Multidimensionality of assessment in the Common European Framework of Reference for languages (CEFR)

Authors

  • Enrica Piccardo OISE, University of Toronto

DOI:

https://doi.org/10.18192/olbiwp.v4i0.1106

Keywords:

CEFR, assessment, complexity, reflective practice, language Proficiency

Abstract

This article intends to discuss complexity of assessment by presenting its several layers and dimensions as they are conceptualized in the Common European Framework of Reference for languages (CEFR) and to show how the CEFR advocates an inclusive vision of assessment able to integrate several perspectives. After presenting the CEFR perspective of the nature and role of assessment, the article investigates some challenges practitioners are facing and their needs as to the assessment process. It also aims at casting light on the actual and potential impact of the CEFR on assessment cultures in different contexts. The data presented in this article, collected within the ECEP (Encouraging the Culture of Evaluation among Professionals) project of the Council of Europe and within its extension in the Canadian context, will help to understand why the CEFR can be seen as a relevant awareness-raising tool in the domain of assessment and beyond.

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Published

2012-08-05

Issue

Vol. 4 (2012): Evaluation in the context of individual and global mobility

Section

Articles

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