Introduction to Descriptors

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What are descriptors? 🧠

Descriptors – sometimes called ILOs (intended learning objectives), or descriptors of learning outcomes – are short, one-sentence definitions that characterize a person’s ability, generally at a specific proficiency level or educational stage/level. They are frequently expressed in terms of what the person ‘can do’ in a given situation, which really means what they could be expected to be able to do in that situation. Descriptors as we know them were first developed in the post war period in language education and in the training of nurses (where the ability to actually be able to do things is crucial) and have since spread to virtually all other disciplines of education and training. 

The CEFR descriptors are the first ones to have been developed through large-scale qualitative and quantitative research to confirm or adapt the initial drafts produced by a development team. Other sets of descriptors aligned to language proficiency levels include the US ACTFL Guidelines, developed in the 1980s, and related US National Language Standards, and the Canadian Language Benchmarks. The CEFR defined the characteristics of good descriptors:  Positiveness; Definiteness; Clarity; Brevity; and Independence (that they make full sense without reference to other descriptor, e.g. for the level above or below).

It is a very common misconception that descriptors are intended for assessment. In fact, their primary purpose is course planning; they are learning objectives. They are not in themselves assessment criteria, though they can help to develop assessment criteria. They may also be used to report achievement, e.g. to parents. In summary form (e.g. an overall scale of descriptors for spoken interaction) they can also help to compare systems by providing a common reference framework, as with the CEFR.

There are two main types of CEFR descriptors:

  • Communicative language activities and strategies: WHAT a person can do – CEFRCV Chapter 3.
    These are classic learning objectives that can inspire classroom tasks – or can be used to show learners – and their parents – what they are able to do in the language. The majority of CEFR descriptors are of this type;
  • Communicative language competences: HOW WELL a person can do it –  CEFRCV Chapter 5.
    These concern qualitative aspects of language use and can help to develop generic assessment criteria about language use, for example to grade pieces of writing.  

In addition, there are descriptors for plurilingual and pluricultural competence (CEFRCV Chapter 4) and Signing competences (CEFRCV Chapter 6) 

Here are some examples of descriptors from the CEFR:

Communicative language activities and strategies

Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives. (Oral comprehension: Overall oral comprehension; Level B1)
Can understand very simple formal e-mails and letters (e.g. confirmation of a booking or online purchase). (Reading: Reading correspondence; Level A2)
Can briefly give reasons and explanations for opinions, plans and actions. (Spoken Production: Sustained monologue: putting a case; Level B1)
Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to express exactly what they would like to. (Spoken Interaction: Conversation; Level B1)
Can ask for clarification about key words/signs or phrases not understood, using stock phrases. (Interaction Strategies: Asking for clarification; Level A2+)
Can repeat part of what someone has said to confirm mutual understanding and help keep the development of ideas on course. (Mediation: Collaborating to construct meaning; B1)

Communicative language competences

Can tell a story or describe something in a simple list of points. (Pragmatic competence: Thematic development; Level A2+)
Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. (Pragmatic competence: Fluency; Level B1)
Can produce brief, everyday expressions in order to satisfy simple needs of a concrete type (e.g. personal details, daily routines, wants and needs, requests for information). (Linguistic competence; General linguistic range; Level A2)
Can sustain relationships with users of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient user. (Sociolinguistic competence: Sociolinguistic appropriateness, Level B2)
Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with more predictable situations). (Linguistic competence; Grammatical accuracy; Level B1)
Pronunciation is generally intelligible when communicating in simple everyday situations, provided the interlocutor tries to understand specific sounds. (Linguistic competence: Phonological control: Sound articulation; Level A2)

To summarise, CEFR Descriptors can be used to: 

  • provide transparent outcomes;
  • communicate to learners what they are aiming for (signposting);
  • inspire teachers/materials developers to create tasks;
  • provide a basis for assessment of success in a task itself, and on the quality of language used.

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