Cambridge Assessment English exams, starting with C2 Proficiency in 1913, B2 First in 1939, and B1 Preliminary in 1980, gave learners and teachers different curriculum and examination levels.
[1] By the early 1990s, with the addition of A2 Key and C1 Advanced, Cambridge English exams provided a range of different curriculum and examination levels.
Both frameworks share a common conceptual origin, similar aims and comparable scales of empirically developed descriptors.
The study of how learners are motivated was pioneered in the post-war years by John William Atkinson at the University of Michigan.
[9] John Hattie and Helen Timperley of the University of Auckland argue that assessment feedback is most effective when it relates to specific tasks and focuses on how to improve.