The Common European Framework of Reference for Languages (CEFR) has become an influential tool for assessing language proficiency worldwide. Among the four language skills, writing assessment presents particular challenges due to its complexity and subjective nature. This article examines the use of CEFR descriptors in assessing writing skills, focusing on their theoretical foundations, practical applications, and limitations. Using a qualitative review of key literature and assessment practices, the study explores how CEFR writing descriptors support transparency, consistency, and fairness in evaluation. The findings indicate that CEFR-based writing assessment enhances reliability and comparability across contexts; however, effective implementation requires rater training, contextual adaptation, and well-designed scoring criteria. The article concludes by highlighting implications for teachers, testers, and policy-makers in EFL contexts.

CEFR, writing assessment, EFL, language testing, descriptors.

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