Learning German 3: Prüfungen

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Ich kann nicht so einfach meine Deutsch bewerten. Eine Methode ist Prüfungen machen. Ich will Goethe-Institut Deutsch Zertifikat Prüfung machen, deshalb ihre Prüfungen wären gut. Allerdings gibt es nur ein wenige Modellprüfungen online.

I can’t easily evaluate my progress in German. One method (of evaluating progress) is to do exams. I want to take the Goethe Institute German exam. Thus their past papers would be good practice. However, there are only a few practice papers available online.

A part of life growing up in Singapore for me was, unfortunately, to find ways to maximise performance on exams, especially given limited understanding of the underlying subject matter. Some of these techniques might be classified as “common sense”, such as knowing the format of exams, what one was being assessed on, and making sure to spend enough time on each question or part, as marks within each question tend to get progressively harder to score. There were others that tended to be a little more subject-specific; for example, final answers in mathematics exams tended to be reasonably simple forms.

The Common European Framework for Reference of Languages (CEFR) outlines six levels of language proficiency – these are, in order from lowest to highest, A1, A2, B1, B2, C1 and C2. Typically, each language level is associated with a set of competencies that speakers at that level would generally be able to perform; these have been outlined in a table published by the European Council.

Looking at that table, I’d rate my English skills at probably C2 across the board, though I’d be a little hesitant to claim that for spoken interaction. For Chinese, I’m probably a rough B2 for listening/reading, and somewhere between B1 and B2 for speaking/writing. On the other hand, for German I’m probably somewhere between A1 and A2 for listening and reading, and closer to (or possibly even below) A1 for speaking and writing.

Another way to assess one’s skills is to look at language certification examinations. These are often used as part of work permit requirements. For example, the UK Tier 2 (General) visa typically requires applicants to pass an approved English language test at a B1 level. Chinese work visas operate on a point-based system, and additional points are successively offered with each level of the HSK completed. It seems one doesn’t even need to speak any German to get a German work visa; however, reaching a B1 level allows for quicker permanent residency.

I haven’t actually formally taken any of these exams, though I have looked at the test material and even done a few of them under exam conditions. I was generally able to navigate the CPE (English C2) exam quite comfortably. For Chinese, I haven’t had too much trouble with the HSK 5 (claimed to be between B1 and B2); the HSK 6 (claimed to be between B2 and C1) is somewhat trickier mainly because its writing section looks nasty, though I’ve been able to do the reading and listening sections. Similarly, on the Taiwanese TOCFL I cleared level 4 (B2) quite easily, and scraped a pass from inferring kernels of truth on level 5 (C1), though I would say my listening/reading are definitely not at C1 level (“appreciating distinctions of style” is certainly generous, to put it mildly),

For German, I’ve steered clear of the Goethe-Institut past papers for now as there are very few practice papers available online, and I’ll want to do them when I’m preparing for the actual examination. I found a slightly different source of practice material that seemed to be at an appropriate level – the UK General Certificate of Secondary Education (GCSE). These exams are typically taken by students in England at the end of secondary school. Generally, a good GCSE seems to map to around an A2 (e.g. based on Oxford’s language program a “good but rusty GCSE” would be in line with A2, and a “recent” one with a high grade would be closer to B1; Sussex similarly places it in the A2-B1 range, though Imperial is a bit stricter and lines it up with A1+).

German is offered as one of the modern language GCSEs – others include French, Italian, Mandarin Chinese and Japanese. Interestingly, some of these GCSEs are tiered; that is, students must be entered for either the foundation tier or higher tier. Questions in the foundation tier are easier, but the highest grade one can obtain there is a 5 (passing grades run from 9 to 1 in the UK, 9 being the highest). The higher tier features more material and questions requiring more advanced problem-solving – as its name suggests, it is intended for more capable students. Higher tier exams are graded from 9 to 4; in particular, candidates that fail to obtain a 4 receive a U (with the caveat of a ‘safety net’ grade 3 that only goes down to the midpoint of 3). Typically, some of the questions overlap – these are the questions aimed at a grade 4 or 5 skill level.

I can see why tiering could be advantageous – it allows finer resolution when looking at students’ performance. It may also lead to a better student experience, in that candidates generally won’t find the exam completely intractable (or, conversely, find it trivial). That said, deciding which tier students should be entered at seems a tough problem, and making the wrong choice could lead to results that wouldn’t be representative of a student’s ability (a student who would reasonably score a 3 could get a U if entered on higher; a student who could score a 6 or higher would be limited to 5 on foundation tier). Furthermore, these decisions need to be made in advance, which could lead to issues if a student who would be capable, with effort/studying, perform well on higher tier have his/her motivation and/or progress curtailed because he/she was entered at foundation tier.

To give a sample of the difference in difficulty of the tasks involved, I had a brief look at the AQA German specimen papers:

  • A Foundation-only task involved parsing an SMS from a friend who was running late; key-words in the text included 7 Uhr (meaning 7 o’clock), U-Bahn (subway) and Theaterkasse (ticket office) or Karte (can refer to a ticket) to identify that they planned to go to the cinema.
  • An overlapping task involved identifying words like Ausland (overseas) and wichtiger (more important) to distinguish different friends in a text.
  • A Higher-only task involved reading an interview of a student who enjoys travelling. Questions involved engaging/reasoning with the text, and seemed less reliant on directly identifying keywords. For example, the first question there asked why she needed a holiday every year for ten years (the answer being that she went on holiday after her exams, and she studied hard for a month for these exams).

This system isn’t explicitly used in Singapore for the O Levels which students take at the end of secondary school (perhaps apart from Elementary and Additional Mathematics, and Higher Mother Tongue options – but even then, these are considered distinct subjects). I’m not sure I’ve actually seen this system used before.

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