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    A quality assurance matrix for CEFR use
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A quality assurance matrix for CEFR use

The resource website facilitates CEFR implementation at classroom, school and policy-making levels.


Common European Framework of Reference for Languages (Council of Europe, 2001) The CEFR provides a sophisticated, multidimensional model of language use, dividing real life communicative activities into four modes of communication, plus general competences and communicative language competences. The CEFR defines six expandable reference levels: A1, A2, B1, B2, C1 and C2 through ‘Can Do descriptors’. The descriptor scales are intended to be used to profile language user/learners ability across different types of activities and competences.
Common European Framework of Reference for Languages - Companion Volume (Council of Europe, 2018) The CEFR Companion Volume complements and updates the CEFR and further develops some constructs in a clear, accessible introductory text. It provides a wealth of new scales for different aspects of language proficiency (including mediation, plurilingual/pluricultural competence, online communication, literature appreciation), a new analytic scale for phonological competence, and descriptors for sign language.

Encouraging the culture of evaluation among professionals
The guide and a kit of practical resources assist teacher educators in devising training paths for understanding the principles of the CEFR and for envisaging links with classroom practice.

From Communicative to Action-Oriented A RESEARCH PATHWAY
This guide was designed to help professionals engaged in every level of language teaching understand the foundational principles of the vision proposed by the Common European Framework of Reference for Languages (CEFR); in particular, the principles of the action-oriented approach.
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The RELANG (Relating language curricula, tests and examinations to the Common European Framework of Reference) initiative focuses on assisting educational authorities in relating language examinations to the levels of proficiency defined in the Common European Framework of Reference for Languages (CEFR).

The CEFTrain project is a transnational initiative aiming to promote common European principles and standards in teacher education, as expressed in the CEFR.

The Core Inventory aims to provide support to teachers in applying the CEFR to their daily work, by offering a simple overview of what constitutes the most important content for the teaching and learning of English and French at levels A1 to C1.

The CEF-ESTIM grid helps teachers link their class activities to the CEFR levels. The CEF-ESTIM grid is designed for teachers who would like some help in planning lessons and in implementing the CEFR in teaching. It allows for creating archives of class materials to make it easier for a team of school teachers to collect a bank of activities linked to the CEFR levels.
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QUALITRAINING: The resources, a book and a CDROM, deal with the principles of quality assurance in language education; there is guidance on procedures to assure quality – self-assessment, observation, process management, together with a section on the evaluation of quality and benchmarking.
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The LANQUA project has produced a European quality benchmark for the area of languages to enable institutions and stakeholders to assure and enhance the quality of provision in higher education.
LanQua Toolkit - The Quality Model
LanQua Final Report-Public Part
Quality guide A guide produced within a Leonardo project of the European Union. It developed a concept of quality in relation to modern language learning and teaching, thereby proposing quality as a key criterion for consideration in the design and evaluation of programmes and materials. Indicators for three ‘stages’ (Design, Implementation, Evaluation) were cross-referenced to underlying principles of quality, inspiring the approach taken in the QualiMatrix project.
Quality Guide
Intro to the Quality Guide

Guidelines for university language testing (GULT)
This publication is a “hands-on” manual for those language teachers and testers who are looking for a valid tool to measure students’ language skills in a meaningful way. It shows how to link the language skills taught with those needed in studies and later in working life. It also helps language instructors, who already conduct task-based language courses, to design corresponding tests and to evaluate their students’ language performance.