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

Appendix A: developing proficiency descriptors
This appendix discusses technical aspects of describing levels of language attainment.
Criteria for descriptor formulation are discussed. Methodologies for scale development
are then listed, and an annotated bibliography is provided. 
Descriptor formulation
Experience of scaling in language testing, the theory of scaling in the wider field of
applied psychology, and preferences of teachers when involved in consultation
processes (e.g. UK graded objectives schemes, Swiss project) suggest the following set of
guidelines for developing descriptors:
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Positiveness: It is a common characteristic of assessor-orientated proficiency scales
and of examination rating scales for the formulation of entries at lower levels to be
negatively worded. It is more difficult to formulate proficiency at low levels in
terms of what the learner can do rather than in terms of what they can’t do. But if
levels of proficiency are to serve as objectives rather than just as an instrument for
screening candidates, then positive formulation is desirable. It is sometimes
possible to formulate the same point either positively or negatively, e.g. in relation
to range of language (see Table A1).
An added complication in avoiding negative formulation is that there are some
features of communicative language proficiency which are not additive. The less
there is the better. The most obvious example is what is sometimes called
Independence, the extent to which the learner is dependent on (a) speech adjustment
on the part of the interlocutor (b) the chance to ask for clarification and (c) the
chance to get help with formulating what he/she wants to say. Often these points can
be dealt with in provisos attached to positively worded descriptors, for example:
Can generally understand clear, standard speech on familiar matters directed
at him/her, provided he/she can ask for repetition or reformulation from
time to time.
Can understand what is said clearly, slowly and directly to him/her in simple
everyday conversation; can be made to understand, if the speaker can take
the trouble. 
or:
Can interact with reasonable ease in structured situations and short
conversations, provided the other person helps if necessary. 
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