Data Processing Notification

Notification regarding the processing of personal information
of participants in language competence examinations
(BCCE, ABLE, ALCE, STYLE and ETECT)

 

Pursuant to the applicable data protection legislation/ regulations, Hellenic American University (436 Amherst Str., Nashua, NH 03063, USA) (the “Hellenic American University”) would like to inform you of the following:

1. What personal information is processed by Hellenic American University belonging to which natural persons: Hellenic American University processes personal information of the following persons (“you” and/ or “participants”): (a) adults who participate in language competence examinations organized by Hellenic American University; and (b) minors who participate in language competence examinations and who are being represented by their parents or guardians. Information processed by Hellenic American University may include: (a) personal information (e.g. full name, father’s name, gender, date of birth, examination center, type of the language competence examination in which you participate and the date in which the examinations are being conducted, information of the person examining the participant, examiner marks and comments relating to examiner marks, the Foreign Language Center at which the participant in the language competence examinations is studying, candidate number, native language and attendance records, assessment papers, candidate voice, and candidate answers); and (b) sensitive personal information, if applicable, such as health-related information that the candidate may disclose for special arrangements to be made so that he or she can take part in the language competence examinations (e.g. special learning difficulties or other health issues). The disclosure of the personal information specified in subparagraph (a) above is a legal or contractual obligation of the participant or a requirement to conclude a contract. If you do not provide this information or a part of it, you will not be able to register and therefore, participate in the above language competence examinations organized by Hellenic American University.

2. Source of personal information: The source of the information mentioned in section 1 above, as the case may be, is the participant himself/ herself disclosing his/ her personal information or his or her parents or guardian. To the extent that the persons mentioned above transmit third party personal information to Hellenic American University, they are responsible for complying with the applicable provisions of the data protection legislation/ regulations. In this context, they may need to obtain the participant’s consent before transmitting personal information to Hellenic American University. When you provide the third-party personal information, Hellenic American University considers this third-party consent (if required) as granted.

3. How Hellenic American University uses personal information: The situations in which Hellenic American University may process your personal information, as the case may be, are the following: (a) to develop and deliver language competence examinations, including the development of assessment materials, the collection and marking of exam papers and the issuance of certificates and the assurance that the appropriate examination facilities are available to those with specific requirements; (b) to handle complaints or to investigate allegations of misconduct in relation to the sitting of exams; and (c) to safeguard the interests of Hellenic American University, to carry out research in the field of education and qualification delivery, to set standards and other activities that are required to ensure that Hellenic American University’s services and programs are delivered to a high standard and that the participants in the language competence examinations are protected.

4. Recipients of personal information: As the case may be and depending on the purpose of processing, personal information may be transmitted: (a) to authorized employees of Hellenic American University; (b) to companies associated with Hellenic American University with which Hellenic American University has concluded a contract and which process the information on its behalf (e.g. IT companies, IT service providers, etc.), within their competencies and subject to the obligation of confidentiality, secrecy and compliance with the data protection legislation/ regulations; (c) to third parties where so required by law, or for the purposes of, or in connection with legal proceedings in which it is involved, or otherwise for the purposes of supporting, exercising or defending its rights; (d) to third parties that are law enforcement authorities and have submitted a lawful transmission request; or (e) where it considers that transmission is necessary in connection with any investigation into the suspicion or existence of any illegal activity; or (f) otherwise, if you consent to such disclosure.

5. Overseas transfers: Hellenic American University may transfer the personal information it collects about you to countries other than the country of its incorporation or the country in which the information originally was collected. Those countries may not have the same laws on personal information as the country in which you initially provided the information. When Hellenic American University transfers your personal information to other countries, it will protect that information as described in this Notification and in accordance with the applicable law. If necessary, Hellenic American University requires the recipients referred to in section 4 above to comply with appropriate safeguards designed to protect personal information.

6. How to contact Hellenic American University: If you have a query regarding the processing of your personal information or if you would like to exercise your rights under the applicable legislation on personal information, you must email Hellenic American University at: This email address is being protected from spambots. You need JavaScript enabled to view it., or send a letter to the mailing address mentioned above.

7. Changes to this Notification: Hellenic American University may revise this Notification from time to time. The most current version of this Notification will govern the processing of your personal information by Hellenic American University and will be posted on its website.

8. EEA Addendum: If you are in the European Economic Area ("EEA") and insofar as the General Data Protection Regulation (EU) 2016/679 is applicable, the following additional EEA-specific provisions apply to the processing of your personal information.

A. Controller: Hellenic American University is the controller of your personal information.

B. Legal basis for using your personal information: Hellenic American University will use your personal information when the law allows it to. Most commonly and depending on the situation in which Hellenic American University will use your personal information, Hellenic American University will use your personal information in the following circumstances: (a) where you have given your consent; (b) where Hellenic American University needs to perform the relevant contract that it has concluded with you or where it needs to take steps at your request prior to entering into the relevant contract with you; (c) where it needs to comply with a legal obligation; (d) where the processing is necessary for the purposes of the legitimate interests pursued by Hellenic American University which override your interest, fundamental rights and freedoms which require the protection of personal information; (e) where necessary for the establishment, exercise or support of legal claims; and (f) in case Hellenic American University needs to protect your vital interests or those of a third party where you are incapable of giving your consent.

C. Transfers of personal information outside the EEA: With respect to personal information transfers outside the European Economic Area, Hellenic American University has taken the appropriate and suitable safeguards for the protection of the personal information. If you wish to receive a copy of these safeguards, you may contact Hellenic American University using the contact information mentioned in the section 8 (E) below.

D. Retention of personal information: Hellenic American University will retain the above personal information for as long as necessary to fulfill the purpose for which it was collected or to comply with legal, regulatory, accounting, reporting or internal policy requirements. To determine the appropriate retention period, Hellenic American University considers the applicable legal requirements, as well as the amount, nature, and sensitivity of the information, the potential risk of harm from unauthorized use or disclosure of the personal information, the purposes for which its processes the personal information and whether it can achieve those purposes through other means. Further information on the retention periods can be requested from Hellenic American University using the contact information mentioned in the section 8 (E) below.

E. European Privacy rights: You have the following rights under the GDPR: (a) to receive a copy of the personal information held by Hellenic American University, together with other information on how personal information is processed (commonly known as “data subject access request”); (b) to request that personal information concerning you be rectified and, under conditions, to request the deletion or restriction of processing, or to object to the processing of personal information; (c) to receive a copy or to request the transmission of a copy of your personal information to a third party in a structured, commonly used and machine-readable format (commonly known as “right to data portability”). Where the processing of personal information is based on your consent, you have the right to withdraw that consent at any time without affecting the lawfulness of processing based on consent before its withdrawal. If you wish to receive further information about the processing of your personal information or to exercise any of the aforementioned rights, you must email Hellenic American University at: This email address is being protected from spambots. You need JavaScript enabled to view it., or send a letter to the mailing address mentioned above. Alternatively, you may contact Hellenic American University’s representative in the EU for data protection matters, using the following contact details: Hellenic American Education Center. Address: 22 Massalias str., 10680, Athens, Greece. Email: This email address is being protected from spambots. You need JavaScript enabled to view it.. Certain of these rights are not absolute under the applicable legislation (as sometimes there may be overriding interests that require the processing to continue, for example); nonetheless Hellenic American University will consider your request and respond to you. Finally, you have the right to file a complaint with the competent supervisory authority about how Hellenic American University handles your personal information (for Greece: www.dpa.gr).

 

ALCE Linking to CEFR

Linking the ALCE™ to the CEFR

Hellenic American University and Hellenic American Union have implemented a Linking Project to link the Advanced Level Certificate in English (ALCE™) to the Common European Framework of Reference for Languages (CEFR), in accordance with Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching and Assessment (CEFR) Manual (Council of Europe, 2003; 2009).

The result of the Project is a Claim by Specification and Standard Setting, compiled in accordance with the Manual, which shows that the ALCE™ examination is targeted at the C1 level of the CEFR. This document has been submitted to the Council of Europe. As a result, articles concerning the ALCE™ Linking Project have been published and presentations at international conferences have been given.

Purpose and Context of the Linking Project

The Advanced Level Certificate in English (ALCE™) is a high-stakes examination designed for candidates who require certification of their competency in English as a second or other language at an advanced proficiency level. The candidates are tested on their communicative competency in all four language skills: reading, writing, listening and speaking, as well as in their vocabulary and grammar resources. The examination is administered four times annually in Europe, with monthly administrations also available in specific countries.

The goal of the Linking Project was to assess the level of the ALCE™ examination in terms of the levels defined by the CEFR. The ALCE™ examination was designed to bridge the gap between examinations claimed to be at B2 and C2 level and it was therefore necessary to investigate whether the ALCE™ examination could be linked to the C1 level.

The procedures to link tests to the Common European Framework of Reference for Languages (CEFR) are divided into four phases, as proposed in the Preliminary Pilot Version of the Manual for Relating Language Examinations to the CEFR:

  • Phase 1: Familiarization
  • Phase 2: Specification
  • Phase 3: Standardization
  • Phase 4: Empirical validation

Phase 1: Familiarization
An in-depth familiarization process with the content and levels of the CEFR was carried out. This involved studying the Manual and the Preliminary Pilot Version of the Manual, a discussion of the aims, objectives and content of the CEFR, familiarization with the global scales defining the six levels and the descriptors, and familiarization with the descriptors from the DIALANG scales.

Phase 2: Specification
The specification phase involved Project members mapping the coverage of the ALCE™ in relation to the categories and levels of the CEFR. For this a full description of the format, content and rationale of all sections of the test was needed. Using information gained during this process, a content analysis of the ALCE™ was then carried out in order to complete Forms 1 – 23 of the Preliminary Pilot Manual. These completed forms were included in the Report to support the Claim by Specifications.

Phase 3: Standardization
The procedures for the standard setting of the ALCE™ examination followed those set out in the CEFR literature. The procedures included the selection of the most appropriate and effective method of standard setting for each section of the test, the selection of a large number of judges, based on their qualifications and experience of language teaching and testing, the training of the judges on the appropriate criteria, as defined in the CEFR Manual, the establishment by the judges of cut-off scores for each section and data analysis of the judges’ cut-off scores. In order to justify a Claim by Specification, full details of each of these procedures, including detailed information on the data analysis, was included in the Report.

The Advanced Level Certificate in English (ALCE™) examination is divided into four parts: a Listening Section of 40 items; a Grammar, Vocabulary and Reading Section, comprising 40 grammar items, 40 vocabulary items and 20 reading items; a Writing Section with one task; and a Speaking Section.

A separate total score and cut-off score is provided for each of the four Sections, and these are then recalibrated to give equal weighting in the final scoring. The overall pass/fail grade is awarded through aggregate scoring, which allows candidates a narrow fail in one Section, provided their overall score is above the combined overall cut-off score.

The procedures for the standard setting of the ALCE™ examination follow those set out in the Common European Framework of Reference for Languages, the Preliminary Pilot Version of the Manual on Relating Language Examinations to the Common European Framework of Reference for Languages, and the Reference Supplement to the Preliminary Pilot Version of the Manual for Relating Language Examinations to the Common European Framework of Reference for Languages.

The procedures used were as follows:

  • the selection of the most appropriate and effective method of standard setting for each Section of the ALCE™ examination
  • the selection of a large number of judges, based on their qualifications and experience of language teaching and testing
  • the training of the judges on the appropriate criteria, as defined in the CEFR and the Manual for the Advanced Level Certificate in English
  • the establishment by the judges of cut-off scores for each Section
  • data analysis of the judges’ cut-off scores

Since the Sections of the ALCE™ examination which test receptive skills (i.e. the Listening Section and Grammar, Vocabulary, Reading Section) are machine scored, the standard setting for these two Sections followed precisely the same procedures. However, as the Sections which test productive skills (i.e. the Speaking Section and the Writing Section) are scored by individual raters, the standard setting for each was performed separately.

The standard setting was carried out on the items used in the January 2006 ALCE™ examination, and occurred in successive meetings during January and February 2006. Standard setting was again carried out on the Writing Section in June 2006.

Phase 4: Empirical Validation
Empirical validation of the ALCE™ will be published in forthcoming reports.

BCCE Linking to CEFR

Linking the revised BCCE™ examination to the CEFR

The Hellenic American University started a Linking Project in 2011 to link the revised version of the Basic Communication Certificate in English (BCCE™) examination to the Common European Framework of Reference for Languages (CEFR), in accordance with the manual Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching and Assessment (CEFR): A Manual. (Council of Europe, 2003/2009).

The result of the Project is a Claim by Specification and Standard Setting, compiled in accordance with the Manual (2009), which indicates the extent that the revised version of the BCCE™ examination is targeted at the B1 level of the CEFR.

Purpose and Context of the Linking ProjectThe Basic Communication Certificate in English (BCCE™) is a high-stakes examination designed for candidates who require certification of their competency in English as a second or other language at an intermediate proficiency level. The candidates are tested on their communicative competency in all four language skills: reading, writing, listening and speaking, as well as in their vocabulary and grammar resources. The examination is administered in Greece, Albania, Bulgaria, Germany, and Romania.

The goal of the Linking Project was to assess the level of the revised BCCE™ examination, administered for the first time in June 2011, in terms of the levels defined by the CEFR. The BCCE™ examination was designed to bridge the gap between examinations claimed to be at A2 and B2 level and it was therefore necessary to investigate whether the revised version of BCCE™ examination could still be linked to the B1 level.

The procedures to link the revised BCCE™ examination to the Common European Framework of References for Languages were divided into five phases, as proposed by the Manual (2009):

Phase 1: Familiarization
Phase 2: Specification
Phase 3: Standardization Training and Benchmarking
Phase 4: Standard Setting Procedures
Phase 5: Validation

Phase 1: Familiarization
This phase entailed project members undergoing a selection of familiarization training activities designed to promote an in-depth knowledge of :(1) the aims, objectives and content of the CEFR, (2) its levels and (3) its illustrative descriptors.

Phase 2: Specification
This phase involved project members mapping the coverage of the BCCE™ examination in relation to the categories and levels of the CEFR.

Phase 3: Standardization Training and Benchmarking
This phase entailed the standardization of project members by using CEFR exemplar performances and test tasks. Upon completion of training, project members carried out benchmarking and standard setting on local learner performances.

Phase 4: Standard Setting Procedures
This phase entailed the establishment of a cut score, a decision rule used to separate candidates into two groups (Pass or Fail).

Phase 5: Validation
This phase entails evidence gathered to support that the linking project and its outcomes are well supported. As validation is an ongoing process, current and future linking validation studies will be released upon their completion.    

BCCE™ Examination Standard Setting Workshop
The purpose of the workshop was to collect recommendations for establishing the BCCE™ examination cut score. The standard setting workshop was held over four days (July 26th – July 29th, 2011) in Athens, Greece, with the participation of judges from Greece and a facilitator from the Hellenic American University.

Phases 3, 4, and 5 of the BCCE™ examination linking project are documented in the BCCE™ Examination Standard Setting: Technical Report.

ETECT Levels

The ETECT has been designed to reflect the knowledge, skills and competence descriptors for Level 5 and Level 7 of the European Qualifications Framework (EQF). Adopted by the European Parliament in 2008 as part of the continuing effort to promote workers’ and learners’ mobility in Europe, the EQF is a framework of eight qualification levels defined in terms of knowledge, skills and competence. This framework enables professional and vocational qualifications earned in one country to be related to those earned in another.

Level 5: At level 5 the ETECT assesses the candidate’s ability to apply sound principles and effective practices in TESOL. It also examines language awareness, the knowledge of how English functions, and the ability to convey that knowledge to students in a way that facilitates learning.

Certification at level 5 is appropriate for entry-level professionals. It signifies the acquisition of knowledge and skills that would be taught in a post-secondary teacher-training program of at least 120 hours that includes a Practicum.

Level 7: At level 7 the ETECT assesses the candidate’s specialized knowledge of contemporary theories of language acquisition and principles of language teaching. The test also certifies the candidate’s knowledge of the English language at an advanced level. Candidates must show that they can articulate links between research and practice in a coherent text supported by academic references.

Certification at Level 7 is for professionals with a recommended three years of teaching experience who wish to develop a critical awareness of knowledge issues in the field or begin graduate studies in TESOL. It signifies the acquisition of knowledge and skills that would be taught in a post-secondary teacher-training program of at least 200 hours that includes a Practicum.

See also:

Format and Content of the ETECT

The ETECT Level 5 examination is divided into two papers: a Methodology Paper and a Language Awareness Paper.

Paper 1: Methodology consists of short answer and multiple choice questions worth a total of 80 points, lasts two hours (120 minutes), and is assessed solely on content/ideas, not on language use. This paper comprises five sections:

Section Short Description Number of points
1  Reflecting on Classroom Scenarios (short answer)
Part 1: Candidates read and reflect on two classroom scenarios. Five problems are underlined and candidates must briefly explain why each problem is an issue.

Part 2: Candidates read and reflect on one classroom scenario. Five problems are underlined in the scenario and candidates must briefly explain why each problem is an issue and suggest what the teacher should have done instead. 		 10
10
2 Spoken Error Correction (multiple matching and short answer)
Part 1: Candidates read five short dialogs between a student and teacher, in which the student makes an error while speaking and the teacher corrects it using one of seven error correction techniques listed in a box. Candidates read each dialog and indicate which type of error correction technique the teacher uses by choosing one of the techniques provided in the box.

Part 2: Candidates read five short dialogs between a student and teacher, in which the student makes an error while speaking. The teacher’s response is left blank. The candidate must complete the dialogue by correcting the student using the error correction technique prompt indicated in parentheses.

 5
5
3 Lesson Planning (multiple choice and short answer)
Candidates read and reflect on three extracts from three different lessons. For each extract, candidates indicate the current stage of the lesson by circling A, B, C, or D from the answer choices provided; briefly write one reason for their choice of the current stage; briefly explain why the teacher chose to follow each of three procedures that occurred during the current stage and appear in paraphrased form after the extract.		 15
4 Recognizing Strengths and Weaknesses in Students’ Writing (multiple choice)
Candidates read and reflect on two responses by students at upper-intermediate level to a given essay prompt and task. For each response, they answer five multiple-choice questions.		 10
5 Methods and Techniques in TESOL (multiple-choice)
Candidates complete each sentence or answer each question by choosing from three possible answer choices, only one of which is correct.		 25
  Total 80

Paper 2: Language Awareness consists of short answer and multiple choice questions worth a total of 80 points and lasts two hours (120 minutes). This paper comprises six sections:

Section Short Description Number of points
1 Verbs: Form and Use (short answer)
Candidates read ten short dialogs, each consisting of one exchange and each with one verb underlined. They name the underlined tense and explain its meaning and use in the context provided.		 20
2 General Errors (multiple choice and short answer)
Candidates read ten sentences, each of which contains ONE grammatical or vocabulary error that has been underlined. For each error, candidates must explain why it is an error.		 10
3 Pragmatic Competence (multiple choice and short answer)
Candidates read ten short dialogues consisting of one exchange. Each dialogue has a phrase or sentence in bold and is followed by a list of three functions. For each dialogue, candidates must identify the function expressed by the underlined phrase or sentence and circle the corresponding letter of the function it expresses.		 10
4 Semantic Differences (short answer)
Candidates read ten pairs of sentences, each containing an underlined word or phrase. For each pair, they must briefly describe the difference in meaning between the two underlined words or phrases for the context provided.		 20
5 Grammatical Terminology (number answer)
Candidates read a passage in which certain grammatical phenomena have been underlined. The passage is followed by a table listing ten grammatical phenomena. For each item, candidates must find an example of the grammatical phenomenon from the underlined word(s) and write the number of the word the table. The passage contains six extra underlined words.		 10
6 Reading Comprehension (short answer and one-word answer)
Candidates read two texts and answer a set of questions about each text.		 10
  Total 80

 

The ETECT Level 7 examination is divided into three papers: Methodology, Language Awareness and Essays.

Paper Three: Essays comprises two sections, the first with two essay questions, only one of which candidates choose to answer, and the second with four essay questions, two of which candidates respond to. Each essay is worth 16 points, for a total of 48 points. Candidates are given one and a half hours (90 minutes) to write all three essays. The essays are assessed using a rubric containing the following criteria: Content, organization, development, and form, meaning and use of language. This paper comprises two sections:

Section Short Description Number of points
1 Language Awareness and Language Acquisition (essay)
Candidates read two essay questions, one related to an area of linguistics (morphology/word formation, phonetics, phonology, syntax, semantics, language variation, and/or pragmatics) and one related to either first or second language acquisition. They choose one of the two essay questions and write a response of approximately 200-250 words.		 16
2 Teaching Skills and Grammar (essays)
Candidates read four essay questions related to teaching listening, speaking, reading, writing, vocabulary, pronunciation, and grammar. They choose two of the four essay questions and write a response of approximately 200-250 words to each of the two questions chosen.		 32
  Total 48
See also:
  1. Scoring and Results of the ETECT
  2. Administration of the ETECT
  3. STYLE Level 1
  4. STYLE Level 2

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