The Common European Framework of Reference for Languages (CEFR) employs a descriptive approach to delineate the various levels of language proficiency. These levels are characterised by a set of positively stated descriptors, which pertain to specific domains of communication. The framework provides language learners with the opportunity to engage in conscious learning through the provision of clearly formulated statements. Such assessments enable learners to have their performances evaluated in accordance with the CEFR, as well as to ascertain their proficiency level.

In the context of language education, the levels are of significant importance, serving to facilitate the organisation of learning, the monitoring of progress and the identification of language proficiency. Nevertheless, in numerous educational settings, the requisite level for each skill is identical. In practice, language learners display a range of proficiency in different communicative skills, reflecting their varying learning goals and preferences. It is not uncommon for an individual's proficiency to be unevenly distributed across different skills.

The utilisation of positively worded descriptors represents a valuable instrument for the assessment of one's proficiency. Concrete descriptors may be employed as independent criteria for self-assessment. The present study focuses on the self-assessment of student teachers using a grid that encompasses oral comprehension, reading comprehension, oral production, written production, oral interaction, written and online interaction, and three macro-categories: mediating a text, mediating concepts, and mediating communication.

Following an explanation of the concepts, student teachers were required to undertake a self-assessment, evaluating their proficiency in relation to the descriptors employed for specific reference levels. They were expected to provide evidence of their language competence, offering justification for their assessment. The collected data will be presented and analysed with a view to supporting self-assessment procedures and the use of the CEFR assessment grid extended with online interaction and mediation.

Keywords: Self-assessment, proficiency, student teachers' reflections, data analysis, the CEFR assessment grid.