International Certificate home testing: Benefits, rules and requirements

ÃÛÌÒapp Languages
A woman sat in front of a laptop, with a pen in hand and a paper on the desk. She is looking at the camera

Education has embraced remote and hybrid learning – and it looks like it’s here to stay as a more accessible option for students everywhere. For the same reasons, even higher-stakes English exams are proving it’s possible to throw off old-fashioned approaches and adapt to the changing needs and expectations of today’s test-takers. The ÃÛÌÒapp English International Certificate is available online (as well as in paper-based format) and can be taken in a home environment. It has a number of benefits for both teachers and test takers.

In this post, we will look at why testing from home is a good option and explore the rules and requirements for the online ÃÛÌÒapp English International Certificate.

5 benefits of remote language testing

1. Flexibility to take the test anywhere

One of the great things about taking the online International Certificate is that test-takers can do it from any private location with a reliable internet connection.

While we offer the option to take the test in one of our authorized computer-based testing centers, we now also offer testing from home with the . Both delivery methods are backed by the same level of robust security, meaning International Certificate test results can be equally trusted regardless of where the test was taken.

2. Fits into learners’ schedules

The online International Certificate allows test-takers to schedule their 2-hour test at a time that fits into their timetable and is not restricted by location. This means that they don’t have to take time off work or education to take the test, or suffer the additional stress or inconvenience this can cause to their lives.

Using just one system and one log-in, they register for the test, schedule it for whenever suits them and then, when the time comes, sign in to gain access to the online proctoring system.

3. Easy-to-use testing platform

The International Certificate is available through , the online assessment portal that brings teachers, test-takers and tests together in a single, user-friendly space.

Test Hub is extremely straightforward to use for scheduling, taking tests and accessing results – while also delivering powerful, data-rich insights into test performance for both teachers and test-takers.

Furthermore, we have clear resources showing new users how to navigate the platform, as well as online videos on to help learners familiarize themselves with the online International Certificate format.

Also available through Test Hub is the Readiness Test, which predicts readiness to pass the International Certificate, as well as the Level and Benchmark Tests – assessments that teachers find invaluable for placing new students in the right class and tracking their progress to proficiency.

4. Quicker to mark and issue results

All tests are scored using an AI system. This speeds up the turnaround time for results, making the whole process much more efficient than the paper-based exam.

Governments trust ÃÛÌÒapp’s world-leading scoring technology, businesses and universities globally and is powered by the expert input of thousands of skilled, experienced English teachers. Since 2022, the online International Certificate has been scored entirely using this system, bringing the score turnaround time to under 2 weeks – a fraction of the time taken to score the paper-based test.

5. Accessible to all

Running an assessment online means that many people from around the world can access it. So, this will allow people in some of the world's most remote areas to get a recognized English certificate and change their lives, as long as they meet the following requirements.

ÃÛÌÒapp English International Certificate requirements

There are a that test-takers need to be aware of when taking the exam from home. These include:

  • a computerÌý- test-takers must have access to a computer or laptop for the test duration. We recommend using a personal rather than a work computer as the testing software uses a secure browser that restricts other programs from running. Therefore, firewalls or network settings on work computers may cause problems.
  • a government-issued ID - To sign in to the online testing system, test-takers must have their government-issued ID, such as a passport, identification card or driving license, ready to present.
  • internet access - As the test requires continuous audio and video streaming, test-takers need to maintain a good internet connection. Additionally, we recommend connecting to a hardwire ethernet cable. Alternatively, test-takers should ask others at home to avoid using the internet during the exam.
  • a headsetÌý- Test-takers need a wired headset to take the test, rather than a Bluetooth one. This needs to include a microphone. Make sure it is of good sound quality so that tasks can be completed effectively.
  • a webcam - Test-takers need a webcam as they’ll be monitored by our online proctoring system throughout. This is to ensure that they do not have help from another person, or their notes nearby.
  • a private testing space - Test-takers must ensure they have a quiet and comfortable location that is completely private while doing the test. The proctor must end the session if anyone appears – even momentarily – during the test. The candidate is the only person allowed to see and answer the test questions.

The International Certificate testing rules

There are a number of simple, yet critical rules to follow when taking the International Certificate test from home. These include:

  • minors need adult consent - Test-takers who are under 18, an adult must be present to show their ID and provide consent. Then they must leave the room for the test to begin.
  • test taker must remain in webcam view - The test is under 2 hours with one optional 10-minute break. Aside from this break, people taking the test must not stand up or leave their workspace.
  • remove watches - Test-takers must remove all watches and smart watches to be stored out of sight.
  • store personal items away - Test-takers must store all their personal items out of reach during the test. They can not use phones, books, pens, notes or whiteboards.
  • clear exam workspace - There shouldn’t be any clutter on the desk or workspace. The proctor will check that no prohibited items are in the room before beginning.
  • no handwritten notes allowed - Test-takers are not permitted to take handwritten notes during the test. They may use the notes feature in their browser to take notes.

Find out more about PEIC

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    Tips for keeping learners studying over the holiday season

    By Nicolas Chaparro
    Reading time: 3.5 minutes

    Nicolas Chaparro is a Colombian language teacher with a bachelor's degree in basic education, specializing in humanities and languages. After spending five years working as a systems technician, he discovered the potential of technology to enhance learning, which ignited his passion for dynamic, tech-driven education. He has the privilege of working at one of Colombia's most prestigious English institutions, where he currently leads a team focused on education, creativity and motivation.Ìý

    The holiday season is a magical time and the perfect moment to spark a teacher's creativity. I've always believed that learning a language isn't just about studying—it's about living it. As a learner, I loved the resources my teachers and institutions provided, but what truly captivated me was the opportunity to engage with the world using the language skills I had acquired.

    As a teacher, I strive to give my students that same experience. I didn't expect the holiday season to become the perfect setting to turn my teaching philosophy into reality. This blog post shares a personal story of how I used a creative activity to keep my students learning and practicing English during the holidays with the support of the Global Scale of English (GSE).

    The challenge I faced: Mixed levels and ages

    The activity I designed, Christmas Carols, presented two main challenges:

    1. Diverse proficiency levels: My group included students ranging from beginners to advanced learners, all participating in the same activity. I wanted to have them all working together; that's what language means to me.Ìý
    2. Varied age groups: The students also spanned different age ranges, which required an effective approach to engage everyone. It was a Christmas gathering meeting with all the institution's students.

    Basic students worked on identifying vocabulary that is similar to their native language and then used it in a short text. Intermediate students solved riddles to guess words that could be included in the lyrics. Advanced students completed questionnaires to build sentences and find synonyms to refine the text. The carol was divided into three sections: the first paragraph was for basic students, the second for intermediate students and the third for advanced students. I also included French students in the activity, which was designed for both languages.

    After the students completed their tasks in separate groups, I mixed them so they could explain the vocabulary they had learned to one another. To facilitate communication without relying on Spanish, I used pictures and Christmas props to help them express themselves visually.

    Finally, we all came together and sang the carol as one group.

    Turning challenges into opportunities with the GSE

    For me, a successful language activity needs three essential components: clear instructions, engaging resources and opportunities for interaction. With these principles in mind, I crafted an inclusive and dynamic activity, using the GSE to guide my planning.

    Step 1: Defining the goal

    I realized that most of my students didn't know specific Christmas-related vocabulary or any traditional English carols. This activity was also an opportunity to learn by myself and then share with them. This gap was my opportunity to introduce them to the holiday spirit in English.

    Step 2: Planning with the GSE

    I identified suitable goals for each proficiency level using the GSE Learning Objectives. These objectives helped me design tasks that targeted key skills—listening, speaking, reading and writing—while considering the ages and abilities of my students.

    Step 3: Preparing a scavenger hunt

    To make the activity interactive and fun, I organized a scavenger hunt. Students had to solve riddles and follow clues to find words essential for completing a Christmas song. The GSE objectives ensured that the tasks were appropriately challenging for each level.

    Step 4: Pairing students effectively

    Knowing my students well, I paired them strategically based on their proficiency and age. This pairing encouraged collaboration and allowed them to support each other throughout the activity.

    Making language visible and memorable

    One of my priorities was to make the language come alive. I brought visual aids like cards, games, and even a Christmas tree and a nativity scene—elements that most students recognized but had never explored in English. These visuals became valuable tools for teaching vocabulary in a tangible, engaging way.

    To add another layer of interaction, I used my guitar to sing along with the students. By the end of the activity, not only were we singing, but they also understood the meaning behind every word. Watching them take pride in their learning was incredibly rewarding and I knew this vocabulary wouldn't stop there; they would take it home and make it real for them, for the season, for their life.

    Reflections and an invitation

    This experience reminded me of the power of teaching through real-life experiences. Holidays provide a unique opportunity to teach without teaching and to help students study while living the language. Tools like the GSE make it easier for us as educators to plan meaningful and impactful activities.

    My invitation to fellow teachers is twofold:

    1. Explore the GSE resources to enrich your teaching strategies.
    2. Share your ideas and activities with the teaching community. Together, we can create opportunities for our students to use the language in real and virtual contexts that inspire learning and cooperation.

    Let's make 2025 the year we bring language to life in every classroom.