Basic principles of testing and assessing the language skills based on cefr

Internet web site:
1. cambrigeenglish.org
2. https://www.efset.org/cefr/
3. https://www.britishcouncil.org/cefr-and-language-assessment.
Perhaps the most important benefit of using the CEFR as a teacher is that it gives you a much clearer picture of what learners at a given level are capable of. Through your own teaching experience, you will already have a general idea of how Basic learners differ from Independent or Proficient ones – that is, beginners as opposed to intermediate or advanced students. However, it is less easy to pinpoint all the differences between, say, an A2 learner and a B1 learner, and to fully understand what is involved in getting your students from one CEFR level to the next.
You can use the CEFR to help you shape your teaching syllabus and to inform your selection of textbooks and other classroom materials. The CEFR also provides you with a ready-made set of objectives for your class. And these will help you to prepare for end-of-year assessment, whether this is internal or leading to an external qualification. Many international examination boards use the CEFR to define the scope of what they are testing at each level. Cambridge English Language Assessment does this and below is a table showing how its examinations are linked to the CEFR:

1^ Afip, L. A., Hamid, M. O., & Renshaw, P. (2019). Common European framework of reference for languages (CEFR): insights into global policy borrowing in Malaysian higher education.

2^ Babaii, E., & Asadnia, F. (2019). A long walk to language assessment literacy: EFL teachers’ reflection on language assessment research and practice. Reflective Practice International and Multidisciplinary

3^ Plester, Beverly; Wood, Clare (July 2009). "Exploring Relationships Between Traditional and New Media Literacies: British Preteen Texters at School". Journal of Computer-Mediated Communication. 14 (4): 1108–1129. doi:10.1111/j.1083-6101.2009.01483.x. ISSN 1083-6101.

4^ (Afip, Hamid & Renshaw, 2019).

5^ (Putri, Pratolo & Setiani, 2019).

6^ (Fleckenstein, Leucht & Köller, 2018; Hai & Nhung, 2018)

7^ Fattakhova L. F. Formation of the communicative competence of students in the process of primary language education. 2018

8^ Bohn, H., & Hansen, T. (2017). Assessing pronunciation in an EFL context: Teachers’ orientations towards nativeness and intelligibility. Language Assessment Quarterly, 14(1), 54-68.

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   9^ Bohn, H., & Hansen, T. (2017). Assessing pronunciation in an EFL context: Teachers’ orientations towards nativeness and intelligibility. Language Assessment Quarterly, 14(1), 54-68.
   

10^ Piccardo, 2012