REPORT

Teaching Assessment, Learning in Education

By : Abdul Hamid Majdi,S.Kom

The Ministry of National Education

Ganesha University of Education
 Introduction
CEFR is one way to read and speak. The American Council's Skill Guidelines on Foreign
Language Teaching (ACTFL), Canadian Language Benchmarks (CLB), and the Interagency
Language Roundtable (ILR) scale. CEFR is not suitable for certain language tests.

CEFR is a European scale and specifically designed to be applied to any European language, so
that it can be used to improve your English language skills, German language skills, or your
Estonian language skills (if you have those skills).

CEFR was compiled by the European Council in 1990 as part of a broader effort to promote
cooperation between language teachers in all countries in Europe. The European Council also
wants to increase the clarity of employers and educational institutions who need to evaluate the
language skills of their prospective employees / students. This framework is intended to be used
in teaching and assessment. Instead of being a special test, CEFR is a collection of 'can do
statements' which lists functions that you will be able to do using a foreign language at any given
level of skill. For example, one of the statements can do at level B1 is "Can produce simple
connected texts on topics that are familiar or related to personal interests." Any foreign language
teacher can use this 'can do statement' to evaluate your skills and design lessons to overcome your
knowledge gap.
CEFR is widely used in language teaching in Europe, both in the public education sector and in
private language schools. In many countries, CEFR has replaced the leveling system previously
used in teaching foreign languages. Most education ministries in Europe set clear CEFR-based
goals for all students who graduate from high school, for example B2 in the first foreign language
and B1 for their second foreign language. For job seekers, many adults in Europe use standardized
test scores, such as TOEIC, to describe their level of English proficiency.

The application of CEFR outside Europe is much more limited, although some countries in Asia
and Latin America have implemented it in their education systems.
 The CEFR Levels
Some of the instruments produced within the Council of Europe have played a decisive role in the
teaching of so-called “foreign” languages by promoting methodological innovations and new
approaches to designing teaching programmes, notably the development of a communicative
approach.

They have facilitated a fresh approach to communicating these teaching methods in a manner
potentially more conducive to operational appropriation of unknown languages. By thus
identifying language needs, they were able to pinpoint the knowledge and know-how required for
attaining this communication “threshold.

The CEFR organises language proficiency in six levels, A1 to C2, which can be regrouped into
three broad levels: Basic User, Independent User and Proficient User, and that can be further
subdivided according to the needs of the local context. The levels are defined through ‘can-do’
descriptors. The levels did not suddenly appear from nowhere in 2001, but were a development
over a period of time, as described below.
 The CEFR: a turning point
The first specification of this “threshold level” was formulated for the English language (Threshold
level, 1975), quickly followed by French (Un Niveau Seuil, 1976). These two instruments have
been used de facto as models for the same type of reference instruments that were produced
subsequently for other languages, but they were adapted to suit the peculiar features of each
language.
In order to meet the teaching and certification requirements, the level concept as defined was
extended to cover specification of levels lying immediately below and above the threshold level.
In the light of the developments in this field, particularly as regards the CEFR, other levels were
developed for a number of languages. These proficiency levels constitute one of the origins of the
six-level scale of the CEFR.
Launched in 2001, the CEFR marked a major turning point as it can be adapted and used for
multiple contexts and applied for all languages.
The CEFR is based on all these achievements and has developed a description of the process of
mastering an unknown language by type of competence and sub-competence, using descriptors for
each competence or sub-competence, on which we shall not go into further detail here. These
descriptors were created without reference to any specific language, which guarantees their
relevance and across-the-board applicability. The descriptors specify progressive mastery of each
skill, which is graded on a six-level scale (A1, A2, B1, B2, C1, C2).
However, for textbook authors, teachers and other professionals, the specification set out in the
CEFR may appear excessively broad, particularly since individual languages are not addressed.
The Reference Level Descriptions (RLD) for national and regional languages, which provide
detailed content specifications for different CEFR levels, have been developed to address this
issue.

CEFR : three tables used to introduce the Common Reference Levels

The following three tables, which are used to introduce the Common Reference Levels, are
summarised from the original bank of “illustrative descriptors” developed and validated for the
CEFR in the Swiss National Research project described in Appendix B of the volume. These
formulations have been mathematically scaled to these levels by analysing the way in which they
have been interpreted in the assessment of large numbers of learners.
Global scale - Table 1 (CEFR 3.3): Common Reference levels
It is desirable that the common reference points are presented in different ways for different
purposes. For some purposes it will however be appropriate to summarise the set of proposed
Common Reference Levels in a holistic summarized table. Such a simple ‘global’ representation
will make it easier to communicate the system to non-specialist users and will provide teachers
and curriculum planners with orientation points.

Can understand with ease virtually everything heard or read. Can

summarise information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation.
C2
Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex
situations.
PROFICIENT
USER Can understand a wide range of demanding, longer texts, and
recognise implicit meaning. Can express him/herself fluently and
spontaneously without much obvious searching for expressions. Can
C1 use language flexibly and effectively for social, academic and
professional purposes. Can produce clear, well-structured, detailed
text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.

Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialisation. Can interact with a degree of fluency and spontaneity
INDEPENDENT
B2 that makes regular interaction with native speakers quite possible
USER
without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various options.
 Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. Can deal
with most situations likely to arise whilst travelling in an area where
B1 the language is spoken. Can produce simple connected text on topics
which are familiar or of personal interest. Can describe experiences
and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.

Can understand sentences and frequently used expressions related to

areas of most immediate relevance (e.g. very basic personal and
family information, shopping, local geography, employment). Can
A2 communicate in simple and routine tasks requiring a simple and
direct exchange of information on familiar and routine matters. Can
describe in simple terms aspects of his/her background, immediate
BASIC environment and matters in areas of immediate need.
USER
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask and answer questions
A1
about personal details such as where he/she lives, people he/she
knows and things he/she has. Can interact in a simple way provided
the other person talks slowly and clearly and is prepared to help.
Self-assessment grid - Table 2 (CEFR 3.3) : Common Reference levels
The self-assessment grid illustrates the levels of proficiency described in the Common
European Framework of Reference for Languages (CEFR).
It presents 34 scales of listening, reading, spoken interaction, spoken production and
writing activities. The following official translations should be used, and the copyright
reference be quoted.

In order to orient learners, teachers and other users within the educational system for
some practical purpose, a more detailed overview is necessary. Table 2 is a draft for
a self-assessment orientation tool intended to help learners to profile their main
language skills, and decide at which level they might look at a checklist of more detailed
descriptors in order to self-assess their level of proficiency.

Qualitative aspects of spoken language use - Table 3 (CEFR 3.3): Common

Reference levels

The chart in this table was designed to assess spoken performances. It focuses on
different qualitative aspects of language use.

RANGE ACCURACY FLUENCY INTERACTION COHERENCE

C2 Shows Maintains Can express Can interact Can create

great consistent him/herself with ease and coherent
flexibility grammatical spontaneously skill, picking and
reformul control of at length with up and using cohesive
ating complex a natural non-verbal discourse
ideas in language, even colloquial flow, and making full
differing while attention avoiding or intonational and
linguistic is otherwise backtracking cues appropriate
 forms to engaged (e.g. in around any apparently use of a
convey forward difficulty so effortlessly. variety of
finer planning, in smoothly that Can organisation
shades of monitoring the interweave al patterns
meaning others' interlocutor is his/her and a wide
precisely, reactions). hardly aware contribution range of
to give of it. into the joint connectors
emphasis discourse and other
, to with fully cohesive
differenti natural devices.
ate and turntaking,
to referencing,
eliminate allusion
ambiguit making etc.
y. Also
has a
good
comman
d of
idiomatic
expressio
ns and
colloquial
isms

C1 Has a Consistently Can express Can select a Can produce

good maintains a high him/herself suitable clear,
comman degree of fluently and phrase from a smoothly-
d of a grammatical spontaneously, readily flowing,
broad accuracy; errors almost available well-
range of are rare, difficult effortlessly. range of structured
language to spot and Only a discourse speech,
allowing generally conceptually functions to showing
him/her corrected when difficult preface his controlled
to select they do occur. subject can remarks in use of
a hinder a order to get organisation
formulati natural, or to keep the al patterns,
on to smooth flow of floor and to connectors
express language. relate his/her and
him/ own cohesive
herself contributions devices.
clearly in skilfully to
an those of other
appropri speakers.
ate style
on a wide
range of
general,
academic
,
professio
nal or
leisure
topics
without
having to
 restrict
what
he/she
wants to
say.

B2 Has a Shows a Can produce Can initiate Can use a

sufficient relatively high stretches of discourse, limited
range of degree of language with take his/her number of
language grammatical a fairly even turn when cohesive
to be control. Does tempo; appropriate devices to
able to not make errors although and end link his/her
give clear which cause he/she can be conversation utterances
descripti misunderstandin hesitant as he when he / she into clear,
ons, g, and can or she needs to, coherent
express correct most of searches for though he discourse,
viewpoin his/her patterns and /she may not though
ts on mistakes. expressions, always do this there may
most there are few elegantly. Ca be some
general noticeably n help the "jumpiness"
topics, long pauses. discussion in a long
without along on con-
much familiar tribution.
con- ground
spicuous confirming
searching comprehen-
for sion, inviting
words, others in, etc.
 using
some
complex
sentence
forms to
do so.

B1 Has Uses reasonably Can keep Can initiate, Can link a

enough accurately a going maintain and series of
language repertoire of comprehensibl close simple shorter,
to get by, frequently used y, even though face-to-face discrete
with "routines" and pausing for conversation simple
sufficient patterns asso- grammatical on topics that elements
vocabula ciated with more and lexical are familiar or into a
ry to predictable planning and of personal connected,
express situations. repair is very interest. Can linear
him/hers evident, repeat back sequence of
elf with especially in part of what points.
some longer someone has
hesitatio stretches of said to
n and free confirm
circum- production. mutual
locutions understandin
on topics g.
such as
family,
hobbies
and
 interests,
work,
travel,
and
current
events.

A2 Uses Uses some Can make Can answer Can link

basic simple him/herself questions and groups of
sentence structures understood in respond to words with
patterns correctly, but very short simple simple
with still utterances, statements. connectors
memoris systematically even though Can indicate like "and,
ed makes basic pauses, false when he/she "but" and
phrases, mistakes. starts and is following "because".
groups of reformulation but is rarely
a few are very able to
words evident. understand
and enough to
formulae keep
in order conversation
to going of
commu- his/her own
nicate accord.
limited
informati
on in
simple
 everyday
situation
s.

A1 Has a Shows only Can manage Can ask and Can link
very limited control very short, answer words or
basic of a few simple isolated, questions groups of
repertoir grammatical mainly pre- about words with
e of structures and packaged personal very basic
words sentence utterances, details. Can linear
and patterns in a with much interact in a connectors
simple memorised pausing to simple way like "and" or
phrases repertoire. search for but "then".
related expressions, to communicati
to articulate less on is totally
personal familiar words, dependent on
details and to repair repetition,
and communicatio rephrasing
particular n. and repair.
concrete
situation
s.
 Qualitative aspects of spoken language use - Table 3 (CEFR 3.3): Common
Reference levels

The chart in this table was designed to assess spoken performances. It focuses on
different qualitative aspects of language use.

RANGE ACCURACY FLUENCY INTERACTION COHERENCE

C2 Shows Maintains Can express Can interact Can create

great consistent him/herself with ease and coherent
flexibility grammatical spontaneously skill, picking and
reformula control of at length with up and using cohesive
ting ideas complex a natural non-verbal discourse
in language, even colloquial flow, and making full
differing while attention avoiding or intonational and
linguistic is otherwise backtracking cues appropriate
forms to engaged (e.g. in around any apparently use of a
convey forward difficulty so effortlessly. variety of
finer planning, in smoothly that Can organisation
shades of monitoring the interweave al patterns
meaning others' interlocutor is his/her and a wide
precisely, reactions). hardly aware contribution range of
to give of it. into the joint connectors
emphasis, discourse and other
to with fully cohesive
differentia natural devices.
te and to turntaking,
eliminate referencing,
ambiguity.
 Also has a allusion
good making etc.
command
of
idiomatic
expressio
ns and
colloquiali
sms

C1 Has a Consistently Can express Can select a Can produce

good maintains a high him/herself suitable clear,
command degree of fluently and phrase from a smoothly-
of a broad grammatical spontaneously, readily flowing,
range of accuracy; errors almost available well-
language are rare, difficult effortlessly. range of structured
allowing to spot and Only a discourse speech,
him/her generally conceptually functions to showing
to select a corrected when difficult preface his controlled
formulatio they do occur. subject can remarks in use of
n to hinder a order to get organisation
express natural, or to keep the al patterns,
him/ smooth flow of floor and to connectors
herself language. relate his/her and
clearly in own cohesive
an contributions devices.
appropriat skilfully to
e style on
 a wide those of other
range of speakers.
general,
academic,
profession
al or
leisure
topics
without
having to
restrict
what
he/she
wants to
say.

B2 Has a Shows a Can produce Can initiate Can use a

sufficient relatively high stretches of discourse, limited
range of degree of language with take his/her number of
language grammatical a fairly even turn when cohesive
to be able control. Does tempo; appropriate devices to
to give not make errors although and end link his/her
clear which cause he/she can be conversation utterances
descriptio misunderstandin hesitant as he when he / she into clear,
ns, g, and can or she needs to, coherent
express correct most of searches for though he discourse,
viewpoint his/her patterns and /she may not though
s on most mistakes. expressions, always do this there may
 general there are few elegantly. Ca be some
topics, noticeably n help the "jumpiness"
without long pauses. discussion in a long
much con- along on con-
spicuous familiar tribution.
searching ground
for words, confirming
using comprehen-
some sion, inviting
complex others in, etc.
sentence
forms to
do so.

B1 Has Uses reasonably Can keep Can initiate, Can link a

enough accurately a going maintain and series of
language repertoire of comprehensibl close simple shorter,
to get by, frequently used y, even though face-to-face discrete
with "routines" and pausing for conversation simple
sufficient patterns asso- grammatical on topics that elements
vocabular ciated with more and lexical are familiar or into a
y to predictable planning and of personal connected,
express situations. repair is very interest. Can linear
him/herse evident, repeat back sequence of
lf with especially in part of what points.
some longer someone has
hesitation stretches of said to
and confirm
 circum- free mutual
locutions production. understandin
on topics g.
such as
family,
hobbies
and
interests,
work,
travel,
and
current
events.

A2 Uses basic Uses some Can make Can answer Can link
sentence simple him/herself questions and groups of
patterns structures understood in respond to words with
with correctly, but very short simple simple
memorise still utterances, statements. connectors
d phrases, systematically even though Can indicate like "and,
groups of makes basic pauses, false when he/she "but" and
a few mistakes. starts and is following "because".
words and reformulation but is rarely
formulae are very able to
in order to evident. understand
commu- enough to
nicate keep
limited conversation
 informatio going of
n in his/her own
simple accord.
everyday
situations.

A1 Has a very Shows only Can manage Can ask and Can link
basic limited control very short, answer words or
repertoire of a few simple isolated, questions groups of
of words grammatical mainly pre- about words with
and structures and packaged personal very basic
simple sentence utterances, details. Can linear
phrases patterns in a with much interact in a connectors
related to memorised pausing to simple way like "and" or
personal repertoire. search for but "then".
details expressions, to communicati
and articulate less on is totally
particular familiar words, dependent on
concrete and to repair repetition,
situations. communicatio rephrasing
n. and repair.