Proficiency Evaluation based on the Common European Framework of Reference for Languages (for the University-wide Student Exchange Program, UTokyo)
Name of student

Language evaluatedPlease tick the box in the appropriate level for each category.

Speaking

Understanding

A1 Basic user

Writing

A2 Basic user

B1 Independent user

B2 Independent user

C1 Proficient user

C2 Proficient user

Listening

He/she can understand familiar words
and very basic phrases concerning
him/herself, his/her family and
immediate concrete surroundings
when people speak slowly and clearly.

He/she can understand phrases andthe highest frequency vocabulary
related to areas of most immediate
personal relevance (e.g. very basic
personal and family information,shopping, local area, employment).
He/she can catch the main point inshort, clear, simple messages andannouncements.

He/she can understand the main
points of clear standard speech on
familiar matters regularly encounteredin work, school, leisure, etc. He/she
can understand the main point ofmany radio or TV programmes oncurrent affairs or topics of personal or
professional interest when the deliveryis relatively slow and clear.

He/she can understand extended
speech and lectures and follow evencomplex lines of argument provided
the topic is reasonably familiar.
He/she can understand most TV news
and current affairs programmes.
He/she can understand the majority offilms in standard dialect.

He/she can understand extended
speech even when it is not clearlystructured and when relationships areonly implied and not signaled
explicitly. He/she can understandtelevision programmes and films
without too much effort.

He/she has no difficulty inunderstanding any kind of spoken
language, whether live or broadcast,even when delivered at fast native
speed, provided he/she has some timeto get familiar with the accent.

Reading

He/she can understand familiarnames, words and very simple
sentences, for example on notices
and posters or in catalogues.

He/she can understand texts thatconsist mainly of high frequency every
day or job-related language. He/she
can understand the description ofevents, feelings and wishes inpersonal letters.

He/she can read articles and reportsconcerned with contemporary
problems in which the writers adopt
particular attitudes or viewpoints.
He/she can understand contemporary
literary prose.

He/she can understand long andcomplex factual and literary texts,
appreciating distinctions of style.
He/she can understand specialized
articles and longer technicalinstructions, even when they do not
relate to his/her field.

He/she can read with ease virtually all
forms of the written language, including
abstract, structurally or linguisticallycomplex texts such as manuals,
specialized articles and literary works.

Spokeninteraction

He/she can interact in a simple way
provided the other person is prepared
to repeat or rephrase things at aslower rate of speech and help
him/her formulate what he/she istrying to say. He/she can ask andanswer simple questions in areas of
immediate need or on very familiar
topics.

He/she can read very short, simple
texts. He/she can find specific,
predictable information in simple
everyday material such as
advertisements, prospectuses, menus
and timetables and he/she canunderstand short simple personal
letters.
He/she can communicate in simple
and routine tasks requiring a simple
and direct exchange of information on
familiar topics and activities. He/she
can handle very short social
exchanges, even though he/she can't
usually understand enough to keep
the conversation going him/herself.

He/she can deal with most situations
likely to arise whilst travelling in anarea where the language is spoken.
He/she can enter unprepared into
conversation on topics that arefamiliar, of personal interest orpertinent to everyday life (e.g. family,hobbies, work, travel and current
events).

He/she can interact with a degree offluency and spontaneity that makes
regular interaction with native
speakers quite possible. He/she cantake an active part in discussion infamiliar contexts, accounting for andsustaining his/her views.

He/she can express him/herself
fluently and spontaneously without
much obvious searching for
expressions. He/she can use
language flexibly and effectively forsocial and professional purposes.
He/she can formulate ideas andopinions with precision and relate
his/her contribution skillfully to thoseof other speakers.

He/she can take part effortlessly in any
conversation or discussion and have agood familiarity with idiomatic
expressions and colloquialisms.
He/she can express him/herself fluently
and convey finer shades of meaning
precisely. If he/she does have aproblem he/she can backtrack andrestructure around the difficulty sosmoothly that other people are hardly
aware of it.

Spokenproduction

He/she can use simple phrases andsentences to describe where he/she
lives and people He/she knows.

He/she can use a series of phrases
and sentences to describe in simpleterms his/her family and other people,living conditions, his/her educational
background and his/her present or
most recent job.

He/she can connect phrases in a
simple way in order to describe
experiences and events, his/herdreams, hopes and ambitions. He/she
can briefly give reasons andexplanations for opinions and plans.
He/she can narrate a story or relate
the plot of a book or film and describe
his/her reactions.

He/she can present clear, detailed
descriptions on a wide range ofsubjects related to his/her field ofinterest. He/she can explain aviewpoint on a topical issue giving theadvantages and disadvantages ofvarious options.

He/she can present clear, detailed
descriptions of complex subjects
integrating sub-themes, developing
particular points and rounding off with
an appropriate conclusion.

He/she can present a clear, smoothlyflowing description or argument in astyle appropriate to the context andwith an effective logical structure whichhelps the recipient to notice andremember significant points.

Writing

He/she can write a short, simple
postcard, for example sending holiday
greetings. He/she can fill in forms withpersonal details, for example entering
his/her name, nationality and address
on a hotel registration form.

He/she can write short, simple notes
and messages. He/she can write avery simple personal letter, forexample thanking someone forsomething.

He/she can write simple connected
text on topics which are familiar or ofpersonal interest. He/she can write
personal letters describing
experiences and impressions.

He/she can write clear, detailed text
on a wide range of subjects related to
his/her interests. He/she can write an
essay or report, passing on
information or giving reasons in
support of or against a particular pointof view. He/she can write lettershighlighting the personal significanceof events and experiences.

He/she can express him/herself inclear, well-structured text, expressing
points of view at some length. He/she
can write about complex subjects in a
letter, an essay or a report,
underlining what he/she considers tobe the salient issues. He/she canselect a style appropriate to thereader in mind.

He/she can write clear, smoothlyflowing text in an appropriate style.
He/she can write complex letters,reports or articles which present a casewith an effective logical structure whichhelps the recipient to notice andremember significant points. He/shecan write summaries and reviews ofprofessional or literary works.

A1

A2

B1

B2

C1

C2

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