Common European Framework of Reference for Languages
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,[1] abbreviated as CEFR or CEF, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency.
Development
In 1991 the Swiss Federal Authorities held an Intergovernmental Symposium in Rüschlikon, Switzerland, on "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification". This symposium found that a common European framework for languages was needed to improve the recognition of language qualifications and help teachers co-operate, eventually leading to improved communication and cooperation among language teachers in Europe.
As a result of the symposium, the Swiss National Science Foundation set up a project to develop levels of proficiency, to lead on to the creation of a "European Language Portfolio" - certification in language ability which can be used across Europe.
A preliminary version of the Manual for Relating Language Examinations to the Common European Framework of Reference for Languages (CEFR) was published in 2003. This draft version was piloted in a number of projects, which included linking a single test to the CEFR, linking suites of exams at different levels, and national studies by exam boards and research institutes. Practitioners and academics shared their experiences at a colloquium in Cambridge in 2007 and the pilot case studies and findings were published in Studies in Language Testing (SiLT).[2] The findings from the pilot projects then informed the Manual revision project during 2008/09.
Theoretical background
The CEFR adopts an action-oriented approach that, according to Carlos César Jiménez of Universidad Nacional Autónoma de México, can be traced back to theoretical proposals made by philosophers of language such as Ludwig Wittgenstein in the 1950s and sociolinguists such as Dell Hymes.[3] The approach regards language users as social agents who develop general and particular communicative competences while trying to achieve their everyday goals.
The CEFR divides general competences in knowledge (descriptive knowledge), skills, and existential competence with particular communicative competences in linguistic competence, sociolinguistic competence, and pragmatic competence. This division does not exactly match previously well-known notions of communicative competence, but correspondences among them can be made.[4]
General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal.
A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of Common Reference Levels.
Common reference levels
The Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. These levels are:
level group | level group name | level | level name | Description |
---|---|---|---|---|
A | Basic User | A1 | Breakthrough or beginner |
|
A2 | Way stage or elementary |
| ||
B | Independent User | B1 | Threshold or intermediate |
|
B2 | Vantage or upper intermediate |
| ||
C | Proficient User | C1 | Effective Operational Proficiency or advanced |
|
C2 | Mastery or proficiency |
|
These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.
Relationship with duration of learning process
Deutsche Welle suggests A1 is reached with about 75 hours of German studies, A2.1 with about 150 hours, A2.2 with about 225 hours, B1.1 with about 300 hours, and B1.2 with about 400 hours.[5]
Cambridge ESOL said that each level is reached with the following guided learning hours: A2, 180–200; B1, 350–400; B2, 500–600; C1, 700–800, and C2, 1,000–1,200.[6]
Alliance Française has stated students can expect to reach CEFR levels after the following cumulative hours of instruction: A1 60–100, A2 160–200, B1 360–400, B2 560–650, C1 810–950, C2 1060–1200.[7]
Certification and teaching ecosystem enabled by the CEFR
Multiple organizations have been created to serve as umbrella for language schools and certifications businesses that claim compatibility with the CEFR. For example, the European Association for Language Testing and Assessment (EALTA) is an initiative funded by the European Community[8] to promote the CEFR and best practices in delivering professional language trainings. The Association of Language Testers in Europe (ALTE) is a consortium of academic organizations that aims at standardizing assessment methods.[9] EAQUALS (Evaluation and Accreditation of Quality in Language Services) is an international association of institutions and organisations involved in language education, active throughout Europe, and following the CEFR.[10]
In France, the Ministry for Education has created a government-mandated certificate called CLES, which formalizes the use of the CEFR in French teaching programs in higher education.[11]
In Germany, telc GmbH, a non-profit agency, is the federal government's exclusive partner for language tests taken at the end of the integration courses for migrants, following the CEFR standards.[12]
Comparison between CEFR levels and other common tests
Canada and the United States
Comparison of the CEFR, ACTFL and ILR
Studies have addressed correspondence with the ACTFL Proficiency Guidelines and the United States ILR scale specifically.
For convenience, the following abbreviations will be used for the ACTFL levels:
- NL/NM/NH — Novice Low/Mid/High
- IL/IM/IH — Intermediate Low/Mid/High
- AL/AM/AH — Advanced Low/Mid/High
- S — Superior
- D — "Distinguished" (a name sometimes used for levels 4 and 4+ of the ILR scale instead of including them within "Superior")
A 2008 statistical study by Alfonso Martínez Baztán of Universidad de Granada based on the performances of a group of subjects[13] determines the following ordering of the ACTFL and CEFR levels, in which higher levels are placed further right.[14]
NL___NM__A1___NH___A2/IL_____IM__B1____IH____B2 _AL____ AM__C1___AH___C2__S_
The following table summarizes the results of Martínez Baztán,[15] the equivalences between CEFR and ACTFL standards proposed in a 2005 paper by Erwin Tschirner of Universität Leipzig[16][17] (also quoted by Martínez Baztán[18]), and the equivalences of Buitrago (unpublished, 2006) as quoted in Martínez Baztán 2008.[19]
CEFR | Martínez | Tschirner | Buitrago |
---|---|---|---|
<A1 | NL, NM | ||
A1 | NH | NH | NL |
A2 | IL, IM | IM | NM |
B1 | IM, IH | IH | IL |
B2 | IH, AL | AM | IM, IH |
C1 | AM, AH | AH | AL, AM, AH |
C2 | AH, S | S | S |
In a panel discussion at the Osaka University of Foreign Studies, one of the coauthors of the CEFR, Brian North, stated that a "sensible hypothesis" would be for C2 to correspond to "Distinguished," C1 to "Superior," B2 to "Advanced-mid," and B1 to "Intermediate-high" in the ACTFL system.[20]
This agrees with a table published by the American University Center of Provence giving the following correspondences:[21]
CEFR | ILR | ACTFL |
---|---|---|
A1 | 0/0+ | NL, NM, NH |
A2 | 1 | IL, IM |
B1 | 1+ | IH |
B2 | 2/2+ | AL, AM, AH |
C1 | 3/3+ | S |
C2 | 4/4+ | D |
A study by Buck, Papageorgiou and Platzek[22] addresses the correspondence between the difficulty of test items under the CEFR and ILR standards. The most common ILR levels for items of given CEFR difficulty were as follows:
- Reading — A1: 1, A2: 1, B1: 1+, B2: 2+, C1: 3
- Listening — A1: 0+/1, A2: 1, B1: 1+, B2: 2, C1: 2+ (at least)[23]
Effort for standardization in Canada
Canada increasingly uses the CEFR in a few domains. CEFR-compatible exams such as the DELF/DALF (French) and the DELE (Spanish) are administered. Larry Vandergrift of the University of Ottawa has proposed a Canadian equivalent to the CEFR in his report Proposal for a Common Framework of Reference for Languages for Canada published by Heritage Canada.[24][25] This report contains a comparison of the CEFR to other standards in use in Canada and proposes an equivalence table.
The standards compared are:
- The CEFR itself
- Interagency Language Roundtable Scale (ILR, United States)
- American Council for the Teaching of Foreign Languages Proficiency Guidelines (ACTFL)
- New Brunswick Oral Proficiency Scale (NB OPS, English and French only)[26]
- Canadian Language Benchmarks (CLB, English and French only)
- Public Service Commission of Canada Second Official Language Proficiency Levels (PSC, English and French only)[27]
The comparison table is as follows:
CEFR | ILR | ACTFL | NB OPS | CLB | PSC |
---|---|---|---|---|---|
A1 | 0/0+/1 | Novice (Low/Mid/High) | Unrated/0+/1 | 1/2 | A |
A2 | 1+ | Intermediate (Low/Mid/High) | 1+/2 | 3/4 | B |
B1 | 2 | Advanced Low | 2+ | 5/6 | C |
B2 | 2+ | Advanced Mid | 3 | 7/8 | |
C1 | 3/3+ | Advanced High | 3+ | 9/10 | |
C2 | 4 | Superior | 4 | 11/12 | |
4+/5 |
The resulting correspondence between the ILR and ACTFL scales disagrees with the generally accepted one.[28] The ACTFL standards were developed so that Novice, Intermediate, Advanced and Superior would correspond to 0/0+, 1/1+, 2/2+ and 3/3+, respectively on the ILR scale.[29] Also, the ILR and NB OPS scales do not correspond despite the fact that the latter was modelled on the former.[25]
A more recent document by Macdonald and Vandergrift[30] estimates the following correspondences (for oral ability) between the Public Service Commission levels and the CEFR levels:
PSC | CEFR |
---|---|
A | A2 |
B | B1/B2 |
C | B2/C1 |
Language school may also propose their own equivalence tables. For example the Vancouver English Centre provides a comprehensive equivalence table between the various forms of the TOEFL test, the Cambridge exam, the VEC level system and the CEFR.[31]
United Arab Emirates
In 2011, a joint Higher Colleges of Technology-Cambridge/ESOL conference was held in the United Arab Emirates, to raise awareness about the CEFR.[32]
Rest of the world
The table below summarizes the correspondences between CEFR levels and common language proficiency scales around the world.
Language (ISO 639-3) |
Certificate | A1 | A2 | B1 | B2 | C1 | C2 |
---|---|---|---|---|---|---|---|
mul | UNIcert | UNIcert I | UNIcert II | UNIcert III | UNIcert IV | ||
mul | TELC | A1 | A2 | B1 | B2 | C1 | C2 |
cat | Catalan Language Certificates | Bàsic-A2 | Elemental-B1 | Intermedi-B2 | Suficiència-C1 | Superior-C2 | |
cmn | Chinese Hanyu Shuiping Kaoshi (HSK)[33] | HSK Level 3 | HSK Level 4 | HSK Level 5 | HSK Level 6 | - | - |
cmn | Test of Chinese As A Foreign Language (TOCFL) (Taiwan) | TOCFL Level 1 | TOCFL Level 2 | TOCFL Level 3 | TOCFL Level 4 | TOCFL Level 5 | |
cym | WJEC Defnyddio'r Gymraeg[34] | Mynediad (Entry) | Sylfaen (Foundation) | Canolradd (Intermediate) | - | Uwch (Advanced) | Hyfedredd (Proficiency) |
cze | Czech Language Certificate Exam (CCE)[35] | CCE-A1 | CCE-A2 | CCE-B1 | CCE-B2 | CCE-C1 | - |
dan | Prøve i Dansk (Danish Language Exam)[36] | Prøve i Dansk 1 | Prøve i Dansk 2 | Prøve i Dansk 3 | Studieprøven | ||
deu | Goethe-Institut | Goethe-Zertifikat A1 Start Deutsch 1 |
Goethe-Zertifikat A2 Start Deutsch 2 |
Goethe-Zertifikat B1 Zertifikat Deutsch (ZD) |
Goethe-Zertifikat B2 Zertifikat Deutsch für den Beruf (ZDfB) |
Goethe-Zertifikat C1 Zentrale Mittelstufenprüfung |
Goethe-Zertifikat C2 - Großes Deutsches Sprachdiplom (GDS) Zentrale Oberstufenprüfung Kleines Deutsches Sprachdiplom |
deu | TestDaF[37] | TDN 3 — TDN 4[38] | TDN 4 — TDN 5 | ||||
ell | Πιστοποίηση Ελληνομάθειας (Certificate of Attainment in Modern Greek)[39] | Α1 (Στοιχειώδης Γνώση) |
Α2 (Βασική Γνώση) |
Β1 (Μέτρια Γνώση) |
Β2 (Καλή Γνώση) |
Γ1 (Πολύ Καλή Γνώση) |
Γ2 (Άριστη Γνώση) |
eng | Anglia Examinations | Preliminary | Elementary | Intermediate | Advanced | Proficiency | Masters |
eng | TrackTest[40] | A1 (Beginner) | A2 (Elementary) | B1 (Pre-Intermediate) | B2 (Intermediate) | C1 (Upper-Intermediate) | C2 (Advanced) |
eng | iTEP | 1-2 | 2.5-3 | 3.5 | 4-4.5 | 5-5.5 | 6 |
eng | IELTS[41] [42] [43] | 2.0 | 3.0 | 3.5-4.5 (3.5 is the margin) | 5.0-6.0 (5.0 is the margin) | 6.5-7.5 (6.5 is the margin) | 8.0-9.0 (8.0 is the margin) |
eng | TOEIC[44] | 60 - 105 (listening) 60 - 110 (reading) | 110 - 270 (listening) 115 - 270 (reading) | 275 - 395 (listening) 275 - 380 (reading) | 400 - 485 (listening) 385 - 450 (reading) | 490 - 495 (listening) 455 - 495 (reading) | |
eng | Versant | 26-35 | 36-46 | 47-57 | 58-68 | 69-78 | 79-80 |
eng | Duolingo English Test[45] | ? | ? | 2.6 to 5.5 | 5.6 to 8.5 | 8.6 to 10.0 | ? |
eng | TOEFL (IBT)[46] | 10-15 (speaking) 7-12 (writing) |
42-71 (total) 4-17 (reading) 9-16 (listening) 16-19 (speaking) 13-16 (writing) |
72-94 (total) 18-23 (reading) 17-21 (listening) 20-24 (speaking) 17-23 (writing) |
95-120 (total) 24-30 (reading) 22-30 (listening) 25-30 (speaking) 24-30 (writing) |
||
eng | TOEFL ITP[47] | 337 | 460 | 543 | 627 | ||
eng | TOEFL Junior Standard[48] | 225-245 (listening), 210-245 (language form), 210-240 (reading) | 250-285 (listening), 250-275 (language form), 245-275 (reading) | 290-300 (listening), 280-300 (language form), 280-300 (reading) | |||
eng | City and Guilds[49] | Preliminary | Access | Achiever | Communicator | Expert | Mastery |
eng | NQF (UK Only)[50] | Entry Level | Level 1 | Level 2 | Level 3 | Levels 4-6 | Level 7-8 |
eng | Cambridge exam[51][52] | KET (45 to 59)[53] | PET (45 to 59)[54] / KET Pass with Merit, Pass | FCE (45 to 59)[55] / PET Pass with Merit, Pass / KET Pass with Distinction[56] | CAE (45 to 59) / FCE grade B or C / PET Pass with Distinction[57] | CPE (45 to 59)[58] / CAE grade B or C / FCE grade A[59] | CPE grade A, B or C[60] / CAE grade A[61] |
eng | EXAMAGRAM[62] | 143-245 | 246-428 | 429-579 | 572-714 | 715-858 | 859-1000 |
eng | PTE Academic | 30 | 43 | 59 | 76 | 85ƒ | |
eng | PTE General (formerly LTE) | Level A1 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
eng | Trinity College London Integrated Skills in English (ISE) / Graded Examinations in Spoken English (GESE) / Spoken English for Work (SEW)[63][64][65] | GESE 2 | ISE 0 GESE 3, 4 |
ISE I GESE 5, 6 SEW 1 |
ISE II GESE 7, 8, 9 SEW 2, 3 |
ISE III GESE 10, 11 SEW 4 |
ISE IV GESE 12 |
eng | British General Qualifications[66] | Foundation Tier GCSE | Higher Tier GCSE | GCE AS level / lower grade A-level | GCE A-Level (known as A2) | ||
eus | IVAP-HAEE | HE 1 - IVAP-HAEE | HE 2 - IVAP-HAEE | HE 3 - IVAP-HAEE | HE 4 - IVAP-HAEE | ||
eus | HABE | Lehenengo maila - HABE | Bigarren maila - HABE | Hirugarren maila - HABE | Laugarren maila - HABE | ||
eus | EGA | Euskararen Gaitasun Agiria | |||||
fin | YKI | 1 | 2 | 3 | 4 | 5 | 6 |
fra | CIEP / Alliance française diplomas | TCF A1 / DELF A1 | TCF A2 / DELF A2 / CEFP 1 | TCF B1 / DELF B1 / CEFP 2 | TCF B2 / DELF B2 / Diplôme de Langue | TCF C1 / DALF C1 / DSLCF | TCF C2 / DALF C2 / DHEF |
glg | Certificado de lingua galega (CELGA)[67] | CELGA 1 | CELGA 2 | CELGA 3 | CELGA 4 | CELGA 5 | |
ita | CELI | Impatto | 1 | 2 | 3 | 4 | 5 |
ita | CILS | A1 | A2 | Uno | Due | Tre | Quattro / DIT C2 |
ita | PLIDA (Dante Alighieri Society diplomas) | PLIDA A1 | PLIDA A2 | PLIDA B1 | PLIDA B2 | PLIDA C1 | PLIDA C2 |
jpn | Japanese-Language Proficiency Test (JLPT) | N5 | N4 | N3 | N2 | N1 | - |
kor | Test of Proficiency in Korean (TOPIK) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6 |
nld | CNaVT - Certificaat Nederlands als Vreemde Taal (Certificate of Dutch as Foreign Language)[68] | Profile tourist and informal language proficiency (PTIT) | Profile societal language proficiency (PMT) | Profile professional language proficiency (PPT), Profile language proficiency higher education (PTHO) | Profile academic language proficiency (PAT) | ||
nld | Inburgeringsexamen (Integration examination for immigrants from outside the EU) | Pre-examination at embassy of home country | Examination in the Netherlands | ||||
nld | Staatsexamen Nederlands als tweede taal NT2 (State Examination Dutch as second language NT2)[69] | NT2 programma I | NT2 programma II | ||||
nor | Norskprøver | Norskprøve 1 | Norskprøve 2 | Norskprøve 3 | Bergenstest | ||
por | CAPLE[70] | QECR | CIPLE | DEPLE | DIPLE | DAPLE | DUPLE |
por | CELPE-Bras[71] | Intermediate | Intermediate | Superior Intermediate | Superior Intermediate | Advanced | Superior Advanced |
rus | ТРКИ – Тест по русскому языку как иностранному (TORFL – Test of Russian as a Foreign Language)[72] | ТЭУ Элементарный уровень | ТБУ Базовый уровень | ТРКИ-1 (I Cертификационный уровень) (1st Certificate level) | ТРКИ-2 | ТРКИ-3 | ТРКИ-4 |
spa | DELE[73] | A1 | A2 | B1 (formerly "Inicial") | B2 (formerly "Intermedio") | C1 | C2 (formerly "Superior") |
swe | TISUS | - | - | - | - | TISUS | - |
swe | Swedex | - | A2 | B1 | B2 | - | - |
AMCAD EFL | A1 | A2 | B1 | B2 | C1 | C2 | |
ALTE level | Breakthrough level | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |
ukr [74] | UMI/ULF - Ukrainian as foreign language | UMI 1 | UMI 2 | UMI 3 | UMI 4 | UMI 5 | UMI 6 |
Difficulty to align the CEFR with teaching programs
Language schools and certificate bodies evaluate their own equivalences against the framework. Differences of estimation have been found to exist, for example, with the same level on the PTE A, TOEFL, and IELTS, and is a cause of debate between test producers.[75]
Other applications
The CEFR methodology has been extended to describe and evaluate the proficiency of users of programming languages, when the programming activity is considered as a language activity.[76]
See also
- Assessment of Basic Language and Learning Skills
- Canadian language benchmarks
- English as a Foreign Language
- English Profile
- European Day of Languages - 26 September
- HSK test
- ILR or Foreign Service Level language ability measures
- Language education
- List of language proficiency tests
- Studies in Language Testing (SiLT)
- Task-based language learning
References
- ↑ Council of Europe (2011). Common European Framework of Reference for : Learning, Teaching, Assessment. Council of Europe.
- ↑ Studies in Language Testing Volume 33 book description. Retrieved 2013-10-23.
- ↑ Jimenez, Carlos César (2011). El Marco Europeo Común de Referencia para las Lenguas y la comprensión teórica del conocimiento del lenguaje: exploración de una normatividad flexible para emprender acciones educativas (essay). Universidad Nacional Autónoma de México. p. 9.
- ↑ Jimenez, Carlos César (2011). El Marco Europeo Común de Referencia para las Lenguas y la comprensión teórica del conocimiento del lenguaje: exploración de una normatividad flexible para emprender acciones educativas (Essay). Universidad Nacional Autónoma de México. p. 11.
- ↑ "Deutsche Welle". Deutschkurse.dw-world.de. Retrieved 2011-08-14.
- ↑ "CEFR and ALTE Can Do statements". Retrieved 2011-12-05.
- ↑ http://www.alliancefr.ph/en/how-long-will-it-take-me-to-speak-french
- ↑ "European Association for Language Testing and Assessment". EALTA. Retrieved 2014-07-18.
- ↑ "Association of Language Testers in Europe". ALTE. Retrieved 2014-07-18.
- ↑ "EAquals - Our aims". EAquals. Retrieved 2014-07-18.
- ↑ "Certificate de Compétences en Langues de l'Enseignement Supérieur". SPIRAL. Retrieved 2014-07-18.
- ↑ "The European Language Certificate". telc. Retrieved 2014-07-18.
- ↑ Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER (doctoral thesis). Universidad de Granada. ISBN 978-84-338-4961-8.
- ↑ Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER (doctoral thesis). Universidad de Granada. p. 459. ISBN 978-84-338-4961-8.
- ↑ Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER (doctoral thesis). Universidad de Granada. p. 461. ISBN 978-84-338-4961-8.
- ↑ Tschirner, Erwin (February 2005). "Das ACTFL OPI und der Europäische Referenzrahmen". Babylonia-ti.ch.
- ↑
- ↑ Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER (doctoral thesis). Universidad de Granada. p. 468. ISBN 978-84-338-4961-8.
- ↑ Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER (doctoral thesis). Universidad de Granada. pp. 469–70. ISBN 978-84-338-4961-8.
- ↑ A reference of the talk can be found in the EP Bibliography of "English Profile", under "Gerneral materials" and then under North 2006, Link to English Profile (Bibliography)]
- ↑ "The correspondences are attributed by the center to an ACTFL administrator" (PDF).
- ↑ "PowerPoint Presentation" (PDF). Retrieved 2013-05-02.
- ↑ Level 2+ was the highest possible classification for listening items.
- ↑ "New Canadian Perspectives" (PDF). Canadian Heritage. Retrieved August 2011.
- ↑ 25.0 25.1 "Proposal of a CFR for Canada". Elp-implementation.ecml.at. Retrieved 2011-08-14.
- ↑ "Post-Secondary Education, Training and Labour / Éducation postsecondaire, Formation et Travail". Gnb.ca. Retrieved 2013-05-02.
- ↑ "Qualification Standards 3 / 3". Tbs-sct.gc.ca. 15 April 2013. Retrieved 2013-05-02.
- ↑ "Correspondence of proficiency scales". Sil.org. 21 March 1999. Retrieved 2011-08-14.
- ↑ "ILR Scale". Utm.edu. Retrieved 2011-08-14.
- ↑ Jennifer Macdonald; Larry Vandergrift (6-8 Feb). "The CEFR in Canada" (PowerPoint Presentation). Council of Europe. Retrieved 17 October 2011. Check date values in:
|date=
(help) - ↑ "TOEFL Equivalency table". Vancouver English Centre. Retrieved 2014-07-18.
- ↑ "The HCT-Cambridge ESOL CEFR Conference - United Arab Emirates". Higher Colleges of Technology - UAE. Retrieved 2014-07-18.
- ↑ The German Association of Chinese Teachers strongly opposes this official relation of HSK to CEFR, saying HSK3 is only equivalent to A1, HSK4=A2, HSK5=B1, HSK6=B2 PDF
- ↑ "http://www.wjec.co.uk/index.php?subject=116".
- ↑ "http://ujop.cuni.cz/cce".
- ↑ "http://www.lttc.ntu.edu.tw/cambridge/Reference/framework_english.pdf".
- ↑ "Beschreibung der TestDaF-Niveaustufen" (in German).
- ↑ The level TDN 4 cuts across B2 and C1, with the lower half of TDN 4 lies in B2 and upper half lies in C1. See Beschreibung der TestDaF-Niveaustufen
- ↑ "Information for the Centre for the Greek Language and the certificate of attainment in Greek". Retrieved 2012-08-07.
- ↑ "TrackTest Language levels". TrackTest. Retrieved 2013-12-12.
- ↑ "IELTS - Common European Framework". IELTS. Retrieved 2013-01-04.
- ↑ "IELTS and the Cambridge ESOL examinations in a European context". British Council. Retrieved 2014-08-03.
- ↑ "IELTS band scores & CEF level scale for Clarity programs". Clarity English. Retrieved 2014-08-03.
- ↑ "Mapping TOEIC and TOEIC Bridge on the Common European Framework Reference". ETS. Retrieved 2011-09-22.
- ↑ Feifei Ye, "Validity, reliability, and concordance of the Duolingo English Test". https://s3.amazonaws.com/duolingo-certifications-data/CorrelationStudy.pdf
- ↑ https://www.ets.org/toefl/institutions/scores/compare/#cefr
- ↑ "Research". Retrieved 2013-02-25.
- ↑ "Common European Framework of Reference (CEFR)". Retrieved 2013-02-25.
- ↑ Amega Web Technology. "City & Guilds English - The Common European Framework". Cityandguildsenglish.com. Retrieved 2011-08-14.
- ↑ "Languages Ladder". Cilt.org.uk. Retrieved 2011-08-14.
- ↑ "Find an exam". Cambridge ESOL. Retrieved 2011-08-14.
- ↑ "Common European Framework of Reference (CEFR)". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Understanding your Statement of Results – Cambridge English: Key". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Understanding your Statement of Results – Cambridge English: Preliminary". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Understanding your Statement of Results – Cambridge English: First". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Cambridge English: Key (KET) - Results". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Cambridge English: Preliminary (PET) - Results". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Understanding your Statement of Results – Cambridge English: Proficiency". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Cambridge English: First (FCE) – Results". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Cambridge English: Proficiency (CPE) – Results". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "Cambridge English: Advanced (CAE) – Test results". Cambridge ESOL. Retrieved 2012-01-25.
- ↑ "www.examagram.com/scores". Retrieved 2013-05-16.
- ↑ "http://www.trinitycollege.co.uk/ISE".
- ↑ "http://www.trinitycollege.co.uk/GESE".
- ↑ "http://www.trinitycollege.co.uk/SEW".
- ↑ "Open University Language Modules". The Open University (2011). Retrieved 2011-11-23.
- ↑ http://www.xunta.es/linguagalega/arquivos/ORDE_CELGA_30.07.07.pdf
- ↑ "Certificate of Dutch as a Foreign Language". CNaVT. Retrieved 2013-10-27.
- ↑ "Wat zijn de Staatsexamens NT2?" (in Dutch). College voor Examens. Retrieved 2013-03-26.
- ↑ "Centro de Avaliação de Português Língua Estrangeira". Retrieved 2012-09-04.
- ↑ "Certificado de Proficiência em Língua Portuguesa para Estrangeiros". Retrieved 2012-09-04.
- ↑ "TKRI Overview". Retrieved 2012-11-22.
- ↑ "Descripción – Diplomas de Español Como Lengua Extranjera". Instituto Cervantes. Retrieved 2011-08-19.
- ↑ http://www.lnu.edu.ua/test-dpt/index.php?lang=ua&id=levels
- ↑ de Jong, John H.A.L. "Unwarranted Claim about CEF Alignment of some International English Language Tests - Pearson" (PDF). Ealta.eu.org. Retrieved August 2011.
- ↑ Raphael Poss. "A CEFR-like approach to measure programming proficiency". Retrieved 2014-07-18.