International Certificate home testing: Benefits, rules and requirements

Pearson 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 Pearson 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 Pearson 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 OnVue online proctoring system. 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 Pearson English Test Hub, 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 our YouTube channel 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 Pearson’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.

Pearson English International Certificate requirements

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

  • a computer - 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 headset - 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.

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    When we used to go somewhere by car, my son, who was just three years old, would repeatedly ask me, "How far do we need to go?" every five minutes. He was curious to know where we were and how close we were to our destination. Even though the answer was just a number, it would satisfy him and relieve his curiosity.

    For language learners, it is important to maintain a high level of curiosity about progress and the distance needed to cover in their language learning journey. This can help identify areas for improvement and help them stay motivated. For teachers, it is also important to have a tool that can assist their students in visualizing their language learning goals more concretely. The Global Scale of English (GSE) is a valuable resource for this purpose. It not only indicates learners' current proficiency levels but also provides learning outcomes to help them progress in their abilities. The scale ranges from 10 to 90 and offers a personalized pathway for improvement in each individual skill based on global research. By using the GSE, both learners and teachers can work together to achieve language learning success.

    I believe the GSE is one of the most valuable resources a language teacher needs in teaching English; the learning outcomes provide clear guidance on what to teach, tailored to the specific needs of learner groups. With five options designed for pre-primary, young, general adult, professional and academic English learner groups, the GSE offers educators clear paths to customize their teaching strategies effectively. It also assists teachers in motivating their students by showing their progress regularly, which provides precious support throughout their learning journey.

    I also believe that the sooner we introduce teachers to this valuable tool in their teaching careers, the better equipped they will be to help their learners. With this belief in mind, we integrated the GSE into our pre-service teacher education program, making it the cornerstone for lesson planning and assessment. This blog aims to explain our implementation process at TED University's Education Faculty English Language Teaching Department, hoping to provide a model for other programs interested in adopting a similar approach.  

    Implementing the GSE

    Our implementation process started with conducting in-service training sessions for the faculty members, many of whom were also unfamiliar with the GSE. To ensure comprehensive understanding, we organized meetings with the teacher trainers responsible for teaching the methodology courses. These sessions consisted of in-depth discussions on the nature of the GSE, its significance in language teaching and practical guidance on integrating it into the curriculum we were following.

    As the second step, we designed a lesson plan to be used for the first methodology course our pre-service teacher trainees would undertake for the same objective we had for in-service teacher training sessions. In this initial lesson, we started by discussing the aims of CEFR and GSE, highlighting their differences.

    Then, we facilitated discussions on how GSE helps to monitor the progress of learners, what the main features are that the GSE has been built upon, and most importantly, we focused on increasing our future teachers' consciousness on how learning objectives can help a teacher. The lesson proceeded with an introduction to the GSE Toolkit, clarifying its categories, contained skills, and the target language learners it caters to. After providing diverse samples across various skills and outcomes, we demonstrated how our pre-service teachers can find learning objectives within the scale and how they can use them. 

    The lesson then transitioned into practical exercises designed to familiarize the teachers with the toolkit. Through guided instructions, such as selecting a target group, a skill, and a proficiency range, we prompted them to engage in activities aimed at perceiving the usefulness of the toolkit. We then asked them to report on some chosen parameters, such as the selected range, the number of objectives identified, and the potential text materials applicable to the chosen skill (e.g., reading comprehension). We followed a similar process for the other skills. 

    The second part of the lesson illustrated how different teaching materials were mapped with the GSE framework, utilizing sample coursebooks like Speakout, Roadmap and Startup. The lesson concluded with getting reflections from the pre-service teachers on their perceptions of the GSE. We gathered their insights on its usefulness, including its impact on curriculum design, teaching methodologies, and skill assessment practices.

    After being introduced to the GSE, we asked our pre-service teachers to integrate it into all their teaching-related courses. They now plan their lessons based on the learning outcomes provided in the toolkit, benefitting from the additional resources it offers to enhance their instructional practices. Teaching Skills, Teaching English to Young Learners, and Material Development can be given as samples of the courses the GSE was integrated into; there is no need to mention that all teaching practicum-related courses are in the integration part as well.

    The benefits 

    What did we gain by integrating the GSE into our pre-service teacher education program? Quite a few significant benefits, actually. Firstly, it standardized the language and terminology used throughout the department; when we refer to terms like 'learning outcomes', 'proficiency of language learners' or 'learner progress', everyone understands the set of terms uniformly across our department. No need to mention that our pre-service teachers gained the privilege of being introduced to a widely recognized toolkit in the field. While their peers may not yet be familiar with the GSE, our students gain early exposure to this valuable resource. Incorporating the GSE into our program also has allowed our pre-service teachers access to a range of valuable resources.

    In addition to the GSE Toolkit, resources such as Text Analyzer or instructional materials aligned with the GSE help our future teachers plan and deliver language instruction more effectively. As a result, our pre-service teachers enter the field with a deeper understanding of language assessment, proficiency levels, and learner needs.

    Next steps

    What's next? There's still much to accomplish and a considerable journey ahead of us. Currently, our primary focus is on making our initiatives more public, aiming to share our experiences with other pre-service teacher education programs considering integrating the GSE into their curriculum. In addition, introducing the GSE to in-service teacher programs in Turkey and globally could also be valuable for enhancing language teaching practices and the professional development of language teachers worldwide.

    Publishing articles, presenting at conferences, hosting workshops, or developing online resources might be some of the sources for sharing our practices. Increasing the awareness of policymakers, school administrators, and language teachers on the GSE and highlighting the benefits of using a standardized granular framework like the GSE can encourage broader adoption and implementation across educational settings. Collaboration opportunities with other institutions and stakeholders in language education will help all of us to reach our destination more quickly and efficiently. Finally, research on the impact of the GSE in language education is required to refine our approaches.

    As a result, we are very pleased with the integration of the GSE into our teacher education program, as it has paved the way for significant advances. While recognizing there's still a considerable journey ahead, we also celebrate the progress we've made thus far and are curious about the other possible opportunities that lie ahead.