Proficient beyond borders: assessing non-native speakers in a native speakers’ framework

Large-scale assessments in education 4 (2016) 1, S. 1-19
English language proficiency is considered a basic skill that students from different language backgrounds are expected to master, independent of whether they are native or non-native speakers. Tests that measure language proficiency in non-native speakers are typically linked to the common European framework of reference for languages. Such tests, however, often lack the criteria to define a practically relevant degree of proficiency in English. We approach this deficit by assessing non-native speakers’ performance within a native speakers’ framework.