The main role of classroom assessment is to inform teaching and support learning. CEFR descriptors – selected for actions relevant to the task at the level(s) appropriate for the class – can be used to communicate the aims of a classroom task to students and can also serve for teacher, peer and self-assessment of performance in the completion of the task. Here the focus is on the actions illustrated in the descriptors rather than on the levels. This type of assessment, in combination with observation notes and other feedback, is learning-oriented – formative rather than summative.

Sometimes teachers are also required to assess the CEFR levels attained by their students in order to report progress. Here CEFR descriptors can also help. CEFR-based grids and checklists can provide the criteria to help reduce the subjectivity of judgements, especially when supported by specific training and forms of "double marking".

Documents

Pathways through assessing, learning and teaching in the CEFR (2011: Enrica Piccardo et al.)

A teacher’s guide to CEFR-based assessment procedures (2013: Eaquals)

Assessing CEFR level (2014: Brian North)

Reference guide for assessment tasks: Reading & listening (2011: Brian North and Angeles Ortega)

"Can do" framework guiding teacher assessment – Info sheet (2019: Etsuko Shimo)

Classroom motivation and learning to learn in upper secondary – Info sheet (2019: Krista Kindt-Sarojärvi)

Raising learners awareness of their CEFR proficiency profile before a language stay abroad – Info sheet (2019: Riana Walsh)

Classroom assessment in small groups – Info sheet (2019: Brian North)

Academic writing and speaking – ELTT initiative – Info sheet (2019: Armin Berger)

CEFR-based toolkit for end of primary and lower secondary – Lingualevel – Info sheet (2019: Monika Mettler et al.

Reforming teaching practice through institutionalizing the DELF – Info sheet (2019: Jennifer Adams & Denis Cousineau)

Eaquals CEFR certificate scheme – Info sheet (2019: Ela Jarosz)

Articles

Classroom-based assessment of group discussion: Challenges and opportunities (2020: Olga Lankina & Yulia Petc

Success: B2 or not B2- that is the Question : (The Ello Project - Étude longitudinale sur la langue orale) (2018: Dan Frost & Jean O’Donnell)

"Assessment recollected in tranquillity": the ECEP project and the key concepts of the CEFR (2013: Enrica Piccardo)

Implementing the CEFR in teacher-based assessment: approaches and challenges (2013: Brian North and Elzbieta Jarosz).