Cambridge English: Advanced

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Lee Knapp - Development Manager UK
Contents
 Cambridge English: Advanced explained
 Testing and security
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Cambridge English:
Advanced – explained
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
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Our Offices Abroad
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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)
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Why Cambridge English: Advanced?
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Set at Level C1 of the CEFR – ideal level for academic and
professional success
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More comprehensive and reliable at predicting C1 proficiency
because language/test content at target level (C1)
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Reports at C1 and C2 levels and reporting at B2 level will be
introduced in April May 2011
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Gives institutions access to high-achieving candidates who already
have the English language skills to succeed
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A quality exam that sets successful applicants apart in a competitive
environment
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Why Cambridge English: Advanced
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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
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The Level
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Candidature – 2009-10
Africa
Asia & Australasia
Central, Eastern and
South East Europe
Latin America
Middle East & North Africa
North America
Russia & CIS
South East Asia
Western Europe
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Overseas Students need to be able to:
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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
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
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Cambridge English: Advanced Overview
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Reading
1 hour 15 minutes
4 parts
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Writing
1 hour 30 minutes
2 parts
3
Use of
English
1 hour
5 parts
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Listening
approx. 40 minutes
4 parts
5
Speaking
15 minutes
4 parts
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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.
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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
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strenuous
exertion.
Part 2
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?
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.
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Write
your competition entry.
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 ON S
Aerial photography
Photography has many forms and (0) …………….. . Of all of them, the APPLY
practice of taking pictures of earth forms from the air has had the most
value for geographers (28) ………… .
WORLD
Photography was still in its (29) …………. when, in 1858, French artist INFANT
Felix Tournachon took the first aerial photograph from a hot-air balloon.
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Part 4
For questions 38–42, think of one word only which can be used
appropriately in all three sentences.
38 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
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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
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Paper 5 Speaking
Part
 1
3 minutes
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2
1 minute each
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3
4 minutes
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4
4 minutes
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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
Format and assessment
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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
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Support
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websites
 www.CambridgeESOL.org
 www.CambridgeESOL.org/teach
 www.candidates.cambridgeesol.org
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teachers’ seminars
handbook
sample/past papers
exam report
Free online placement test for students
(www.cambridgeesol.org/testyourenglish)
To Summarise ………………
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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
Testing and Security
The Testing System
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test specifications
test production
test administration
marking
issuing results
research, validation and impact
The importance of quality
management
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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
Benchmarks for language
proficiency tests
1. integrity
2. content of tests
3. administration
4. results
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Integrity
 Measures in place, and practices observed
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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
Test day photos
 A number of centres are piloting the test day
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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
Results verification service
 A new free online service for organisations,
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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
Enhancing security of results
 Quality and security of the site is ensured
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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.
How does the results verification
service work?
 Candidates’ results can be accessed when they
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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
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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)
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Register now!
For further information, or to access the site:
http://verification.cambridgeesolonline.org
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Integrity
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Standardised testing conditions including
[……] secure and independent test
centre locations
Security of storage and control of test
material to prevent unauthorised access
Questions to ask about test administration
1. Is there a sufficient network of testing centres?
2. Are the test centres authorised and monitored?
3. Are the staff suitably vetted and trained?
4. Is there a high level of security and
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confidentiality throughout the whole process?
Are the physical conditions suitable (including
arrangements for candidates with special
requirements)?
What are the implications of ignoring quality
assurance in a testing system?
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predictable test content
cheating, malpractice and impostors
inaccurate and non-verifiable results
biased, discriminatory tests
unfair for everyone
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: [email protected]
Keep up to date with what’s new via the
Cambridge ESOL website:
www.CambridgeESOL.org
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Thank you!
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