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CVCL Sample Test Tasks
Report on analysis of Certificato di lingua italiana – Livello 1 (CELI 1) Writing
Target language of this test Italian
Target level (CEFR) of this test A
Task number/name B.
3 Number of tasks in the writing paper 2
4 Integration of skills Writing (with written/visual inputs)
5 Total test time 120 minutes inc. Reading section
6 Target performance level A
7 Channel Handwritten
8 Purpose General proficiency
General Information about the writing component *
- The numbers in the left hand column of the tables refer to the categories in the ALTE CEFR Writing Grid
The CEFR Grids for
Writing, developed
by ALTE members
Index
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Background to the Examination
CELI 1 is a general Italian qualification which is part of the Perugia CVCL Main-suite examinations. Set at level A2 of the CEF, CELI 1 recognises the ability to cope with everyday written and spoken communications. CELI 1 is designed for learners who have basic Italian skills adequate for many practical purposes which require a basic use of language.
Candidature CELI 1 is taken by around 500 candidates per year in 16 countries. Around 29% of CELI 1 candidates are aged under 18 and 37% are in the 18-27 age group. The remaining 34% are over 27.
Structure of the Test CELI 1 tests the skills of Reading, Writing, Listening and Speaking. Listening and Speaking are equally weighted at 30% each, reflecting the importance of oral skills for communication at elementary levels; Reading is weighted at 25% due to the importance attributed to understanding signs, notices, instructions, etc. and to coping with everyday life situations. As a result of the importance attached to the other skills, the writing component is only weighted 15%. CELI 1 is administered in three separate papers. Paper 1 Reading and Writing, Paper 2 Listening and Paper 3 Speaking. There are two possible grades in CELI 1: pass and fail. Results are based on candidates' aggregate scores across the four skills.
CELI 1 Reading and Writing Paper – (Paper 1) The paper has a fixed format, with Part A (from A.1 to A.5) testing reading skills through a variety of texts ranging from very short notices to longer texts. Part B tests Writing Skills in two formats: B.1 and B.2. Candidates are assessed on their ability to produce written Italian at word and sentence and text level. They should show a basic control of structure, vocabulary and spelling as indicated in CELI 1 specifications.
B.1 is a gap filling task with ten items, where candidates are required to fill in the missing parts of short simple texts of a descriptive or narrative kind (postcards, short informal letters, messages, short news) which deal with everyday topics and situations.
B.2 is a guided report (who can take the form of a chart, a schedule, a page of a personal agenda, a short informal letter) between 70-80 words in length, where candidates are required to give basic information about themselves, their environment, and to write short basic descriptions of events, past activities and personal experiences.
Specific Information about the example task In this task (B.2), candidates are asked to write a short report for a diary, following some basic instructions. The task requires an answer of about 80 words. For the report (this sample), the candidates are given some suggestions about how to organise a picnic. Candidates are given the first sentence in the first person and in the past and they will need to construct their report accordingly.
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Sample task:
The task, instructions and rubric are all in English, the target language. The time allocated to the complete test paper (Paper 1) is 2 hours (Paper 1 consists of reading and writing tasks) No time allocation is specified for individual tasks/components.
B.2 Scrivere un racconto. Usare il passato.
Scrivere nello spazio riservato a B.2 nel Foglio delle Risposte (da un minimo di 70 ad un massimo di 80 parole)
- Lei ha letto questa tabella che contiene alcuni consigli per organizzare un picnic.
- Nella tabella ci sono le cose da fare (SÌ) e le cose da non fare (NO).
- Ha seguito questi consigli per organizzare un picnic e ora racconta in una pagina del Suo diario come è andato.
- Iniziare così:
Domenica scorsa siamo andati a fare un picnic. Ho scelto un posto fresco in aperta campagna
SÌ NO
In aperta campagna Vicino alle strade
Sedersi sull’erba Tavolino e sedie pieghevoli
Radio e musica Televisore e computer
Vino e bibite fresche. Panini e piatti con verdure. Frutta
Superalcolici, preparazioni grasse e pesanti
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9 Rubrics and instructions are in… Italian
10 Language level of rubric A2 – same level as test
11 Time for this task Not specified
12 Control/guidance Controlled
13 Content Content is specified
14 Discourse mode Story
15 Audience Page of diary
16 Type of prompt Textual
17 Topic Daily life
18 Integration of skills Reading
i) Task input/prompt
19 Number of words expected Between 70 and 80
20 Rhetorical function(s) Description (events)
21 Register Informal
22 Domain Personal
23 Grammar Only simple grammatical structures
24 Vocabulary Only frequent vocabulary
25 Cohesion Extremely limited use of cohesive devices
26 Authenticity: situational Medium
27 Authenticity: interactional Low
28 Cognitive processing Reproduction of known ideas only
29 Content knowledge Personal/daily life/
30 Task purpose Referential (telling)
ii) Response (description of written response elicited by the prompt(s)/input)
- The numbers in the left hand column of the tables refer to the categories in the ALTE CEFR Writing Grid
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CVCL Sample Test Tasks
Report on analysis of Certificato di Lingua Italiana - Livello 2 (CELI 2) (Writing) Target language of this test Italian
Target level (CEFR) of this test B
Task number/name B.
3 Number of tasks in the writing paper 3
4 Integration of skills Writing (with written/visual inputs)
5 Total test time 120 minutes inc. Reading section
6 Target performance level B
7 Channel Handwritten
8 Purpose General proficiency
General Information about the writing component *
The CEFR Grids for
Writing, developed
by ALTE members
Index
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Background to the Examination
CELI 2 is a general Italian qualification which is part of the Perugia CVCL Main-suite examinations. Set at level B1 of the CEF, CELI 2 recognises the ability to cope with everyday written and spoken communications. CELI 2 is designed for learners whose English skills are adequate for many practical purposes, including work, study and social situations which require a predictable use of language in relation to everyday situations.
Candidature CELI 2 is taken by around 2000 candidates per year in 26 countries and in 59 Examination Centres. Around 69% of CELI 2 candidates are in the 18-30 age group and only 11% are aged under 18; the remaining 20% are in the age group 30-55.
Structure of the Test CELI 2 tests the skills of Reading, Writing, Listening and Speaking, with each skill equally weighted at 25%. CELI 2 is administered in three separate papers. Paper 1, Reading and Writing; Paper 2, Listening; and Paper 3, Speaking. There are five possible grades in CELI 2: three pass grades (A-B-C) and two fail grades (D-E). Results are based on candidates' aggregate scores across the four skills.
CELI 2 Reading and Writing Paper – (Paper 1) The paper has a fixed format, with Part A (from A.1 to A.5) testing reading skills through a variety of texts ranging from very short notices to longer continuous texts. Part B is divided in three parts: B.1, B.2, B.3 testing Writing Skills in a variety of formats. Candidates are assessed on their ability to produce written Italian at word and sentence and whole text level.
B.1 requires candidates to fill in common forms or questionnaires, notes on personal agendas giving routine factual information and reporting personal events of immediate relevance.
B.2 requires candidates to write effectively short, informal, transactional letters or announcements relating to daily needs.
B.3 requires candidates to write short personal letters, informal reports or short stories on a range of familiar subjects, describing events, experiences, feelings and reactions in some detail.
Specific Information about the example task In this task (B.3), candidates have to write an informal letter describing an event real or imagined. The task requires an answer between 90 and 100 words. For the letter (this sample), the candidates are given the description of the situation they have to refer to, and of the operations they should accomplish. In the answer candidates are expected to fulfil the task, writing a simple connected letter in the proper register.
Mark distribution There are a maximum of 40 marks for the Writing component. Task B.1 carries a maximum of 5 marks (1/2 mark for each complete answer); task B.2 a maximum of 15 marks and task B.3 a maximum of 20 marks. A mark scheme is used, both for task B.
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i) Task input/prompt
9 Rubrics and instructions are in… Italian
10 Language level of rubric B1- same level as test
11 Time for this task Not specified
12 Control/guidance Controlled
13 Content Content is specified
14 Discourse mode Letter (personal)
15 Audience Friend, acquaintance
16 Type of input Textual
17 Topic Free time, entertainment
18 Integration of skills Reading
19 Number of words expected Between 90 and 100
20 Rhetorical function(s) Description (events), expressing pleasure/displeasure, gratitude
21 Register Informal
22 Domain Personal
23 Grammar Mainly simple structures
24 Vocabulary Only frequent vocabulary
25 Cohesion Limited use of cohesive devices
26 Authenticity: situational High
27 Authenticity: interactional High
28 Cognitive processing Reproduction of known ideas only
29 Content knowledge Personal/daily life/basic communication needs
30 Task purpose Referential (telling)
ii) Response (description of written response elicited by the prompt(s)/input)
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iii) Rating of Task
iv) Feedback to candidates
31 Known criteria Not on paper-can be viewed in publications and website
32 Task rating method Analytic
33 Assessment criteria Lexical Competence, Grammatical Competence, Coherence, Socio-cultural Competence
34 Number of raters 1 + moderation
35 Quantitative feedback Raw score on the front page of the Paper
36 Qualitative feedback None. Provided only when required
Example answer
Caro Mario, ieri siamo tornati da quello splendido viaggio del quale ti ho già parlato poco tempo fa. Ci siamo divertiti tanto, mi dispiace solo perché non potevi venire anche tu.
Abbiamo visto anche quel vecchio monastero, e il museo del qale hai parlato spesso. Grazie per i consigli, ci sono stati molto utili. La più bella cosa era il casttello dal tredicesimo secolo, mi è piaciuto tanto. Che piacere sarebbe stato vivere lì!.
Ho fatto delle fotografie splendide. Te le manderò tutte la prossima volta.
Con speranza che ti abbracio presto ti mando un grande bacio.
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CVCL Sample Test Tasks
Report on analysis of Certificato di Lingua Italiana - Livello 3 (CELI 3) (Writing)
Target language of this test Italian
Target level (CEFR) of this test B
Task number/name B.
3 Number of tasks in the writing paper 2
4 Integration of skills Writing (with written inputs)
5 Total test time 135 minutes inc. Reading section
6 Target performance level B
7 Channel Handwritten
8 Purpose General proficiency
General Information about the writing component *
- The numbers in the left hand column of the tables refer to the categories in the ALTE CEFR Writing Grid
The CEFR Grids for
Writing, developed
by ALTE members
Index
forward >
< Back
Background to the Examination
CELI 3 is a general Italian qualification which is one of the Perugia CVCL Main-suite Examinations. Set at level B2 of the CEFR, CELI 3 recognises the ability to deal confidently with a range of written and spoken communications. CELI 3 is designed for learners whose command of Italian is adequate for many practical purposes including work and study. CELI 3 is accepted by the Italian Ministry of Education to enter the University in Italy.
Candidature CELI 3 is taken by around 5000 candidates per year in 31 countries and in 79 Examination Centres. Around 63% of CELI 3 candidates are in the 18-27 age group, only 14% are between 15-18; the remaining 23% are in the age group 27-55.
Structure of the Test CELI 3 tests the skills of Reading, Writing, Listening and Speaking. A specific paper, named 'Competenza Linguistica' is introduced at this level to assess grammatical and lexical competences. CELI 3 is administered in four separate papers: Paper 1, Reading and Writing; Paper 2, 'Competenza Linguistica'; Paper 3, Listening and Paper 4, Speaking. Of the five parts forming the test, each one has a different weight, in accordance to test's context and purpose. Productive abilities are weighted overall at 50% (Writing 20%, Speaking 30%) receptive abilities at 40% (Reading 20%, Listening 20%). The 'Competenza Linguistica' is weighted at 10%. There are five possible grades in CELI 3: three pass grades (A, B and C) and two fail grades (D and E). Results are based on candidates' aggregate scores across the five components of the test.
CELI 3 Reading and Writing Paper - (Paper 1) The paper has a fixed format, with Part A (from A.1 to A.3) testing reading skills through a variety of quite long and articulated texts. Part B tests Writing Skills and is divided in two parts: B.1 and B..
B.1 consists of two tasks, of which candidates are required to answer one. Candidates are expected to write a composition (120-180 words) of descriptive, narrative or argumentative type, on topics which candidates can relate to their personal experience or a short story both on real or imaginary events.
B.2 consists of three tasks, of which candidates are required to answer one. The assignment takes the form of a situationally-based writing task: candidates are required to write a letter or message or announcement (80-100 words) in reaction to a well described situation, being able to show the degree of formality appropriate to the context and following established conventions of the genre concerned. The range of functions, candidates should be able to perform, may include giving or requesting information and suggestions, making complaints, requiring feedback, etc.
Specific Information about the example Part 1 task In this task (B.1) and for this sample, candidates are required to write an argumentative composition on how the new 'grandmother generation' has changed through the last thirty years, expressing opinions and feelings about the change and the effects produced in the families and in the society. Candidates can relate the
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i) Task input/prompt
ii) Response (description of written response elicited by the prompt(s)/input)
9 Rubrics and instructions are in… Italian
10 Language level of rubric Same as level of test
11 Time for this task Not specified
12 Control/guidance Semi-controlled
13 Content Content is not specified
14 Discourse mode Composition
15 Audience Teacher
16 Type of input Textual (excerpts)
17 Topic Personal experiences (about aspects dealing with contemporary society and civilization) 18 Integration of skills Reading
19 Number of words expected 120-
20 Rhetorical function(s) Exposition; explanation; giving opinions; suggestion; argumentation
21 Register Formal
22 Domain Personal
23 Grammar Limited range of complex structures
24 Vocabulary Mainly frequent vocabulary
25 Cohesion Competent use of cohesive devices
26 Authenticity: situational Low
27 Authenticity: interactional Low
28 Cognitive processing Knowledge transformation
29 Content knowledge Common, general, non-specialised
30 Task purpose Referential (telling); emotive (reacting)
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Example answer
Per dire la verità le nonne trenta anni fa dividevano realmente la loro vita tra casa e nipoti e oggi davvero ci sono molte nonne che si occupano di cose diverse, cercano diverse distrazioni, non vanno in pensione ma pensano ancora al lavoro e ci sono anche veramente quelle che cercano un nuovo amore.
Tale cambiamento ha ovviamente i suoi aspetti positivi e quelli negativi. Uno dei positivi e forse il fatto che le nonne che vanno in palestra o piscina oppure giocano a badminton o fanno del jogging, hanno una buona forma fisica che gli permette di conservare una buona salute fisica e mentale. Sembre anche buono che le donne anziane che vanno a teatro o al cinema non smettono mai di svilupparsi culturalmente e conoscono sempre qualche cosa di nuovo, che forse, non hanno ancora mai visto o sentito nella loro vita. Mi qui viene subito alla mente un aspetto negativo giacché queste nonne dimenticano dei loro nipoti e delle loro famiglie, che magari nel frattempo, vengono trascurati e perdono le loro nonne di vista. In realtà le nonne che badano ai loro nipoti sono molto necessarie e utili e per la loro cura verso i bambini dimostrano anche il loro amore. Il fatto è che la migliore situazione è quella quando le nonne si interessano dei loro nipoti e al tempo stesso sanno essere "nonne moderne".
iii) Rating of Task
iv) Feedback to candidates
31 Known criteria Not on paper -can be viewed in publications and website
32 Task rating method Analytic
33 Assessment criteria Grammatical accuracy; cohesion and coherence; lexical control; socio-cultural competence
34 Number of raters 1+ moderation
35 Quantitative feedback Raw score on the front page of the Paper
36 Qualitative feedback None. Provided when required
- The numbers in the left hand column of the tables refer to the categories in the ALTE CEFR Writing Grid
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CVCL Sample Test Tasks
Report on analysis of Certificato di Lingua Italiana - Livello 4 (CELI 4) (Writing)
Target language of this test Italian
Target level (CEFR) of this test C
Task number/name B.
3 Number of tasks in the writing paper 2
4 Integration of skills Writing (with written inputs)
5 Total test time 165 minutes inc. Reading section
6 Target performance level C
7 Channel Handwritten
8 Purpose General proficiency
General Information about the writing component *
The CEFR Grids for
Writing, developed
by ALTE members
Index
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Background to the Examination
CELI 4 is a general Italian qualification which is part of the Perugia CVCL Main-suite Examinations. Set at level C1 of the CEF, CELI 4 recognises the ability to communicate with confidence in Italian and deal with most aspects of daily life. CELI 4 is designed for learners who are reaching a standard of Italian that is adequate for most purposes, including study in higher education in the Italian academic context.
Candidature CELI 4 is taken by around 1000 candidates per year in 27 countries and 65 Examination Centres. Around 60% of CELI 4 candidates are in the 21-30 age group, only 11 are aged 18 or under; the remaining 20% are aged between 30-55.
Structure of the Test CELI 4 tests the skills of Reading, Writing, Listening and Speaking and also has a specific paper to assess grammatical and lexical knowledge named: 'Competenza Linguistica'. CELI 4 is administered in five separate papers: Paper 1, Reading and Writing; Paper 2, 'Competenza Linguistica'; Paper 3, Listening and Paper 4, Speaking. Of the five parts forming the test each one has a different weight, in accordance to the test's content and purpose. Productive abilities are weighted overall 55%, receptive abilities at 35%. The 'Competenza Linguistica' is weighted at 10%. There are five possible grades in CELI 4: three pass grades (A, B and C) and two fail grades (D and E). Results are based on candidates' aggregate scores across the five components of the test.
CELI 4 Reading and Writing Paper – (Paper 1) The paper has a fixed format, with Part A (from A.1 to A.3) testing reading skills through a variety of long and complex texts. Part B tests Writing Skills and is divided in two parts: B.1 and B.2. Candidates must be able to organise their writing and fully develop a theme.
B.1 is compulsory and requires candidates to process a text dealing with different topics also of complex and abstract nature (around 400 words in length) in order to write an effective summary (150-200 words), showing their ability to highlight the most salient points.
B.2 consists of two tasks, of which the candidates are required to answer one (220- 250 words). This part covers a range of task types such as: formal letters to newspapers, reports and essays on complex and semi-technical subjects, imaginative stories. Candidates should be able to show their ability to write clear, well-structured texts, expressing and/or reporting effectively points of view, expanding and supporting opinions in a assured, natural style appropriate to the reader.
Specific Information about the example task In this task B.2, and for this sample, candidates are required to write a composition based on a quite technical statement made by a researcher on one of the most serious problems our society has to face with: the use and distribution of water in the planet. Candidates are required to comment and express their points of view and suggestions according to different perspectives. The task requires an answer between 220 and 250 words in length.
