This document outlines the requirements and process for institutions to apply for and receive the EAQUALS Certificate of Achievement, which certifies that an institution has implemented a high-quality CEFR-based assessment system. It describes the benefits of certification for institutions, students, and teachers. Key requirements include having a CEFR-aligned curriculum, providing standardization training for teachers in CEFR levels and assessment, and implementing moderation techniques to ensure consistent student evaluation. Applicant institutions must demonstrate their CEFR-based assessment approach, undergo evaluation by EAQUALS' Assessment Panel, and receive final certification if all criteria are satisfied.

1. How to apply for
the EAQUALS
Certificate of Achievement
EAQUALS Conference
24th – 26th April 2014, Budapest
Mila Angelova, Elzbieta Jarosz and Achraf
Dorboz

2. Aims of the session
• To introduce you to the main
requirements of the EAQUALS Certification
Scheme
• To present the scheme from an applicant’s
perspective
• To make you aware of all CEFR-support
materials available to members

3. - Guarantee for quality assessment
- Validated statement of level according to
CEFR
- Tool for introducing a standardized approach
to testing and assessment in the istitution
The EAQUALS
Certificate of Achievement

4. Main aims of the scheme
• To increase EAQUALS’ profile: the first
organisation to award CEFR certificates of
achievement across different languages Europe-
wide
• To help members differentiate themselves from
their competitors and demonstrate their
competence
• To open the possibility, at a second stage, of
accrediting CEFR certificates awarded by schools
that are not yet accredited members of
EAQUALS

5. Core message
• A guarantee for quality assessment in the
accredited institutions by thoroughly
screening all assessment processes
• CEFR-implemented approach to syllabus
and curriculum design
• Feasibility of standardisation and
moderation techniques used by the
institution

6. Benefits for institutions
• differentiation from the competition at the
local market
• filling in the gap for courses which do not
offer internationally recognized certificates
(e.g. GE, EC courses)
• raising the profile of the organization among
clients
• guaranteeing a more standardized approach
to testing by the teaching team

7. Benefits for students
• receive international recognition of their
level according to CEFR
• become more confident about taking exams
in English
• obtain a valid document which can enhance
their job opportunities
• get a stronger sense of achievement by
receiving an official document

8. Benefits for teachers
• have a chance to standardize with the rest
of the team in terms of speaking
assessment
• application of assessment criteria is
externally moderated
• subjectivity in spoken assessment is further
reduced
• enhance their professional skills and receive
further training in testing

9. Main prerequisites to apply
for the Certification Scheme
A) CEFR-based curriculum
B) Standardisation training
C) Moderation techniques

10. CEFR-based curriculum
1. CEFR-related level descriptions and
syllabus documents
o the levels referenced to CEFR (CEFR criteria grids
adopted or adapted to local circumstances)
o learning aims specified by „can-do” statements -
based on ELP or CEFR scales and adapted to the
institution’s own needs
2. Written guidelines for teachers on levels,
teaching and assessment
3. Application of CEFR in teaching
o coherence between curriculum and syllabus aims and
classroom practice

11. Standardisation training
- requirements
• Familiarisation with CEFR levels and
descriptors
• Systematic standarisation training
with CEFR illustrative samples
(DVDs or scripts: the EAQUALS
Standardisation packs – for English,
French and German)
• Procedures for CEFR-novice and
CEFR-experienced teachers

12. Moderation techniques -
requirements
• Collective assessment techniques
o grading by two assessors
(all performances, a structured sample
or with less-experienced staff), or
o assessing initially as a panel
• Quality control
o liaison between teachers
o systematic monitoring by academic
managers

13. Assessment procedures
should include at least two of:
a) teacher judgements through continuous
assessment in relation to CEFR/ELP
descriptors
b) performances in specific spoken/writen
tasks assessed with CEFR-related criteria
c) use of tests (progress test giving an
indication of good performance - e.g.15/20),
or an independent, validated “CEFR level
test” reporting a CEFR level

14. Procedure to accredit
assessment processes
Step 1: Introduction of a CEFR-based
assessment approach
»Standardisation training
»Assessment procedures
»Moderation techniques
Step 2: A formal application
Step 3: Evaluation by the EAQUALS
Assessment Panel

15. Stages of the application
Self-assessment process
Complete the pre-application checklist; review the glossary
Certification Pre-Application Checklist Graz final 23 02 2010.doc
Preparation for application
Implementation of CEFR approach to testing and assessment,
standardization training, moderation techniques
Application process
Fill in the registration form; send in materials to AP
Certification Application Form Graz 26 11 2009.doc
Assessment Panel Inspection
Review of documentation ad speaking samples,
report + verdict letter