CEFR-QualiMatrix:
A quality assurance matrix for CEFR use

This document describes the development and implementation of a CEFR-based syllabus for Irish at undergraduate level. This account focuses on two distinct phases of the project:

Phase 1: The development of the syllabus and sample teaching materials as part of a collaborative, inter-institutional project (An Mheitheal um Theagasc na Gaeilge), led by St. Patrick’s College, Drumcondra (now Dublin City University) and the National University of Ireland, Galway, and involving a number of partner institutions.

Phase 2: The adaptation and implementation of the syllabus and accompanying resources in one of the partner institutions, Maynooth University.

Project description

Stage(s): Planning Evaluation

Sub-stage: 9,10,16

Aspect(s): Levels Descriptors Assessment with defined criteria Plurilingualism/pluriculturalism European Language Portfolio

Development of the Integrated Foreign Languages Curriculum (IFLC): This document presents a foreign languages curriculum project which is linked to the Common European Framework of Reference for Languages: Teaching, Learning and Assessment (CEFR), acknowledging its increasingly important role in Europe and beyond, as more and more school language curricula and language examination batteries are aligning their components to the illustrative descriptors included therein. These descriptors specify generic, functional criteria about how language competences are expected to develop across learning stages. The IFLC has officially been adopted as the national Foreign Language (henceforth FL) curriculum of state school education –from grade 3 primary to the last class of lower secondary school.

Project description

Stage(s): Planning

Sub-stage: 9,10

Aspect(s): Assessment with defined criteria Descriptors Levels

Finnish Curriculum reform called “The Evolving Language Proficiency Scale.” New national curriculum with integrated skills (moving beyond the old ‘four skills’): interaction skills, interpretation skills, text production skills.

Project description

Stage(s): Planning

Sub-stage: 10

Aspect(s): Levels Descriptors Assessment with defined criteria Action-oriented approach / task-based Plurilingualism/pluriculturalism

Flexible, CEFR-based curriculum implementation and assessment in a private English language school for learners on an intensive language learning stay.

Project description

Stage(s): Planning Implementation

Sub-stage: 9,10,12,13,15

Aspect(s): Levels Descriptors Action-oriented approach / task-based

Introduction of the Eaquals CEFR Certificate Scheme – to certificate CEFR level reached - into a private language school, which already had a CEFR-based curriculum.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 9,10,11,14,15

Aspect(s): Levels Descriptors Assessment with defined criteria

Flexible, coherent and pragmatic implementation of a CEFR curriculum, based on CEFR descriptors, and triangulating detailed objectives between CEFR descriptors, coursebooks, and the Eaquals Core Inventory.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 9,10,11,14,15

Aspect(s): Levels Descriptors Assessment with defined criteria

fide is the Swiss national language programme for migrants, developed and implemented gradually over a 10-year period. fide stands for français, italiano, deutsch – the languages migrants have to learn in the different regions of Switzerland. The fide approach, based on the Rahmencurriculum (Outline curriculum), is action-oriented and scenario based, with real life situations and tasks linked to CEFR-based ‘Can-do’ descriptors. Course providers can obtain a fide quality label for courses taught according to the fide approach. Migrants can certify their language profile with a fide language test. After the fide language test, a language passport is issued. This is a document recognized as a proof of language competency when applying for residency or naturalization. As an alternative to the standardised fide test, the language passport can be obtained through other language tests corresponding to the ALTE Q-Mark standards. A portfolio-based assessment is also being tested.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 9,10,11,12,13,14,15

Aspect(s): Levels Descriptors Action-oriented approach / task-based European Language Portfolio

The project involved two curriculum renewal cycles undertaken by the Bunkyo English Communication Center (BECC) at Hiroshima Bunkyo Women’s University (HBWU). The GE curriculum was fragmented and lacked cohesion. BECC management therefore made the decision that further curriculum renewal was required, and selected the CEFR as the overarching organising framework for a renewal project beginning in 2012. The practices involved creating CEFR-informed lesson handouts and materials, in-class assessments including vocabulary tests, speaking tests, and standardised testing.

Project description

Stage(s): Planning Evaluation

Sub-stage: 9,10,11,15,16

Aspect(s): Levels Descriptors Goal-setting & Self-assessment

The CEFR was used to specify levels and goals for the Global Language Modules at the Applied Language Centre in University College Dublin starting in the academic year 2012/3. The module descriptors, outcomes and assessment components were developed over the past 5 years and the process has been improved and evaluated since its initiation.

Project description

Stage(s): Planning

Sub-stage: 10,11

Aspect(s): Levels Descriptors

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 9,10,11,13,14,15

Aspect(s): Descriptors Assessment with defined criteria Goal-setting & Self-assessment European Language Portfolio

Implementation of task-based language learning and teaching (TBLT), classroom implementation of the CEFR, cyclical learning, and assessment fulfilling roles, such as informing the next learning stage, can be combined in a connected pedagogy. Classroom assessment can perform roles such as a decision-making tool, a participatory pedagogical process, and informing the next learning task. Scaled descriptors from the CEFR are used to create clear and concrete descriptors for assessment, which is at the centre of the learning cycle.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 9,10,11,15,17,12,14,13

Aspect(s): Action-oriented approach / task-based Assessment with defined criteria Descriptors Goal-setting & Self-assessment Strategies/learning to learn

This research project developed an English language integrated skills textbook that suitably adapted and applied the CEFR for the higher education context in Japan. The textbook focused on English for Academic Purposes (EAP), rather than focusing on the everyday conversation approach that is typical of many lower-level textbooks on the market. Themed units require discussion, presentation and academic writing tasks relating to controversial issues on topics such as technology and health issues. Furthermore, in order to support learner and teacher autonomy and the classroom implementation of the text, we aimed to develop supplemental learning materials and autonomy-promoting resources. The significance of this current project is that it develops a contextualised CEFR-informed integrated skills textbook for Japanese learners of English. The textbook is connected to recent results of research on the CEFR, and develops the principles and practices encouraged by the CEFR and ELP.

Project description

Stage(s): Planning Implementation

Sub-stage: 9,10,12,13,14

Aspect(s): Levels Descriptors Assessment with defined criteria Goal-setting & Self-assessment European Language Portfolio

Project description

Stage(s): Planning

Sub-stage: 9,10,11,12,13

Aspect(s): Levels Descriptors Assessment with defined criteria Mediation

Systematic learner awareness-raising in a 3-month (Semester 5) German preparation course as a prelude to a semester abroad (Semester 6). Learners are introduced to the concepts of levels and profiles across different skills, self-assessment, the European Language Portfolio and the standardised European Curriculum Vitae “Europass” in a course characterized by continuous assessment with descriptors, and Tandem learning with native speaker students.

Project description

Stage(s): Implementation Evaluation

Sub-stage: 10,13,14,15,16

Aspect(s): Levels Descriptors Assessment with defined criteria Goal-setting & Self-assessment Strategies/learning to learn European Language Portfolio

Upper secondary English: integrating the CEFR on a practical level: students choose their own levels and, with the guidance of the teacher, personalize their learning. Used tools: self- and peer-evaluation, mastery learning, flipped learning, teamwork. Besides English, students also acquire many 21st century skills. Besides English, the students acquire ITC literacy: everything is online: the course platform (Google Classroom), the textbook is digital, lots of different online tools are used for exercises, testing and projects). They also practice team building skills, negotiating skills, self-evaluation skills, etc. etc. (all part of the 21st-century skills).

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 11,15,12,14,13

Aspect(s): Goal-setting & Self-assessment Strategies/learning to learn

Plurilingual reception strategy training systematically introduced in order to reverse a decline in competence and motivation in relation to learning the second foreign language (French) in lower secondary school.

Project description

Stage(s): Implementation

Sub-stage: 9,12,13

Aspect(s): Action-oriented approach / task-based Strategies/learning to learn Plurilingualism/pluriculturalism

LINCDIRE is a digital environment to provide teachers with scenarios for action-oriented task/projects at different levels and to help learners navigate their plurilingual trajectories. A bank of online tasks is accompanied by descriptor checklists and a user-friendly tool for learners: Language Integration Through E-portfolio (LITE). The project facilitates a paradigm shift towards an action-oriented, plurilingual vision through practical applications of the theory of plurilingualism.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 11,12,13,14,15

Aspect(s): Levels Descriptors Assessment with defined criteria Goal-setting & Self-assessment Action-oriented approach / task-based Mediation Plurilingualism/pluriculturalism European Language Portfolio

National cooperation to implement the CEFR in Dutch secondary schools by providing common materials.

Project description

Stage(s):

Sub-stage: 10,11,12

Aspect(s): Levels Descriptors

Lingualevel is a collection of CEFR-related descriptors, checklists, assessment tasks, assessment criteria grids, and calibrated, documented samples of spoken performances (videos) and scripts. It is used in both in-service and pre-service teacher education to familiarize teachers with the idea of what levels mean, and how the language competence of learners can be assessed in a communicative way, with transparent, defined criteria.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 9,11,14,15,16

Aspect(s): Levels Descriptors Assessment with defined criteria Goal-setting & Self-assessment Action-oriented approach / task-based

Development of dedicated websites for Ontario teachers of French as a Second Language (FSL) and school/departmental leaders, providing professional learning resources and local examples of teaching, learning and assessment practices, inspired by the CEFR.

Project description

Stage(s): Implementation

Sub-stage: 10,15,17,12,14,13

Aspect(s): Action-oriented approach / task-based Assessment with defined criteria Descriptors Levels Goal-setting & Self-assessment

The project MAGICC (Modularising Multilingual and Multicultural Academic and Professional Communication Competence for BA and MA level – developed in the framework of the EU Lifelong Learning Programme) provides materials for online of face-to-face use that describe, develop, assess and document plurilingual, pluricultural competence. The development of MAGICC and other Portfolio-related working groups led to a successful integration of the European Language Portfolio – including the assessment of intercultural and learning to learn skills – in the course requirements for students at the Language Centre.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 11,12,13,14,15

Aspect(s): Goal-setting & Self-assessment Strategies/learning to learn Plurilingualism/pluriculturalism European Language Portfolio

This project involved the adoption of the CEFR (as CFR) to provide a coherent framework for English as an Additional Language (EAL) in Saskatchewan, with alignment to curriculum, instruction, assessment, and teacher education, and clear guidelines about learner readiness for inclusion in large-scale assessments and examinations.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 9,10,11,15,17,14

Aspect(s): Assessment with defined criteria Descriptors Levels Goal-setting & Self-assessment

Introduction of the DELF in the school leaving exam as a catalyst for CEFR implementation, reform of classroom teaching, increase in student motivation – and hence increase in enrolments in language classes.

Project description

Stage(s): Planning Implementation Evaluation

Sub-stage: 9,10,12,13,15,16

Aspect(s): Levels Descriptors Assessment with defined criteria Action-oriented approach / task-based Plurilingualism/pluriculturalism

LUKAS – digital assessment of speaking in Upper Secondary School Models for producing a speaking assessment system, environment, for upper secondary students to ultimately certify their speaking skills in different languages studies.

Project description

Stage(s): Implementation Evaluation

Sub-stage: 11,14,15,16

Aspect(s): Levels Descriptors Assessment with defined criteria

Project description

Stage(s): Planning Evaluation

Sub-stage: 10,15

Aspect(s): Levels Descriptors Goal-setting & Self-assessment European Language Portfolio

Technique to assess CEFR level of learners working on communicative tasks in small groups, using tasks that generate different types of discourse and defined criteria for quality of performance, related to CEFR descriptors.

Project description

Stage(s): Implementation Evaluation

Sub-stage: 14,15

Aspect(s): Levels Assessment with defined criteria Action-oriented approach / task-based

The focus of the project is the implementation of a plurilingual oral exam at several types of Upper Secondary Vocational Colleges in Austria. The overall aim is to give learners the opportunity to show evidence of their oral plurilingual competences (between L2 and L3) in an official leaving examination and thus to raise awareness in schools of the importance of these competencies. As part of the project, a framework document called “Designing and Implementing Plurilingual Oral Exams” has been published and a series of teacher development workshops have been designed and carried out. There are some schools where students have already taken this exam.
This project is combined with another one, which focuses on the teaching of plurilingual competences in class.

Project description

Stage(s): Implementation Evaluation

Sub-stage: 11,12,15

Aspect(s): Levels Descriptors Assessment with defined criteria Mediation Plurilingualism/pluriculturalism

This document describes a suite of standardised proficiency tests in Irish, Teastas Eorpach na Gaeilge (TEG), which are broadly aligned with CEFR levels A1-C1. Comprehensive syllabuses, sample teaching materials, and samples exams for each level are provided on the TEG website, along with additional notes and resources to guide learners and teachers in their use. The exams were awarded the ALTE (Association of Language Testers in Europe) Q-mark in 2015, confirmation that they have passed a rigorous audit and meet all 17 of ALTE’s quality standards.

Project description

Stage(s): Evaluation

Sub-stage: 10,16

Aspect(s): Levels Descriptors Assessment with defined criteria

Development of new national school-leaving examination to reflect a CEFR-based curriculum introduced in 2004, following EALTA guidelines and the procedures of the Manual for relating examinations to the CEFR.

Project description

Stage(s): Evaluation

Sub-stage: 15,16

Aspect(s): Levels Descriptors Assessment with defined criteria

This document describes the Austrian University English Language Testing and Teaching (ELTT) initiative, developed by the Language Testing Centre at Klagenfurt University, with the aim of professionalising assessment practices for high-stakes examinations in Austrian university English language programmes.

The initiative involved construct definition and scale development/validation projects; certification of academic writing and speaking proficiency at the end of BA programmes.

Project description

Stage(s): Evaluation

Sub-stage: 16

Aspect(s): Levels Descriptors Assessment with defined criteria

Developing a new national, bi-level examination in English linked to the CEFR (B1/B2).

Project description

Stage(s): Evaluation

Sub-stage: 16

Aspect(s): Levels Descriptors Assessment with defined criteria

Syllabuses, sample teaching materials, and samples exams for A1-C1 for Irish.

Project description

Stage(s): Evaluation

Sub-stage: 16

Aspect(s): Levels Descriptors Assessment with defined criteria

Studies regarding plurilingual practices usually stop short at the theoretical stage and limit themselves to (vaguely) suggesting that the teachers should follow their conclusions without contributing any specific pedagogical proposals for real classroom contexts. Thus, we decided to design and implement specific plurilingual tasks as part of action-oriented reflective teaching in Primary and Secondary Education. Our general aim was to explore the implementation of an educational approach designed to support “natural plurilingual practices” in learning an additional language, such as translation, interpreting, code-switching, and “translinguistic conceptualization,” which we define as the ability to express and connect the same concepts efficiently in different languages (Corcoll and González-Davies 2015). Our project consisted in piloting new descriptor scales for “Plurilingual comprehension” and “Building on plurilingual repertoire” from the 2016 draft version of the extended CEFR illustrative descriptors. The study fitted in coherently with our own research project around the practicability of applying an Integrated Plurilingual Approach to Language Learning (González-Davies 2018).

Project description

Document: Presentation

Link: Interview primary level:

Link: Interview secondary level:

Stage(s):

Sub-stage: 11,12,13,14,15

Aspect(s): Descriptors Action-oriented approach / task-based Mediation Plurilingualism/pluriculturalism

A three-step approach to giving teachers the confidence and competence to fully integrate a plurilingual approach to phonology in their teaching from the very beginning of their teaching career, starting from their own experience as language users. Step 1: theoretical and practical training (2nd sem.); Step 2: teaching practice, integrating a ‘phonetic moment’ in each lesson (5th sem.); Step 3: Course in teaching phonology (6th sem.)

Project description

Stage(s):

Sub-stage: 10,15,14,13

Aspect(s): Descriptors Phonology Plurilingualism/pluriculturalism