C A M B R I D G E
E X A M I N A T I O N S , C E R T I F I C A T E S & D I P L O M A S
English as a
Foreign Language
C P E
C E R T I F I C AT E O F
P R O F I C I E N C Y I N E N G L I S H
Revised CPE Specifications and Sample Papers
F I R S T A D M I N I S T R AT I O N
D E C E M B E R 2 0 0 2
P R E F A C 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: efl@ucles.org.uk
(or see page 82 for further details)
Page 1 C O N T E N T S
Introduction . . . . 2
The Aims of the Revision of CPE . . . . 2
The Process of the Revision . . . . 2
Background to the Revised CPE . . . . 2
The Level of the Revised CPE . . . . 2
Recognition . . . . 3
The CPE Candidature . . . . 3
General Information on Examination Content and Processing . . . . 4
Factors Affecting the Design of the Revised Examination . . . . 4
Topics . . . . 4
Marks and Results . . . . 4
Administrative Information . . . . 4
Revised CPE Content: An Overview . . . . 5
© UCLES 2000
I N T RO D U C T I O N
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.
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. 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.
2. 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.
3. 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.
B A C K G RO U N D TO T H E R E V I S E D C P E
The Level of the Revised CPE
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, non- examination 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.
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.
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.
Page 3
Listening/Speaking Reading Writing
Level summary CAN advise on or talk about CAN understand documents, CAN write letters on any complex or sensitive issues, correspondence and reports, subject and full notes of understanding colloquial including the finer points of meetings or seminars with
references and dealing complex texts. good expression and
confidently with hostile accuracy.
questions.
Social & Tourist CAN talk about complex or CAN (for example when looking CAN write letters on any statements summary sensitive issues without for accommodation) understand subject with good
awkwardness. a tenancy agreement in detail, expression and accuracy.
including its main implications.
Work statements CAN advise on/handle complex, CAN understand reports and CAN make full and summary delicate or contentious issues, articles likely to be encountered accurate notes and
such as legal or financial during his/her work, including continue to participate matters, to the extent that he/she complex ideas expressed in in a meeting or seminar.
has the necessary specialist complex language.
knowledge.
Study statements CAN understand colloquial CAN access all sources of CAN make accurate and summary asides and cultural allusions. information quickly and complete notes during
reliably. the course of a lecture,
seminar or tutorial.
A summary of the draft statements for Level Five appears below:
© UCLES 2000
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 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.
The design of the revised examination has incorporated the insights provided by this information and aims to provide:
• coverage of candidates’ needs and interests
• coverage of language abilities underlying these needs and interests (in reading, writing, language systems, listening and speaking)
• reliable assessment
• positive educational impact
• ease of examination administration Topics
The topics in the examination include:
• Work
• Lifestyles
• Social development
• The media
• Relationships
• Education / study / learning
• Social and national customs
• Entertainment / leisure
• Travel / tourism
• Health / fitness
• Science and technology
• People
• Archaeology
• History
• Business / commerce / industry
• The natural world / environment / ecology
• The arts
• Biology / the body
• Architecture
• Language
• Psychology
• Society
Marks and Results In the revised examination:
• All the papers are equally weighted, each contributing 40 marks to the examination’s overall total number of 200 marks.
• Paper 1 (Reading) and parts of Paper 4 (Listening) are marked by computer scanning of the answer sheets.
• 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.
• 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 co- ordination procedures, making use of the criterion- referenced assessment scales outlined in the sections about each paper.
• Candidates are given statements of results which, in addition to their grades, show a graphical profile of their performance on each paper.
• Certificates are issued to candidates gaining a passing grade: A, B or C.
• Certificates are not issued to candidates awarded the failing grades: D and E.
The minimum successful performance which a candidate typically requires in order to achieve a Grade C corresponds to about 60% of the total marks.
Administrative Information
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.
Page 5
Paper Name Timing Content Test Focus
1 Reading 1 hour Part 1 – three short texts with six four- Assessment of candidates’ ability to 30 mins option multiple choice cloze questions understand the meaning of written
on each English at word, phrase, sentence,
Part 2 – four short texts with two four- paragraph and whole text level.
option multiple choice questions on each Part 3 – gapped text with seven questions Part 4 – long text with seven four-option multiple choice questions
2 Writing 2 hours Part 1 – one compulsory question Assessment of candidates’ ability Part 2 – candidates answer one question to write specified text types with a from a choice of four questions (including range of functions.
the set book option)
3 Use of 1 hour Part 1 – modified open cloze with fifteen Assessment of candidates’ ability to
English 30 mins questions demonstrate knowledge and control
Part 2 – one short text with ten word of the language system by completing formation questions various tasks at text and sentence level.
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
4 Listening 40 mins Part 1 – four short extracts with two three- Assessment of candidates’ ability to (approx.) option multiple choice questions on each understand the meaning of spoken
Part 2 – one long text with nine sentence English, to extract information from a completion questions text and to understand speakers’
Part 3 – one long text with five four-option attitudes and opinions.
multiple choice questions
Part 4 – one long text with six matching questions
5 Speaking 19 mins Part 1 – interview Assessment of candidates’ ability to Part 2 – collaborative task produce spoken English using a range Part 3 – individual long turns and of functions in a variety of tasks.
follow-up discussion 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
© UCLES 2000
PA P E R 1 R E A D I N G
General Description Paper Format
The paper contains four parts.
Length of Texts
Approximately 3000 words in total, excluding items and rubrics.
Number of Questions 40.
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).
Answering
Candidates indicate answers by shading lozenges on a machine markable answer sheet.
Timing
1 hour 30 minutes.
Marks
One mark is given for each correct answer in Part 1; two marks are given for each correct answer in Parts 2–4.
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.
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
of view they hold.
Appropriacy of Register and Format
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.
Target Reader
Would understand the writer’s point of view.
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.
Appropriacy of Register and Format
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.
Organisation and Cohesion
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.
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.
Page 7 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: efl@ucles.org.uk www.cambridge-efl.org.uk
