CEFR-QualiMatrix:
A quality assurance matrix for CEFR use

Aspects of relevance include:

a. user-centredness (effective CEFR-based needs analysis; taking into account strengths and weaknesses)

b. targeting to user level (building onto previous knowledge: Involving an optimal level of innovation / complexity / new information: slightly challenging but manageable with supported learning)

c. feasibility (realism: compatibility between plans and context: e.g. amount of time, money and expertise available)

d. individualisation (taking account of learning experience, learning styles; dispositions/preferences)

e. accountability (societal and political needs and priorities)

Aspects of validity include:

a. authenticity (situations, texts, tasks reflect the real world)

b. interactivity (CEFR action-oriented approach: tasks stimulate interaction between competences and encourage strategies and critical/creative thinking)

c. standardisation (valid and reliable interpretation of CEFR levels aligned to official, international examples; curriculum and assessment procedures are properly implemented)

d. consistency (between stated approach and implemented practice; evaluation enhanced through defined criteria; collaboration and moderation techniques employed to enhance trustworthiness)

e. ongoing validation (successive checking, revising, and improving of materials, procedures etc, on the basis of  evidence, to ensure that procedures  work adequately and that results can be trusted)

Aspects of transparency include:

a. clarity of aims (descriptors make these clear to learners, parents, future employers, other stakeholders)

b. clarity about achievement (reports, attestations, certificates etc. make individual profile and level attained clear to learners, parents, future teachers, employers etc)

c. exemplification of standards (e.g. benchmarked videos of learner performance expected at each level, learners describing what they can do with their language)

Aspects of coherence include:

a. constructive alignment (CEFR levels used to ensure coherence between curriculum, teaching and assessment)

b. internal coherence (balanced relationship between complementary elements: presentation / practice, authentic tasks / enabling activities; teacher-led work / group work, etc.)

c. sequential coherence (logical structure in the end-objectives set for successive stages - e.g. years/sectors or the stages of a project; compatibility of approaches in successive stages; revision)

d. lateral coherence across language curricula (coordination of objectives, approaches, teacher networking, transversal approach)

Aspects of inclusiveness include:

a. diversity (promotion of linguistic/cultural diversity; creative and pluralistic approaches at the forefront)

b. involvement (participation is encouraged, opportunities are created for personal engagement)

c. partnership (possibility to make choices, contribute to decisions, share responsibility)

Aspects of sustainability include:

a. maintenance (commitment from relevant decision-makers  to ensure continued support for structure, resources structure, and modalities in order to ensure continuation)

b. transferability (long-lasting learning that can be applied to new situations and challenges)

c. generalisability (development of transversal competences and strategies, problem-solving ability, awareness-raising: training towards self-direction/regulation)