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    Pathways through assessing, learning and teaching in the CEFR

Pathways through assessing, learning and teaching in the CEFR

“Pathways” presents an innovative way of reflecting on the multidimensionality of assessment, learning and teaching in line with the CEFR. It has been designed to support professionals at all levels. The two main components of “Pathways” - guide and kit - integrated by various indexes, mind maps and examples of scenarios, encourage users to work in a non linear way and to select and customize.
The guide addresses those fundamental concepts in the CEFR that may not be readily transparent and that especially warrant “unpacking” for educational practices in a way that is clear and accessible for professionals, both in their pre- and in-service teacher education. The kit offers 107 worksheets, which serve as a bridge for teacher educators, and teachers, to reflect on these concepts and to relate them appropriately to pedagogical practices.

Who is it for?

  • Teacher educators looking for user-friendly and flexible resources to help them design training modules on the fundamental concepts of the CEFR in general and on assessment in particular
  • Language teachers wishing to increase and deepen their knowledge of the CEFR and to acquire more confidence in their assessment practice
  • Stakeholders faced with integrating assessment practices in line with the CEFR into the school curriculum

Download handbook

Project team

Enrica Piccardo (Coordinator 2010 -2011)
IUFM of the University Joseph Fourier - Grenoble 1

Marie Berchoud (Coordinator 2008-2009)
University of Bourgogne, IUFM Dijon

Olivier Mentz
State of Baden-Württemberg, Pädagogische Hochschule Freiburg (University of Education)

Malgorzata Pamula
Pedagogical University of Krakow

Associate partners

Alistair Cumming
University of Toronto

Tiziana Cignatta
Liceo Classico G. Da Vigo – Rapallo (GE)
SSIS (Scuola di Specializzazione all'Insegnamento Secondario) University of Genoa



These are the results from a project of the European Centre for Modern Languages within its "Empowering Language Professionals" programme 2008-2011.

Read more about the project

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