Abstract
This commentary provides a critical and historical review of the Common European Framework of Reference: Learning, Teaching, Assessment (CEF). It is presented within the context of political and policy issues in Europe, and considers the role that the CEF is likely to play in that context, which is beyond the control of language testers. The dangers of institutionalization through political mandate are explored for test providers, test takers, and score users. It is argued that the CEF should be treated as just one of a range of tools for reporting test scores.
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