What is the Common European Framework of Reference for Languages?

The CEFR stands for Common European Framework of Reference for Languages, is a guideline used to establish how much a person knows about a specific language across Europe and now America. It was made by the Council of Europe around 1986 and 1996 as the main part of the project "Language Learning for European Citizenship". The major purpose is to give a method of assessing and applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The reference levels are becoming widely accepted as the European standard for grading an individual's language proficiency.
When a student takes this test will be graded and placed on one of the following categories described below:
level description
A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C1 Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
C2 Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

The C.E.F.R can be applied to many purposes, for example, when an employer wants to know the level of English of his employees, or as a request for hiring. An example of this happened some years ago when, as a request, M.E.P asked for a certified level of English in order to assign tenures and also to hire new teachers. This process was an advantage, because students will have teachers who really know English.
The only disadvantage I see is that many times the result might not be 100% truth, thanks to external factors. For instance, if a student takes the test and suddenly nervous start to rush, probably they will affect the student’s performance and the grade definitely will not reflect the student’s real proficiency.
In conclusion, C.E.F.R is a good tool when a person or companies want to know their level of English or when a certified level of English is necessary for work purposes. The only disadvantage is that as any other test, the outcome can be contaminated for external factors.