Traduction de «Test d'intelligence pratique et de compétence » (Français → Anglais) :

When we talk about the knowledge triangle – the need for education, research and innovation – why can we not make the European Youth Pact a practical instrument and guarantee high-quality training for all young people in Europe, so that they can use their specialised knowledge and intelligence in the effort to restructure industrialised society.

It may be, that, (again, for practical reasons) speaking competences would not be tested in the first round; should this be the case, experience gained during the first cycle of tests should permit all four language skills to be tested in subsequent cycles.

I would recommend the American model of repeat tests: a written test is taken every four years and a road test every eight years and skills must be kept up.

the development of the Indicator should fully respect the responsibility of Member States for the organisation of their education systems and should not impose undue administrative or financial burdens on the organisation and institutions concerned; the method for data-gathering should take account of previous work in the field at international, Union and Member State level, and be devised and implemented in a cost-effective manner; the European Indicator of Language Competence shall be put in place as soon as possible, in accordance with the following terms of reference: data should be gathered on competences in first and second forei ...[+++]gn languages: via a common suite of tests administered to a representative sample of the target population in each Member State; from a representative sample of pupils in education and training at the end of ISCED level 2; where a second foreign language is not taught before the end of ISCED 2, Member States may, in the first round of data-gathering, choose to gather data for the second foreign language from pupils at the level of ISCED 3; for those languages for which there exists a suitable representative sample of learners in a given Member State; test scores should be based on the scales of the Common European Framework of Reference for Languages ; because respect for linguistic diversity is a core value of the European Union, the Indicator should be based upon data concerning the knowledge of all the official languages of the European Union taught as foreign languages in the Union; but for practical reasons it would be advisable, in the first round of data-gathering, for tests to be made available in those official languages of the European Union that are most widely taught in the Member States, to the extent that they provide a sufficiently large sample of testees ; Member States shall themselves determine which of those official languages are to be tested; the Indicator should assess competence in the four productive a ...

measures are needed to remedy the current absence of reliable comparative data on the outcomes of foreign language teaching and learning; such measures must be based upon the gathering of data through objective tests of language skills, developed and administered in such a way as to ensure the reliability, accuracy and validity of those data; such data have the potential to help identify and share good practice in language education policies and language teaching methods through an enhanced exchange of information and ...[+++]experience; Member States need a clearer picture of the practical and financial arrangements they will each need to make in order to implement the European Indicator of Language Competence;

The Commission proposes the introduction of a European Indicator of Language Competence common to all the Member States to provide an accurate, reliable and comprehensive yardstick for assessing foreign language proficiency, on the basis of specially designed objective tests done by a sample of the population designed to assess linguistic proficiency in four areas: reading, comprehension, speaking and writing, commencing, for practical reasons, with writt ...[+++]en tests, the relevant data being collected at regular intervals, every three years for example.