Assessment in EFL Classes Based on The CEFR Principles

Year 2020, , 252 - 263, 05.06.2020

İsmail Hakkı Mirici , Fatma Şengül

https://doi.org/10.14686/buefad.655985

Abstract

Just upon its publication, the Common European Framework of Reference for Languages: Teaching, Learning Assessment (CEFR) has become a frequently referred document in foreign language education practices globally, including teaching, testing and assessment. In order to find out information about the assessment procedures in the classes of English as a foreign language (EFL) based on the CEFR principles, this study aimed to find out the most common types of assessment and their effects on the academic achievement of the learners. In this study, a meta-analysis design was adopted comprising 75 articles published in the journal of Language Assessment Quarterly between the years of 2010-2019 on the fields of Language Education and Literature. The articles were searched in the electronic database, Taylor and Francis, using the keyword “The Common European Framework of References for Languages”. The data were analysed quantitatively via the SPSS software version 20.0 with particular themes coded by the researcher. The findings revealed that the most common types of assessment based on the CEFR principles were the proficiency assessment followed by the performance assessment. It was also found out that there was a linear relationship between the academic achievement and the CEFR oriented assessment procedures.

Keywords

The Common European Framework of References for Languages (CEFR), English Language Assessment, Types of Assessment, Principles of the CEFR, English as a Foreign Language (EFL), EFL Classes

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