Determining a learner’s level

In English language instruction, the most common way to determine a learner’s level is via assessment. However, young learners can also be grouped by age rather than language ability. Dedicated language schools or foundation year programs usually give students placement tests or use results from large-scale standardized language proficiency tests to determine language level. There are some large-scale standardized tests now offering versions for young learners as well. If a less formal result is needed, it is also possible for learners to take free online level tests which can give them an idea about their current language level. Once a student is enrolled in a course, institutional assessment can take the place of external testing, or be administered as well as standardized testing.

Language level checks and placement tests

Language level checks are available for free on various textbook and language provider websites and offer students a quick and easy way to get a rough indicator of language proficiency. These are not nearly as comprehensive as longer placement tests and large-scale standardized tests. They are usually multiple choice and quite short at around 10-15 minutes in duration. The results are available immediately and students can use them to find appropriate resources for their studies.

Placement tests are a kind of standardized test. They provide a more comprehensive way to determine language proficiency than simple level checks, but they are usually shorter and less thorough than large-scale standardized tests (see next sub-point). They are diagnostic, assessing student language abilities to determine what language course is most appropriate for them. Placement tests are available as computer-based tests (CBT), internet-based tests (iBT) and paper-based tests. Most typically used by language schools, students take a placement test as part of their entry procedures. Placement tests usually feature multiple choice question types and may include listening, speaking, language use (sometimes further broken into grammar and vocabulary) and writing. The spoken component of the placement test is often completed face to face after the initial paper-based, CBT or iBT has been completed. An overall score is usually given as a CEFR level.

Large-scale standardized tests

Large-scale standardized tests are exams in which test takers answer the same questions or answer from a common bank of questions. The tests are scored in a consistent way making it possible to compare and rank large cohorts of test takers. Most standardized tests are now available in CBT or iBT formats. However, many still currently need to administer the speaking components face to face.

The Cambridge IELTS test is one of the most popular large-scale standardized proficiency tests for English language. The IELTS test is a good example of the various kinds of large-scale standardized tests available. It assesses listening, reading, writing, and speaking. It is offered in General English and Academic English formats. Listening and speaking are the same for both tests. The reading and writing sections differ depending on which test is being taken. The speaking section is completed face to face, separately from the listening, reading, and writing sections. As this is a comprehensive standardized test, it is a lengthy total test time of 2 hours and 45 minutes. Question types are significantly more varied than those typically found in placement tests. For example, the IELTS listening section includes multiple choice, item matching, item labelling, gap fill, sentence completion, and short answer question types.

Some other popular large-scale standardized tests include the Cambridge English Qualifications, the Educational Testing Service (ETS) TOEFL iBT, and the British Council APTIS. Large-scale standardized test results take time to process, and they are made available several days or weeks after the test. Results are given as a CEFR level or in the native test result format with a CEFR level equivalency. They can be used for entry into various institutions, to satisfy workplace requirements, and in some cases for immigration purposes.

Institutional Assessment

Another approach for assessment of language proficiency is to use assessment developed by the institution. This consists of continuous and less formal, or ‘formative’ assessment, and end of term or ‘summative’ assessment.

Formative assessment refers to assessment that is ongoing throughout the duration of a course, rather than all at the end of a course. It is often informal but it may sometimes also contribute to students’ grades. Formative assessment should be a regular part of classroom teaching. It involves the teacher analyzing and tracking student performance regularly and adapting lessons accordingly. Examples of formative assessment are student portfolios, grammar tests, spelling tests, writing assignments, and oral presentations.

The benefit of formative assessment is that it gives teachers and students the opportunity to discover and target specific problem areas earlier than if they were to wait for standardized test results. Another benefit is that any issues surrounding program placement or grading can be supported with evidence gathered from the assessment. This kind of assessment is said to be like a mirror. It allows teachers and students to keep checking progress and make changes based on what is reflected.

If formative assessment is like a mirror, then summative assessment is like a photograph. It provides a snapshot of language ability. This kind of assessment is usually formal such as mid-term or end of semester exams. The aim of summative assessment is to measure student language ability and it is used to produce a final grade or score. Summative assessment results are often used as the basis of progression to the next class. Teachers can use summative assessment results as the basis for setting learning goals for new classes.

Regardless of what kind of assessment has taken place, the results will inform teachers and students of language proficiency. This information should then be used to inform lesson planning and delivery.