What to expect on the day of your PTE test

app Languages
Teenager studying with open books on his bed

Reading time: 6.5 minutes

Embarking on the journey of taking the app Test of English (PTE) can be a nerve-wracking experience, especially if it's a pivotal moment in your study abroad journey or a step towards a career and even permanent residency in an English-speaking country. This comprehensive post is designed to guide you through the entire process, from the moment you decide to take the PTE test to the day you actually sit for it, ensuring a worry-free and breezy experience from start to finish.

With our detailed walkthrough, you can approach the test with confidence, a sense of preparedness and a calm mind. We'll cover everything you need to know, from what to bring, where to leave your belongings and what to expect. So that when the test day arrives, you can focus on passing your English test and not worry about the small things.

What to expect on the day of your PTE test
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

Preparation begins at home

Before leaving the comfort of your home, it's essential to ensure that you have everything in order. This includes checking that the name on your application matches exactly with the one on your valid passport – no nicknames or abbreviations.

Double-check the date, time and location of the test. To avoid any last-minute rush, plan to arrive at least 30 minutes before the scheduled test time. Remember, all you need is a valid passport, your confirmation email, and a positive mindset to tackle the test ahead.

Arriving at the test center

Arriving early is not just about punctuality; it sets the tone for a calm and focused test-taking experience. It allows you time to take a few deep breaths, gather your thoughts, and mentally prepare for the challenge ahead.

The PTE is meticulously designed to consider every detail, allowing your own English language proficiency skills to shine through effortlessly, without the distractions of logistical concerns.

Security measures

The first step at the test center involves confirming your identity with a valid passport. A quick and secure palm scan follows, ensuring the integrity of the testing process and that only you can take the test for yourself.

If you have a hand injury or condition that prevents the palm vein scan, it's advisable to contact customer care in advance for alternative arrangements, so there are no surprises on test day.

Securing personal items

Watches, wallets, phones and other smart devices should be securely stored in lockers outside the testing room. This precaution ensures a distraction-free and secure testing environment, allowing you to focus solely on the test questions without worrying about the safety of your belongings.

Pre-test checks

Before you enter the test room, there is a check to make sure you aren’t carrying any prohibited items. The administrators will ask to see you aren’t concealing anything; they might ask to see the inside of your pockets or up your sleeves, for example, asking you to pat yourself down to show you aren’t hiding anything.

Our security checks are no contact, so rest assured the administrators will treat you with respect and dignity. If you wear glasses they will also be checked (also with no physical contact).

Inside the test room

Once inside the test room, you'll find a comfortable booth equipped with everything you need — a computer, keyboard, audio headset and an erasable booklet with two pens. The layout of the room is designed to minimize distractions.

Don't worry about others around you speaking; the microphones are intelligent and only pick up your voice during the speaking section, ensuring your responses are clear and undisturbed.

Taking the test

The PTE exam covers four sections: Reading, Writing, Listening, and Speaking. Each section is carefully designed to assess your command of the English language in diverse contexts.

The Reading section evaluates your ability to understand written information, while the Writing section tests your skills in composing coherent and structured text.

The Listening section measures your capacity to interpret and analyze spoken messages, and the Speaking section gauges your proficiency in verbal communication. Together, these sections provide a comprehensive evaluation of your English language abilities in both academic and real-world settings.

A friendly invigilator's presence

You're not alone in this journey. A friendly invigilator is there to assist you if needed. Feel free to raise your hand if you find yourself stuck or require assistance. The invigilator ensures that everything runs smoothly, maintaining a stress-free testing environment, and is there to answer any procedural questions you might have.

They are the unsung heroes of the testing process, vigilantly overseeing the room with a keen eye to ensure fairness and order, all while providing a reassuring presence that can ease the nerves of even the most anxious test-takers.

Exiting the test room

Upon completing the test, a simple hand raise signals the end of your testing session. The test invigilator will assist you in exiting the test room. You can leave the test center with a sense of accomplishment, knowing that you've done your best.

What happens next?

After the test is complete, you'll be guided by the invigilator to exit the test room. You will then proceed to the locker area to retrieve your personal belongings. It's important to ensure you have all your items before leaving the test center. Once everything is collected, you can leave the premises.

Post-test reflections

Stepping out of the test center, you might experience a mix of relief and anticipation. The weight of the PTE exam is now a memory, and the immediate sense of freedom can be both exhilarating and nerve-racking. It's natural to reflect on the questions and your performance. You may find yourself replaying certain moments or wondering if you could have articulated your thoughts more clearly in the speaking section or if you caught all the nuances in the listening section.

Try to relax and avoid post-exam analysis, as it won't change the outcome. Instead, focus on the effort you've put in and give yourself credit for completing the test. It's a good moment to take a deep breath and appreciate that you've taken a significant step forward in your academic or professional journey. Now, the wait for the results begins, but remember, this period of anticipation is also a time to unwind and treat yourself after the hard work and preparation you've dedicated to this challenge.

Waiting for the results

The PTE test results are typically available within 48 hours, allowing you to get back to your routine with minimal delay. You will receive an email notification once the scores are ready to be viewed. Log in to your PTE account to access your test score report. The report will detail your scores for each section, along with an overall score.

What to do if you have concerns

If you have any concerns about the test process or your results, reach out to the . They can provide guidance and address any issues you may have.

Planning your next steps

With your results in hand, you can proceed with your study abroad applications for educational institutions, visa processes, or job applications that require proof of English language proficiency. If your score doesn't meet the requirements, you can always prepare and retake the test.

Remember to celebrate the completion of your PTE test, regardless of the outcome. It's a significant milestone in your English language learning journey.

Frequently asked questions

Q: How early should I arrive at the test center? A: It is recommended to arrive at least 30 minutes before your scheduled test time to complete the necessary pre-test procedures.

Q: What kind of identification is accepted? A: A valid passport is the only accepted form of identification accepted at the PTE test centers.

Q: Can I bring my own stationery? A: No, the test center will provide you with an erasable booklet and pens for note-taking and writing on during the test.

Q: What happens if I arrive late to the test center? A: Late arrival may result in not being allowed to take the test, and you may need to reschedule your tests for another time.

Q: What should I do if I need assistance during the test? A: If you require assistance at any point during the test, raise your hand, and an invigilator will help you.

Q: Can I take a break during the test? A: There are no scheduled breaks during the PTE test. If an unscheduled break is needed, you must raise your hand and ask the invigilator. However, the test clock will not stop.

Q: Is there a limit to the number of times I can attempt the PTE test? A: You may take the PTE test as many times as you feel necessary to achieve your desired score. However, you must wait to receive your scores from one attempt before scheduling the next one.

Q: What happens if I cancel before my test? A: If you have chosen NOT to attend your PTE exam after booking the test online, you will receive a refund within 14 days of your scheduled test time. Applicants who have not yet taken the exam within 15 calendar days will receive a 50% refund on the payment of the exam fee. However, a cancellation of a scheduled test will not result in a refund.

Why choose PTE?

PTE is regarded as an essential visa-processing tool for governments around the globe. With its rigorous and precise testing methodology, it is recognized for its high standards and trusted results. Countries such as New Zealand and the UK are all accepting PTE scores for work visas, acknowledging the exam's credibility in assessing English language proficiency.

If you have any other questions or want to learn more, make sure to check out the link below. You can also watch the video of "".

Find more out about PTE

More blogs from app

  • Children sat at desks in a classroom, with one in the middle smiling with her hand up

    Teaching young learners: all just fun and games?

    By Jill Leighton
    Reading time: 5 minutes

    We want lots of fun in our lessons, with a good balance of activities and games with strong educational value. But in my opinion, today’s young learners need more than just fun and games to stay motivated. Fun and games can quickly become meaningless and boring for some students.

    How do we create fun and engaging lessons for young learners aged 6-14?

    • Have a strong relationship with your students. Know about their natural talents, their weaker points and where they are in their development.
    • Encourage them to be active learners and engage them in learning that is meaningful to all of them. E.g. through project work.
    • Provide opportunities for students to use technology and develop success skills. E.g. collaboration, communication, critical thinking, creativity and self-learning.

    Most teachers agree that we have to assume the responsibility of preparing students for life as well as helping them to acquire a language – and this is what I aim to demonstrate in this blog. Using , I want to demonstrate how you can learn more about your students and care for individual needs in one classroom.

    The students will also learn about themselves and their classmates. They will acquire vocabulary and language (at their level) in a dynamic way and create a project to explore their interests and demonstrate their talents. They will use technology and develop their success skills. Assessment will be fun and engaging. I hope you will be able to adapt the ideas and put them into practice with children aged 6-14.

    Howard Gardner’s Model of Multiple Intelligences

    prompts us to ask: How is this child intelligent? He identified eight different types of intelligence which guide the way students learn:

    • Verbal-Linguistic Intelligence (Word Smart)
    • Logical-Mathematical Intelligence (Maths Smart)
    • Spatial Intelligence (Picture Smart)
    • Musical Intelligence (Music Smart)
    • Bodily-Kinesthetic Intelligence (Body Smart)
    • Naturalistic-Environmentalist Intelligence (Nature Smart)
    • Interpersonal Intelligence (People Smart)
    • Intrapersonal Intelligence (Self-Smart)
    • (He later went on to identify Existential Intelligence – Life Smart, and Pedagogical Intelligence -Teacher Smart)

    Lesson 1: Outline the student’s learning goals

    Explain to the students that they are going to learn about Howard Gardner’s Model of Multiple Intelligences and that you want them to achieve learning goals on completion of the project. Write the goals on a poster and discuss them with your students. Take a digital photo of the poster to use during the assessment.

    Student learning goals – you will be able to:

    • Identify different intelligences and what they mean. Name eight different intelligences you have
    • Communicate ideas clearly through a project to demonstrate your talents and interests
    • Use your success skills more effectively.

    Tip: Video parts of lesson 1, especially discussion of the learning goals, to use as part-assessment and reflection on completion of the project.

    What do you know about the Multiple Intelligences? How are you smart?

    • Ask children what they know about multiple intelligences. Teach key language and vocabulary as necessary, depending on level.
    • Ask, “What does it mean be intelligent?” (They will probably say, good grades, be good at maths, English, reading, writing, computers...)
    • Tell them being intelligent or smart (get the younger children to repeat the word smart several times) isn’t only about getting good grades. Ask them to think of more ways to be smart.
    • Elicit the eight ways to be smart according to Gardner. (You may need to mime). E.g. mime playing the piano or clap a rhythm to elicit Music Smart.
    • Discuss what the different intelligences mean. (E.g. Word Smart (Linguistic Intelligence): you like reading, writing or speaking, you are probably good at languages…)
    • Teach career vocabulary associated with the different intelligences. (E.g. Word Smart: journalist, teacher, lawyer, editor, TV announcer, web editor.)

    Lesson 2: Find out your smarts quiz

    Tell students they are going to do a quiz to discover how they are smart. Model each stage of the activity and do the quiz with them to find out about your own strengths. Give each student a piece of paper.

    • Take your paper and show the students how to fold it into eight sections, then unfold it and draw lines along the folds to make a grid.
    • Write the different smarts in each section. (Use small handwriting to leave room to illustrate each smart with a picture).
    • Give a picture dictation to illustrate each smart. Here are some examples:

    Word Smart:Draw a dictionary and children reading, writing and speaking.

    Logic/Number Smart: Draw sums on a computer, a scientist with test tube.

    Music Smart: Draw children singing and playing musical instruments.

    Body Smart: Draw children playing a sport, dancing or cooking.

    Nature Smart:Draw trees, animals, insects, child watering a plant.

    Spatial/Picture Smart: Draw children drawing, painting or taking photos and a pilot in a plane.

    People Smart:Draw a child helping or leading a group or a group of children holding hands.

    Self-Smart: Draw children keeping a journal, researching on a computer, or meditating.

    Encourage students to order their smarts from 1-8. For example, if you love music, write number 1 in the Music Smart section and continue to 8 in order of preference. (You may wish to model this first and order your smarts from 1-8 and then encourage the children to order their smarts.)

    After the quiz

    • Encourage students to compare and discuss their results. Collect the papers and make notes about each student’s results. This will help you reach all your students when planning activities.
    • Explain that we have all the intelligences in different degrees and that all of the intelligences are equal (no intelligence is better than another). Also point out that it is important to know our strengths in order to help in all subjects. (E.g. a music smart student who finds maths challenging may want to sing multiplication tables). Remind students that we usually use several intelligences to do something and we can explore and develop all our smarts.

    Tip: Video lesson 2 to use as part of assessment.

    Lesson 3: Beginning the project

    Encourage the students to create a project for enjoyment. Explain that you want them to collaborate in groups that share the same smarts and interests and using their creativity you want them come up with an interesting topic to explore. (Remind students to concentrate on developing their success skills when they are working with others and mention that you will also be monitoring this as part of the assessment).

    Organize the students into groups of no more than five students in each. Give students time to brainstorm in their groups and come up with the best topic for the project, using their critical thinking skills. (E.g. Picture Smart students may decide to create a project about a famous artist, such as Salvador Dali).

    You may wish to give each student a (Know, Want-to-know, and Learned) to complete during the project process, asking questions such as: What do you know? What do you want to know? What have you learned?

    Lesson 4: Planning the project

    Inform students about the timing of the project. Encourage each group to make a project mind map, which will encourage them to be more creative and organized.

    Remind all the groups to keep the following questions in mind:

    • What are you going to do/make? (Presentation, PowerPoint, website, video, posters.)
    • How will you research it? (Internet, tech tools, library.)
    • How will you delegate responsibilities?
    • How will you check that your audience has understood the message of your project? What questions will you ask?

    Decide on how many lessons are needed to prepare the project and how much will be done in school or at home, depending on the age groups and timing.

    Encourage the students to share their work with the rest of the class (or in assembly.)

    Tip: Video the different groups sharing their work.

    Can assessment also be fun and engaging?

    Yes, it can; here are some tips and suggestions.

    • Show the videos you have recorded and ask the students to compare and contrast their knowledge in Lesson 1 and how it developed over the lessons. Encourage them to observe and comment on their success skills.
    • Display the photo of the Student Learning Goals poster from Lesson 1. Get the students to self-assess and decide whether they have achieved the goals that were set in Lesson 1. (You may wish to give the students three small pieces of colored paper: red to represent I understand quite well, orange to represent I understand well and green to represent I understand very well). Ask: Can you identify the different intelligences and say what they mean? Encourage the students to hold up a colored piece of paper according to their understanding. (Make a mental note of all red pieces of paper to be ready to give extra help to those students). Check understanding by getting several students to answer the question.
    • Get the children to reflect on the learning experience. What have they learned about the different intelligences? How can they develop weaker points using their strengths to help them? Can they use all eight intelligences inside and outside school? Did they manage to get along well with their classmates? Did they communicate the message of their project so that the audience understood?
    • Give individual feedback to each student. E.g. congratulate them on their attitude and effort or identify areas for improvement: “You managed to use vocabulary and language effectively when you shared your project, we understood your message perfectly.” Or “You need to work on being more collaborative.” “You weren’t on task during the project.” “How do you think you can improve that?”
    • Ask students to give you feedback on the activities they enjoyed. Get them to draw happy and sad face cards. Go through all the activities and get the students to show a happy or sad face according to whether or not they liked the activity. E.g. say “Did you like the ‘Find out your smarts’ quiz?” and ask them to hold up the happy or sad face depending on whether they liked the activity or not.

    Create fun lessons to engage all your students keeping this model in mind: traditional activities such as short fun activities and games + Howard Gardner’s model of Multiple Intelligences + PBL (Project Based Learning) + success skills + meaningful assessment. Enjoy the results with your students.

    How the Global Scale of English can help

    TheGlobal Scale of English (GSE) Learning Objectives for provides ready-made learning objectives that can help with planning curriculums and lesson and benchmarking learners’ progress. They are great for young learners because they describe language functions in a granular way, enabling educators to give their learners credit for small achievements. They also clearly show the language functions to target next in order to take learners to the next level.