Linking the International English Language Competency Assessment suite of examinations to the Common European Framework of Reference

Abstract The study investigated the alignment process of International English Language Competency Assessment (IELCA) suite examinations’ four levels, B1, B2, C1 and C2, onto Common European Framework Reference (CEFR) by explaining discussing five linking stages (Council Europe (CoE 2009). Unlike previous studies, this used altogether to make fair judgements informed decisions about practical consequences validity arguments mapping task. Findings indicated that useful in-depth discussions relevant CEFR descriptors resulted in a deeper awareness establishing succinct re-familiarisations re-definitions salient features different skills items, thus making them more specific reflect descriptors. ample activities provided fertile ground for dependable results. For instance, teacher estimates confirmed cut scores with high agreement percentages, ranging from 74.4 99.34. Also, FACETS analyses showed good global model fit reliability value judgement process, only after undergoing rater training sessions. Specifically, majority item difficulty were within typical range, indicating IELCA examinations measuring underlying construct traits; however, empirical validation called additional data further implementation practices regarding other on levels’ boundary examinations. Further challenges, implications, future research also discussed.