A feature of language assessment internationally is its role in the enforcement of language policies established by governments and other educational and cultural agencies. This trend has led to the near-universal adoption of curriculum and assessment frameworks, the clearest example of which is the Common European Framework of Reference for Languages (CEFR). What does this movement represent? What is the source of the authority of frameworks such as the CEFR, and why are they so appealing to governments? The paper argues that the determination of test constructs within policy-related frameworks leads to inflexibility, and considers the case of the testing of competence in English as a lingua franca (ELF) communication, in the context of international civil aviation communication.