Abstract Most language proficiency exams in Europe are presently developed so that reported scores can be related to the Common European Framework of Reference for Languages (CEFR; (Council of Europe. 2001. Common European framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge University Press.). Before any CEFR linking process can take place, such tests should be shown to be both valid and reliable, as “if an exam is not valid or reliable, it is meaningless to link it to the CEFR [and] a test that is not reliable cannot, by definition, be valid” (Alderson, Charles J. 2012. Principles and practice in language testing: compliance or conflict? Presentation at TEA SIG Conference: Innsbruck. http://tea.iatefl.org/inns.html (accessed May 2017).). In the test development process, tasks developed based on test specifications must therefore be piloted in order to check that test items perform as predicted. The present article focuses on the statistical analysis of test trial data provided by the piloting of three B1 listening tasks carried out at the University of Granada’s Modern Language Center (CLM). Here, results from a detailed Rasch analysis of the data showed the test to be consistently measuring a unidimensional construct of listening ability. In order to confirm that the test contains items at the correct difficulty level, teacher judgements of candidates’ listening proficiency were also collected. The test was found to separate A2 and B1 candidates well; used in conjunction with the establishment of appropriate cut scores, the reported score can be considered an accurate representation of CEFR B1 listening proficiency. The study demonstrates how Rasch measurement can be used as part of the test development process in order to make improvements to test tasks and hence create more reliable tests

中文翻译：

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开发与CEFR相关的语言能力测试：重点放在试点的作用上

因此，必须对基于测试规范开发的任务进行试验，以检查测试项目是否按预期执行。本文重点介绍了由格拉纳达大学现代语言中心（CLM）进行的三个B1听力任务试点提供的测试数据的统计分析。在这里，对数据进行详尽的Rasch分析得出的结果表明，该测试能够持续测量听力能力的一维结构。为了确认测试包含正确难度级别的项目，还收集了教师对考生听力水平的判断。发现该测试可以很好地将A2和B1候选人分开。与建立适当的割分配合使用，报告的分数可以被视为CEFR B1听力水平的准确代表。该研究证明了Rasch测量如何可以用作测试开发过程的一部分，以改进测试任务，从而创建更可靠的测试