Here’s an example A group of language schools was unhappy with its system for issuing end-of-course certificates. These tended simply to record the level of the class attended and didn’t give information about real-life communicative competence or individual progress or achievement. They had a vision of a coherent system of clearly described levels, of interesting communicative kinds of assessment recorded in a certificate which would show – in language accessible to everybody – the learners’ language competence. They planned to start the project with a questionnaire to learners to determine what their priorities were for communicative skills and to do a review of available testing materials. They were aware that it was an.
