G-TELP

General Tests of English Language Proficiency

The General Tests of English Language Proficiency (G-TELP) comprise a testing system designed to assess the English Language ability of non-native speakers in task-oriented, real-world situations. Evaluation of test-taker performance is based on well defined, functional language tasks. The G-TELP system offers assessment at five levels of proficiency: The levels vary with respect to the types of language tasks and their level of complexity. Test results provide an overall evaluation of general ability and meaningful diagnostic information on the different language subskills of listening, reading, vocabulary, and grammar. The multiple-choice format ensures the reliability of results through standardized administration and objective scoring and is efficient and cost-effective. Parallel forms, developed continuously, afford opportunities for re-testing or for pre- and post-testing with different test items at each of the five levels. The subtests at the different levels vary somewhat in length, as is appropriate to the levels of skill as well as to differences in the nature and complexity of the language tasks being assessed. For example, more emphasis is placed on listening skills at the lowest level (Level Five), with tasks that include understanding simple classroom instructions. In contrast, more emphasis is placed on reading skills at the highest level (Level One), with tasks that include understanding an exposition of a complex scientific topic. The G-TELP battery assesses English language proficiency in the following skill areas: Level One: Listening, Reading and Vocabulary Levels Two, Three, Four and Five: Grammar, Listening, Reading and Vocabulary An appropriate proficiency level is selected by examining the G-TELP Test Descriptors, which are comprehensive descriptions of the language tasks that are specified at each of the five proficiency levels, and by reviewing the sample test questions.

Level 5

This level is characterized by minimal control of language that is typical of introductory classroom English and is intended for the person who has had no contact with the language outside of the classroom. This level is characterized by minimal control of language that is typical of basic communicative situations and is intended for the person who has had limited exposure to English in or outside the classroom. This level is characterized by control of language that is typical of basic communicative situations and is intended for the person who has had little or no exposure to English outside of the classroom. This level is characterized by control of language that is typical of real-world situations and is intended for students who can function within a wide range of authentic English language situations. This level is characterized by control of language typical of completely authentic real-world situations and is intended for the person who has probably had extensive contact with native speakers of English.

Level 4

Level 3

Level 2

Level 1

Level Test Table

Level Skill Area Listening Level 1 Reading Grammar Listening Reading and Vocabulary Grammar Listening Reading and Vocabulary Grammar Level 4 Grammar Listening Reading and Vocabulary Grammar Listening Reading and Vocabulary 60 26 26 28 22 22 24 20 20 20 16 16 18 30 min. 20 min. 30 min. 40 min. 20 min. 20 min. 40 min. 20 min. 15 min. 25 min. 15 min. 15 min. 15 min. Basic English in Simple Communication Number of Questions 30 Time 30 min. Skill Description Authentic English in Complex Communication Authentic Modified English in Normal Communication Authentic Modified English in Normal Communication

Level 2

Level 3

Modified English in Simple Communication

Level 5

Basic Classroom English

What does the G-TELP assess? In the G-TELP, the emphasis is on determining functional ability to carry out well-defined language tasks as well as knowledge of the structure of the language. The grammar section involves ample context and realistic situations. In the listening section, a variety of speakers are presented. In the listening and reading sections, two types of questions assess the examinee's ability to understand explicitly stated information and to draw inferences from explicitly and implicitly stated information. Reading comprehension questions include an appropriate proportion of selected vocabulary in the context of the specific reading tasks. How is the G-TELP administered? The G-TELP can be administered on demand to individuals or groups at the premises of an institution or organization, or at designated testing locations (depending on the country). Local licensing for distribution can be arranged. How long does the G-TELP take to administer? The time duration for the G-TELP subtests vary with examinee ability levels. Levels Five and Four take approximately one hour to administer, plus additional time for instructions. Levels Three through One take approximately one and one half hours to administer, plus additional time for instructions. What kinds of scores are reported? Examinees' scores are interpreted in relation to degree of mastery of clearly defined learning tasks or objectives. Several different scores are reported on a score report that presents a profile of detailed diagnostic information. Scores are also summarized by class or group, and provide individual and summary data. Where is the G-TELP scored? The G-TELP is scored at the International Testing Services Center (ITSC). Local scoring of the G-TELP is conducted in certain country locations by special arrangement and under strict ITSC guidelines.

The test administrator, usually an EFL teacher or a person familiar with the English language proficiency of the examinees, selects a test that is suitable for the student or group of examinees that are being tested. The G-TELP Descriptors for each level of proficiency provide guidance in matching the test level with the examinees. The level that is selected should neither be too difficult nor too easy for the examinee. The test administrator / score user should take certain factors into account when selecting the test level, based on knowledge of the examinee's past experience: The minimal (lowest) level of proficiency the examinee is expected to demonstrate The situations, tasks, and skills to which the examinee has been exposed The length of time and depth of the examinee's instruction in English (e.g., proficiency at Level Three, Modified English in Simple Communication, presumes that a person has completed five to six years of English language instruction)

A comparison of the skills, situations, and tasks (descriptors) across the five levels will give the test administrator / score user a sense of the order in which these features of proficiency are acquired over time. For example, learners begin language acquisition by using simple verb tenses, then gradually use future tenses, and, after considerable exposure and practice, effectively use the present and past unreal conditional tenses. The G-TELP presumes prior exposure to formal English language instruction. However, because the test assesses communicative skills in task-oriented situations, it also yields information about general English proficiency that is not specific to academic contexts. Furthermore, the selection of test level depends on the purpose of the assessment. Frequently, for the formative purpose of diagnosing strengths and weaknesses, the test user is interested in determining examinees' degrees of proficiency, and will expect a spread of scores. Thus, when the appropriate level of the test is used, many examinees will demonstrate near-mastery, a few will demonstrate complete mastery, and a few will demonstrate nomastery of the English language. When an examinee correctly answers 75% or more of the test questions in all three skill areas, he/she has demonstrated mastery of the language. Regardless, at all three degrees of mastery?Mastery, Near-Mastery, and No-Mastery?the subscores will indicate weaknesses in skill areas and tasks on which the examinee (and teacher) should focus in order to achieve greater proficiency. In another situation, the G-TELP might be administered as a summative assessment in order to determine the extent to which an examinee has mastered the skills and tasks at a specific level of the G-TELP. This level is one in which he/she is expected to demonstrate competence (e.g., for certification). For some purposes, it may be desirable to select a test level that reflects the level of proficiency that examinees are expected to demonstrate. For example, if a position requires an employee to be able to communicate with native speakers within a narrow range of tasks, Level Four would be appropriate. Examinees who do not meet the job qualifications could be given information, based on the diagnostic Score Report, regarding required areas of improvement as a condition of employment, placement in a position, or promotion.

Furthermore, another purpose might be to determine how much progress an examinee has made in improving his/her English language proficiency. A lower level of the G-TELP would be administered as a pre-test prior to instruction or self-instruction, and the next level of the G-TELP would be administered as a post-test.

How does the G-TELP differ from other tests? The G-TELP differs significantly from other prominent English language tests in several ways. The G-TELP is criterion-referenced, whereas other commonly used tests are norm-referenced. G-TELP proficiency assessment is done according to universally recognized criteria that describe the ability of the examinee in the performance of specific language tasks. In contrast, norm-referenced tests compare the examinee's test scores with those of other examinees. Those scores serve as general indicators of language proficiency relative to that of other examinees, but do not provide objective, diagnostic information. The G-TELP tests provide detailed, task-referenced information on the examinee's performance, contained in a profile report that is formative rather than summative. This diagnostic report indicates what individuals can do with the English language, thus making it possible to better ascertain performance levels of competence, as well as strengths and weaknesses. This information is invaluable for decision-makers in the industry and for educational purposes. G-TELP Levels 1 to 5 closely approximates a measure of communicative competence in grammar, listening comprehension, reading comprehension, and vocabulary, because they utilize real-world, authentic tasks, situations, and materials. The G-TELP provides a measure of general English language proficiency, instead of focusing on just academic or business contexts such as those tests required to secure university admission or a position in an English-speaking country. The G-TELP evaluates the skills of examinees at five different levels of competence. By focusing on a specific level of proficiency, each test achieves more extensive sampling of performance than a single test which assesses multiple levels. The G-TELP is primarily designed for in-country use in environments where English is not the primary language, and is available from duly licensed and qualified agents in many countries.

Score Report Profile A: Skill Area Scores The Skill Area Score is the percentage of correct answers for all the questions in a skill area. A Skill Area Score of 75% or more indicates that the examinee has demonstrated mastery of that particular skill area. The Task/Structure Score indicates the percentage of questions that the examinee has answered correctly for each individual task or structure within the skill area. Profile B: QuestionInformation Type provides information on the examinee's performance in three categories of question types understanding of explicitly stated information drawing inferences from explicitly and implicitly stated information selecting synonyms for words occurring in the context of the reading passages. This profile provides the ratio (as a percentage) of the number of questions the examinee has answered correctly to the total number of questions for each question type. The Mastery Score is determined by the number of skill areas in which the examinee has accumulated a Skill Area Score of 75% or more. The Mastery Score is based on the Task/Structure Scores and the Skill Area Scores.

At Levels Five, Four, Three, and Two, three Mastery scores are possible: Mastery the examinee achieves Skill Area Scores of 75% or greater in all three skill areas Near-Mastery the examinee achieves Skill Area Scores of 75% or greater in two of the three skill areas

No-Mastery the examinee achieves Skill Area Scores of 75% or greater in less than two skill areas At Level One, two Mastery Scores are possible: Mastery t the examinee achieves Skill Area Scores of 75% or greater in at least two skill areas Near-Mastery the examinee achieves Skill Area Scores of 75% or greater in two of the three skill areas No Mastery the examinee achieves Skill Area Scores of 75% or greater in less than two skill areas.

Group Score Report When a group of examinees is tested, a Summary Score Report for all examinees is generated. This report includes the following information about the test that was administered: test location, the structure and tasks faced, the question types, the total possible correct answers, and the names or identification numbers of examinees. The individual score data reported in the Summary Score Report are the following: overall scores in the skill areas, the level attained, and subscores for each part of each test section (e.g., Grammar, Listening, Reading). In addition, each examinee's performance on the various Question Information Types-Literal, Inferential, Vocabulary?is displayed. The Summary Score Report also provides summary statistics for a group of examinees: mean, median, mode, standard deviation, and range of the scores.

Level Description
Level 5: Basic Classroom English This level assesses the ability of the test taker to produce and recognize minimal amounts of English. The test taker has had limited exposure to English in the classroom, and knows only basic elements of the language.

A person at this level is also required to demonstrate understanding of selected vocabulary in the context of the reading tasks described above.

Level 4: Basic English in Simple Communication This level assesses the abilities of a test taker to handle basic communicative functions. The test taker is capable of basic formulaic expressions such as those used in greetings and introductions, and is successful with basic communicative transactions. Although a test taker at this level has had only limited exposure to English outside of the classroom, he/she is able to use English in simple communication with native speakers in a narrow range of tasks. Skill Area Description

A person at this level is also required to demonstrate understanding of selected vocabulary in the context of the reading tasks described above.

Level 3: Modified English in Simple Communication This level assesses the ability of a test taker to communicate in English on an elementary level. This person's exposure to English has been limited mainly to the classroom, with little extended contact with native speakers. It should be noted, however, that while a person at this level is not an independent user of the language and is not expected to cope with unmodified English, he/she would be able to function within a limited range of authentic English language situations. Skill Area Descriptors

A person at this level is also required to demonstrate understanding of selected vocabulary in the context of the reading tasks described above

Level 2: Authentic and Modified English in Normal Communication

This level assesses the ability of a test taker to use the language outside of classroom situations. This test taker is able to cope with some authentic English, has had contact with some authentic English, and has had contact with native speakers. Although his/her learning of the language has been classroom-based, the examinee is able to communicate with a native speaker within a wide range of tasks.

Skill Area Descriptors

A person at this level is also required to demonstrate understanding of selected vocabulary in the context of the reading tasks described above.

Level 1: Authentic English in Complex Communication

This level assesses the abilities of the examinee who is a fully independent user of the language. This person has had extensive contract with native speakers, either through travel and/or living and working abroad.

Skill Area Descriptors

A person at this level is also required to demonstrate understanding of a wide range of idiomatic and non-idiomatic vocabulary in context of the reading tasks described above.

G-TELP Speaking Test

The General Tests of English Language Proficiency (G-TELP) assess the English language proficiency of nonnative speakers in real-world situations. Evaluation of examinee performance is based on well-defined, functional language tasks which are assessed at different levels and vary in type and complexity. The G-TELP assessment system offers a full range of interrelated components. In contrast to the G-TELP battery, which consists of different tests at the different levels of English language proficiency and assesses the language subskills of listening, reading, vocabulary and grammar, a single Speaking Test evaluates the different levels of oral communication skills. Furthermore, the method for scoring and evaluating the Speaking Test is different from the G-TELP battery of tests. It more closely approximates a measure of communicative competence in speaking because it presents real-world (authentic) tasks, situations, and materials.
Test Type Duration Availability of Score Report Question Level Descriptor Duration of Score Validity Simulated Oral Proficiency Interview 40 minutes 3 weeks (15 working days) Around 30 questions divided among 11 parts Levels 1 to 5 Contents, Grammar, Fluency, Vocabulary, Pronunciation Two (2) years

It is a measure of general English language oral proficiency, rather than being specifically geared to an academic or business context (e.g., for academic study in institutions of higher education in North America). The Speaking Test is designed for in-country use, in environments in which English is not the primary language; therefore, its applications can be adapted to the specific purposes for which it is administered. Rather than assessing examinees at one level of English language proficiency, it evaluates the skills of examinees at three different levels of competence which reflect varying degrees of skill acquisition. Scores derived from the G-TELP Speaking Test provide a profile of diagnostic information that is formative rather than merely summative (providing only a total score that indicates where the examinee is at that point in time): indicating what examines can do in speaking the English language by carrying out specific, well-defined tasks (functional ability) as well as applying what they know about it (e.g., vocabulary, grammatical ability); identifying areas in which individuals or groups have demonstrated specific strengths and weaknesses toward which educational or other decisions might be directed; and serving as a resource in the development and enhancement of curriculum, instruction, and learning.

The G-TELP is criterion-referenced; all other tests on the market are norm-referenced. Assessments of proficiency are made in relation to universally accepted standards that describe the progressive acquisition of English language oral communication skills by whomever, and wherever, the language is being learned. Because the acquisition of oral language skills is a developmental process, learners acquire these skills at different rates and with different degrees of proficiency which they demonstrate in specific tasks appropriate to the different levels. Norm-referenced tests compare the learner's scores with the scores of other students who have taken a test that serves a particular purpose within a particular cultural or national context. These scores serve as general indicators of the level of language acquisition that has been achieved at a specific point in time, but provide very little useful additional diagnostic information. In contrast, the G-TELP criteria are derived from experience regarding the acquisition of English language speaking skills by nonnative speakers regardless of any particular cultural context or specific testing purpose.

The content of the G-TELP Speaking Tests reflects expectations in specific performance tasks in which the examinee is expected to demonstrate comprehensible oral proficiency while progressing through the three levels. The task content consists of the following everyday situations:

TASKS
Level Four: Basic [Task 1] Giving Personal Information [Task 2] Describing a Familiar Setting/Objects The speaker is able to answer simple questions about self and family, responding in words, phrases, or simple sentences. The speaker is able to name and describe a familiar setting and the objects within that setting. The speaker is able to locate and describe the spatial relationships among the objects in the setting. He/she may go beyond accurate naming of what is illustrated to describing some physical characteristics such as size, shape, etc. The speaker is able to name and describe personal activities so that the description is understood as a coherent sequence of events. The speaker may go beyond a mere listing of events or activities to elaborating them with detail. The speaker is able to relate a simple narrative illustrated in a series of pictures. The speaker appropriately describes the setting, people, and/or objects depicted, and coherently relates the chronology of events.

[Task 3] Describing Habitual Activities

[Task 4] Narrating a Story from Pictures

Level Five : Intermediate [Task 5] Expressing and Supporting an Opinion [Task 6] Giving Autobiographical Detail about a Place or Event [Task 7] Responding to Requests for Information about Places of Interest [Task 8] Discussing Advantages/Disadvantages of Two Related Objects The speaker is able to present a personal opinion and express personal preferences, and to substantiate these opinions or preferences with at least two simple supporting arguments.

The speaker is able to describe a place or event in adequate detail.

The speaker is able to supply appropriate and well-formed questions and responses in a dialogue centering on requests for information.

The speaker is able to compare and contrast the objects by giving at least two advantages and/or disadvantages of each.

Level Five: Advanced The speaker is able to give directions to a location clearly and thoroughly, so as to enable a listener to understand what route should be taken to reach a destination. The speaker is able to clearly state and express a position on a topic and to present convincing arguments supporting that position. The speaker is able to relate an abstract issue to the specifics of the situation.

[Task 9] Giving Directions from a Map [Task 10] Presenting a Solution to a Specific Problem

[Task 11] Presenting a Solution to a Complex Hypothetical Problem

Score Report Each examinee receives a Score Report that is parallel to the Score Report of the written GTELP. This summary of performance provides several scores: the Mastery Level; Level Scores for each of the three levels (Two, Three, Four); percentage profiles indicating performance on each task; and evaluations of performance on the Skill Areas (Content, Grammar, Vocabulary, Pronunciation, Fluency) across all 11 tasks, including a description of Skill Area Performance at the examinee's level of Mastery.
Grammar Vocabulary Pronunciation Fluency Content The speaker's control of basic sentence structures The speaker's available vocabulary in the performance of certain required speaking tasks The speaker's control over sound production The speaker's flow of speech and degree of spontaneity as well as facility in the performance of the required tasks The topics/contexts on which the speaker can speak about

The Overall Evaluation, which confirms the examinee's Mastery Level, is based on comprehensibility, which is a more general assessment of the speaker's communicative ability, influenced to some extent by the other, separately evaluated, skills. The performance of the examinees is evaluated by local experts in English as a foreign language, who have been trained and certified by G-TELP Services to consistently assign objective and accurate scores to in-country nonnative speakers of English. Examinees and score users receive a Score Report that is parallel to the Score Report of the G-TELP. This summary of performance includes several scores. The level of mastery; Separate level scores for each of the three levels; Percentage profiles summarizing the performances on each task; Evaluations of the performances in the five Skill Areas across all 11 tasks: Content, Grammar, Vocabulary, Pronunciation, Fluency, and Interaction; Descriptions of the Skill Area Performance at the examinee's level of mastery.

Level Description
Levels of Proficiency Evaluated by the Speaking Test-taker No Mastery The speaker cannot perform or understand the tasks. Level Five The speaker is not comprehensible even in simple speech due to frequent pauses, rephrasing, pronunciation errors, limited vocabulary, and lack of grammatical control. Level Four The speaker can successfully complete, and be understood overall, in performing the tasks. Speech is slow and labored, and is characterized by a strong accent and frequent grammatical errors. Transmission of the message may be impeded frequently by phonemic, stress, and intonation problems. Level Three The Speaker is generally intelligible and grammatically accurate in performing the tasks. Speech may be interrupted by occasional pauses, false starts, rephrasing, etc. Speech evidences some consistent pronunciation and stress errors and a foreign intonation and rhythm, which only occasionally interfere with communication. Level Two The speaker is almost always intelligible in performing the tasks. Speech is fairly smooth and spontaneous although having some mispronunciation of individual sounds. The speaker's vocabulary is extensive and varied, exhibiting good control of the structure of the language. Level One Level One is not evaluated by the Speaking Test, although mastery of Level Two indicates that the speaker is approaching the acquisition of oral proficiency skills at the native-speaker level.

G-TELP Writing Test

The G-TELP Writing Test (GWT) to address this need. The GWT is designed to directly assess the nonnative English writer's facility or proficiency in using written English in his day-to-day interactions. Through this measure of English-writing proficiency, the nonnative English speaker can be guided to progressively develop his English writing skills to higher levels, thereby enhancing his communication skills in written English as well as his confidence in using them. The GWT complements the General Tests of Language Proficiency (G-TELP) in assessing the English proficiency of nonnative English speakers. Together, these tests form a powerful battery of measuring tools that can meaningfully help people achieve higher levels of proficiency in the English language.
Question Type Part 1. Constructing a Paragraph Part 2. Composing a Personal Letter Part 3. Composing a Formal Letter Part 4. Describing a Situation Part 5. Writing an Essay 60 minutes 3 weeks (15 working days) Levels 1 to 8 Grammar, Vocabulary, Organization, Style, Substance. Two (2) years

Duration Availability of Score Report Level Descriptor Duration of Score Validity

It is a highly useful writing test in that: It closely approximates a measure of communicative competence in writing because it simulates realworld situations. It is a measure of general English language writing proficiency, rather than being specifically geared to academic or business contexts (e.g., for academic study in institutions of higher education in North America). It is designed for in-country use, in environments where English is not the primary language. Its criteria are derived from experience regarding the acquisition of English language writing skills by nonnative speakers, regardless of any particular cultural context or specific testing purpose.

Tasks
The GWT writing test requires examinees to write compositions in response to the situation and questions presented in the tasks. These tasks simulate real-life activities, such as school assignments, work reports, cultural articles, scientific journals, media ads, and personal letters. Each composition (or writing task) gives examinees the opportunity to develop and organize ideas in response to a set of requirements, and to express those ideas in English. The GWT writing test is composed of five (5) parts. Each part requires examinees to write compositions in response to the situations and questions presented in the part.

Description of the 5 parts

Part 1: Constructing a Paragraph The examinee is required to compose a paragraph based on the title provided in the part. The ideas and details provided by the examinee must be both appropriate and directly related to the title, and the paragraph should be composed of at least six (6) sentences, with each sentence containing one (1) of the keywords provided in the directions. Part 2: Composing a Personal Letter The examinee is required to compose a personal letter in response to the situation depicted in the part. The letter must be addressed to the person indicated in the situation, and must include all the information provided by the situation. The examinee must also be able to include an appropriate subject, greeting, and closing. Part 3: Composing a Formal Letter The examinee is required to compose a formal letter in response to the situation depicted in the part. The letter must include all the information provided by the situation, and the examinee must provide additional information or detail to further develop and explain the main idea of the letter. Lastly, the examinee must be able to include an appropriate subject, greeting, and closing. Part 4: Describing a Situation The examinee is required to write a detailed article about the information presented in a graph, chart, or table. The examinee should create an appropriate title for the article, and must be able to give an example of an event or a situation that could possibly happen or occur as a result of the situation depicted in the graph. Lastly, the example of the event or situation must be described in detail, and should be based on the information provided by the graph. Part 5: Writing an Essay In this part of the test, the examinee will be presented with a topic. The examinee will be required to compose an essay on the topic. The essay must include a clear statement of the examinee's opinion on the topic, and the examinee must provide sufficient detail to explain and justify his or her opinion.

SCORE REPORT
The GWT provides information that is meaningful and useful to the person(s) who will interpret the scores to make a decision. The information will also be relevant to examinees who will be informed about their specific strengths and weaknesses in order to improve their writing proficiency in the English language. Other tests of English language proficiency, which are norm-referenced, report a single score or subtest scores that indicate an examinee's place on a scale that the test is using. Such represents a population of examinees who are taking the test for a specific purpose (e.g., for admission to college in the United States). In contrast, the GWT assesses general English-writing proficiency with an emphasis on the functional ability to communicate in writing. Functional ability involves a person's ability to carry out particular, well-defined tasks in the language (e.g., describing oneself, comparing two options, or supporting an opinion with specific examples). The wealth of information in the score report enables those who interpret the results to make informed decisions that are related to an examinee's functional writing proficiency. For example, in an employment situation, an employer might decide that a potential or current employee has adequate English-writing skills to perform well in a particular position. In addition, the examinee in an employment situation can be given meaningful and useful feedback concerning tasks and skill areas where he/she needs to improvement. After a period of time and with practice, that person may be permitted to retake another (parallel) form of the test to demonstrate increased proficiency.

As another example, an English teacher can use the information to determine which skill areas need to be emphasized for the class as a whole. The teacher can also interpret the scores to give special instruction that focuses on specific areas of weakness to individual students or small groups of students. Furthermore, when the teacher explains the scores to a student, the student receives some reward or reinforcement for his/her efforts in areas of the test where the scores indicate progress.

Summary of Descriptors
Style: The rater evaluates the degree to which the examinee accomplishes or addresses the requirements of the task as reflected in the directions (e.g., including word count). The raters also evaluate the cohesiveness and clarity of the writing?whether or not the meaning or message of the composition was consistently presented and easily understood. Lastly, the raters evaluate how persuasive the composition was. Grammar: The rater evaluates the degree to which the examinee applies the correct grammatical structures and sentence patterns, as well as the examinee's appropriate use of the functions of the English language, according to the context of the task's requirements. The rater also evaluates the degree to which the examinee correctly applies the rules of punctuation. Vocabulary: The rater evaluates the degree to which the examinee uses the appropriate English words or terms as required in the context of the task's requirements, and the extent and precision of the terminology used. The rater also evaluates the examinee's ability to spell the words used correctly. Organization: The rater evaluates the degree to which the examinee established the direction or thrust of the composition. The rater also evaluates the degree to which the sequence of the paragraphs and sentences facilitate and maintain the logical progression of the ideas from initial presentation to conclusion.

Substance: The rater evaluates the degree to which the examinee establishes the main topic or message of the composition, the appropriateness of the detail or information used to support the main topic or message, and the extent to which the main topic or message is developed.

LEVEL DESRIPTION The GWT Overall Evaluation Rubric

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10 Level 11 Authentic English-writing skills Highly Advanced English-writing Skills Advanced Advanced English-writing Skills High-Intermediate English-writing Skills Intermediate English-writing Skills Low-Intermediate English-writing Skills High-Basic English-writing Skills Basic English-writing Skills Low-Basic English-writing Skills Beginner-Basic English-writing Skills No Mastery No-Mastery of English-writing Skills Basic Intermediate Authentic

Level Description
1. Authentic English-writing skills Level 1 writers are able to express themselves with ease in all situations, whether familiar or unfamiliar. Their vocabulary is wide and varied, with word choice being consistently appropriate and meaningful. They are able to paraphrase accurately, and use idiomatic expressions appropriately. They display consistent and accurate use of grammatical structure, sentence-pattern, and word order. They address the writing task effectively by elaborating on ideas and citing details or specific examples. Thoughts and ideas are organized in a logical, sequenced manner which makes it easy to determine the meanings or messages of the composition. Their writing is clear, consistent, cohesive, and persuasive. 2. Highly Advanced English-writing Skills Level 2 writers are able to communicate their ideas effectively in nearly all situations. Their writing is marked by the use of detail to create appropriate and informative passages. Grammatical structure and sentence patterns are usually well-controlled, with only rare errors which almost never interfere with meaning. They display a wide vocabulary, and are able to paraphrase consistently and effectively. Their writing is clearly organized, with thoughts and ideas laid out in a logical manner. Their writing is almost always clear, consistent and cohesive, and is generally persuasive. 3. Advanced English-writing Skills Level 3 writers are usually able to communicate their ideas effectively in nearly all situations. Their compositions are often appropriate and informative. Grammatical structure and sentence patterns are usually well-controlled, with occasional errors which seldom interfere with meaning. They often display appropriate word choice, and can usually paraphrase when lacking vocabulary in unusual or unexpected circumstances. Their compositions usually follow a logical sequence, often showing strong organizational structure. Their writing is usually clear, consistent and cohesive, but is only somewhat persuasive.

4. High-Intermediate English-writing Skills Level 4 writers are generally able to communicate their ideas in most situations. Their compositions are generally appropriate and informative. Grammatical structure and sentence patterns are commonly well controlled, with occasional errors which sometimes interfere with meaning. Their word choice is generally appropriate, and they can often paraphrase successfully when lacking vocabulary in unusual or unexpected circumstances. Their compositions are generally organized, with attempts to maintain the logical sequencing of thoughts and ideas. Their writings are generally clear, consistent, and cohesive, but are only persuasive sometimes. 5. Intermediate English-writing Skills Level 5 writers are generally able to communicate their ideas in common situations, but may occasionally have trouble when dealing with unfamiliar or uncommon events. Their compositions may occasionally be inappropriate or lack detail. Grammatical structure and sentence patterns are still generally well-controlled, although they will sometimes commit errors which would interfere with meaning. Word choice is generally appropriate, but writers of this level are sometimes unable to paraphrase effectively. Their compositions show some organization, but only occasionally follow a logical sequencing of thoughts and ideas. Their writing is only sometimes clear, cohesive, and consistent, and is seldom persuasive. 6. Low-Intermediate English-writing Skills Level 6 writers are generally able to communicate their ideas in common situations, but are sometimes unable to effectively express themselves when dealing with unfamiliar or uncommon situations. Their compositions commonly lack detail or contain irrelevant information. Grammatical structure and sentence patterns are commonly not well-controlled, with errors that generally interfere with understanding. Word choice is also generally inappropriate, and attempts at paraphrasing are commonly inadequate to convey any meaning or message effectively. Attempts at organizing thoughts and ideas are made, but seldom follow a logical sequence. The writing is frequently unclear, lacks cohesion, and is inconsistent, and is rarely persuasive. 7. High-Basic English-writing Skills Level 7 writers generally have a difficult time communicating their ideas in common situations, and are often unable to effectively express themselves when dealing with unfamiliar or uncommon situations. Their compositions usually lack detail or contain irrelevant or inappropriate information. Grammatical structure and sentence patterns are often inappropriate, with errors that usually interfere with understanding. Word choice is commonly inappropriate, and the writer is usually unable to paraphrase effectively. Compositions have no discernable organization, and rarely follow a logical sequence. The writing is rarely clear, and almost always lacks cohesion and consistency. Level 7 writers are almost never persuasive. 8. Basic English-writing Skills Level 8 writers usually have a difficult time expressing their ideas in common situations, and are frequently unable to effectively respond when dealing with unfamiliar or uncommon situations. Compositions often lack detail, and contain a lot of irrelevant or inappropriate information. Frequent grammatical structure and sentence pattern errors are committed, which almost always interfere with understanding. Word choice is usually inappropriate and confusing, and attempts at paraphrasing usually fail. Compositions are not organized, with thoughts and ideas scattered haphazardly. The writing is almost always unclear and inconsistent, and lacks cohesion and persuasiveness. 9. Low-Basic English-writing Skills Level 9 writers frequently have a difficult time communicating their ideas in common situations, and are almost always unable to effectively respond when dealing with unfamiliar or uncommon situations. Compositions almost always lack detail, and contain much irrelevant and inappropriate information. Grammatical structure and sentence patterns are almost always uncontrolled, with errors committed always interfering with understanding. Word choice is frequently inappropriate, and the writers' attempts at paraphrasing almost always fail. The lack of logic or sequencing of the thoughts and ideas make it extremely difficult to understand the message or meaning that the composition is supposed to convey. 10. Beginner-Basic English-writing Skills Level 10 writers almost always have a difficult time expressing their ideas, even in common or familiar situations. Compositions almost always lack basic detail, and are filled with irrelevant and inappropriate information which prevents readers from determining the purpose of the writing. Grammatical structure and sentence patterns are uncontrolled, which always interferes with understanding. Word choice is almost always inappropriate, with no attempts at paraphrasing. The absence of any organization or sequence of the thoughts and ideas prevent

readers from understanding the composition. 11. No-Mastery of English-writing Skills Level 11 writers may exhibit a vocabulary of a handful of memorized words and isolated phrases only. They are unable to express themselves in a meaningful way.

G-TEPT 3 Sample Test

(source: http://www.g-telp.com.ph/test/test_intro.htm)

Directions
The G-TELP Speaking Test is a test of your speaking ability. There are eleven different parts to the test. The test will take 35 minutes to complete.

[ DO NOT TURN OFF YOUR RECORDER UNTIL THE END OF TEST ]

Part 1 Audio Only

Directions : In a moment you will answer some questions about yourself. Answer them as best as you can. Please speak clearly and loudly.

Hello! Im going to ask you some questions. I hope you dont mind. First of all, what is your name? Is that your full name? And how do you spell your family name? When were you born? And where were you born? Where do you live now? Describe your current hairstyle and the changes you have done to your hair over the years. Who do you usually spend long vacations with? What activities do you usually do during long vacations? Tell me something about your favorite past time. What would you like to do next weekend? Where do you like spending your weekends?

Part 2
Directions : Look at the picture of a school yard. In a moment, you will describe the school yard. First, describe the school yard in general, and then describe at least one area of the school yard in detail. You will have 30 seconds to think about your description. Then you will have one minute to speak. Now think about your answer.

Part 3
Directions : Listen to the following question. You will have 30 seconds to think about your answer and one minute to speak. Give as much detail as possible. Now listen to the question. Describe a typical day at your school or place of work. Explain your answer in as much detail as possible Now think about your answer.

Part 4
Directions : Look at the pictures below. These pictures show a story. In a moment, you will tell the story. First you will have 30 seconds to look at the pictures. Then you will have one minute to tell the story. Begin the story with: This morning, Bob went to the drugstore. Now think about your answer.

This morning, Bob went to the drugstore.

Part 5
Directions : Listen to the following question. You will have 30 seconds to think about your answer and one minute to speak. Now listen to the question What is your stand on the use of animals for medical testing? Explain your opinion in as much detail as possible. Now think about your answer.

Part 6
Directions : Listen to the following question. You will have 30 seconds to think about your answer and one minute to speak. Give as much detail as possible. Now listen to the question. What is the worst thing that has ever happened to you at school or at work? How did you deal with it? Describe your answer in as much detail as possible. Now think about your answer.

Part 7 Audio Only

Directions : Imagine that you have invited your cousin to go with you and your friends on a camping trip. Your cousin has just arrived at your city, and as this is his first time to go on this kind of trip, he is going to ask you some questions. Wow, Im so excited to go camping. This will be my first time. Thanks for inviting me. I heard that people here commonly go camping or trail hiking. Is this true? Please tell me more about it. That sounds interesting. So, where are the best places to go for this kind of trip? I see I also heard that the best mountain trails are found here, too. Can you tell me where exactly they are located? Is that where were going? By the way, are there any cabins or lodges that we can rent for the night? Where do we stay once we get there? Great! Are there any stores there that sell food and supplies? Are they near the cabins? Where can we find one? Oh, before I forget Are there information centers in those areas? Where are they usually located? Thats good to hear. Id like to buy some souvenirs of our trip. Where would I be able to buy some? Cool! I cant wait to go on the trip. Im so excited! Thanks again for inviting me.

Part 8
Directions : Look at the two situations pictured below. In a moment, you will discuss both the advantages and disadvantages of each situation. First, you will have 30 seconds to think about your answer. Then you will have 1-1/2 minutes to speak.

Now think about your answer.

Part 9
Directions : Look at the map below. Imagine that you are hosting a special dinner for your friends at Casa Juan, a Spanish restaurant. One of your friends, Patty, got lost on her way to the restaurant. In a moment, Patty will call you to ask for directions. First, you will have 30 seconds to study the map. Then you will have one minute to give her the directions. She does not have a map, so make sure that your directions are very clear.

Now study the map.

Part 10
Directions : Listen to the following description of a disagreement between a teacher and his student. Then suggest how they should deal with the problem. You will have 30 seconds to think about your answer and one minute to speak. Now listen. This is a disagreement between James and his Philosophy professor over whether or not James should be allowed to take makeup exams for his Philosophy class. James is a member of his universitys soccer varsity team and he has not been able to attend some of the Philosophy classes due to intensive soccer training and practice. He explains that as the team captain, he is required to participate in all the practices and training sessions for the upcoming national championship. But his professor says that he cannot give special treatment to only one student. He adds that James should have been responsible enough to fix his schedule beforehand. James argues, however, that the other professors allowed him to take makeup classes, and points out that he wouldnt be able to graduate this year if he isnt allowed to make up for the exams he missed. What do you think they should do and why? Now think about your answer.

Part 11
Directions : Look at the picture below and listen to the following situation. Then explain how you would solve the problems associated with the situation. Answer in as much detail as possible. You will have 30 seconds to think about your answer and one minute to speak. Now listen. Suppose you are a stage actor and you are part of the supporting cast in a big musical production. During one of your rehearsals, you accidentally slipped and injured your ankle. The doctor who checked your ankle advised you to rest for about a week to allow your ankle to heal completely. He points out that you are having difficulty walking and thinks that you would be unable to continue with the rehearsals. The problem is, the musical is scheduled to open in four days and your alternate, Karl, is on vacation for a month in another country. What would you do in this kind of situation? Now think about your answer.

THIS IS THE END OF THE SPEAKING TEST PLEASE WAIT FOR FURTHER INSTRUCTIONS