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In today’s interconnected world, effective communication in English is more crucial than ever. As educators and language learners seek to measure and improve English proficiency, a resource like the Global Scale of English (GSE) offers a valuable framework for assessment. This blog post will explore how the GSE can be used to assess listening skills, providing insights into how it also helps tailor instruction and support language development.

For listening skills, the GSE focuses on how well learners can understand spoken English in different contexts. It assesses comprehension at varying levels of complexity:

Understanding simple information: At lower levels, learners are expected to understand basic information, such as simple instructions or everyday topics. The GSE provides learning objectives for how well learners can grasp essential details.

Understanding main ideas: As proficiency grows, learners should be able to identify main ideas and key points in more complex spoken texts, such as conversations and broadcasts. The GSE outlines how well learners can extract important information from various sources.

Understanding detailed information: At advanced levels, learners are expected to comprehend detailed and nuanced information, including implicit meaning and speaker intent. The GSE describes the level of detail and depth of understanding required at these stages.

The GSE also shows how students engage in different operations of listening, from global comprehension, recognizing information and identifying specific information to extracting information. By taking this into account, teachers can monitor students’ progress and assess their listening skills. An example will show this in action.

Let’s consider a level, say GSE 30-35 (equivalent to low A2 on the CEFR) and focus on how students process information. When checking a listening activity, rather than simply focusing on whether the answers are correct or incorrect, we can analyze our learners using the GSE and see what progress they are making and what we need to do as teachers to help them move on. Heres how:

Ever wondered why Monday is called Monday or how Wednesday got its name? The names of the days of the week in English have fascinating origins, rooted in ancient history and steeped in mythology. Understanding these origins not only enriches our language ability but also provides intriguing insights into cultural heritage.

In previous blog posts, we discussed why the CASAS test changed into the CASAS STEPS and what the parameters are for the new test. Now let’s take a closer look into the improvements to the new assessment and what they mean to you. The changes brought about in the STEPS series were fostered with you and your students in mind and are sure to provide an overall better experience for test takers, test admins, and teachers.

Streamlined test levels

Both Reading and Listening STEPS now offer tests at five levels (A-E), instead of the four levels for reading (A-D) and three levels for listening (A-C) in the previous Life and Work series. Each STEPS level overlaps with two - and only two - NRS levels, one above and one below it.��

Because the tests cover fewer NRS levels, there is no longer a chance for a student to “Christmas tree” or guess their way into a much higher skill level because of a very high score on an easy/low test form. In other words, there is no chance of a level 2 (low beginning) student testing into a level 5 (high intermediate) class in one attempt.

Higher accuracy

Although the change in number of questions and time allotted is minimal, the CASAS STEPS series contains more rigorous questions and provides shorter testing time for most levels. While there might be fewer test questions per level (33-39 items), there are more test levels, which allow for greater skill assessment precision.

It allows for more detailed analysis and reporting, more accurate scores and placement, more opportunities to make MSGs (measurable skill gains), and less retesting due to scores falling outside of range and students receiving black diamonds.��Test administrators do have to pay very close attention to the new test numbers; they are now the same for both listening and reading and are only differentiated by the letter R or L after the test number. (See charts 4 and 5).

Simplified reports

The feedback about CASAS test reports from teachers often involved the words confusing, overwhelming, and intimidating, and objections about the amount of data to sift through. The goal of the new STEPS series is to provide simplified reports about student skills, making it easier for teachers to see how the test functions.

The item-by-item reports from the previous test were replaced by clean, colorful, and easy-to-interpret visual representations of data. (See charts 6 and 7). Though simplified, the new reports still provide enough data to draw meaningful conclusions about the student’s skills and learning needs.

Better testing experience overall

The STEPS series provides culturally and professionally relevant questions, shorter testing times, and fewer questions per level. Students experience less retesting due to out-of-range scores, raising their confidence and minimizing test fatigue.�� Less retesting and simplified testing levels also benefit test administrators. The simplified reports improve teachers' understanding of the data and allow for more accurate test-related instruction.��

Click here to download a printable version of the charts and tables below, to browse our textbook selection, including our FUTURE Series. If your program is not yet using FUTURE, or if you would like tutorials and tips as a current user, click here.

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