Abstract Many language course providers face the challenge to align internal, often intuitive assessments to internationally recognised proficiency frameworks for accountability reasons. We report a development and validation project for assessing writing in a university languages centre, where an intuitive, achievement-oriented grading system was aligned to the proficiency levels of the CEFR. We took an iterative approach to developing and validating local writing checklists that combine proficiency-oriented learning outcomes with classroom-based, achievement-oriented assessment goals. Our collaborative approach to checklist development and validation was modelled on the approach reported in Harsch and Martin (2012) : Relevant CEFR descriptors were adapted by teachers to fit our context and purpose; the resulting checklist drafts were trialled and revised by teachers in two sessions. Our approach has implications beyond our local context, as it illustrates how such a benchmarking and validation endeavour can be facilitated in a university context where the CEFR has been adapted as the curricular framework. Most importantly, we would like to share our experiences of collaborating in a group of 18 teachers, three course coordinators and two researchers, in order to draw on the expertise of all relevant stakeholder groups, and to ensure that teachers are the central agents in this endeavour.

中文翻译：

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将成就与熟练结合起来——开发和验证基于本地 CEFR 的写作清单

摘要 出于问责制的原因，许多语言课程提供者面临着将内部的、通常是直观的评估与国际公认的能力框架保持一致的挑战。我们报告了一个用于评估大学语言中心写作的开发和验证项目，其中一个直观的、以成绩为导向的评分系统与 CEFR 的熟练程度保持一致。我们采用迭代方法来开发和验证本地写作清单，这些清单将以熟练程度为导向的学习成果与基于课堂、以成就为导向的评估目标相结合。我们的检查表开发和验证协作方法以 Harsch 和 Martin (2012) 中报告的方法为模型：教师根据我们的背景和目的调整了相关的 CEFR 描述；由此产生的清单草案由教师在两届会议中试用和修订。我们的方法具有超出我们当地环境的影响，因为它说明了如何在 CEFR 已被改编为课程框架的大学环境中促进这种基准测试和验证工作。最重要的是，我们想分享我们与 18 名教师、三名课程协调员和两名研究人员合作的经验，以利用所有相关利益相关者群体的专业知识，并确保教师是这一工作的中心代理人。努力。因为它说明了如何在 CEFR 已被改编为课程框架的大学环境中促进这种基准测试和验证工作。最重要的是，我们想分享我们与 18 名教师、三名课程协调员和两名研究人员合作的经验，以利用所有相关利益相关者群体的专业知识，并确保教师是这一工作的中心代理人。努力。因为它说明了如何在 CEFR 已被改编为课程框架的大学环境中促进这种基准测试和验证工作。最重要的是，我们想分享我们与 18 名教师、三名课程协调员和两名研究人员合作的经验，以利用所有相关利益相关者群体的专业知识，并确保教师是这一工作的中心代理人。努力。