I've been in regular contact with one of the original authors of the CEFR, Enrica Piccardo (We participate in the same SIG in Toronto). She's also recently completed a similar self-assessment schema for Canada: http://language.ca/
The Council of Europe stress that the CEFR Can do's are a starting point, a kind of template, that should be adapted to the particular learners, contexts, and situations that they are to be used in. The CEFR Can do's were originally developed in parallel (not translated) in two languages; English and French. Unfortunately, they've become a kind of standardised one-size-fits-all assessment rubric, thereby losing many of the advantages of the CEFR's original design.
To make matters worse, the popularly distributed version of Can do's for levels A1 - C2 mostly contain obscure, difficult to understand terms even for experienced EFL and ESL teachers and are wholly unsuitable for learner-led self-assessment.
That Moodle Admins, Managers, and Teachers can design their own CEFR rubrics and use them for CBR is a step in the right direction but having a computer algorithm control which criteria get ticked or having a teacher essentially do it for them circumvents one of the main principles of the CEFR: learners reflecting on their own language learning and real-world language use.
I hope this helps!
Piccardo, E. (2010). From communicative to action-orientated: New perspectives for a new millennium. Contact Magazine, 36(2), 20–33.
Piccardo, E. (2012). Multidimensionality of assessment in the Common European Framework of Reference for languages. OLBI WORKING PAPERS, 4, 37–54.