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The Association of Language Testers in Europe (ALTE) is an association of language exam providers in Europe.
The ALTE (Association of Language Testers in Europe) "Can Do" project developed a simplified set of 400+ descriptors for language examinations which relate to the Common Reference Levels. These descriptors are in the form of "can-do statements", each saying more simply what a learner can do at every level. There are four sections: general, social/ tourist, work and study. The ALTE project also gave its own names to the CEFR levels from the "Breakthrough level" to "Level 5".
The ALTE was founded by the University of Cambridge in conjunction with the University of Salamanca so the first exams to be related to their "Can-Do" statements were the Cambridge EFL exams. However, today many more examining boards link their exams to the system. Below is a table of some examinations as an example.
ALTE now establishes a six-level framework of language examination standards.
The following table compares the ALTE levels with the CEFR levels and EFL exams:
| ALTE level | CEFR level | ESOL exam | IELTS exam | TOEIC [1] | TOEFL iBT [2] |
| Level 5 | C2 | CPE | 7.5+ | — | — |
| Level 4 | C1 | CAE | 6.5–7 | 945+ | 95+ |
| Level 3 | B2 | FCE | 5–6 | 785+ | 72+ |
| Level 2 | B1 | PET | 3.5–4.5 | 550+ | 42+ |
| Level 1 | A2 | KET | 3 | 225+ | — |
| Breakthrough | A1 | — | 1–2 | 120+ | — |
The Common European Framework divides learners into three broad divisions which can be divided into six levels:
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level, in details:
| level | description |
|---|---|
| A1 | Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. |
| A2 | Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. |
| B1 | Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. |
| B2 | Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
| C1 | Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. |
| C2 | Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. |
ALTE aims to improve language assessment through sharing best practice and providing thought leadership through international conferences.
International conference themes have included supporting the European Year of Languages (2001), the impact of multilingualism (2005), the wider social and educational impact of assessment (2008) and the role of language frameworks (2011). Selected conference papers are published through the Studies in Language Testing (SiLT) volumes.
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates for education admission or employment. Its main aim is to provide a method of learning, teaching, and assessing that applies to all languages in Europe.
Cambridge Assessment English or Cambridge English develops and produces Cambridge English Qualifications and the International English Language Testing System (IELTS). The organisation contributed to the development of the Common European Framework of Reference for Languages (CEFR), the standard used around the world to benchmark language skills, and its qualifications and tests are aligned with CEFR levels.
B1 Preliminary, previously known as Cambridge English: Preliminary and the Preliminary English Test (PET), is an English language examination provided by Cambridge Assessment English.
Language proficiency is the ability of an individual to use language with a level of accuracy that transfers meaning in production and comprehension. There is no singular definition of language proficiency, however, and this has implications for its application in other language domains such as literacy, testing, endangered languages, language impairment, etc. There is little consistency as to how different organizations classify it. Native-level fluency is estimated to require a lexicon between 20,000 and 40,000 words, but basic conversational fluency might require as few as 3,000 words.
C2 Proficiency, previously known as Cambridge English: Proficiency and the Certificate of Proficiency in English (CPE), is an English language examination provided by Cambridge Assessment English.
C1 Advanced, previously known as Cambridge English: Advanced and the Certificate in Advanced English (CAE), is an English language examination provided by Cambridge Assessment English.
B2 First, previously known as Cambridge English: First and the First Certificate in English (FCE), is an English language examination provided by Cambridge Assessment English.
Trinity College London ESOL is an international English Language examinations board delivering assessments in English language learning and teaching and has been offering English language examinations since 1938. Trinity College London's exams are taken by over 850,000 candidates in over 60 countries each year.
DIALANG is an online diagnostic system designed to assess a person's proficiency in 14 European languages. Competences tested are reading, writing, listening, grammar and vocabulary, while speaking is excluded for technical reasons.
Pearson Language Tests is a unit of the Pearson PLC group, dedicated to assessing and validating the English language usage of non-native English speakers. The tests include the Pearson Test of English (PTE) Academic, PTE General and PTE Young Learners. These are scenario-based exams, accredited by the QCA, Ofqual, and administered in association with Edexcel, the world's largest examining body.
Language assessment or language testing is a field of study under the umbrella of applied linguistics. Its main focus is the assessment of first, second or other language in the school, college, or university context; assessment of language use in the workplace; and assessment of language in the immigration, citizenship, and asylum contexts. The assessment may include listening, speaking, reading, writing, an integration of two or more of these skills, or other constructs of language ability. Equal weight may be placed on knowledge and proficiency, or greater weight may be given to one aspect or the other.
English Profile is an interdisciplinary research programme designed to enhance the learning, teaching and assessment of English worldwide. The aim of the programme is to provide a clear benchmark for progress in English by clearly describing the language that learners need at each level of the Common European Framework of Reference for Languages (CEFR). By making the CEFR more accessible, English Profile will provide support for the development of curricula and teaching materials, and in assessing students' language proficiency.
The European Language Certificates are international standardised tests of ten languages.
A2 Key, previously known as Cambridge English: Key and the Key English Test (KET), is an English language examination provided by Cambridge Assessment English.
The Cambridge English Scale is a single range of scores used to report results for Cambridge English Language Assessment exams. It was introduced in January 2015, with Cambridge English Scale scores replacing the standardised score and candidate profile used for exams taken pre-2015. The scale aims to provide exam users with more detailed information about their exam performance than was previously available.
The Michigan English Test (MET) is a multilevel, modular English language examination, which measures English language proficiency in personal, public, occupational and educational contexts. It is developed by CaMLA, a not-for-profit collaboration between the University of Michigan and the University of Cambridge and has been in use since 2008.
The Examination for the Certificate in Competency in English (ECCE) is a high-intermediate level English language qualification that focuses on Level B2 of the Common European Framework of Reference for Languages (CEFR).
The Examination for the Certificate in Proficiency in English (ECPE) is an advanced level English language qualification that focuses on Level C2 of the Common European Framework of Reference for Languages (CEFR).
Cambridge English Qualifications are a graduated series of exams designed to assess competency in English for learners of English as a second or foreign language. The Cambridge English Qualifications are based on the candidate's scoring on the Cambridge English Scale which is a single range of scores used to report results for Cambridge English Language Assessment exams. It was introduced in January 2015, with Cambridge English Scale scores replacing the standardised score and candidate profile used for exams taken pre-2015. The scale aims to provide exam users with more detailed information about their exam performance than was previously available.
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