Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages (CEFR or CEF; also GERS or CEF; English Common European Framework of Reference for Languages , CEFR ) is a comprehensive recommendation for language learners and -lehrende to language learning , language use and language skills . The frame of reference was developed by the Council of Europe in the 1990s and recommended by the Council of the European Union in 2001 as a standard for evaluating language proficiency . It is divided into three levels - elementary (A), independent (B) and competent (C) language use. Each level is divided into two skill levels. The recommendation takes into account the four sub-qualifications reading comprehension, listening comprehension, writing and speaking for each level.

The GER represents a common basis for the development of target-language curricula, curricular guidelines, textbooks and qualification certificates in European language work and enables their inter-lingual comparability. It follows the action- and task-oriented approach, according to which language learners are seen as linguistic agents in social contexts. The GER pursues the language policy goal of promoting multilingualism and individual multilingualism. It is intended to strengthen international cooperation in the field of modern languages.

development

In November 1991, during an intergovernmental symposium in Rüschlikon, Switzerland, the idea of ​​dividing language skills across countries into levels was discussed for the first time: "Transparency and coherence in language learning in Europe: goals, evaluation, certification". The aim was to intensify language learning with increased mobility and for more effective international communication and comparability among the European member states. The aim was to develop a common frame of reference for language learning and to take into account the various educational systems in Europe. This measure should promote the international cooperation of the educational institutions, put the mutual recognition of qualifications on a solid basis and support all parties involved in embedding and coordinating their efforts within this framework.

In 2001, the European Year of Languages , the German translation of the GER, which was published on behalf of the Goethe-Institut together with institutions from Austria (Ministry of Education and ÖSD ) and Switzerland (EDK), was published simultaneously with the English original on the European Day of Languages in Lund / Sweden presented for the first time . The publication followed in the same year.

application

The Common European Framework of Reference is used in the European Language Portfolio for self-evaluation, in Profiles to define the language level for the German language, and for self-tests in the DIALANG system in 14 European languages.

Other applications that affect certain levels of GER are for example:

• In Germany, the GER level achieved in a foreign language is shown on the Abitur certificate , provided that an average of at least 5 points were achieved in the foreign language in question in the last two school half years of the qualification phase. Pupils in vocational schools can take a voluntary foreign language test and thereby acquire the KMK foreign language certificate, which proves job-related foreign language skills at the GER levels A2 to C1.
• The job-related German language promotion is based on levels A1 to C2 of the GER ( § 12 , § 13 and § 15 German Language Promotion Ordinance - DeuFöV).
• In Germany, language skills corresponding to level B1 of the GER are legally defined as one of the goals of the integration course ( Section 3 IntV ). The youth integration course also leads through stages A1 and A2 to level B1 of the GER.
• In order to come to Germany as a spouse within the framework of family reunification , citizens of many countries must prove sufficient German language skills corresponding to level A1 of the GER. In practice, the language certificate is required for successful completion of the language test ' Start Deutsch 1 ' carried out by the Goethe-Institut or its licensees / partner organizations , or a recognized language test at a higher language level (A2 to C2).
• Even au pairs must prove to travel to Germany basic knowledge of the German language, and assessment of their language skills is carried out uniformly on the level A1 of the CEFR.
• Various language tests have been calibrated to the level of the GER, for example the TestDaF , which enables university access ( see below ).
• In Austria, the requirements in the area of ​​migration are similar to those in Germany: In the area of ​​family reunification (family reunification), family members must prove German language skills at A1 level when applying for a residence permit for the first time. Proof of German language skills can be provided by submitting a generally recognized language certificate such as B. the internationally offered ÖSD Certificate A1 of the Austrian Language Diploma German (ÖSD) or a recognized language test at this or a higher language level.
• In Austria, the aim of the integration course is to achieve the A2 level of the CEFR, in accordance with module 1 of the integration agreement . Achieving the B1 level of the GER with module 2 is optional, but is a prerequisite for obtaining a right of permanent residence ("permanent residence - EU") and is also necessary in principle for the granting of citizenship. The integration exams confirm the achievement of level A2 or B1 of the GER. They can be taken either at the ÖIF or at the ÖSD ( ÖSD integration test A2 , ÖSD integration test B1 ). Teachers on the integration course must have German as their first language or demonstrate language skills of level C1 of the GER (e.g. via the ÖSD certificate C1 ).
• For admission to Austrian universities, proof of knowledge of German at levels B2 or C1 must be provided (e.g. ÖSD certificate B2 or ÖSD certificate C1 )

The GER is also accepted outside of Europe, for example in Egypt, Japan, Canada, Columbia, Korea or the Philippines.

advantages

With the Common European Framework of Reference for Languages, a common basis and comparability for curricula , textbooks and exams has been created. This has the following advantages:

• Qualifications valid throughout Europe in the form of language certificates .
• Examination centers across Europe.
• Learning barriers due to different education systems within Europe are overcome and learning successes are comparable.
• realistic self-assessment of learners and more transparent lesson content and qualifications.
• The focus is on understanding , speaking and writing as basic skills in foreign language communication.
• Values, social conventions and living conditions can be better taken into account.
• Communication in a professional environment can help learners plan their careers.

Skill levels

The Common European Framework of Reference for Languages makes a classic division of the learning areas into elementary, intermediate and advanced levels.

• Competence level A describes an elementary use of language.
• Competence level B describes an independent use of language.
• Competence level C describes a competent use of language.

The respective level levels are broken down into a higher or lower level in a total of six levels. A level defines the respective linguistic competencies in the form of can-do statements of knowledge and skills. The empirically validated, positively formulated sentences express what learner should be able to achieve linguistically at each of the levels.

Com- petenz- level	Competency description	Level level	Description of the reference level	Can- do descriptions (description of the skills required)
A.	Basic User Elementary use of language	A1	Breakthrough or Beginner (entry)	Can understand and use familiar, everyday expressions and very simple sentences that aim to meet specific needs. Can introduce themselves and others and ask other people questions about themselves - e.g. B. where they live, who they know or what things they have - and can answer questions of this kind. Can communicate in a simple way if the other person speaks slowly and clearly and is willing to help.
		A2	Waystage or Elementary (basics)	Can understand sentences and frequently used expressions that relate to areas of very immediate importance (e.g. information about the person and family, shopping, work, the local area). Can communicate in simple, routine situations that involve a simple and direct exchange of information about familiar and common things. Can use simple means to describe his or her own origins and training, the immediate environment and things related to immediate needs.
B.	Independent User Independent use of language	B1	Threshold or Intermediate (intermediate level)	Can understand the main points when using clear standard language and when talking about familiar things from work, school, leisure, etc. Can handle most situations encountered while traveling in the language area. Can produce simple connected text on topics that are familiar and areas of personal interest. Can report on experiences and events, describe dreams, hopes and goals and give brief reasons or explanations for plans and views.
		B2	Vantage or Upper intermediate (good intermediate level)	Can understand the main content of complex texts on concrete and abstract topics; also understands technical discussions in his own specialty. Can communicate so fluently and spontaneously that a normal conversation with native speakers is possible without any great effort on both sides. Can express himself clearly and in detail on a wide range of subjects, explain a point of view on a topical issue and indicate the advantages and disadvantages of various options.
C.	Proficient User Competent use of language	C1	Effective Operational Proficiency or Advanced (advanced knowledge)	Can understand a wide range of demanding, longer texts and also grasp implicit meanings. Can express himself fluently and spontaneously without having to look for words that are clearly recognizable. Can use the language effectively and flexibly in social and professional life or in training and studies. Can express himself in a clear, structured and detailed manner on complex issues and use various means of linking text appropriately.
		C2	Mastery or Proficiency (excellent knowledge)	Can easily understand virtually anything he / she reads or hears. Can summarize information from various written and oral sources and give reasons and explanations in a coherent presentation. Can express himself spontaneously, very fluently and precisely and also make finer nuances of meaning clear in more complex matters.

Language tests

The language tests belonging to the respective proficiency levels were calibrated by the test providers of the Association of Language Testers in Europe (ALTE) to the Common European Framework of Reference. "The German language exams are represented by the Goethe-Institut , the Österreichisches Sprachdiplom Deutsch (ÖSD) The European Language Certificates (telc), German universities with the DSH exam and the TestDaF-Institut ."

language	certificate	A1	A2	B1	B2	C1	C2
various	AMCAD EFL	A1	A2	B1	B2	C1	C2
	OLD level	Breakthrough level	Level 1	Level 2	Level 3	Level 4	Level 5
	telc	A1	A2	B1	B2	C1	C2
	UNIcert		UNIcert basis	UNIcert I	UNIcert II	UNIcert III	UNIcert IV
Basque	HAVE	-	-	1. maila	2. maila	3. maila	4. maila
Chinese	Hanyu Shuiping Kaoshi (HSK)	HSK level 1	HSK level 2	HSK level 3	HSK level 4	HSK level 5	HSK level 6
	Test of Chinese as a Foreign Language (TOCFL) (Taiwan)	TOCFL level 1	TOCFL level 2	TOCFL level 3	TOCFL level 4	TOCFL level 5
Danish	Danskprøver til voksne udlændinge		Prøve i Dansk 1	Prøve i Dansk 2	Prøve i Dansk 3	Studyprøven
German	Austrian language diploma for German	ÖSD certificate A1 ÖSD certificate A1 / Austria ÖSD KID A1	ÖSD certificate A2 ÖSD certificate A2 / Austria ÖSD KID A2 ÖSD integration test A2	ÖSD certificate B1 ÖSD certificate B1 / young people ÖSD Certificate German Austria B1 ÖSD certificate German Austria B1 / young people ÖSD integration test B1	ÖSD certificate B2 ÖSD certificate B2 / young people	ÖSD certificate C1 ÖSD certificate C1 / young people	ÖSD certificate C2 ÖSD certificate C2 / business language German
	Goethe Institute	Goethe Certificate A1 Start German 1 Fit in German 1	Goethe-Zertifikat A2 BULATS - German test for the job Start Deutsch 2 Fit in Deutsch 2	Goethe Certificate B1 BULATS - German test for work	Goethe Certificate B2 BULATS - German test for the job European Certificate B2	Goethe Certificate C1 BULATS - German test for work Europe certificate C1	Goethe Certificate C2 Large German Language Diploma (GDS) Europe certificate C2
	German language test for university entrance (DSH)	-	-	-	DSH-1	DSH-2	DSH-3
	TestDaF				TDN 3 - TDN 4	TDN 4 - TDN 5
	WiDaF (German as a Foreign Language in Business)	-	0-246	247-495	496-735	736-897	898-990
	Europe certificate			Europe certificate B1	Europe certificate B2	Europe certificate C1	Europe certificate C2
English	City and Guilds	Preliminary	Access	Achiever	Communicator	Expert	Mastery
	NQF (UK Only)	Entry level	Level 1	Level 2	Level 3	Levels 4-6	Level 7-8
	Cambridge exam	KET (45 to 59)	PET (45 to 59) / KET Pass with Merit, Pass	FCE (45 to 59) / PET Pass with Merit, Pass / KET Pass with Distinction	CAE (45 to 59) / FCE grade B or C / PET Pass with Distinction	CPE (45 to 59) / CAE grade B or C / FCE grade A	CPE grade A, B or C / CAE grade A / BEC Higher grade A
	APIEL ( Advanced Placement International English Language Examination) - College Board		(Grade 1 - No Recommendation )	Grade 2 - Possibly Qualified	Grade 3 - Qualified	Grade 4 - Well Qualified	Grade 5 - Extremely Well Qualified
	IELTS			4.0 to 5.0 (5: border between B1 and B2)	5.0 to 6.5 (5: border between B1 and B2)	7.0 to 8.0 (8: boundary between C1 and C2)	8.0 to 9.0 (8: boundary between C1 and C2)
	PTE Academic		30th	43	59	76	85
	PTE General (formerly LTE)	Level A1	Level 1	Level 2	Level 3	Level 4	Level 5
	Trinity College London Integrated Skills in English (ISE) / Graded Examinations in Spoken English (GESE) / Spoken English for Work (SEW)	GESE 2	ISE 0 GESE 3, 4	ISE I GESE 5, 6 SEW 1	ISE II GESE 7, 8, 9 SEW 2, 3	ISE III GESE 10, 11 SEW 4	ISE IV GESE 12
	TOEIC	Listening:  060–109 Reading: 60–114 Speaking: 50–89 Writing: 30–69	Listening: 110-274 Reading: 115-274 Speaking: 90-119 Writing: 70-119	Listening: 275-399 Reading: 275-384 Speaking: 120-159 Writing: 120-149	Listening: 400-489 Reading: 385-454 Speaking: 160-199 Writing: 150-199	Listening: 490+ Reading: 455+ Speaking: 200+ Writing: 200+
	Versant	26-35	36-46	47-57	58-68	69-78	79-80
	TOEFL (IBT)			42-71	72-94	95-120
	TOEFL ITP		337	460	543	627
	TOEFL Junior Standard		Listening: 225–245 Language form: 210–245 Reading: 210–240	Listening: 250-285 Language form: 250-275 Reading: 245-275	Listening: 290-300 Language form: 280-300 Reading: 280-300
	TrackTest English Test	Level A1	Level A2	Level B1	Level B2	Level C1	Level C2
	British General Qualifications	Foundation Tier GCSE	Higher tier GCSE	GCE AS level / lower grade A-level	GCE A-Level (known as A2)
Finnish	YKI	1.taso	2.taso	3.taso	4.taso	5.taso	6.taso
French	CIEP / Alliance française diplomas	TCF A1 / DELF A1	TCF A2 / DELF A2 / CEFP 1	TCF B1 / DELF B1 / CEFP 2	TCF B2 / DELF B2 / Diplôme de Langue	TCF C1 / DALF C1 / DSLCF	TCF C2 / DALF C2 / DHEF
Greek	Πιστοποίηση Ελληνομάθειας (Certificate of Attainment in Modern Greek)	Α1 (Στοιχειώδης Γνώση)	Α2 (Βασική Γνώση)	Β1 (Μέτρια Γνώση)	Β2 (Καλή Γνώση)	Γ1 (Πολύ Καλή Γνώση)	Γ2 (Άριστη Γνώση)
Italian	CELI	Impatto	1	2	3	4th	5
	CILS	A1	A2	U.N	Due	Tre	Quattro / DIT C2
Japanese	Japanese-Language Proficiency Test (JLPT)	No clear assignment possible.
Catalan	Catalan Language Certificates		Bàsic-A2	Elemental-B1	Intermedi-B2	Suficiència-C1	Superior C2
Lower ländisch	Certificaat Nederlands as Vreemde Taal (CNaVT)		PTIT / PTPB	PMT	PPT / PTHO	PAT
Portu- sisch	CAPLE	QECR	CIPLE	DEPLE	DIPLE	DAPLE	DUPLE
Russian	Test of Russian as a foreign language (TORFL; russisch Тест по русскому языку как иностранному (ТРКИ) )	ТЭУ Элементарный уровень	ТБУ Базовый уровень	ТРКИ-1 (I Cертификационный уровень) (1st Certificate level)	ТРКИ-2	ТРКИ-3	ТРКИ-4
Swedish	TISUS	-	-	-	-	TISUS	-
	Swedex	-	A2	B1	B2	-	-
Spanish	DELE	A1	A2	B1 (formerly "Nivel Inicial")	B2 (formerly "Nivel Intermedio")	C1	C2 (formerly "Nivel Superior")
Czech	Czech Language Certificate Exam (CCE)	CCE-A1	CCE-A2	CCE-B1	CCE-B2	CCE-C1
Welsh	WJEC Defnyddio'r Gymraeg	Mynediad (Entry)	Sylfaen (Foundation)	Canolradd (Intermediate)	-	Uwch (Advanced)	Hyfedredd (Proficiency)

literature

• Bolton, Sybille; Glaboniat, Manuela; Lorenz, Helga; Perlmann-Balme, Michaela; Steiner, Stefanie: ORAL. Oral production and interaction in German. Illustration of the levels of the Common European Framework of Reference. Berlin and Munich: Langenscheidt 2008.
• Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching and Assessment. Edited by the Goethe Institute, the KMK, the EDK and the BMBWK and the ÖSD. Berlin et al .: Langenscheidt
• European Language Portfolio - Portfolio européen des langues - Portfolio europeo delle lingue - European Language Portfolio , Swiss version (1999). Ed .: Swiss Conference of Cantonal Education Directors - EDK, Bern
• Common European Framework of Reference for Languages ​​(GER) and European Language Portfolio (ESP). International German Teachers' Conference 2017: Report of the SIG Working Group 3.1, as of April 11, 2017 .
• Glaboniat, Manuela: The Common European Framework of Reference for Languages ​​(GER) and Profiles German - 12 years later. In: Drumbl, Hans u. a. (Ed.): Heterogeneity in learning situations. Conference papers IDT 2013. Bozen: Bozen-Bolzano University Press 2016, pp. 7–22.
• Glaboniat, Manuela: Language skills made describable, comparable and measurable !? About the benefits and limits of the Council of Europe scales in the field of testing and certification. In: Krumm, Hans-Jürgen; Portmann-Tselikas, Paul (Ed.): The language of encounter German - motivation, challenge, perspectives. Innsbruck, Vienna, Bozen: StudienVerlag 2006, pp. 81–94.
• Glaboniat, Manuela; Müller, Martin: Grade “Very Good!” - But in relation to what? Frame of reference and profiles German in their effects on exams and tests. In: Fremdsprache Deutsch, issue 34/2006, pp. 14–21.
• Glaboniat, Manuela; Müller, Martin; Rusch, Paul; Schmitz, Helen; Wertenschlag, Lukas: Profile German A1-C2 (Version 2.0). Berlin u. a .: Langenscheidt 2005
• Schneider, G. & North, B. (2000). Knowing foreign languages ​​- what does that mean? Scales for describing, assessing and self-assessment of foreign language communication skills . Chur: Verlag Rüegger.
• Jürgen Quetz: The Common European Framework of Reference as the Basis for Language Exams - A Critical Description of the Status Quo . In: Deutsch als Fremdsprache , Volume 47, 2010, no. 4, pp. 195–202. ( ISSN  0011-9741 )
• Jürgen Quetz, Karin Vogt: Educational standards for the first foreign language: Language policy on an insecure basis . In: ZFF - Journal for Foreign Language Research , vol. 20, 2009, no. 1, pp. 63–89. ( ISSN  0939-7299 )

Web links

• Common European Framework of Reference (GER) - Goethe-Institut, reference to the German print version, download of the English version as PDF
• DIALANG - Language tests in 14 European languages ​​according to the European Framework of Reference - Lancaster University (English)
• Detailed description of the common reference levels - Goethe-Institut, with a grid for self-assessment in the categories of reading comprehension, listening comprehension, speaking, writing
• English Levels (CEFR / GeR) - TrackTest CEFR / GeR English Test Online
• Information on the YLE exams - Cambridge ESOL (English uA1 to A2 for children)
• Association of Language Testers in Europe (ALTE)
• Profiles German

Individual evidence

1. ↑ M. Glaboniat, M. Perlmann-Balme: Certificate B1. German exam for young people and adults. Exam objectives. Test description . Goethe-Institut, Munich 2013
2. ^ John Trim, Brian North, Daniel Coste: Common European Framework of Reference for Languages: Learn, Teach, Assess . Langenscheidt, 2001, ISBN 978-3-468-49469-7 , Chapter 1.4 Why do we need a common frame of reference? ( goethe.de [accessed December 20, 2017]).
3. ↑ Glaboniat, Manuela; Müller, Martin; Rusch, Paul; Schmitz, Helen; Wertenschlag, Lukas: Profile German A1-C2 (Version 2.0). Berlin u. a .: Langenscheidt 2005. Profiles German wiki.zum.de
4. ↑ DIALANG sprachenzentrum.fu -berlin
5. ↑ Agreement on the design of the upper school level and the Abitur examination: Resolution of the Conference of Ministers of Education of July 7, 1972 as amended on February 15, 2018. Conference of Ministers of Education, accessed on May 12, 2019 .  P. 10.
6. ↑ KMK foreign language certificate. Conference of Ministers of Education, accessed on May 12, 2019 . 
7. ↑ Klaus Dienelt: Unlawful practice in issuing visas for spouses joining. In: www.migrationsrecht.net. 2018, accessed October 4, 2018 . 
8. ↑ Answer of the Federal Government to the small question of the MPs Ina Lenke, Sibylle Laurischk, Miriam Gruß, another MP and the parliamentary group of the FDP , Drucksache 16/5299, May 29, 2007, p. 6.
9. ↑ Integration Agreement 2017. In: www.migration.gv.at. Retrieved October 3, 2018 . 
10. ↑ Integration Agreement Ordinance - IV-V 2017. In: Rechtsinformationssystem des Bundes . Retrieved October 3, 2018 . 
11. ↑ Multilingual database. Zurich University of Education, accessed on October 3, 2018 . 
12. ↑ Advantages of a Common European Framework of Reference , accessed on January 28, 2013
13. ↑ G. Schneider, B. North Knowing foreign languages ​​- what does that mean? Scales for describing, assessing and self-assessment of foreign language communication skills . Rüegger, Chur / Zurich 2000, ISBN 3-7253-0690-7 .
14. ^ B. North: The Development of a Common Framework Scale of Language Proficiency . Peter Lang, New York 2000.
15. ↑ Jürgen Quetz: GeR / GeRS (Common European Framework of Reference for Languages) . In: Hans Barkowski, Hans-Jürgen Krumm (Hrsg.): Fachlexikon German as a foreign and second language . A. Francke Verlag, Tübingen / Basel 2010, p. 101
16. ^ Silvia Demming: Association of Language Testers in Europe (ALTE) . In: Hans Barkowski, Hans-Jürgen Krumm (Hrsg.): Fachlexikon German as a foreign and second language . A. Francke Verlag, Tübingen / Basel 2010, p. 15
17. ↑ UNIcert Flyer. In: unicert-online.org. January 2017, accessed February 12, 2020 . 
18. ↑ Contenido 2011 hezkuntza.ejgv.euskadi.net
19. ↑ Information according to the Chinese Association. V. in Germany: Declaration on the new Chinese examination HSK Fachverband Chines e. V. (Version from the Internet Archive of July 24, 2018).
20. ↑ Danskprøver til voksne udlændinge . and much more.dk/. Archived from the original on November 25, 2015. Info: The archive link was automatically inserted and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved November 25, 2015. 
21. ↑ Austrian Language Diploma in German . www.osd.at. Retrieved January 20, 2013.
22. ↑ DSH & GER level studies. In: dsh-germany.com. Retrieved April 8, 2019 . 
23. ↑ Comparison of the levels. In: www.testdaf.de. Retrieved October 3, 2018 . 
24. ↑ TestDaF at a glance. In: www.testdaf.de. Retrieved October 3, 2018 . 
25. ^ G. Kecker: Validation of language tests. The assignment of the TestDaF to the Common European Framework of Reference for Languages. Peter Lang Verlag, Frankfurt am Main 2011.
26. ^ Franco-German Chamber of Commerce and Industry: Level description. In: ETS Global. Retrieved September 12, 2019 . 
27. ↑ Amega Web Technology: City & Guilds English - The Common European Framework . Cityandguildsenglish.com. Retrieved August 14, 2011.
28. ↑ Languages ​​Ladder . Cilt.org.uk. Archived from the original on August 28, 2011. Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved August 14, 2011. 
29. ↑ Find an exam . Cambridge ESOL. Retrieved August 14, 2011.
30. ↑ Common European Framework of Reference (CEFR) . Cambridge ESOL. Retrieved January 25, 2012.
31. ↑ Understanding your Statement of Results - Cambridge English: Key (PDF; 343 kB) Cambridge ESOL. Archived from the original on January 6, 2012. Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved January 25, 2012. 
32. ↑ Understanding your Statement of Results - Cambridge English: Preliminary (PDF; 351 kB) Cambridge ESOL. Archived from the original on January 6, 2012. Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved January 25, 2012. 
33. ↑ Understanding your Statement of Results - Cambridge English: First (PDF; 191 kB) Cambridge ESOL. Archived from the original on January 6, 2012. Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved January 25, 2012. 
34. ↑ Cambridge English: Key (KET) - Results . Cambridge ESOL. Retrieved January 25, 2012.
35. ↑ Cambridge English: Preliminary (PET) - Results . Cambridge ESOL. Retrieved January 25, 2012.
36. ↑ Understanding your Statement of Results - Cambridge English: Proficiency (PDF; 280 kB) Cambridge ESOL. Archived from the original on March 2, 2012. Info: The archive link was automatically inserted and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved January 25, 2012. 
37. ↑ Cambridge English: First (FCE) - Results . Cambridge ESOL. Retrieved January 25, 2012.
38. ^ Cambridge English: Proficiency (CPE) - Results . Cambridge ESOL. Retrieved January 25, 2012.
39. ↑ Cambridge English: Advanced (CAE) - Test results . Cambridge ESOL. Archived from the original on June 1, 2012. Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved January 25, 2012. 
40. ^ Cambridge English: Business Higher . Cambridge ESOL. Retrieved May 13, 2014.
41. ^ The College Board. In: collegeboard.org. Retrieved October 28, 2017 (English). 
42. ↑ English Language Test - Equivalents. Language Center of the Bonn-Rhein-Sieg University of Applied Sciences, November 13, 2013, accessed on October 24, 2017 (English). 
43. ↑ Common European Framework . IELTS. Retrieved January 4, 2013.
44. ^ ISE . Trinity College London. Retrieved January 20, 2013.
45. ↑ GESE . Trinity College London. Retrieved January 20, 2013.
46. ↑ SEW . Trinity College London. Retrieved January 20, 2013.
47. ↑ Mapping the TOEIC and TOEIC Bridge Tests on the Common European Framework of Reference for Languages (PDF; 371 kB) ETS. Archived from the original on July 23, 2013. Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved August 4, 2015. 
48. ^ TOEFL: For Academic Institutions: Compare Scores . ETS. Retrieved August 4, 2015.
49. ↑ TOEFL . ETS. Retrieved January 20, 2013.
50. ↑ toefl junior / scores research / standard / cefr . ETS. Retrieved January 20, 2013.
51. ↑ TrackTest CEFR / GeR English test with certificate . TrackTest (2019). Retrieved September 6, 2019.
52. ^ Open University Language Modules . The Open University (2011). Retrieved November 23, 2011.
53. ^ Information for the Center for the Greek Language and the certificate of attainment in Greek . greek-language.gr. Retrieved August 7, 2012.
54. ↑ Relation between JFS-based evaluation and JLPT pass or fail determination . The Japan Foundation. April 2017. Retrieved October 5, 2019.
55. ↑ JF 日本語 教育 ス タ ン ダ ー ド に 基 づ い た 評 価 と 日本語 能力 試 験 の 合 否 判定 と の 関係 最終 報告 書 . The Japan Foundation. Pp. 8-9. April 2017. Retrieved October 5, 2019.
56. ↑ Centro de Avaliação de Português Língua Estrangeira . Retrieved September 4, 2012.
57. ↑ TKRI Overview . Archived from the original on December 21, 2012. Info: The archive link was automatically inserted and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved November 22, 2012. 
58. ↑ Descripción - Diplomas de Español Como Lengua Extranjera . Instituto Cervantes. Retrieved August 19, 2011.
59. ↑ Czech Language Certificate Exam (CCE) . ujop.cuni.cz. Retrieved January 29, 2014.
60. ^ Welsh for Adults . www.wjec.co.uk. Retrieved January 20, 2013.

1. ↑ Since two thirds of the JLPT consists of reading comprehension and one third of listening comprehension tasks (neither speaking nor writing is tested), a one-to-one assignment between the CEFR level and the JLPT level is not possible. Especially depending on whether the mother tongue of the exam candidates uses Kanji or not, there is a big difference as to which CEFR level can be passed which JLPT level.

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