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Qualification Specification Version 1.0 20/05/2019 Page 1 of 14
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QUALIFICATION SPECIFICATION - LRN Young
Learner Entry Levels Tests in ESOL
(A2)
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Contents
Background to LRN
LRN YL ESOL Entry Levels Certificates
Introduction
Objective
Candidate Category
Entry Requirements
Progression
Recognition of prior learning
Language Of Assessment
Qualification Overview
Qualification Features
CEFR Global Scale
Results
Reading and Writing & Listening
Speaking & Writing
Marking
Grading
Reliability and Validity
Administration and assessment delivery
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BACKGROUND TO LRN
Learning Resource Network (LRN) is an awarding organisation that offers qualifications to candidates, educational institutes, training providers, schools and employers who can access qualifications through accredited educational institutions.
It was founded by a group of educators and business people and specialises in ESOL and management qualifications.
LRN London head office is supported by a team of representatives around the world.
LRN can be contacted at the following address:
Learning Resource Network Suite 7, Lambourne House (5th Floor) 7 Western Road Romford RM1 3LD Tel: +44 (0) 207 859 4223 enquiries@lrnglobal.org
www.lrnglobal.org
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LRN YOUNG LEARNERS ENTRY LEVELS TESTS
LRN Young Learner (YL) entry levels tests are aimed at primary school age children who
want to acquire the English language by introducing them to everyday spoken and written
English. They focus on familiar topics and aim to boost the learner’s confidence and
improve their English skills. The YL tests are designed to reference the descriptions of
language proficiency in the Common European Framework Reference for Languages (CEF).
The levels in the CEF have been mapped to the levels in the National Qualifications
Framework for England, Wales and Northern Ireland (see Pathways to Proficiency: the
alignment of language proficiency scales for assessing competence in English Language).
INTRODUCTION
This specification document provides an overview and orientation to LRN YL entry levels
certificates for candidates, centres, administrators, teachers and examiners and outlines the
key features and administrative procedures required for this test.
OBJECTIVE
LRN YL Entry Levels Certificates in ESOL (Pre A1, A2) are designed for all ''non-native
English'' speakers that want to start to learn English. Candidates taking LRN YL Entry Levels
Certificates in either Pre A1, A1 or A2 will need to demonstrate and meet the criteria based
on the level they plan to study at. Candidate responses will be at a level of language that
would be expected on the Common European Framework of References for Languages
(CEFR) for Young Learners.
CANDIDATE CATEGORY
Candidates interested in taking the LRN YL Entry Levels Certificates will be primary school
aged children and made up of a range of different national and cultural backgrounds.
ENTRY REQUIREMENTS
There are no entry requirements for candidates upon taking these qualifications, including
prior knowledge, levels of understanding and areas of familiarity. It is also not necessary for
candidates to have achieved a qualification in English prior to registering. However, LRN
would recommend that candidates are well-prepared before taking this test. Downloadable
sample materials are accessible through the qualifications section of the LRN website
whereby candidates can access sample assessment material. LRN approved centres ensure
that candidates are fully prepared to sit LRN YLs Entry Levels Certificates through using fully
trained teachers and appropriate resources as laid out in the centre agreement with LRN.
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PROGRESSION
LRN YL Entry Levels Certificates have been designed to ensure candidates can progress
from one YL entry level to the next (Pre A1, A1 and A2) and ultimately onto B1 and above.
RECOGNITION OF PRIOR LEARNING
Please refer to LRN Recognition of Prior Learning Policy which is available on LRN website.
LANGUAGE OF ASSESSMENT
LRN aims to use English that is plain, clear, free from bias and appropriate to YL candidates.
All assessments and assessment related materials are written in English and rigorously
checked by LRN officers and subject specialists before release. Teachers preparing
candidates are expected to ensure that their materials are clear, diverse and appropriate to
YL Entry Levels candidates.
QUALIFICATION OVERVIEW
LRN YL Entry Levels Certificates in ESOL are based on the CEFR in that they reflect the
level(s) of language ability which are as defined by the CEFR. LRN YL Entry Levels
Certificates in ESOL are three single unit qualifications. Candidates are assessed in the
following components: listening, reading and writing, speaking. The total qualification time is
304 hours for each of the three qualifications. The breakdown of total qualification time is (as
below):
Guided learning hours (GLH) 250
Self study (SS) 52
Total Assessment Time (TAT) 2 hours
Total Qualification Time (TQT) 304 Hours (GLH+SS+TAT)
QUALIFICATION FEATURES
The LRN YL Entry Levels Certificates in ESOL are a four language skills qualification which
assesses the following sub skills of the English language: listening, reading and writing, and
speaking. References to the CEFR are made in the LRN YL Entry Levels Certificates in
ESOL Mark Schemes in order to demonstrate linkage between the qualification construct
and CEFR. The information below is a breakdown of LRN YL Entry Levels Certificates in
ESOL qualification features.
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YL A2
Speaking:
Duration: 7-9 minutes
Section Tasks and Functions
Part 1 Warm up questions
Part 2 Provide information regarding statements referring to pictures and
spot the differences
Part 3 Tell a story based on pictures provided
Skills tested Respond to variety of familiar questions
Understand statements
Respond according to differences
Describe things and events
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YL A2 Reading and Writing:
Duration: 40 minutes
Number of Questions: 38 (including piece of writing)
Section Tasks and Functions
Section 1 Read statements and choose appropriate responses
Section 2 Read dialogue (with one speaker’s comments missing) and select
most suitable responses(by writing the letter on dotted line)
Section 3 Read text and fill gaps with correct type of words from a choice of
three (nouns, adjectives, verbs, prepositions)
Section 4 Read text and choose the correct word to complete the sentences
Section 5 Read a story and complete sentences about it
Section 6 Write a story based on three pictures (20 – 30 words)
Section 7 Read a gapped text and write one word in each gap (no list of words
provided)
Skills tested Match words to their meaning
Knowledge of functional language
Read for specific information
Read and understand a factual text (including grammatical
and lexical knowledge )
Read and understand a story (attempt to recognise different
words, phrases with similar meanings)
Read and understand a short text and produce suitable words
to complete gaps
Gather ideas and link them in written English
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YL A2 Listening:
Duration: approx.. 25 minutes
Number of Questions: 24
Section Tasks and Functions
Section 1 Listen to short conversations and match names to people (identifiable
by appearance, outfits, information about particular person) in a
picture by drawing lines
Section 2 Listen to a conversation and match correct illustrations to questions
(by ticking the appropriate box – A to C)
Section 3 Listen to a conversation and choose an appropriate answer (by
ticking box under correct picture)
Section 4 Listen to a slightly longer conversation and complete the missing
information on a form
Section 5 Listen to a dialogue and follow the instructions (e.g. locate objects
correctly, colour them in appropriately and write as instructed)
Skills tested Listen for names and descriptions
Listen for names and other information
Listen for names, words and detailed information
Listen to a variety of specific information
Listen for colours, words and specific information
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CEFR Global Scale P
rofi
cie
nt
Us
er
C2
Can understand with ease virtually everything heard or read. Can summarise
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.
C1
Can understand a wide range of demanding, longer texts, and recognise 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 organisational patterns, connectors and cohesive devices.
Ind
ep
en
den
t U
ser
B2 Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation. 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.
B1 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.
Ba
sic
Use
r
A2 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.
A1 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.
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YL
A2 Can function ‘out and about’. Can ask for basic information. Can make simple transactions in shops, post offices or banks. Can use simple everyday polite forms of greeting and address. Can handle short social exchanges even though they cannot usually keep the conversation going of their own accord. Can understand clear, slow, standard speech related to areas of most immediate personal relevance. Can catch the main point in short, clear, simple messages and announcements. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses and timetables. Can write a very simple personal letter, for example thanking someone for something.
YL
A1 Can interact in a simple way, ask and answer simple questions about themselves. Can initiate and respond to simple statements in areas of immediate need or on very familiar topics (with help of slower rate of speech). Can use simple phrases and sentences to describe what they do, where they live and people they know. Can understand very short, simple texts, for example on notices and posters or in catalogues. Can follow short, simple written instructions, especially if they contain pictures. Can fill in forms with personal details, for example entering name, nationality and address on a form. Can write short letters with the help of a dictionary
YL
Pre
A1
Can recognise and copy letters of the English alphabet. Can understand very basic sentences. Can respond to very basic questions. Can understand and follow simple, basic instructions. Can follow a very simple and short story or dialogue. Can understand and give very basic descriptions of familiar items. Can write own name and simple words. Can identify familiar people, places and things.
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RESULTS
LRN trained examiners are allowed to mark the writing and speaking components of the
LRN YL Entry Levels Certificates in ESOL). Marks are allocated for each candidate in
accordance with the LRN YL Entry Levels Certificates in ESOL mark scheme for reading and
writing and speaking. The timescales in which LRN will issue its results is between 4 to 6
weeks (upon receiving the candidate results from the test centre).
READING /WRITING AND LISTENING
The marking of Reading / Writing and Listening components of LRN YL Entry Levels
Certificates in ESOL are completed by clerical markers using answer keys for each question
paper. To ensure standardisation of each exam, the Listening clerical markers completed
induction training followed by standardisation exercises prior to each paper (where required).
Results are then moderated by the moderation team in accordance with LRN's moderation
policy. Moderated results are then forwarded to the Lead Moderator for final approval.
SPEAKING & READING /WRITING
Speaking examination is conducted by one examiner, trained by LRN, and is recorded on a
dictaphone. Marks are allocated for speaking and reading and writing skills to each
candidate in accordance with the LRN YL Entry Levels Certificates in ESOL mark scheme.
LRN YL Entry Levels Certificates in ESOL are 100% externally assessed by an LRN
approved examiner.
Speaking sub skills are assessed in pairs, where there are odd numbers of registered
candidates, a dummy candidate will be used as a pair candidate.
Results are then moderated by the moderation team in accordance with LRN's moderation
policy. Moderated results are then forwarded to the Lead Moderator for final approval.
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GRADING
Results are reported as distinction, merit, pass or fail grades.
Candidates’ marks for all sub-components will be added together to give an overall grade based on the minimum marks per grade level below:
Minimum Marks require (overall) Grade
0-39 Fail
40-51 Pass
52-63 Merit
64+ Distinction
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RELIABILITY AND VALIDITY
LRN YL Entry Levels Certificates in ESOL have been designed in line with the Common
European Framework for Reference for Languages (CEFR) and follow the principles of
reliability and validity through the following steps:
Validity
1. Producing quality items to the required standard that measure performance with links to
the CEFR.
2. Validating performance through piloting and feeding back into the test development cycle
to ensure consistency of items.
The validity of LRN tests is evaluated in terms of the uses and interpretations of scores. The
two main concerns in validation studies are:
1. The uses and their meaning to which scores are put in terms of the latent trait(s) they
engage and measure. Several validation frameworks, such as Messick (1989) and Kane
(2012), emerge from this. Supporting evidence of validity arguments potentially vary from
test to test as every test produced has a unique validity argument.
The following inferences are included, following Kane’s framework (2012):
a. Evaluation - clear and sufficient domain definition and operationalisation.
b. Generalisation - how confidently performance can be extrapolated on the test to a
universe of the tasks.
c. Explanation - analogous to conventional construct validity.
d. Accuracy of scores - representing the amount of the latent trait under assessment.
e. Extrapolation - analogous to conventional criterion validity.
f. Accuracy of candidate performance on the test - prediction of performance on similar
devices as well as the target language domain.
Tests developed by LRN are subjected to rigorous data analysis methods in order to
ascertain the validity of the uses and interpretations of scores. Consultation is received by a
team of experts who assist in undergoing latent trait model analysis on data sets in order to
determine the quality of the test.
Evidence yielded from these analyses is used to judge the validity argument of the test.
Reliability
1. Delivering examiner training against LRN YL Entry Levels Certificated in ESOL mark
schemes with links to the CEFR
2. Conducting standardisation and monitoring to ensure consistent interlocutor performance
and accurate grading
3. Carrying out moderation to ensure consistent, accurate and reliable results
4. The LRN validation team work with a variety of models relevant to language testing and
psycholinguistics. Validation studies for each qualification are produced for every 800 -
1000 responses / grades generated.
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*Please visit the LRN website for further updates on validation and reliability under our
Research section.
ADMINISTRATION AND ASSESSMENT DELIVERY
The duration of LRN YL Entry Levels Certificates in ESOL is from 45 minutes to 1 hour 14
minutes (depending on the level of test taken) with the main test sitting (reading and writing,
listening) lasting approximately 40 minutes (YL Pre A1), 50 minutes (YL A1) and one hour 5
minutes (YL A2) in one continuous assessment session on the same day (with a short break
in between each component). Speaking tests are scheduled between one and three days
before or after the main test sitting.
One invigilator is assigned to, every 15 candidates, for reading and writing, listening with an
additional invigilator to accompany candidates, in instances where they are leaving the
assessment room for any reason. The invigilator is also responsible for checking candidate
identification and is always present for the duration of the assessment. Invigilators are also
responsible for ensuring candidates have no unauthorised materials in the examination room.