Using the Canadian Language Benchmarks (CLB) to Benchmark College Programs/Courses and Language Proficiency Tests
AbstractIn this article the authors describe a process developed by the Language Training Centre1 (LTC) at Red River College (RRC) to use the Canadian Language Benchmarks (CLB) in analyzing: (a) the language levels used in programs and courses at RRC in order to identify appropriate entry-level language proficiency, and (b) the levels that second language (L2) students need in order to meet college or university entrance requirements based on tests of language proficiency. So far 19 programs and four courses have been benchmarked at RRC. The benchmarking of the programs and courses involved gathering data from various sources at the College and analyzing them by means of CLB descriptors. In addition, a process was developed for using the CLBA and CLB descriptors to benchmark tests: the Canadian Test of English for Scholars and Trainees (CanTEST, 1991) and the Test of English as a Foreign Language (TOEFL). In conclusion, the authors summarize some benefits realized by the benchmarking process. They also address the need to continue to evaluate the results and advise prudent use of the results of these projects.
How to Cite
Epp, L. and. (2001). Using the Canadian Language Benchmarks (CLB) to Benchmark College Programs/Courses and Language Proficiency Tests. TESL Canada Journal, 18(2), 32–47. https://doi.org/10.18806/tesl.v18i2.909