Oxford Test of English

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Oxford Test of English
AcronymOTE
TypeStandardized test
Administrator Oxford University Press
Skills testedSpeaking, Listening, Reading, and Writing of the English language
PurposeTo assess the English language proficiency of non-native English speakers
Year started2017;7 years ago (2017)
DurationSpeaking: Approx. 15 minutes.
Listening: Approx. 30 minutes,
Reading: 35 minutes,
Writing: 45 minutes,
Total: Approx. 2 hours.
Score range0 to 140.
Score validityScores are valid for life
OfferedAvailable on-demand at approved test centres
Restrictions on attemptsTwo times in any 8-week period; four times in any 12-month period.
RegionsAvailable globally
Languages English
PrerequisitesNo official prerequisite. Intended for non-native English speakers.
FeeCheck with local approved test centre
Website www.oxfordtestofenglish.com

The Oxford Test of English (OTE) is an on demand computer-adaptive test of English proficiency for non-native speakers of English, reporting at A2, B1, B2 and C1 levels of the Common European Framework of Reference (CEFR). The test was developed by Oxford University Press (OUP) to provide learners of English with a quick, reliable way to prove their level of English proficiency for university entrance, employment and travel. The test is certified by the University of Oxford and is available worldwide. [1]

Contents

History

The Oxford Test of English was developed over a number of years [2] and launched in Spain in 2017, [3] where it has gained wide recognition, including the Association of Language Centres in Higher Education (ACLES). [4] The test was launched globally in April 2019 [5] at the 53rd IATEFL conference at the Tate Liverpool. [6] The test was shortlisted for 'best in summative assessment' in the 2020 e-Assessment Awards. [7] In 2021, the test was independently evaluated by ECCTIS [8] who reported the test as "A sound assessment of general English language proficiency". [9]

Test specifications

Modules

The Oxford Test of English consists of four modules: Speaking, Listening, Reading, and Writing. Modules can be taken individually or in any combination. Full test specifications are available. [10]

MODULEPARTTEST FOCUS
Speaking1Interview: Eight spoken questions on everyday topics
2Voice messages: Two voice messages in response to two different situations
3Talk: Short talk on an issue or scenario
4Follow-up questions: Six follow-up questions on the theme of the talk
Listening1Five short monologues/ dialogues with picture options
3A longer dialogue with a task focusing on identifying opinions
4Five short monologues/dialogues with multiple-choice questions
Reading1Six short texts each with one question
2Six items to match with three profiles of people OR six profiles of people to match with four longer text descriptions
3A longer text with six extracted sentences questions
4A longer text with four questions
Writing1Email: Writing an email in response to an input email
2Essay OR magazine article: Writing an essay or a magazine article/review

Computer adaptive

The Listening and Reading modules of the Oxford Test of English use computer-adaptive testing (CATs). Computer adaptive tests can be more efficient [11] and provide more precise measurement [12] than traditional tests. The adaptive test works by selecting each successive question from a large bank of questions, based on the test taker's response to the previous question. The gains in efficiency make for shorter tests, and there is evidence that this may reduce the amount of stress a test taker feels during the test, though some research has suggested that there is no relation between CATs and test anxiety [13] or that CATs may introduce other causes of stress [14]

Human marking

The Speaking and Writing modules are marked by trained assessors. Test taker's responses are divided into 'scripts' for marking. For the Writing module, Script 1 (the Part 1 email response) is marked by one assessor, and Script 2 (the Part 2 essay or magazine/article response) is marked by another assessor, each marking on four criteria: Task fulfillment, Organization, Grammar, and Lexis. The marks from the two assessors are combined and converted into a standardized score. For the Speaking module, responses to Part 1 and 2 are sent to one assessor, and Parts 3 and 4 to a different assessor, each marking on four criteria: Task fulfillment, Pronunciation and fluency, Grammar, and Lexis. The marks from the two assessors are combined and converted into a standardized score.

Marking quality assurance

Marking quality by assessors is managed through a system of training and certification prior to marking, and the use of 'seeds', pre-calibrated scripts which the assessor must mark within tolerance. [15] Marking out of tolerance leads to the assessor being re-standardized, retrained or suspended from marking.

Results

Where three or fewer modules have been taken, a report card is issued for each module. For test takers who have taken all four modules, a certificate is issued showing the CEFR level and standardized score for each module, and an overall CEFR level and overall score. Certificates reflect a test taker's best performance, so if a test taker re-takes a module and their performance improves, their certificate will be updated to include the improved score. Results are valid for life, though receiving institutions such as universities may require results to be within a particular time frame.

Results for the Listening and Reading modules are available immediately after the completion of the test. Speaking and Writing results are typically available within 5 working days.

The Oxford Test of English and Oxford Test of English for Schools certify at A2, B1, and B2 levels.

The Oxford Test of English Advanced certifies at B2 and C1.

Test takers who do not achieve a certified CEFR level receive an indicative ‘Below’ level.

The table below shows the standardised scores, CEFR levels and indicative ‘Below’ levels:

Oxford Test of English ScaleOxford Test of English and

Oxford Test of English for Schools

Oxford Test of English Advanced
141–170C1
111–140B2B2
81–110B1Below B2
51–80A2
21–50Below A2
0–20
A2.151-65

Test security

The test utilizes a number of measures to maintain test security and the integrity of the test results. These include test administration only at approved test centres using trained staff; a secure browser which prevents access to unsanctioned applications during the test; assessors trained to identify potential malpractice; statistical monitoring.

Special requirements

The test can be taken with a range of accessibility accommodations, including display options for colour blindness, breaks during the test, and additional time.

Oxford Test of English for Schools

Launched in 2020, the Oxford Test of English for Schools is a secondary school version of the Oxford Test of English designed for test takers aged 12 to 16 years old. The Oxford Test of English for Schools is identical to The Oxford Test of English, with the following exceptions:

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References

  1. ↑ "Test Takers | Oxford University Press". elt.oup.com.
  2. ↑ "ALTE 5th International Conference" (PDF). events.cambridgeenglish.org. 2014. Retrieved 15 March 2020.
  3. ↑ "Oxford desafía al examen de inglés de Cambridge". ELMUNDO. 5 April 2017.
  4. ↑ "Centros de lenguas | ACLES". www.acles.es.
  5. ↑ News, The PIE. "OUP launches Oxford Test of English". thepienews.com.{{cite web}}: |last= has generic name (help)
  6. ↑ "IATEFL | Oxford University Press". www.elt.oup.com.
  7. ↑ "2020 e-Assessment Awards". www.e-assessment.com.
  8. ↑ "ECCTIS (formerly UK NARIC)". www.ecctis.com.
  9. ↑ "Oxford Test of English: Independent CEFR referencing" (PDF). www.elt.oup.com. Retrieved 3 December 2021.
  10. ↑ "Test specifications" (PDF). fdslive.oup.com. Retrieved 15 March 2020.
  11. ↑ "A Review of Models for Computer-Based Testing" (PDF). files.eric.ed.gov. Retrieved 15 March 2020.
  12. ↑ Weiss, David J. (3 October 2011). "Better Data From Better Measurements Using Computerized Adaptive Testing". Journal of Methods and Measurement in the Social Sciences. 2 (1): 1–27. doi: 10.2458/v2i1.12351 – via journals.uair.arizona.edu.
  13. ↑ Powers, Donald E. (15 March 1999). "Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Gre General Test". ETS Research Report Series. 1999 (2): i–32. doi:10.1002/j.2333-8504.1999.tb01813.x – via Wiley Online Library.
  14. ↑ Colwell, Nicole (2013). "Test Anxiety, Computer-Adaptive Testing and the Common Core" (PDF). files.eric.ed.gov. Retrieved 15 March 2020.
  15. ↑ Ofqual Report template
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