EMBEDding the CEFR in academic writing assessment

A case study in training and standardization

Kevin Haines | University of Groningen

Nicole Schmidt | University of Groningen and University of the Free State, South Africa

Petra Jansma

Wander Lowie

The CEFR is increasingly being used as the framework of choice for the assessment of language proficiency at universities across Europe. However, to attain consistent assessment, familiarization and standardization are essential. In this paper we report a case study of embedding a standardization procedure in writing assessment activities at the University of Groningen. The project shows the value of standardization procedures within the CEFR and reports on the difficulty of finding consistently assessed ‘flat’ samples. Moreover, it reports on the desirability to scaffold teacher training sessions using flat samples with less ‘even’ samples.

Keywords: academic writing, language tasks, Common European Framework, CEFR, benchmarking, standardization, writing tasks, assessment

Published online: 06 May 2013
https://doi.org/10.1075/dujal.2.1.08hai

Cited by

Cited by 2 other publications

Carson, Lorna

2016. Fostering engagement with the Common European Framework of Reference for Languages and the European Language Portfolio: Learning from good practice in university language centres. Language Learning in Higher Education 6:2

Haines, Kevin & Anje Dijk

2016. Translating language policy into practice: Language and culture policy at a Dutch university. Language Learning in Higher Education 6:2

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