Subjectivity: The CEFR descriptors are broad and can be subject to different interpretations. This can lead to inconsistencies in the assessment of language proficiency. For instance, what one examiner may deem as B2 (upper intermediate) proficiency, another may deem as C1 (advanced).

Cultural Variations: The CEFR doesn't adequately account for variations in language use across different cultural contexts. This means that a speaker might be rated lower or higher depending on the cultural assumptions of the test designer or evaluator.

Lack of Detail: While the CEFR provides a general guideline for language proficiency, it does not provide a detailed syllabus or curriculum. This can make it difficult for educators to design specific learning objectives and assessment tasks based on the CEFR levels.

Neglect of Certain Language Aspects: The CEFR's focus is primarily on communication and comprehension, and it may not fully assess certain aspects of language proficiency, such as cultural knowledge, translation skills, or the ability to understand and produce academic or professional language.

Not Comprehensive for All Languages: Although CEFR has been designed to be applicable to all European languages, there can be specific features or challenges in certain languages that are not adequately addressed by the framework.

Scalability: Traditional CEFR assessments often involve human evaluation, which can be time-consuming and hard to scale up for large numbers of learners.

Understanding of Context: While traditional tools can detect the correctness of a given statement in terms of grammar, vocabulary, etc., WeCP AI can also understand the semantic and pragmatic aspects of the language, allowing them to evaluate the context and coherence of the speaker's responses.

Bias Mitigation: WeCP AI automatically reduces the bias in test scoring by eliminating human error or unconscious bias.

Custom Paramters: WeCP AI can be customised with organisation specific parameters to judge someone's english skills. For example, if your organization values certain industry-specific vocabulary, the WeCP AI could be customised to recognize and evaluate the use of such vocabulary. If the organization values certain styles of communication, the WeCP AI could potentially be trained to recognize and evaluate these styles as well.

Dynamic Interactions: Traditional tools often involve one-way interactions where the test taker responds to a set of predefined questions or prompts. WeCP AI, with its capacity to generate context-aware responses, can simulate a two-way interaction similar to a conversation with a human evaluator.

Personalized Feedback: WeCP AI can provide more personalized and detailed feedback. They can point out specific areas of strength and weakness, suggest ways to improve, and even generate examples or exercises tailored to the learner's needs.

Continuous Learning: WeCP AI can learn from each interaction, continually updating their understanding and capabilities. This allows them to offer more accurate assessments and recommendations over time.

Pronunciation: This is the ability to articulate words clearly and understandably. It also encompasses elements such as stress, intonation, and rhythm.

Fluency: Fluency refers to the smoothness of speech, including natural pacing, proper use of pauses, and avoiding excessive hesitation or self-correction.

Grammar: This includes correct usage of tense, noun-verb agreement, sentence structure, word order, and the appropriate use of grammatical constructions.

Vocabulary: This refers to the range and accuracy of words used in speaking. It includes the usage of appropriate words for the context and situation, and the ability to use synonyms and paraphrases to explain unfamiliar words.

Coherence: Coherence involves organizing thoughts and ideas logically and consistently, using cohesive devices and markers to connect sentences and ideas together.

Interactive Communication: The ability to initiate, maintain, and end a conversation appropriately. It also involves reacting to and prompting further conversation from others, and adjusting one's language according to the context.

Task Achievement: This is about achieving the specific goals of the speech or conversation, such as giving an opinion, suggesting a solution, or describing a situation.

Pragmatic Competence: This involves understanding and appropriately using the social norms of language, including politeness and formality levels.

Discourse Management: The ability to construct longer turns at talk, managing interaction and using a variety of discourse markers.

Accuracy: The degree to which the speech is free from errors in grammar, vocabulary, pronunciation, etc.

Intelligibility: The ability to make oneself understood, even if there are some errors or non-standard pronunciation.

Contextual Understanding: This relates to how well the speaker understands and responds appropriately to the context of the conversation.

Idiomatic language: The ability to understand and use idiomatic expressions, slang, or colloquialisms where appropriate.

Non-verbal communication: This includes aspects like body language, eye contact, and other non-verbal cues that can affect communication.

Confidence: This relates to the speaker's confidence in their ability to communicate effectively in English, which can influence many of the other parameters listed above.

Accent: While everyone has an accent and it's not necessarily a negative attribute, a heavy accent that affects comprehensibility might be assessed.

Listening comprehension: The ability to accurately understand, process, and respond to what is being said by others.

Grammar: Correct usage of syntax, punctuation, verb tenses, noun-verb agreement, etc.

Spelling: Accurate spelling of words, including homophones and commonly misspelled words.

Vocabulary: Appropriate and varied word choice, use of synonyms, and avoiding repetition of the same words or phrases.

Coherence and Cohesion: Logical organization of ideas, effective paragraphing, and the use of connectors, pronouns, and conjunctions to link sentences and ideas together.

Task Achievement/Response: Fulfillment of the task requirements, such as answering the question fully, staying on topic, and meeting the word limit.

Argumentation: The ability to formulate, present, and defend an argument effectively, including providing supporting evidence or examples.

Style and Tone: Appropriate use of formal or informal language depending on the context, and maintaining a consistent tone throughout the text.

Clarity: Clear expression of ideas, avoiding ambiguity or confusion.

Punctuation: Correct and effective use of punctuation marks to aid the readability and comprehension of the text.

Sentence Structure: Varied use of simple, compound, and complex sentences, and correct word order.

Precision: Use of precise and specific language, avoiding vagueness or generalities.

Originality: Ability to present unique ideas or perspectives, and to paraphrase or summarize effectively when using others' ideas.

Formatting: Correct and consistent use of formatting conventions, such as indentation, margins, and spacing.

Use of Citations and References: When required, the accurate citation of sources, and inclusion of a correctly formatted reference list or bibliography.

Mechanics: Correct use of capitalization, abbreviations, numbers, etc.

Use of Idiomatic Language: Understanding and correct usage of idiomatic expressions, phrasal verbs, or colloquialisms where appropriate.

Concision: Ability to express ideas concisely, avoiding redundancy or unnecessary words.

Flow: The rhythm and pace of the writing, achieved through the use of varied sentence lengths and structures.

Persuasiveness: If applicable, the effectiveness of the writing in persuading the reader of a particular point of view.

Relevance: This pertains to how well the writer addresses the topic or task at hand. The content should be directly related to the given prompt or purpose of the writing. Irrelevant information or digressions can detract from the overall effectiveness of the writing. In an argumentative context, all arguments, examples, or evidence provided should directly support the thesis statement. In an informational context, the content should provide the necessary details the audience needs to understand the subject matter.

Comprehension: The ability to understand the main ideas, details, and implicit information in what is being said.

Vocabulary Recognition: The ability to understand a wide range of vocabulary, including idiomatic expressions, colloquial language, and technical jargon where applicable.

Distinguishing Sounds: The ability to distinguish different sounds, accents, speech rates, and intonations in English.

Understanding Context: The ability to understand the context or situation in which the language is being used, including the social, cultural, or historical background.

Interpretation of Paralinguistic Elements: Understanding the speaker's emotions, attitudes, or intentions through tone of voice, stress, intonation, etc.

Inference: The ability to make educated guesses or infer information that is not explicitly stated based on the available information.

Understanding Implicit Meaning: This involves understanding sarcasm, irony, or indirect suggestions that are common in spoken English.

Following Directions: If the listening involves instructions or directions, the listener's ability to understand and potentially follow these instructions is important.

Note-taking Ability: In academic or professional settings, the ability to take notes while listening can be an important part of comprehending and remembering information.

Predictive Listening: The ability to anticipate what a speaker is going to say based on context and prior information.

Discrimination Skills: This refers to the ability to recognize differences in sounds, word boundaries, and where one word ends and another begins, especially in rapid speech.

Summarization Skills: The ability to summarize or paraphrase the main points or specific details of a listening text.

Customization: WeCP's grading system can be tailored to fit the specific needs of the industry or market you are targeting. This can be especially helpful if you are serving specialized sectors like tech, healthcare, or finance.

Localized Understanding: Given that your grading system can be adjusted to suit local conditions, it can be adapted to consider local idioms, accents, and cultural nuances in communication.

Skill Segmentation: Unlike CEFR, which broadly categorizes skills, your system provides a more granular look at different facets of language use: reading, writing, speaking, and listening. This can provide a more complete picture of a candidate's abilities.

Real-world Context: By defining 'Use Cases' for each level, you provide a practical, real-world application for each proficiency level, making it easier for employers to match a candidate's grade to a specific job requirement.

Work-Related Metrics: Your categories include considerations for workplace communication, making it easier for employers to understand how a candidate's language skills will apply in a business context.

Growth-Driven: Your system can also be oriented to reflect the growth paths within a corporate structure, from entry-level to executive roles, which is beneficial for long-term talent development and management.

Simplicity: Your grade descriptors are straightforward and easy to understand, reducing the likelihood of misinterpretation.

Clear Milestones: With descriptors for each skill at each level, it's easy for candidates to identify areas for improvement and for employers to set training goals.

Automation-friendly: Your detailed parameters can be more easily translated into an automated assessment tool, which would fit well with WeCP's focus on skill assessment and remote interviewing software.