Introduction
What Is Language Testing, and Why Is it Important?
For many people, the word testing can cause
unenthusiastic feelings. Teachers may not like the
time that testing takes away from instruction, and
students may feel anxious about their performance
in tests. Testing, however, can be a useful tool for
both teaching and learning. Assessments can ­provide
useful feedback to inform teachers and learners
about what and how much has been learnt. In turn,
this provides helpful information to teachers on
whether teaching objectives have been met. Testing,
in this sense, is an integral part of classroom success.
Assessments Included in the Our World Series
The assessments developed for the Our World series
aim to be a comprehensive set of tools that teachers
can use throughout the delivery of the curriculum. The
Our World assessment pack contains two types of tests:
diagnostic tests, which intend to measure a student’s
English language ability prior to using the curriculum;
and summative tests, which intend to measure a
student’s English language ability after using a portion
of the Our World curriculum. A description of each
test follows. The Our World curriculum also contains
formative assessment resources in the teacher’s
resources.
Placement test The placement test is a diagnostic
test intended to be used prior to students entering the
Our World series. The placement test is designed to
measure students’ existing English language abilities
based on the Our World curriculum framework.
The placement test uses ‘cut scores’ as the basis
for making basic judgements about students’ English
language abilities. The test begins with a grammar
section focussed on beginner or advanced levels – levels
1 and 2 and level 5 – to help teachers make assessments
about an approximate level of student language ability.
Grammar exercises 1 and 2 focus on grammar presented
in levels 1 and 2, while grammar exercises 3 and 4 focus
on grammar presented in level 5. If a student successfully
completes grammar exercises 1 and 2, he/she proceeds
to grammar exercises 3 and 4; if not, he/she can move
on to beginning Speaking and Writing tasks. Based on
student performance on grammar exercises 1 and 2 (and
3 and 4), the teacher makes an assessment about how
many Speaking and Writing tasks the student will take.
For example, if a student has not completed grammar
exercises 1 and 2 successfully, the teacher would probably
assess that a student should be placed in Our World
levels 1 or 2. The teacher would then administer speaking
and writing tasks appropriate for a level 1 or 2 student
and assess the appropriate level based on student
1 Writing is not tested in levels 1 and 2.
2 Introduction
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56201_fm_ptg01_hr_001-013.indd 2
The goal of language testing is to collect information
in order to make judgements about a language learner’s
knowledge of a language and ability to use it (Chapelle
and Brindley, 2010). In order for a test to provide useful
information to its users, it must be valid. Validity refers
to whether a test measures what it claims to measure.
The Our World assessments claim to measure the English
language presented in the Our World curriculum. Each
test in the series has been developed in conjunction
with the Our World curriculum. Test items and tasks are
­modelled after the way language is presented and used
in the Our World Student’s Books.
performance. If a student completes grammar exercises
1 and 2, but not grammar exercises 3 and 4 successfully,
he or she is probably a level 3 or 4 student. The teacher
should administer speaking and writing tasks appropriate
for a level 3 or 4 student and assess the appropriate level.
If a student completes successfully grammar exercises 1–4,
he or she is probably a level 5 or 6 student.
Final assessment of student placement, of course,
should be based on the discretion of the teacher who
administers the test. The placement test is to be used as
a tool to help teachers elicit enough English language to
show evidence of students’ overall ability.
Pre-tests The Our World assessment pack contains
a pre-test for each level of the series. The pre-tests are
also intended to be used as diagnostic tests, but at a
finer level of detail than the placement test. A teacher
may opt to use a pre-test at the start of a year to assess
a class’s overall knowledge of material covered in a
particular level and then plan instruction accordingly.
Alternatively, if students are enrolled on a rolling basis,
a teacher might use a pre-test to assess how much a
particular student knows about the English language
skills covered in a particular level.
The pre-tests contain sections on listening, grammar,
reading, writing1 and speaking. The listening section is
designed to test students’ knowledge of high-frequency
topical vocabulary from the units. The grammar section
tests select grammar topics from the level. Additionally,
other grammar topics are integrated into the writing
and speaking sections in order to judge how students
make use of grammar in less structured items. Reading
passages are based on one unit of the level; typically they
are taken from the Student’s Book and modified to make
them shorter and simpler. Reading items are intended to
test reading comprehension. Writing tasks are focussed
on one topic and type of text from the level. Speaking
tasks are focussed on one topic and several grammar
points from the level.
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 Introduction

Student A Student completes

Student does
attempts Student does the first Speaking Student is
not complete not attempt Student moves
grammar and Writing placed in
grammar 1 grammar 3 and to Speaking /
exercises 1 and tasks. Placement Level 2
correctly 4 of placement Writing tasks
2 of placement based on student
test
test performance.

Student B Student completes

attempts Student Speaking and
Student Student is
grammar Student attempts Writing tasks.
does not
exercises 1 and passes grammar 3 and Placement based placed in
pass
2 of placement 4 of placement on student Level 4
test test performance.

Student C Student takes

attempts Student Speaking and
grammar Student attempts Student Writing tasks. Student is
exercises 1 and passes grammar 3 and passes Placement based placed in
2 of placement 4 of placement on student Level 6
test test performance.

The pre-tests are not comprehensive; that is, they
do not reflect everything that is taught in the level.
Rather, the pre-tests sample a range of important
grammar and vocabulary topics from different units of
the book. Pre-tests are optional and are not intended
for grading purposes.
Unit quizzes The quizzes are designed as
summative achievement tests, focussed specifically on
the English language taught in each unit of the Our
World series.
Each quiz contains listening, grammar, reading2
and speaking sections. Levels 3–6 also contain writing3
sections. Listening sections test vocabulary presented
in the unit, using grammatical structures that have
also been covered. There are typically six listening
items that contain visual depictions of the vocabulary.
The grammar section tests grammar presented in the
Student’s Book grammar activities. Reading sections test
reading comprehension. Texts are typically derived from
the Student’s Book, but are shortened and modified
to make them easier for students to understand when
working independently. Writing sections contain one
writing task based on the type of text presented in the
Student’s Book. Speaking sections use photographs
and illustrations to prompt student thinking and test
a combination of grammar and vocabulary from the
unit. The speaking tasks contain three to four speaking
prompts and have been developed so that teachers may
expand upon them if they wish to further test students’
speaking abilities. Tasks are intended to be administered
one to one, perhaps on a separate testing day, and can
be found in groups of three (one per unit) following
each Mastery test.
Quizzes are intended to assess the most important
vocabulary, grammar and communicative abilities
addressed in each unit. Teachers can use this valuable
information to assess whether students have met
learning goals.
Mastery tests Three mastery tests have been
developed for each level of the series. The mastery
tests are designed as summative tests and cover
material from three units. The format and length of the
mastery tests is the same as that of the unit quizzes:
each test contains sections on listening, grammar,
reading, writing4 and speaking. However, because
mastery tests cover three units’ worth of material, the
breadth of information is greater. Mastery tests are
intended to provide valuable information on whether
students are retaining information over the course of
the level. The information gained from mastery tests
can help teachers assess whether students are retaining
language on a long-term basis.

2 Quizzes for level 1, units 1–3 do not contain reading passages.

3 Writing is not tested in levels 1 and 2.
4 Writing is not tested in levels 1 and 2.

Introduction 3
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Introduction
Final tests A comprehensive final test has been
developed for each level of the series. The final tests
are summative tests and contain approximately
40 items each. They are intended to cover the com-
prehensive range of vocabulary, grammar, reading,
writing and speaking skills targeted in each level.
The format of the final test is the same as that of unit
quizzes and mastery tests: each test contains listening,
grammar, reading, writing5 and speaking sections.
However, on the final test, items relate to topics
covered in all units of the given level.
Test and Score Use
Tests and quizzes in the Our World series have a
designated number of points associated with items
and tasks. Typically each test item has been desig-
nated as one (1) point, scored as correct or incorrect.
Writing tasks are typically worth three (3) points, with
one point assigned for appropriate use of grammar,
one point for using the assigned type of text with ap-
propriate expressions, and one point for writing the
assigned number of sentences. Speaking tasks contain
2–4 prompts on unit quizzes and mastery tests, and
9 prompts on the final tests (one from each unit).
Each prompt is worth two (2) points and is assessed as
meets expectations (2 points), does not meet expecta-
tions (1 point), or does not respond (0 points).
Teachers should add the total number of score
points on the entire test or quiz to assess the raw
score. As a classroom-based assessment system, the
final scoring of the tests and quizzes may be assessed
locally. The raw score need not be the final evalua-
tion. Teachers may weight different sections of the
test at their discretion. A teacher may decide that
certain items are more difficult because less time was
spent in class on learning the material. All summative
tests are intended to measure progress and may be
used for grading purposes.
Testing Tips for Teachers and
Students
To help testing go smoothly, the following ten tips
are provided for teachers and students.
1. Have a positive attitude. A teacher’s positive
attitude towards testing and test scores can help
students approach the testing situation with
constructive feelings.
5 Writing is not tested in levels 1 and 2.
4 Introduction
Copyright © 2014 National Geographic Learning, a part of Cengage Learning.
2. Make testing a part of learning. Teachers should
make testing part of the overall instructional
programme. For example, create review sheets and
study guides that students can use to prepare for
tests.
3. Review regularly. Reviewing content regularly in
class will help reinforce learning and will also help
students prepare for quizzes and tests.
4. Be prepared. Before any test, think about what
will be needed for the testing situation. Bring extra
pencils, scrap paper and rubbers. Plan for what
students will do after the test while other students
are finishing. Write all the instructions and
guidelines on the board before the testing session
and state them verbally, so that testing procedures
are clear to all students.
5. Manage time. Teach students to pace themselves
based on how long the test should take to
complete. If needed, write the time on the board
and remind them when they should be starting a
different activity in the test.
6. Create a comfortable seating environment.
Consider how students are placed in the
classroom and determine whether a new seating
arrangement is needed.
7. Skim the test. Tell students to look at the entire
test first. Remind students to read instructions
carefully and look at practice examples.
8. Focus on the positive. Remind students to focus
on what they know and come back to difficult
questions at the end.
9. Write and speak in complete sentences. Remind
students that they should always write in complete
sentences when answering questions or completing
a writing task, and that during speaking tasks they
should answer with complete sentences.
10. Review your answers. Teach students to take
time at the end of testing to review answers and
responses.
References
Chappell, C., and Brindley, G. (2010). Definitions
of language testing. Retrieved from
http://languagetesting.info/whatis/lt.html
 Placement Test

Name Date

1 Circle the correct answer.

1. Are there any apples? No, there .

a. are b. is c. aren’t d. isn’t

2. there any biscuits? Yes, there are.

a. Are b. Is c. Can d. Want

3. I playing football.

a. can b. can’t c. likes d. like

4. they like flying a kite?

a. Are b. Is c. Do d. Does

5. Can elephants swim? No, they .

a. can b. do c. can’t d. doesn’t

6. Can a fish swim? Yes, it .

a. do b. can c. can’t d. doesn’t

7. A horse fly.

a. can b. can’t c. is d. isn’t

8. A fish swim.

a. can b. can’t c. is d. isn’t

9. I to be a dentist one day.

a. can b. do c. wants d. want

10. He to be a doctor one day.

a. can b. do c. wants d. want

Placement Test 5
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 Placement Test

2 Circle the correct answer.

1. What are ? Those are shoes.

a. this b. it c. those d. that

2. What’s ? That’s a T-shirt.

a. that b. they c. these d. those

3. Where’s the phone? in the kitchen.

a. It b. It’s c. They d. They’re

4. Where are the shelves? in the bedroom.

a. It b. It’s c. They d. They’re

5. Where’s the table? in the kitchen.

a. It b. It’s c. They d. They’re

6. The are playing basketball at the park.

a. child b. person c. children d. parent

7. The is in the house.

a. person b. people c. students d. parents

8. The are reading at school.

a. student b. person c. students d. child

9. There aren’t carrots in the garden.

a. any b. no c. an d. a

10. There isn’t egg on the table.

a. any b. no c. an d. a

6 Placement Test
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 Placement Test

3 Complete the sentences. Use words from the box.

carried carry go had has

haven’t isn’t used weren’t would

1. If the weather is cold, I inside.

2. If it rains, I an umbrella.

3. The piano is loud, it?

4. The dogs were funny, they?

5. Have you ever relaxed at the beach? No, I .

6. Has she ever been to a concert? Yes, she .

7. If I went on a holiday, I take photos.

8. If you a lot of money, what would you do?

9. Paintbrushes are to paint pictures.

10. The seeds are by birds.

4 Complete the sentences. Use words from the box.

as avoiding because everyone looking

no one playing painting that when

1. in my class is a good student. We all do well at school.

Placement Test 7
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 Placement Test

2. wants to play at the park in the rain.

3. at old photos of my family is really interesting.

4. pictures is my favourite hobby.

5. Rosa is good at the guitar.

6. Some animals are good at predators.

7. A polar bear is white as snow.

8. A garden is a place has flowers.

9. we recycle rubbish, we conserve energy.

10. It was difficult to see of the ash.

5 Write the names of five things in this picture.

1.

2.

3.

4.

5.
8 Placement Test
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 Placement Test

6 Answer the questions about the picture in complete

sentences.
1. What is the mother wearing?

2. What are the children doing?

3. What’s the weather like?

4. What did the boy do?

5. Compare the boy and girl playing with the ball.

7 Write a paragraph (five to seven sentences) about

what the people did in the park. Use at least five
words or phrases from the box.
mobile phone play catch jeans skirt
trainers sunglasses text message throw a ball

Placement Test 9
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 Placement Oral Test

Placement Test Speaking

10 Placement Test
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 Teacher Script

Placement Test
Speaking Instructions
Task 1: Say This is Mario, and this is Mario’s family (point to Mario’s family). I will ask you about Mario and his
family. Use complete sentences.
Teacher Expected Student Response

Who is in Mario’s family?
Where are Mario and his family?
What are they doing?
What has Mario’s father got?
What is in the room?
Where’s the fridge?
Where’s Mario’s father?
Where’s Mario’s mother?
Where’s the clock?
Mario has got a brother, father, mother and sister.
They are in the kitchen.
Mario is sitting at the table. Mario’s father is cooking.
Mario’s father has got some food.
There is an oven, fridge, sink, etc.
It’s next to the sink.
He’s in front of the cooker.
She’s next to Mario’s sister.
It’s above the sink. OR, It’s next to the sink. OR, It’s next to the fridge.

If student is able to answer at least five of the questions above, go to the following task.

Task 2: Say I’m going to ask you a few more questions about Mario’s family. Use complete sentences again.
Teacher Expected Student Response
What food is on the table? There is a loaf of bread, etc.
Is there any pasta on the table? No, there isn’t. OR, No, there isn’t any (pasta).
Mario’s mother says, ‘Did you wash your hands before
Yes, I did. OR, No, I didn’t.
dinner, Mario?’ What does Mario say?
What does the family do after the father puts the pasta
They have dinner.
on the table?
After dinner, Mario wants to tell his father that the
The pasta tasted delicious/very nice.
pasta was very nice. What does he say to his father?
Mario’s mother has got curly hair. Mario’s sister has got
Look at Mario’s family. What does Mario’s family look like?
glasses. etc.
Mario’s sister is the youngest. Mario is younger than his
Compare the ages of the three children.
brother. etc.
Responses will vary, but should use will: Mario’s brother
What will Mario’s brother do now that he is home?
will hang up his coat and wash his hands. etc.

If student is able to answer at least four of the questions above, go to the following task.

Task 3: Say Mario’s brother, Tony, is late for dinner (point to Tony). His parents were worried (point to parents in
the thought bubble).
Teacher
Tony was late. What do you do if you are going to
be late for dinner?
What are Tony’s parents going to do?
Have you ever been late for dinner? Why or why
not?
What might Tony’s mother ask him?
Pretend you are Tony. What would you say to
explain why you are late?
Expected Student Response
Responses will vary: If I’m going to be late for dinner, I call
my parents.
Responses will vary: His parents are going to ask him where
he was.
Responses will vary: I have never been late for dinner because
I always wear a watch.
Responses will vary: She might ask him, ‘Why were you late?’
Responses will vary: I’m sorry I’m late. It started raining when
I was walking home. I waited until the lightning stopped.

Placement Test 11
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 Answer Key

Placement Test
1 (10 pts) 2 (10 pts) 3 (10 pts) 4 (10 pts)
1. C 1. C 1. go 1. Everyone
2. A 2. A 2. carry 2. No one
3. D 3. B 3. isn’t 3. Looking
4. C 4. D 4. weren’t 4. Painting
5. C 5. B 5. haven’t 5. playing
6. B 6. C 6. has 6. avoiding
7. B 7. A 7. would 7. as
8. A 8. C 8. had 8. that
9. D 9. A 9. used 9. When
10. C 10. C 10. carried 10. because

5 (5 pts) 6 (5 pts)
1. Answers will vary: girl 1. Answers will vary: She’s wearing a skirt, shoes,
sunglasses, a shirt and a hat.
2. boy
2. Answers will vary: They’re playing with a ball.
3. trees 3. Answers will vary: It’s sunny and warm.
4. Mum 4. Answers will vary: The boy threw a ball.
5. ball 5. Answers will vary: The boy is older than the girl.

7 (3 pts)
1. Answers will vary: It was a beautiful day. Two children went to the park with their mother. The boy was wearing jeans
and the mother was wearing a skirt. The children played catch, and their mother sat on a park bench. She used her
mobile phone to send text messages. They all had a wonderful time.

Speaking
Expected Student Responses
Task 1:
1. Mario has got a brother, father, mother and sister. 6. It’s next to the sink.
2. They are in the kitchen. 7. He’s in front of the cooker.
3. Mario is sitting at the table. Mario’s father is cooking. 8. She’s next to Mario’s sister.
4. Mario’s father has got some food. 9. It’s above the sink. OR, It’s next to the sink. OR,
5. There is an oven, fridge, sink, etc. It’s next to the fridge.

12 Placement Test
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 Answer Key

Task 2: Task 3:
1. There is a loaf of bread, etc. 1. Responses will vary: If I’m going to be late for
2. No, there isn’t. OR, No, there isn’t any (pasta). dinner, I call my parents.

3. Yes, I did. OR, No, I didn’t. 2. Responses will vary: His parents are going to ask
him where he was.
4. They have dinner.
3. Responses will vary: I have never been late for
5. The pasta tasted delicious.
dinner because I always wear a watch.
6. Mario’s mother has got curly hair. Mario’s sister has
4. Responses will vary: She might ask him, ‘Why were
got glasses. etc.
you late?’
7. Mario’s sister is the youngest. Mario is younger than
5. Responses will vary: I’m sorry I’m late. It started
his brother. etc.
raining when I was walking home. I waited until
8. Responses will vary: Mario’s brother will hang up the lightning stopped.
his coat and wash his hands. etc.

Placement Test 13
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