The underlying methodological approach of the CEFR is defined as being “action-oriented” and task-based (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment . Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR is a framework document. The action-oriented approach is, however, not coherently developed throughout the publication as it does not explain its application in assessment (Chapter 9). Chapter 9 presents a general introduction to the principles of language assessment but does not explain how the assessment can be contextualised so that the test-taker acts as a “social agent”. Although related documents on testing and assessment such as the Manual for Relating Language Examinations to the CEFR (Council of Europe 2009) and the Manual for Language Test Development and Examining (Council of Europe 2011) provide tools on assessment practices, they do not explain how to conceptualise an action-oriented task-based assessment. The CEFR Companion Volume (Council of Europe 2020) also stresses the underlying action-oriented approach of the CEFR in teaching and learning, but as it focuses explicitly on teaching and learning, it too does not cover the area of testing and assessment. For university language teaching, learning and assessment, it is necessary to develop a coherent, holistic methodology that applies the action-oriented and task-based approach to language teaching, learning and assessment, and applies a constructive alignment, which has a particular focus on the learner as a social agent. Initially, this requires the development of course content and the related assessment tasks to be based on a thorough needs analysis for a specific language teaching programme. In this way, university language centres can rethink their approach to teaching and assessment and implement changes both in their teaching and in their assessment and testing in order to offer a more coherent programme to their learners, which makes better use of the CEFR Framework. This paper summarises the principles of task-based language testing and explains in which contexts this approach might be particularly fruitful. It also presents the author’s experience gained in implementing the approach at institutional and national levels, and the challenges involved in managing this change.

中文翻译：

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CEFR的基本面向行动和基于任务的方法及其在大学语言测试和评估中的实施

CEFR的基本方法论方法被定义为“面向行动”和基于任务（欧洲理事会，2001年。《欧洲通用语言参考框架：学习，教学，评估》，剑桥大学出版社：9），尽管它由于CEFR是框架文件，因此明确为各种方法留出了空间。但是，在整个出版物中并未以一致的方式开发面向行动的方法，因为它没有解释其在评估中的应用（第9章）。第9章对语言评估的原理进行了一般性介绍，但没有说明如何将评估与上下文联系起来，以便考生扮演“社会代理人”的角色。尽管有关测试和评估的相关文件，例如《与CEFR相关的语言考试手册》（欧洲理事会，2009年）和《语言测试开发与考试手册》（欧洲理事会，2011年）提供了评估实践的工具，但它们并未解释如何构想以行动为导向的基于任务的评估。《 CEFR同伴卷》（欧洲理事会，2020年）也强调了CEFR在教学中所采取的面向行动的方法，但是由于它明确地专注于教学，因此也没有涵盖测试和评估领域。对于大学的语言教学，学习和评估，有必要开发一种连贯的整体方法，将面向行动和基于任务的方法应用于语言教学，学习和评估，并应用建设性的结盟，特别关注学习者作为社会代理人。最初，这要求课程内容和相关评估任务的开发必须基于针对特定语言教学计划的全面需求分析。这样，大学语言中心可以重新考虑他们的教学和评估方法，并在教学，评估和测试中进行更改，以便为他们的学习者提供一个更加连贯的计划，从而更好地利用CEFR框架。本文总结了基于任务的语言测试的原理，并解释了这种方法在哪些情况下可能会特别有用。它还介绍了作者在机构和国家层面实施此方法所获得的经验，