cefr assessment criteria


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PDF Learning teaching assessment (CEFR) Highlights from the Manual

Table 3 3: Oral assessment criteria grid (CEFR Table 3) Page 37 35 Chapter 4 Assessment grid: A set of assessment criteria presented in a tabular format

PDF A-Teachers-Guide-to-CEFR-based-Assessment-Procedures-pdf

Discussing concrete examples of performances in relation to common criteria supported by detailed documentation that explains why a performance is one 

  • How do you determine CEFR level?

    The best way to find out your CEFR level is to take a well-designed standardized test.
    In English, the EF SET is the best choice because it is free and the first standardized test to be fully aligned to the CEFR.
    You will need to set aside 50 minutes to complete the test and find out your CEFR level.

  • How do you assess CEFR level?

    The self-assessment grid illustrates the levels of proficiency described in the Common European Framework of Reference for Languages (CEFR) and is an essential component of the ELP.
    It presents 34 scales of listening, reading, spoken interaction, spoken production and writing activities.

  • The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability.
    It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language.

  • How many criteria are there in CEFR?

    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.

  • Common European Framework of Reference for Languages (CEFR)
    • Transparency and coherence.
    • The user/learner as a social agent.
    • The action-oriented approach.
    • Plurilingualism and pluriculturalism.
    • Mediation.
    • Online interaction.
    • Phonological competence.
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