CEFR-Based Assessment in Sign Languages: The Case of LSE and Perspectives for LIS

Abstract

This study examines the application of the Common European Framework of Reference for Languages (CEFR) to Spanish Sign Language (LSE) in a university context, with reference to the Italian situation (Council of Europe, 2020). In Spain, CEFR descriptors are already integrated into academic programmes for the assessment of LSE, whereas in Italy the context remains uneven due to the lack of shared criteria for the teaching and assessment of Italian Sign Language (LIS). The research project, conducted jointly by Ca’ Foscari University of Venice and Rey Juan Carlos University of Madrid, adopts a longitudinal and comparative design focusing on the first three CEFR proficiency levels (A1, A2, B1) of LSE among L2M2 learners (second language second modality). A mixed-methods approach combining classroom observations, self-assessment instruments, and standardised assessment rubrics is used to analyse the alignment between students’ self-assessments and instructors’ external evaluations, with particular attention to linguistic and metacognitive awareness. The findings show increasing accuracy in self-assessment as proficiency develops, alongside recurring issues such as the overestimation of receptive skills and the underestimation of productive competence. These results highlight the need for targeted assessment interventions and contribute to the development of CEFR-consistent evaluation practices for sign languages.

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