About the

Course
placement
test
British English
Adult

1 Introduction
The Course placement test has been developed to help institutions place students into the most
appropriate level of a Pearson English course or program for the Adult segment. Items on the
test are aligned to the learning objectives in the Global Scale of English that Pearson
courseware align to. Students who take this test can be placed into a course/program ranging
from GSE 22-75 (CEFR A1 to B2+).

This test includes language commonly used in British English, and is most suitable for placement
into a British English course. An American English version of the Course placement test is available
for institutions looking to place students into an American English course/program.

2 Course placement test package

The Course placement test package includes three types of tests:

• General test – including listening, grammar, vocabulary, and reading items

• Optional speaking test
• Optional writing test

If it is not possible to administer all three tests, you may place students using only the general
test. A score placement chart for the general test is provided to help you do so. However, de-
pending on the skill that best matches your program, we suggest you supplement the general
test with either or both of the optional tests.

3 General test
Two levels of the general tests are provided. Test 1 is designed to place students into GSE level
22 to 50 (CEFR A1 to B1). Test 2 is designed to place students into GSE level 44 to 75 (CEFR B1
to B2+). Depending on an incoming student’s previous experience, beginner level students
should be given Test 1, and intermediate and higher level students should be given Test 2.

The components of both Test 1 and 2 are the same, as below:

Test 1: GSE 22-50 (A1 to B1) Test 2: GSE 44-75 (B1 to B2+)

Skill Number of items Skill Number of items

Listening 20 Listening 20
Grammar 30 Grammar 30
Vocabulary 20 Vocabulary 20
Reading 10 Reading 10

Administering the general test

The general test is a 60-minute test. None of the sections are timed. Listening is tested first
so that if multiple students are taking the test, the listening section can be administered first.
Afterwards, students can work at their own pace for the remainder of the 60 minutes.

Directions are included in the test. Once student(s) are seated, hand out the test and go over
the directions with the student(s).

1
Administering the listening section
There is one audio recording for Test 1 and one for Test 2. Each audio recording includes the
directions, conversations, talks, questions, and pauses for the entire listening section. You
need to play the audio file once at the beginning of the test. At the end of the listening section,
you will hear “This is the end of the listening section.”

Before playing the audio, tell students to follow the instructions as they are announced in the audio.

Forms A and B
Two forms of the test are provided for security purposes. Both tests include the same questions.
The audio recording for both tests are the same and follow the same order. However, either the
answer choices or question order have been randomly scrambled to provide the difference between
the two tests. The differences between Forms A and B in each section are explained below.

Listening
• Audio recordings – same
• Question order – same
• Answer choices – scrambled
Grammar and Vocabulary
• Question order – scrambled
• Answer choices – same
Reading
• Reading texts – same
• Question order – same
• Answer choices – scrambled

2
Score placement chart

Test 1

General test total score GSE level CEFR level

0-4 > 22 below A1

5-35 22-29 A1
36-56 30-35 A2
57-68 36-42 A2+
69-75 43-50 B1
B1+ or higher
76-80 < 50 Suggest taking general test 2 for more
accurate placement

Test 2

General test total score GSE level CEFR level

Below B1
0-26 > 42 Suggest taking general test 1 for more
accurate placement
27-40 43-50 B1
41-55 51-58 B1+
56-68 59-66 B2
69-80 < 67 B2+ or higher

*The GSE and CEFR levels in the score placement charts are provided to help place students
into the appropriate Pearson course/program. Performance on the Course placement test is not
an indicator of a student’s proficiency level.

3
Answer key: Test 1 Form A

LISTENING
1 c 6 b 11 d 16 b
2 b 7 c 12 a 17 c
3 c 8 b 13 c 18 b
4 d 9 b 14 b 19 c
5 d 10 c 15 b 20 b

GRAMMAR
21 a 26 d 31 b 36 a 41 b 46 c
22 c 27 a 32 b 37 c 42 c 47 c
23 b 28 d 33 b 38 a 43 d 48 b
24 c 29 d 34 b 39 d 44 a 49 b
25 d 30 a 35 c 40 b 45 c 50 c

VOCABULARY
51 a 56 a 61 b 66 c
52 d 57 d 62 b 67 c
53 b 58 c 63 d 68 b
54 b 59 d 64 b 69 d
55 d 60 d 65 a 70 a

READING
71 c 76 a
72 b 77 b
73 a 78 c
74 a 79 a
75 c 80 d

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Answer key: Test 1 Form B

LISTENING
1 b 6 b 11 b 16 d
2 d 7 d 12 c 17 c
3 b 8 a 13 c 18 a
4 a 9 c 14 d 19 b
5 c 10 c 15 d 20 a

GRAMMAR
21 b 26 a 31 d 36 b 41 c 46 b
22 d 27 b 32 d 37 b 42 c 47 b
23 c 28 c 33 b 38 a 43 a 48 d
24 b 29 d 34 d 39 d 44 c 49 b
25 c 30 d 35 c 40 c 45 c 50 c

VOCABULARY
51 d 56 a 61 d 66 c
52 c 57 c 62 d 67 d
53 b 58 a 63 d 68 b
54 d 59 d 64 b 69 c
55 d 60 b 65 a 70 b

READING
71 d 76 c
72 c 77 a
73 b 78 b
74 d 79 d
75 d 80 c

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Answer key: Test 2 Form A

LISTENING
1 b 6 d 11 b 16 c
2 a 7 a 12 a 17 a
3 c 8 a 13 a 18 a
4 b 9 a 14 a 19 b
5 a 10 d 15 c 20 c

GRAMMAR
21 d 26 d 31 c 36 d 41 c 46 d
22 b 27 d 32 b 37 d 42 c 47 c
23 a 28 d 33 a 38 c 43 d 48 b
24 a 29 b 34 b 39 c 44 b 49 b
25 d 30 c 35 c 40 b 45 b 50 c

VOCABULARY
51 b 56 a 61 c 66 a
52 d 57 b 62 c 67 c
53 c 58 a 63 b 68 a
54 c 59 a 64 c 69 a
55 a 60 b 65 c 70 b

READING
71 d 76 a
72 b 77 b
73 d 78 a
74 c 79 b
75 c 80 d

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Answer key: Test 2 Form B

LISTENING
1 a 6 c 11 c 16 c
2 b 7 a 12 d 17 d
3 c 8 c 13 a 18 b
4 a 9 d 14 c 19 c
5 d 10 d 15 b 20 c

GRAMMAR
21 d 26 b 31 a 36 b 41 b 46 b
22 d 27 c 32 b 37 d 42 c 47 c
23 b 28 a 33 d 38 d 43 c 48 b
24 a 29 c 34 c 39 d 44 a 49 c
25 c 30 d 35 a 40 d 45 b 50 c

VOCABULARY
51 d 56 d 61 c 66 a
52 a 57 c 62 b 67 b
53 a 58 b 63 a 68 b
54 a 59 c 64 c 69 c
55 c 60 c 65 a 70 a

READING
71 c 76 b
72 c 77 c
73 a 78 c
74 b 79 a
75 a 80 a

7
Audio script: Test 1
Questions 1-4
N: Listen to the conversation. Then answer questions one to four.
F1: It’s nice to see you. How are you?
M1: I’m good. I’m busy with school. My classes are really hard this term.
F1: Oh. That’s too bad. Do you have a lot of homework?
M1: Not too much in my math and science classes. But there’s a lot in my American history class.
F1: I love history. Can I help?
M1: Really? Do you know much about George Washington?
F1: Yes, I do! I wrote a paper about him in my English class last year. It was really interesting.
M1: That’s great! Maybe you can help me with my homework.
F1: Sure, I can do that. Do you want to meet at the library tomorrow morning?
M1: I can’t. I have classes from nine to twelve o’clock. Do you have time on Thursday?
F1: I work until five on Thursdays. Can you meet around six?
M1: No problem!
F1: OK. Bring your book and any notes your teacher gave you. I’ll meet you at the library.
I have to go now. See you Thursday.
M1: Thanks! See you then!
N: 1. Which subject does the woman like?
2. What will the woman help the man do?
3. What does the woman do every Thursday?
4. What does the woman tell the man to do?
Questions 5-8
N: Listen to the conversation. Then answer questions five to eight.
M1: I need to buy John a birthday present. Do you like these headphones?
F1: Yeah. They’re perfect for listening to music or watching videos.
M1: I think so, too. Oh… wow. They’re really expensive!
F1: Let’s look for different ones. Oh look! This is the new mobile phone I want.
M1: I don’t like that colour. It’s too bright.
F1: I love the colour. And the screen size is great!
M1: I think it’s too big. The phone is bigger than your hand!
F1: But it’ll be good for reading.
M1: That’s true. Let’s get back to John’s birthday present. What else can I get him?
F1: How about this bag? He just got a new job. Does he have a work bag?
M1: No, but I don’t think he’ll like this bag. He likes big bags.
F1: Well, here are some more headphones. And look. They’re less expensive.
M1: These ones are nice. And they feel really good on my ears. Let’s see how they
sound. Can you play something on your phone?
F1: Of course. Can you hear anything?
M1: Yes. The sound is great!
F1: Let me listen. Oh, that is nice. You should buy these ones.
M1: I think I will. He’ll love these.
N: 5. What are the man and woman doing?
6. What does the man say about the phone?
7. Why does the woman think John needs a bag?
8. What will the man do next?

8
Questions 9-12
N: Listen to the conversation. Then answer questions nine to twelve.
F1: Hey Mark. You’re working late.
M1: Hi Julie. Yes, I have a report I need to finish today.
F1: Well, I hope you finish soon.
M1: What are you up to tonight?
F1: My friend is visiting from out of town, so I’m meeting her for dinner.
M1: Oh, nice. Where are you going?
F1: To the Italian restaurant down the road. Antonio’s. Have you been there?
M1: No, I haven’t. Is it any good?
F1: It’s wonderful! The food is amazing! It’s my husband's and my favourite
M1: restaurant. Is that right? My wife and kids love Italian food.
F1: Oh, you've got to try it then. We live around the corner, so we go often.
M1: Hey, maybe we can have lunch there after the team meeting next week?
F1: That’s a great idea! They have a nice lunch menu.
M1: Can you make a reservation for us?
F1: Yes, I’ll do it tonight when I’m there for dinner.
M1: Thanks. I think everyone would like that. Hey, I've got to get back to work.
F1: Oh, OK. Good luck with your report.
M1: Thanks. Enjoy your dinner.
F1: Thanks, Mark.
N: 9. Who is Julie going to dinner with?
10. Has Julie been to the restaurant before?
11. What does Mark ask Julie to do at the restaurant?
12. What is Julie and Mark’s relationship?
Questions 13-16
N: Listen to the conversation. Then answer questions thirteen to sixteen.
F1: I’m sorry I’m late.
M1: That’s OK. I got your text message. Did you miss your train?
F1: No. But there was an accident at Grand Station. So they stopped the train at 10th street.
M1: Oh no! I’m glad you weren’t hurt.
F1: Thanks. We weren’t near the accident, so we were OK. But I don’t know 10th street
very well. I was so lost.
M1: Why didn’t you use the map on your phone?
F1: I tried, but my internet wasn’t working.
M1: I hate when that happens.
F1: Me, too. So I asked some people for directions. They told me to take the number 9 bus
to Canal Street, then take a different bus from Canal Street to here.
M1: Did you find the number 9 bus OK?
F1: Yes. I got to Canal Street on the bus. I waited about fifteen minutes for the other bus.
But there was so much traffic there. So I decided it was quicker to walk.
M1: You walked here from Canal Street? That’s a long walk!
F1: Yes, it was. I’m a little tired and hungry! Let’s look at the menu.
N: 13. Why is the woman late?
14. Why was the woman lost?
15. What was wrong with the woman’s phone?
16. Why did the woman walk from Canal Street?

9
Questions 17-20
N: Listen to a talk. Then answer questions seventeen to twenty.
F1: Hello and welcome! I know many of you are here because you enjoy writing. And you
want to learn more about making money as a writer. My name is Sarah Jones. I have been
working as an online writer for more than five years. I love my job. I work from home. I work
when I want. And I get to do what I love – write.
Many people may not know how to find writing jobs or what kind of writing jobs are out
there. Well, there are a lot. Companies need writers to write about their products or services.
Some people look for writers to help them write their presentations or speeches. And some
people need help writing their online blogs. So here are a few things that you can do to get
started.
Firstly, choose a topic that you know well. This can be anything: technology, travel,
cooking. The best thing to do is write about topics you enjoy. Secondly, make your own website
and explain what you write. This way, anyone looking for a writer can find you online. Also,
search online for writing jobs and apply for the ones that interest you. There are many writing
job websites. Here is a list of some of the most popular ones. Next, contact people that you
want to write for. For example, if you write about food, then email some of your writing
examples to a food magazine.
These are just a few things to help you get started. Before we move on, and look at
some examples of writing jobs, does anyone have any questions?
N: 17. What is this talk about?
18. Why does the speaker talk about writing presentations?
19. What is the best topic to write about?
20. Why should you make your own website?

10
Audio script: Test 2
Questions 1-4
N: Listen to the conversation. Then answer questions one to four.
F1: Hi. Do you work here?
M1: Yes. How can I help you?
F1: It’s my brother’s birthday. I’d like to buy him something nice, but I’m not sure what to get him.
M1: Let’s see... What about a sweater? Or a tie?
F1: Oh. They’re both great ideas!
M1: OK. The ties are over here. Does he wear ties often?
F1: Actually, now that I think about it, he doesn’t wear them that often. Only sometimes to
the office.
M1: So in that case, I think a sweater would be a better choice. Does he have a favourite
F1: colour?Well, he really likes blue, and he wears it often.
M1: Wonderful. Let me show you what we have. We have these two blue sweaters here.
This one is 20% off. This one is not on sale, but it’s better quality.
F1: Oh, that one feels very soft! It does feels much better than the other one. How much is it?
M1: It’s 69 dollars.
F1: And it’s not on sale?
M1: No. I’m afraid not. But it’s very popular right now.
F1: OK. I’ll take it. I think he’ll like that. It feels nice and the colour is great, too.
M1: A lot of people buy this shirt to go under that sweater. Do you think your brother
would also like this?
F1: Hmmm… I don’t think that’s his style. It looks a little too formal. I’ll just get the sweater.
M1: No problem. Would you like a gift box?
F1: Yes, that would be great. Thank you. Do you accept credit cards?
M1: Yes, of course.
N: 1. What is the woman looking for?
2. What does the word “quality” mean?
3. Why does the woman choose the sweater?
4. What will happen next?
Questions 5-8
N: Listen to the conversation. Then answer questions five to eight.
F1: Did you watch the documentary on the environment last night?
M1: Yes. I was really surprised to learn about the amount of rubbish in the sea!
F1: And most of the rubbish is plastic because you can’t recycle all plastic.
M1: I missed that part. I must’ve been on my phone.
F1: Yeah, you can’t recycle the kinds of plastic we use once and throw away, like straws
and plastic bags.
M1: Oh really?
F1: And many people think paper cups recycle easily, but most of these cups are covered
with plastic. That’s what keeps the cups strong enough to hold hot liquids. So you
can’t recycle all paper cups either.
M1: I use paper cups at work all the time. I thought it was okay because I always put them
in the recycling bin.
F1: Most people do. But half of the things in the recycling bin end up in the rubbish. Like
dirty food containers. They've got to be clean or you can’t recycle them.

11
M1: I had no idea.
F1: And they said that many people don’t even know what to put in the recycling bin. And
many others just don’t use them.
M1: I didn’t realise there were so many rules. But these are all simple habits we can change.
It may be a little uncomfortable, but I can use my own cup for coffee instead of a paper cup.
F1: Many coffee shops and restaurants are learning more about recycling rules, too. Some
are using paper straws for their soft drinks now. That’s good news.
M1: That is good news. I don’t mind using paper straws. In fact, next time I’m at the coffee
shop, I’ll ask them for a paper straw.
N: 5. What can be recycled?
6. What does the woman say about the recycling bin?
7. What does “habit” mean?
8. What will the man do to help improve the problem?
Questions 9-12
N: Listen to the conversation. Then answer questions nine to twelve.
M1: It’s good to see you. It’s been a long time!
F1: I know! The last time I saw you was at your wedding.
M1: Has it been that long? What have you been up to?
F1: Well, I started a new job.
M1: Congratulations! What’s the job?
F1: It’s marketing for an online travel company.
M1: Nice. How are the people?
F1: My co-workers are great. I don’t have a lot of experience yet, so I’m learning so much
from them about the projects. They’re the best part of the job. My boss is in a different
city, though. So, I don’t see her too often.
M1: Is it long hours?
F1: Really long. And I have to travel a lot to visit the hotels we do business with. So, I’m
away about half the month. I don’t love it, but it’s a good learning experience.
M1: That’s a lot of travel. It must be a hard schedule.
F1: I don’t mind it. And I won’t travel so much next year.
M1: Hey, sounds like an exciting job. I’m happy for you!
F1: Thanks. What about you? How’s married life?
M1: I don’t know if you heard, but Julia’s pregnant.
F1: No, I haven’t heard. Congratulations! How’s Julia doing?
M1: She’s doing well. She’s still working, and the baby’s due in a couple of months.
F1: I’m so happy for you guys! Are you ready to be a dad?
M1: You know, I am! Some days I feel a little unprepared but I’m really looking forward to it.
F1: You’ll be a terrific dad.
M1: Thanks. Oh, and we moved out of the city. We needed more space for the baby, and
for my parents who visit often. Julia loves the new house because she works from
home. But it takes me over an hour to get to work. Traffic is terrible.
F1: Oh no! That’s too bad. But it’s a good move. Your city apartment was way too small for
a growing family.
M1: Yes, I agree. You need to come visit.
F1: I will!
N: 9. What does the woman like about her job?
10. What does the woman say about traveling for work?

12
 11. How does the man feel about being a dad?
12. Why did the man move out of the city?
Questions 13-16
N: Listen to the conversation. Then answer questions thirteen to sixteen.
M1: I was listening to that show about health and nutrition, and it made me realise how
much we’ve been ignoring our health. We rarely cook or workout. We really need to
change that.
F1: I agree. But we both work such long hours, I don’t know how we can fit cooking and
working out into our current schedules.
M1: So I thought about this. For our lunches, we could use their suggestion and try meal
planning. On Sundays, we could cook lunch for the entire week. Put the food in individual
containers and keep them in the refrigerator. Then we can just take one to work every day.
F1: That would be much healthier than the lunches I buy at work. OK, that takes care of
lunch. But what about dinner?
M1: What if we take turns cooking? How about we each cook two nights, since we usually
eat out on weekends, with our friends anyway?
F1: You’re right. We can both make time to cook twice a week. You’ve really put some
thought into this! What’s our plan for exercise?
M1: I think we should join that new gym down the street. I know we don’t like working out
at the gym, but they offer free classes with the membership. We can just go to the gym
and take classes.
F1: That’s a great idea! I know they offer a lot of classes. I could take yoga and swimming.
And you could use it for boxing!
M1: Yes, and since we’re paying for the membership every month, it will force us to go so
we don’t waste our money.
F1: This is a great plan. I think we can do this.

N: 13. What does the woman say about cooking and working out?
14. What does the man say about lunch?
15. What is one way the man wants to create a healthy lifestyle?
16. How does the man feel about achieving a healthy lifestyle?

Questions 17-20
N: Listen to a talk. Then answer questions seventeen to twenty.
M1: Welcome to my show, “Dreams to Action.” Today, I want to share with you the story of
how I started this channel. We often hear that life is too short. When I turned thirty, I suddenly
realised that there were so many things I wanted to do, and not enough time. So I had a long
conversation with my wife, and we decided to take a year off to travel around the world. I have
got to admit, this was a difficult decision to make. But once we'd made the commitment, we
went to work to put our plans into place.
First, we had to prepare our finances. We had some money in savings, but it wasn’t
enough to sustain us for a year without a steady income. So we spent the next six months
spending less, and bringing in more money. We took drastic measures. We sold most of our
belongings: our car, furniture, extra clothes, TV and other electronics. We rented out our
house and moved into a small flat. We both kept our regular jobs but took on additional part-
time jobs in the evenings and at the weekends. We didn’t eat out. We didn’t spend money
when socialising. We spent time with friends and family at home instead of going out.
At the same time, we mapped out our trip. We knew we wanted to see as many
countries as possible, but we didn’t want to simply have a tourist experience. We didn’t want to

13
pass through a new place, visiting only the most well-known landmarks. We wanted to
experience the essence of the countries we visited. While doing my research, I discovered
many online communities around the world. There were people sharing their experiences
doing exactly what my wife and I were planning to do. I got in touch with members of these
communities, and they provided invaluable resources to help us plan our trip.
I’ll share the link to some of these online communities for you to check out. And in the
next part of this series, I’ll talk about a few of the experiences we had when we finally embarked
on our trip, and how this channel came about as we travelled from one amazing place to another.
N: 17. What is the speaker’s point of view on life?
18. How did the speaker feel about preparing for this year-long trip?
19. What was the speaker’s goal in travelling?
20. According to the speaker, what is the most effective way to achieve a long-term goal?

4 Optional speaking test

A separate speaking test is included for institutions who want to use this form of assessment
as part of their placement process. This test consists of an interview based on conversational
prompts to be presented by the interviewer, and is accompanied by the Global Scale of English
Speaking Assessment Descriptors to help interviewers determine the appropriate level of the
student. See page 15.

5 Optional writing test

A separate writing test is included for institutions who want to use this form of assessment as
part of their placement process. This test consists of an essay on an assigned topic, and is
accompanied by the Global Scale of English Writing Assessment Descriptors to help raters
determine the appropriate level of the student. See page 16.

14
6 Global Scale of English: Speaking Assessment Descriptors

SPOKEN SPOKEN RANGE ACCURACY

PRODUCTION INTERACTION • Structure • Structure
AND FLUENCY • Interaction • Vocabulary • Vocabulary
• Length of speech • Coherence • Discourse: • Appropriacy of
• Pausing & hesitation • Appropriacy communicative vocabulary
• Cohesion • Pragmatic strategies functions • Functions
• Repair strategies

GSE 22-29 Can say short expressions Can interact in basic Has a limited choice of Has limited control of
and very basic complete exchanges but sometimes words, structures and basic structures and
CEFR A1 sentences. May pause or require the other person phrases to give personal phrases. Isolated words
hesitate frequently and to repeat or rephrase. details on familiar and may be misused.
repair speech. Can use May use gestures to routine topics.
very basic connectors. support interaction.

GSE 30-35 Can say sentences and Can communicate in basic Can perform basic range Has control of a set of
phrases on familiar and routine exchanges on of functions in simple basic structures, words
CEFR A2
topics. May pause familiar topics, but form e.g. apologizing, and functional language
frequently and repair interaction breaks down in using basic structure and for predictable content.
speech. Can link simple less familiar settings. vocabulary. Message is clear.
clauses and phrases Knows turn taking and can
with basic connectors. respond appropriately.

GSE 36-42 Can speak in several Can maintain Can perform a limited Can communicate using
simple sentences but may coherence across turns range of functions using longer stretches of
CEFR A2+
hesitate, pause and repair but may struggle to keep appropriate range of connected clauses and
speech. Can use the most interaction going. Shows structure and vocabulary. functional language.
common connectors to awareness of appropriacy
link simple clauses. in familiar situations.

GSE 43-50 Can communicate with Can initiate interaction Uses a range of words, Has good control of basic
a series of connected and offer contributions. structures and simple structures and functions
CEFR B1
clauses although pausing Can reformulate simple collocations. Can use but errors occur with
and repair can interrupt responses and/or ask for functional language to more complex ideas.
the flow. Can use linking clarification. deal with less familiar Generally uses vocabulary
words and devices. topics. appropriately for the topic.

GSE 51-58 Can communicate using Can interact with ease and Uses a range of words, Communicates with
longer stretches of coherence. Can respond structures, collocations, reasonable accuracy;
CEFR B1+
connected clauses. May with some flexibility and and functional language generally good control of
pause with more complex reformulate simple to deal with unfamiliar functional language on
topics and need to use responses, but may ask topics. Uses repetitive familiar topics.
repair strategies. for clarification in less paraphrases. Generally uses vocabulary
familiar topic areas. appropriately for the topic.

GSE 59-66 Can present clear, Can open or take the Uses a good range of Communicates with
detailed information on lead in an exchange and words, collocations and accuracy on most topics
CEFR B2
a wide range of familiar is sensitive to turn-taking. functions and can use and in most contexts. May
topics, with minor Can reformulate responses paraphrase to avoid make errors when talking
hesitation. Can use with ease and ask for repetition. about very unfamiliar
cohesive devices to clarification for less topics but these do not
connect arguments familiar topics. prevent understanding.
though this may be Can self-correct.
clumsy in places.

GSE 67-75 Can present clearly Can express ideas with Uses a good and varied Communicates with
focused information using precision. Can develop range of vocabulary, accuracy on a wide range
CEFR B2+
extended language. Can discussions with follow collocations and some of topics. Makes some
effectively connect ideas up statements. Can use complex functions. Is able errors with complex topics
with complex language. appropriate language and to express ideas on topics but these do not prevent
Shows occasional only occasionally asks for without searching for understanding. Can
hesitation. clarification. words. self-correct.

15
7 Global Scale of English: Writing Assessment Descriptors

WRITTEN RANGE ACCURACY

PRODUCTION • Structure
• Structure
• Organization • Vocabulary • Vocabulary
• Discourse: cohesion • Discourse: communicative • Appropriacy of vocabulary
& coherence functions • Orthography
• Appropriacy • Topic

GSE 22-29 Can write very basic complete Has a limited range of words, Has limited control of basic
sentences. Can link basic very basic structures and phrases structures, phrases and isolated
CEFR A1 information with very basic related to personal details or very words. Has frequent misspellings.
connectors but may lack logical familiar routine topics. Has basic control of punctuation.
ordering.

GSE 30-35 Can write sentences and link Uses an appropriate range of Has control of a set of basic
simple clauses and phrases with words, structures and phrases. structures, words and phrases for
CEFR A2
basic connectors. Shows some Can produce a basic range of everyday situations, but may make
awareness of logical ordering with functional language in simple several mistakes with punctuation
short writing. form. and layout.

GSE 36-42 Can write a series of simple phrases Has an appropriate range of Has control of a set of basic
and basic sentence patterns linked words, structures, some basic structures, words and phrases. May
CEFR A2+
with simple connectors. Can write collocations and functional still make basic tense errors. Will
using very simple paragraph language. Can perform basic make mistakes with non-basic
structure (e.g. 2 or 3 paragraphs) functions e.g. agreeing punctuation and in layout.
with logical ordering. responding to suggestions, etc.

GSE 43-50 Can write straightforward Uses a range of words, structures Has good control of basic structu-
connected text and link ideas into and simple collocations. Can use res, words and phrases, but makes
CEFR B1
linear sequence of points. Can basic functional language but can mistakes when expressing more
write in appropriate paragraphs only produce a very limited range of complex ideas. Makes mistakes in
and maintain logical ordering of more complex language. punctuation and spelling of less
information. familiar formats and words.

GSE 51-58 Can write using longer stretches Uses a good range of vocabulary, Good control of basic and some
of connected clauses. May mix up collocations and functions. Can complex structures. Errors occur
CEFR B1+
clause ordering when writing about use paraphrase to avoid with complex language in longer
more complex ideas. Can generally repetition on familiar topics. Has sentences. Good uses of vocabulary
maintain logical ordering of limited vocabulary and but makes mistakes in punctuation
information across the whole text. expressions when writing on and spelling of less familiar formats
more abstract topics. and words.

GSE 59-66 Can make supporting points and Uses a good range of vocabulary, Communicates with accuracy on
give relevant examples to collocations and functions and most topics. May make errors when
CEFR B2
express feelings. Can use can express ideas and opinions dealing with very unfamiliar topics
cohesive devices to connect on some abstract topics. Can use but these do not prevent
arguments across paragraphs paraphrase to avoid repetition. understanding. Makes very few
though this may be awkward in Has a good range of discourse mistakes in punctuation and
places. devices. spelling.

GSE 67-75 Can present clearly focused Uses a varied range of vocabulary, Communicates with accuracy on
information using extended collocations and complex functions. a wide range of topics. Makes
CEFR B2+ stretches of language. Can Can use non-literal meanings of some mistakes when writing
effectively connect ideas and fixed phrases. Can use a variety of about complex topics but these
arguments. Can develop discourse devices. do not prevent understanding.
an argument systematically. Generally accurate punctuation
and spelling.

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