抄録
The current Course of Study (CoS) for foreign language courses boldly combines the theoretical framework of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) with conceptual entities of the “Three Perspectives,” three distinct academic concepts common to all the subjects. When creating CAN-DO lists for longitudinal learning objectives, teachers are advised to use the former framework, whereas when assessing student performance, the latter framework should be reframed. However, teachers may currently be confused about how to align assessments with instructions as a result of this dual standard in objective settings and assessment designs. The initial step in the present research was to determine whether the descriptive statements in the CoS Content section and the model statements for the assessment criteria in the National Institute for Educational Policy’s Guidelines were consistent. Second, the descriptive features of the CEFR scale statements were examined in comparison to the CoS and Guidelines statements. Thus, it was discovered that the structural weaknesses in the CoS and Guidelines were lessened by the coherence of the CEFR statements over a range of communication settings (scales) and communication qualities (levels). In line with this, how to consistently develop activities and assessments for language classes was also presented briefly.
https://ror.org/02sgk6s93 
