Zmienne losy innowacji edukacyjnych na przykładzie CEFR

Abstract

The rapid development of educational assessment in the first half of the 20th century brought attention to the possibility of evaluating language skills. The second half of the 20th century was at the same time a period of innovative revolution in the area of objective testing and a period of considerable disappointment with it. The international fame of The Common European Framework of Reference for Languages (CEFR), known in Poland under the name Europejski System Opisu Kształcenia Językowego (ESOKJ) should, then, invite questions as to why the document – despite the widespread criticism it faces – has become so influential, how to achieve such a spectacular success in this day and age and how durable this success can prove to be. The paper presents an attempt at answering those questions on the basis of the theory of educational innovation as well as of the analysis of the origin and structure of the CEFR.