination Topics

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The Aims of the Revision of CPE

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I N T RO D U C T I O N

B A C K G RO U N D TO T H E R E V I S E D C P E

The Certificate of Proficiency in English (CPE) was originally offered in 1913. Regular updating has allowed the examination to keep pace with changes in language teaching and testing. The last major revision of CPE took place in 1984 at the same time as FCE was revised. Following the successful introduction of CAE in 1991 and the revised FCE in 1996, and in the light of feedback received, it was decided to proceed with the revision of CPE.

The Level of the Revised CPE

This booklet gives information on the outcome of the revision project. The revised exam will be introduced from December 2002.

The Aims of the Revision of CPE CPE has been revised in order to: •

reflect developments in the field of language teaching and learning

•

reflect developments in UCLES main suite, e.g. the introduction of CAE and the revision of FCE

•

take account of information about candidates gained through the Candidate Information Sheets completed by all candidates at each administration of the examination

•

ensure a thoroughly validated examination

•

define specific test focus for each part of each paper

The Process of the Revision The CPE revision has included the following main stages: 1.

2.

3.

Data collection, e.g. market information including survey questionnaires sent to candidates, teachers, oral examiners and examination administrators; information on candidates collected on Candidate Information Sheets. The development of examination specifications, including the development of the test construct, test content and the definition of the test foci; the production, editing and trialling of draft task types and materials; the development and trialling of assessment criteria and research into the validity and reliability of the material and assessment procedures. The production of examination support materials, including public specifications, training materials for writers of examination materials and examiners and seminars for teachers.

Throughout the project, UCLES has gathered feedback on its proposals for the examination by holding meetings with representatives of key EFL organisations and English language specialists and by holding consultative seminars with teachers and Directors of Studies. During trialling, teachers and students have been asked to complete questionnaires on trial materials. Page 2

The revised CPE will measure the same level of general language ability as the current CPE and to the same standards. The CPE examination contains some tasks which are likely to be more suitable in content for candidates who have achieved a certain degree of maturity in their handling of abstract ideas and concepts. As well as being at Cambridge Level Five, CPE has also been placed at Level Five on the Association of Language Testers in Europe (ALTE) Framework. The ALTE Framework is one example of the way in which the Council of Europe Common European Framework has been put into practice and ALTE Level Five can be seen as corresponding to Mastery in the Council of Europe Framework. A brief description of ALTE Level Five is given below. This description is not a specification for the examination content, but refers to language activities in real-world, nonexamination contexts.

ALTE Level Five At this level the learner is approaching the linguistic competence of an educated native speaker, and is able to use the language in a wide range of culturally appropriate ways. Users at this level are able to improve their use of the language by extending their vocabulary and refining their usage and command of style and register rather than by learning about new areas of grammar. Their level of competence gives them access to the press and other media, and to areas of the culture such as drama, film and literature. Success in examinations at this level may be seen as proof that the learner is able to cope with high level academic work.

The ALTE Can Do Project ALTE is producing a series of Can Do statements which describe what language users are actually able to do in a particular language. These statements are going through a thorough validation process, in order to place them correctly on the five levels of the ALTE Framework. There are approximately four hundred statements, which are divided into three main subject areas: Social & Tourist, Work and Study. Within each subject area there are sets of statements relating to separate skills: Listening & Speaking, Reading and Writing. It is proposed to publish full sets of the Can Do statements in 2001.

© UCLES 2000

A summary of the draft statements for Level Five appears below: Listening/Speaking

Reading

Writing

Level summary

CAN advise on or talk about complex or sensitive issues, understanding colloquial references and dealing confidently with hostile questions.

CAN understand documents, correspondence and reports, including the finer points of complex texts.

CAN write letters on any subject and full notes of meetings or seminars with good expression and accuracy.

Social & Tourist statements summary

CAN talk about complex or sensitive issues without awkwardness.

CAN (for example when looking for accommodation) understand a tenancy agreement in detail, including its main implications.

CAN write letters on any subject with good expression and accuracy.

Work statements summary

CAN advise on/handle complex, delicate or contentious issues, such as legal or financial matters, to the extent that he/she has the necessary specialist knowledge.

CAN understand reports and articles likely to be encountered during his/her work, including complex ideas expressed in complex language.

CAN make full and accurate notes and continue to participate in a meeting or seminar.

Study statements summary

CAN understand colloquial asides and cultural allusions.

CAN access all sources of information quickly and reliably.

CAN make accurate and complete notes during the course of a lecture, seminar or tutorial.

Recognition CPE is recognised by the majority of British universities for English language entrance requirements. These are listed in a leaflet Universities and Colleges in Britain available from UCLES. It is also widely recognised throughout the world by universities, institutes of higher education, professional bodies and in commerce and industry as an indication of a very high level of competence in English. More information about recognition of the examination is available at www.cambridge-efl.org/recog or from UCLES and examination centres.

The CPE Candidature Information is collected about CPE candidates at each session, when candidates fill in a Candidate Information Sheet. The candidates for CPE come from a wide range of backgrounds and take the examination for a number of different reasons. The following points summarise the characteristics of the current CPE candidature. Nationality – Candidates from about 90 countries are represented in the CPE population. The majority of candidates who enter for the examination are European. Germany, Greece, Portugal, Spain, Switzerland and the UK account for almost 85% of all candidates. Brazil and Argentina are other leading countries. Not all candidates take CPE in their own country. Many take it in Britain, so the UK population is made up of a considerable number of nationalities. © UCLES 2000

Age and Gender – Approximately 70% of the total candidate population is female. Most CPE candidates are in their late teenage years or early 20s. Almost 75% of all candidates are 25 years of age or under. Only around 5% of the candidature is 31 years of age or over. Some countries have a narrow age range. Greece and Portugal, for example, have a younger CPE population than most countries with almost 60% of candidates between 16 and 20 years of age. Education – Most CPE candidates have studied English for at least 5 years, with approximately 40% of the candidature indicating that they have studied the language for 9 years or more. Over half of all candidates are educated to secondary level up to the age of 19 and another quarter have completed further education to degree level or equivalent. The most frequent reason for candidates wanting an English language qualification is for work in their own country. Other reasons include work in another country and further study. Preparation – Around 85% of all candidates undertake preparatory courses before the exam. Many candidates have taken other Cambridge examinations before. The most popular is FCE followed by CAE.

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G E N E R A L I N F O R M AT I O N O N E X A M I N AT I O N C O N T E N T A N D P RO C E S S I N G

Factors Affecting the Design of the Revised Examination

Marks and Results

Analysis of CPE Candidate Information Sheets and CPE market survey questionnaires, completed by candidates, teachers and oral examiners, showed consistent agreement on the kind of candidate taking CPE, on how the examination should reflect candidates’ needs and interests, and on administrative aspects of the examination.

In the revised examination:

The design of the revised examination has incorporated the insights provided by this information and aims to provide: •

coverage of candidates’ needs and interests

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coverage of language abilities underlying these needs and interests (in reading, writing, language systems, listening and speaking)

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reliable assessment

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positive educational impact

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ease of examination administration

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All the papers are equally weighted, each contributing 40 marks to the examination’s overall total number of 200 marks.

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Paper 1 (Reading) and parts of Paper 4 (Listening) are marked by computer scanning of the answer sheets.

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Paper 3 (Use of English) Parts 1–4 and parts of Paper 4 (Listening) are marked with an answer key by a team of markers who have followed standardised co-ordination procedures, supervised by a co-ordinating examiner.

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Papers 2 (Writing), 5 (Speaking) and Part 5 of Paper 3 (Use of English) are marked by examiners who have followed standardised induction, training and coordination procedures, making use of the criterionreferenced assessment scales outlined in the sections about each paper.

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Candidates are given statements of results which, in addition to their grades, show a graphical profile of their performance on each paper.

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Certificates are issued to candidates gaining a passing grade: A, B or C.

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Certificates are not issued to candidates awarded the failing grades: D and E.

Topics The topics in the examination include: •

Work

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Lifestyles

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Social development

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The media

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Relationships

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Education / study / learning

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Social and national customs

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Entertainment / leisure

Administrative Information

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Travel / tourism

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Health / fitness

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Science and technology

The revised CPE examination will be introduced in all centres in December 2002. Like the current CPE examination, it will be offered twice yearly in June and December.

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People

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Archaeology

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History

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Business / commerce / industry

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The natural world / environment / ecology

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The arts

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Biology / the body

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Architecture

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Language

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Psychology

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Society

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The minimum successful performance which a candidate typically requires in order to achieve a Grade C corresponds to about 60% of the total marks.

© UCLES 2000

R E V I S E D C P E C O N T E N T : A N O V E RV I E W

Paper

Name

Timing

Content

Test Focus

1

Reading

1 hour 30 mins

Part 1 – three short texts with six fouroption multiple choice cloze questions on each Part 2 – four short texts with two fouroption multiple choice questions on each Part 3 – gapped text with seven questions Part 4 – long text with seven four-option multiple choice questions

Assessment of candidates’ ability to understand the meaning of written English at word, phrase, sentence, paragraph and whole text level.

2

Writing

2 hours

Part 1 – one compulsory question Part 2 – candidates answer one question from a choice of four questions (including the set book option)

Assessment of candidates’ ability to write specified text types with a range of functions.

3

Use of English

1 hour 30 mins

Part 1 – modified open cloze with fifteen questions Part 2 – one short text with ten word formation questions Part 3 – six sets of three gapped sentences Part 4 – eight key word transformations Part 5 – two texts with four questions and a summary writing task

Assessment of candidates’ ability to demonstrate knowledge and control of the language system by completing various tasks at text and sentence level.

4

Listening

40 mins (approx.)

Part 1 – four short extracts with two threeoption multiple choice questions on each Part 2 – one long text with nine sentence completion questions Part 3 – one long text with five four-option multiple choice questions Part 4 – one long text with six matching questions

Assessment of candidates’ ability to understand the meaning of spoken English, to extract information from a text and to understand speakers’ attitudes and opinions.

5

Speaking

19 mins

Part 1 – interview Part 2 – collaborative task Part 3 – individual long turns and follow-up discussion

Assessment of candidates’ ability to produce spoken English using a range of functions in a variety of tasks.

© UCLES 2000

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PA P E R 1 R E A D I N G

of view they hold.

General Description

Appropriacy of Register and Format

Paper Format The paper contains four parts. Length of Texts Approximately 3000 words in total, excluding items and rubrics.

Formal letter, with appropriate register, bearing in mind the writer’s role as the reader of a newspaper writing in to give his/her opinion(s).

Organisation and Cohesion Formal letter format, with early reference to why the person is writing. Clear organisation of points and adequate paragraphing.

Number of Questions 40.

Target Reader Would understand the writer’s point of view.

Task Types Lexical cloze, gapped text, multiple choice.

Sources Books (fiction and non-fiction), non-specialist articles from journals, magazines and newspapers, promotional and informational materials (e.g. advertisements, guide books, manuals).

Content Review should inform the reader about the film and evaluate the film version of the novel. It should also discuss the problems of making films based on books.

Range Language of narration, description and evaluation. Vocabulary connected with films and literature.

Answering Candidates indicate answers by shading lozenges on a machine markable answer sheet.

Appropriacy of Register and Format

1 hour 30 minutes.

Register should be appropriate for a review in a media arts magazine. It could range from formal to informal depending on the nature of the publication, but must be consistent throughout.

Marks

Organisation and Cohesion

One mark is given for each correct answer in Part 1; two marks are given for each correct answer in Parts 2–4.

Clear development with appropriate paragraphing and linking of content. There should be evidence of cohesion in moving from the specific review to the general question of problems of making films based on books.

Timing

Content Major points: Letter should cover the points raised in the newspaper article, i.e. that national and cultural identity is being lost and that countries are becoming more and more alike. Candidates should address the question at the end of the input.

Target Reader Would be informed about the film and be able to decide whether they would be interested in seeing it or not. Would also be informed about the problems of making films based on books.

Further points: Candidates could expand on the nature of national and cultural identity and whether it is, in fact, desirable to maintain one’s own national and cultural identity. Additional ideas of the candidate’s own.

Range Language for expressing and supporting opinions and making recommendations. Candidates may also attack the argument in the article or defend it depending on the point

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© UCLES 2000

F U RT H E R I N F O R M AT I O N For further information on any of the Cambridge EFL examinations, please contact: EFL Information University of Cambridge Local Examinations Syndicate 1 Hills Road Cambridge CB1 2EU United Kingdom Tel: + 44 1223 553355 Fax: + 44 1223 460278 email: [email protected] www.cambridge-efl.org.uk

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