CEFR Assessment — Language Proficiency Assessment Matrix
A specialized skill that enhances the level-assessor agent's diagnostic capabilities.
Target Agent
- level-assessor — CEFR-based level diagnosis, skill-area strength/weakness analysis
CEFR 6-Level Descriptors (Can-Do Statements)
A1 (Beginner)
| Skill Area |
Can-Do Statement |
| Listening |
Can understand familiar everyday expressions when spoken slowly and clearly |
| Reading |
Can understand simple notices, menus, and signs |
| Speaking |
Can introduce oneself and exchange basic greetings |
| Writing |
Can fill in personal information on forms |
| Vocabulary |
300-600 words |
| Grammar |
Be verbs, present tense, basic questions |
A2 (Elementary)
| Skill Area |
Can-Do Statement |
| Listening |
Can grasp the main point of everyday conversations |
| Reading |
Can understand short emails and simple texts |
| Speaking |
Can communicate in routine situations (shopping, asking for directions) |
| Writing |
Can write simple notes and short messages |
| Vocabulary |
1,000-2,000 words |
| Grammar |
Past tense, future tense, comparatives, conjunctions |
B1 (Intermediate)
| Skill Area |
Can-Do Statement |
| Listening |
Can understand standard speech about work, school, and leisure |
| Reading |
Can understand articles and letters on everyday topics |
| Speaking |
Can speak fluently about travel, interests, and experiences |
| Writing |
Can write connected texts on familiar topics |
| Vocabulary |
3,000-5,000 words |
| Grammar |
Perfect tenses, passive voice, relative clauses, conditionals |
B2 (Upper-Intermediate)
| Skill Area |
Can-Do Statement |
| Listening |
Can understand complex discussions, news broadcasts, and lectures |
| Reading |
Can read specialized articles and literary works |
| Speaking |
Can engage in natural discussion with native speakers |
| Writing |
Can write essays and reports with logical structure |
| Vocabulary |
5,000-8,000 words |
| Grammar |
Subjunctive mood, participle clauses, emphasis/inversion |
C1 (Advanced)
| Skill Area |
Can-Do Statement |
| Listening |
Can understand fast-paced native speech and movies naturally |
| Reading |
Can deeply comprehend academic papers and technical documents |
| Speaking |
Can explain complex topics flexibly and effectively |
| Writing |
Can produce well-structured, persuasive extended texts |
| Vocabulary |
8,000-15,000 words |
| Grammar |
Subtle nuances, idiomatic expressions, complex structures |
C2 (Mastery)
| Skill Area |
Can-Do Statement |
| All areas |
Native-level accuracy and naturalness |
| Vocabulary |
15,000+ words |
| Grammar |
Near error-free, fluent command |
Adaptive Diagnostic Test Design
Test Structure (15-20 minutes)
[Stage 1] Placement Test (5 items)
-> Start with B1-level items
-> 3+ correct -> Stage 2 Upper
-> 2 or fewer correct -> Stage 2 Lower
[Stage 2] Level Confirmation (10 items)
-> Upper: B2-C1 items
-> Lower: A1-A2 items
-> Determine level based on accuracy rate
[Stage 3] Skill-Area Breakdown (10 items)
-> Within +/- 1 level of the confirmed level
-> 2-3 items each for listening/reading/grammar/vocabulary
Item Types by Assessment Area
| Item Type |
Assessment Area |
CEFR Level Discriminability |
| Fill-in-the-blank |
Grammar, vocabulary |
All levels |
| Reading comprehension |
Reading ability |
B1+ |
| Error identification |
Grammatical accuracy |
B2+ |
| Sentence reordering |
Syntactic understanding |
A2-B1 |
| Short writing |
Expressive ability |
B1+ |
| Dialogue completion |
Pragmatics |
A2-B2 |
CEFR-to-Exam Mapping Table
| CEFR |
TOEIC |
TOEFL iBT |
IELTS |
JLPT |
HSK |
| A1 |
120-220 |
- |
- |
N5 |
1-2 |
| A2 |
225-545 |
- |
3.0-3.5 |
N4 |
3 |
| B1 |
550-780 |
42-71 |
4.0-5.0 |
N3 |
4 |
| B2 |
785-940 |
72-94 |
5.5-6.5 |
N2 |
5 |
| C1 |
945+ |
95-113 |
7.0-8.0 |
N1 |
6 |
| C2 |
- |
114-120 |
8.5-9.0 |
- |
- |
Learning Gap Analysis Report Structure
### Skill-Area CEFR Level Profile
| Skill Area | Current Level | Target Level | Gap | Priority |
|------------|--------------|-------------|-----|----------|
| Listening | B1 | B2 | 1 level | High |
| Reading | B2 | B2 | - | Maintain |
| Speaking | A2 | B2 | 2 levels | Top priority |
| Writing | B1 | B2 | 1 level | Medium |
| Vocabulary | B1 | B2 | 1 level | High |
| Grammar | B2 | B2 | - | Maintain |
### Estimated Study Hours (Per CEFR Level Transition)
| Transition | Required Hours (guided study) |
|------------|------------------------------|
| A1 -> A2 | 100-150 hours |
| A2 -> B1 | 150-200 hours |
| B1 -> B2 | 200-250 hours |
| B2 -> C1 | 250-300 hours |
| C1 -> C2 | 300+ hours |
1---2name: cefr-assessment3description: A specialized skill providing CEFR (Common European Framework of Reference) language proficiency assessment matrices and diagnostic tools. Used by the level-assessor agent for precise per-skill level diagnosis and learning gap analysis. Automatically applied in contexts such as 'CEFR level', 'level test', 'language proficiency assessment', 'A1-C2', 'per-skill diagnosis'. However, official exam certification issuance and formal CEFR certification are outside the scope of this skill.4---56# CEFR Assessment — Language Proficiency Assessment Matrix78A specialized skill that enhances the level-assessor agent's diagnostic capabilities.910## Target Agent1112- **level-assessor** — CEFR-based level diagnosis, skill-area strength/weakness analysis1314## CEFR 6-Level Descriptors (Can-Do Statements)1516### A1 (Beginner)1718| Skill Area | Can-Do Statement |19|------------|-----------------|20| Listening | Can understand familiar everyday expressions when spoken slowly and clearly |21| Reading | Can understand simple notices, menus, and signs |22| Speaking | Can introduce oneself and exchange basic greetings |23| Writing | Can fill in personal information on forms |24| Vocabulary | 300-600 words |25| Grammar | Be verbs, present tense, basic questions |2627### A2 (Elementary)2829| Skill Area | Can-Do Statement |30|------------|-----------------|31| Listening | Can grasp the main point of everyday conversations |32| Reading | Can understand short emails and simple texts |33| Speaking | Can communicate in routine situations (shopping, asking for directions) |34| Writing | Can write simple notes and short messages |35| Vocabulary | 1,000-2,000 words |36| Grammar | Past tense, future tense, comparatives, conjunctions |3738### B1 (Intermediate)3940| Skill Area | Can-Do Statement |41|------------|-----------------|42| Listening | Can understand standard speech about work, school, and leisure |43| Reading | Can understand articles and letters on everyday topics |44| Speaking | Can speak fluently about travel, interests, and experiences |45| Writing | Can write connected texts on familiar topics |46| Vocabulary | 3,000-5,000 words |47| Grammar | Perfect tenses, passive voice, relative clauses, conditionals |4849### B2 (Upper-Intermediate)5051| Skill Area | Can-Do Statement |52|------------|-----------------|53| Listening | Can understand complex discussions, news broadcasts, and lectures |54| Reading | Can read specialized articles and literary works |55| Speaking | Can engage in natural discussion with native speakers |56| Writing | Can write essays and reports with logical structure |57| Vocabulary | 5,000-8,000 words |58| Grammar | Subjunctive mood, participle clauses, emphasis/inversion |5960### C1 (Advanced)6162| Skill Area | Can-Do Statement |63|------------|-----------------|64| Listening | Can understand fast-paced native speech and movies naturally |65| Reading | Can deeply comprehend academic papers and technical documents |66| Speaking | Can explain complex topics flexibly and effectively |67| Writing | Can produce well-structured, persuasive extended texts |68| Vocabulary | 8,000-15,000 words |69| Grammar | Subtle nuances, idiomatic expressions, complex structures |7071### C2 (Mastery)7273| Skill Area | Can-Do Statement |74|------------|-----------------|75| All areas | Native-level accuracy and naturalness |76| Vocabulary | 15,000+ words |77| Grammar | Near error-free, fluent command |7879## Adaptive Diagnostic Test Design8081### Test Structure (15-20 minutes)8283```84[Stage 1] Placement Test (5 items)85 -> Start with B1-level items86 -> 3+ correct -> Stage 2 Upper87 -> 2 or fewer correct -> Stage 2 Lower8889[Stage 2] Level Confirmation (10 items)90 -> Upper: B2-C1 items91 -> Lower: A1-A2 items92 -> Determine level based on accuracy rate9394[Stage 3] Skill-Area Breakdown (10 items)95 -> Within +/- 1 level of the confirmed level96 -> 2-3 items each for listening/reading/grammar/vocabulary97```9899### Item Types by Assessment Area100101| Item Type | Assessment Area | CEFR Level Discriminability |102|-----------|----------------|---------------------------|103| Fill-in-the-blank | Grammar, vocabulary | All levels |104| Reading comprehension | Reading ability | B1+ |105| Error identification | Grammatical accuracy | B2+ |106| Sentence reordering | Syntactic understanding | A2-B1 |107| Short writing | Expressive ability | B1+ |108| Dialogue completion | Pragmatics | A2-B2 |109110## CEFR-to-Exam Mapping Table111112| CEFR | TOEIC | TOEFL iBT | IELTS | JLPT | HSK |113|------|-------|-----------|-------|------|-----|114| A1 | 120-220 | - | - | N5 | 1-2 |115| A2 | 225-545 | - | 3.0-3.5 | N4 | 3 |116| B1 | 550-780 | 42-71 | 4.0-5.0 | N3 | 4 |117| B2 | 785-940 | 72-94 | 5.5-6.5 | N2 | 5 |118| C1 | 945+ | 95-113 | 7.0-8.0 | N1 | 6 |119| C2 | - | 114-120 | 8.5-9.0 | - | - |120121## Learning Gap Analysis Report Structure122123```markdown124### Skill-Area CEFR Level Profile125126| Skill Area | Current Level | Target Level | Gap | Priority |127|------------|--------------|-------------|-----|----------|128| Listening | B1 | B2 | 1 level | High |129| Reading | B2 | B2 | - | Maintain |130| Speaking | A2 | B2 | 2 levels | Top priority |131| Writing | B1 | B2 | 1 level | Medium |132| Vocabulary | B1 | B2 | 1 level | High |133| Grammar | B2 | B2 | - | Maintain |134135### Estimated Study Hours (Per CEFR Level Transition)136137| Transition | Required Hours (guided study) |138|------------|------------------------------|139| A1 -> A2 | 100-150 hours |140| A2 -> B1 | 150-200 hours |141| B1 -> B2 | 200-250 hours |142| B2 -> C1 | 250-300 hours |143| C1 -> C2 | 300+ hours |144```
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