‘The Common European Framework of Reference for Languages’ (CEFR) is a document that, among other things, defines what foreign language learners need to learn to be able to be able to use a language for communication. Classifying in relation to a descriptive scale is particularly useful when testing and certifying knowledge, and so teaching material is linked to this, which is why modern publishing guidelines demand the use of labels indicating which level of knowledge particular material is suitable for. Who should rank the material and how is an unresolved issue, and so at the Centre for Slovene as a Second and Foreign Language we put together a working group to grade the Centre’s textbooks. We came up with a method of classification and an appropriate form, and carried out a selection of textbooks. In the initial stages of rankinging we encountered a number of challenges, since we found that we had 57 different evaluative scales available. We agreed that we would separately number learning tasks and indicate which scale we were using, while more complex tasks involving different activities we would place on the scale on the basis of the activity demanded; after individual evaluation, we would compare results and offer arguments for our evaluation; finally, we would reassess together the final ranking of individual tasks. The evaluations were useful from a number of perspectives: for instance, the scale ranking will in future be printed on the cover of textbooks. We established that our production of teaching material was evenly distributed among the different levels of difficulty and that individual learning activities were appropriately represented within the selected material, which is probably also a result of the relevant experience of the authors, peer reviewers and editors. In the future, ranking on the scale would make sense before the textbook is published and we shall make use of the acquired knowledge in the planning of new materials.