The Common European Framework in its political and educational context What is the Common European Framework?

partly to due to (b) related interference from the method of testing. 
The Framework offers a principled attempt to provide a solution to the first and
underlying problem in relation to modern language learning in a European context.
Chapters 4 to 7 elaborate a descriptive scheme, which tries to conceptualise language
use, competences and the processes of teaching and learning in a practical way which
will help partners to operationalise the communicative language ability we wish to
promote. 
The scales of descriptors make up a conceptual grid which can be used to:
a)
relate national and institutional frameworks to each other, through the medium of
the Common Framework;
b)
map the objectives of particular examinations and course modules using the categor-
ies and levels of the scales.
Appendix A provides readers with an overview of methods to develop scales of descrip-
tors, and relate them to the Framework scale.
Common European Framework of Reference for Languages: learning, teaching, assessment
182

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The User Guide for Examiners produced by ALTE (Document CC-Lang (96) 10 rev) pro-
vides detailed advice on operationalising constructs in tests, and avoiding unnecessary
distortion though test method effects.
9.3
Types of assessment
A number of important distinctions can be made in relation to assessment. The follow-
ing list is by no means exhaustive. There is no significance to whether one term in the
distinction is placed on the left or on the right. 
Table 7. Types of assessment
1
Achievement assessment
Proficiency assessment
2
Norm-referencing (NR)
Criterion-referencing (CR)
3
Mastery learning CR
Continuum CR
4
Continuous assessment
Fixed assessment points