How to assess your learners using the GSE Assessment Frameworks

Billie Jago
Billie Jago
A teachet stood in front of a class in front of a board, smiling at his students.
Reading time: 4 minutes

With language learning, assessing both the quality and the quantity of language use is crucial for accurate proficiency evaluation. While evaluating quantity (for example the number of words written or the duration of spoken production) can provide insights into a learner's fluency and engagement in a task, it doesn’t show a full picture of a learner’s language competence. For this, they would also need to be evaluated on the quality of what they produce (such as the appropriateness, accuracy and complexity of language use). The quality also considers factors such as grammatical accuracy, lexical choice, coherence and the ability to convey meaning effectively.

In order to measure the quality of different language skills, you can use the Global Scale of English (GSE) assessment frameworks.

Developed in collaboration with assessment experts, the GSE Assessment Frameworks are intended to be used alongside the GSE Learning Objectives to help you assess the proficiency of your learners.

There are two GSE Assessment Frameworks: one for adults and one for young learners.

What are the GSE Assessment Frameworks?

  • The GSE Assessment Frameworks are intended to be used alongside the GSE Learning Objectives to help teachers assess their learners’ proficiency of all four skills (speaking, listening, reading and writing).
  • The GSE Learning Objectives focus on the things a learner can do, while the GSE Assessment Frameworks focus on how well a learner can do these things.
  • It can help provide you with examples of what proficiencies your learners should be demonstrating.  
  • It can help teachers pinpoint students' specific areas of strength and weakness more accurately, facilitating targeted instruction and personalized learning plans.
  • It can also help to motivate your learners, as their progress is evidenced and they can see a clear path for improvement.

An example of the GSE Assessment Frameworks

This example is from the Adult Assessment Framework for speaking.

As you can see, there are sub-skills within speaking (and for the other three main overarching skills – writing, listening and reading). Within speaking, these are production and fluency, spoken interaction, language range and accuracy.

The GSE range (and corresponding CEFR level) is shown at the top of each column, and there are descriptors that students should ideally demonstrate at that level.

However, it is important to note that students may sit across different ranges, depending on the sub-skill. For example, your student may show evidence of GSE 43-50 production and fluency and spoken interaction, but they may need to improve their language range and accuracy, and therefore sit in a range of GSE 36-42 for these sub-skills.

The GSE assessment frameworks in practice – let’s try

So, how can you use these frameworks as a teacher in your lesson? Let’s look at an example.

Imagine you are teaching a class of adult learners at GSE 43-50 (B1). This week, your class has been working towards writing an essay about living in the city vs the countryside. Your class has just written their final essay and you want to assess what they have produced.

Look at the writing sub-skills in the GSE Assessment Framework for adults. Imagine these are the criteria you are using to assess your students’ writing.

You read one of your student's essays, and in their essay they demonstrate that they can:

  • Express their opinion on the advantages and disadvantages of living in the city vs the countryside
  • Make relevant points which are mostly on-topic
  • Use topic-related language
  • Connect their ideas logically and in a way that flows well
  • Write in clear paragraphs

However, you notice that:

  • They tend to repeat common words, such as city, town, countryside, nice, busy
  • They don’t use punctuation effectively, for example missing commas, long sentences, missing capitalization
  • They have some issues with grammatical structures

Compare the above notes to the GSE Assessment Frameworks. What level is your learner demonstrating in each sub-skill? How could you evidence this using the criteria?

Now, compare your answers to the ideas below.

The points marked in the GSE 43-50 column are evidence that the student is at the expected writing level for their class, based on what you observed in their essay. The points marked in the GSE 36-42 column could be shown to the student to tell them what they need to focus on to improve, based on their essay.

Customizing the GSE assessment frameworks

The GSE Assessment Frameworks are flexible and customizable, and you can use the descriptors for your specific purpose. You can choose the appropriate GSE Assessment Frameworks for your context, and build your own formative assessment based on these.

In the example above, you were only assessing an essay, so you could ignore any contexts that were not applicable to that scenario. For example, writes personal and semi-formal letters and emails relating to everyday matters, or incorporates some relevant details from external sources.

Another benefit of the frameworks is that you can personalize assessments and create tailored learning roadmaps for individual students. Of course, not all learners are the same, so the descriptors allow students to see which sub-skill they need to work on in order to bring their writing (or speaking, listening or reading) up to their expected level. It also helps you as the teacher to understand what sub-skills to focus on in lessons to improve these main skills.

Finally, don’t be afraid to introduce your students to these descriptors or translate them into the learner's first language for lower levels. It is a great way for them to pinpoint and reflect on their strengths and areas for improvement, rather than simply getting a score and not understanding how to get to the next level of confidence and ability.

By incorporating the GSE Assessment Frameworks into your course for formative assessment, you can build students’ confidence and help them better reflect on their learning.

Learn more about the GSE

More blogs from Pearson

  • A teacher stood in front of a whiteboard teaching a class
    Lesson tips for Special Educational Needs
    By Richard Cleeve
    Reading time: 5 minutes

    Creating an inclusive classroom is essential for helping every student reach their full potential. Students with Special Educational Needs (SEN) and neurodiverse learners bring unique strengths, perspectives and ways of thinking to the classroom. However, many teachers feel unsure about how to adapt lesson plans to effectively meet diverse learning needs.

    By implementing inclusive teaching strategies, educators can create engaging learning environments that support students with ADHD, dyslexia, autism spectrum disorder (ASD), anxiety disorders and other learning differences. These approaches not only benefit neurodiverse learners but often improve engagement and outcomes for the entire class.

    Drawing on insights from experienced SEN Coordinator James Laidler, this post explores practical lesson planning strategies that can help teachers create more accessible, supportive and effective learning experiences. Many of these tips are also great for keeping all students engaged, SEN or otherwise.

    Defining Special Educational Needs

    A child has Special Educational Needs (SEN) if they have a learning difficulty or disability that calls for special educational provision. Learners with conditions such as autistic spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia or anxiety disorders come under this framework.

    Inclusive lesson tips for neurodiverse students

    Although teachers want to create inclusive lessons, many feel ill-equipped to support neurodiverse students. To help, James offers some tips for lesson planning that aim to turn learning diversities into strengths.

    Attention Deficit Hyperactivity Disorder (ADHD)

    ADHD is a condition that can include symptoms such as inattentiveness, hyperactivity and impulsiveness. Students with this disorder may have a short attention span, constantly fidget or act without thinking.

    Lesson tips for ADHD students:

    Movement breaks – Students with ADHD may struggle to sit still for extended periods of time. Include short breaks in your lessons that offer them the opportunity to get up and move around at regular intervals.

    Group work – To keep learners active and engaged, include group work in class. This means they don’t have to focus on the board for too long.

    Dramatize lessons – A really effective activity is to bring drama into the classroom. For example, students can act out role plays or other fun drama-based activities. It keeps them motivated, holds their attention and can be fun for all of the class.

    Dyslexia

    Dyslexia primarily affects the skills involved in accurate and fluent reading and spelling. It may affect a person’s phonological awareness, verbal memory and verbal processing speed.

    Lesson tips for dyslexic students:

    Visual aids – Learners with dyslexia tend to have excellent visual memories. Try bringing in pictures to illustrate ideas or add them to lengthy texts to help students when doing reading comprehension exercises.

    Font and spacing – When setting reading tasks, simply changing the font, enlarging the font size and double-spacing are hugely beneficial to dyslexic students. Simply adapting the text can make their learning experience much easier.

    Text-to-speech software – Using specialized text-to-speech software often provides significant support to those who struggle with reading or digesting text on computer screens. Tools such as ClaroRead or Kurzweil 3000 can help improve accessibility.

    Autism Spectrum Disorder (ASD)

    ASD is a developmental condition that involves challenges in social interaction, speech and nonverbal communication, as well as restricted or repetitive behaviors. The severity of symptoms is different in each person.

    Lesson tips for ASD students:

    Encourage systematic skills – Often students with ASD may be more systematic than other students. This means they favor routines, regular processes and predictable activities. Try bringing out these skills by asking students to spot patterns, analyze numbers or evaluate data.

    Talk about interests – Autistic students may have specific interests they love to research. Engage them by getting them to talk about their hobbies or ask students to create projects on a topic they choose that they can present to the class.

    Teaching online or blended learning – If you have a learner who is struggling socially at school, it may be an option to include hybrid or blended learning. This takes away some of the social and emotional challenges of school and people interaction, which can benefit ASD students.

    Anxiety Disorders

    Anxiety disorders differ from normal feelings of nervousness or anxiousness. They involve intense fear or anxiety that can significantly affect a student’s ability to learn. This condition has become increasingly common in young people and can impact concentration, participation and confidence in the classroom.

    Lesson tips for students with anxiety disorders:

    Changing language and terminology – Our education system is often highly exam-driven, which can create stress for students. By offering reassurance, guidance and motivation, teachers can help reduce feelings of anxiety.

    Talk openly – Encourage learners to discuss their feelings if they are struggling. They can do this with you, a classmate or a support worker at the school. If they open up to you, focus on strategies to combat negative feelings and emotions.

    Mindfulness techniques – Try adding five minutes at the start of the day for guided meditation or breathing exercises. This can help students begin the day in a calm and relaxed manner.

  • Teenage students looking at a phone together outside
    Six easy ways to learn English
    By Steffanie Zazulak
    Reading time: 3 minutes

    Learning English can open doors to better career opportunities, travel experiences and global communication. However, staying motivated while learning a new language can sometimes be challenging. The good news is that there are many easy ways to learn English that fit into your daily routine.

    Whether you're a beginner or looking to improve your fluency, these practical English learning tips will help you build confidence and develop your speaking, listening, reading and vocabulary skills faster.

    1. Play word games to build your English vocabulary

    One of the most enjoyable ways to learn English is through word games. Games like Scrabble, Words With Friends, crossword puzzles and word search apps can help you expand your English vocabulary while having fun.

    Word games encourage you to think in English, recognize spelling patterns and learn new words naturally. If you're studying with friends or classmates, make it a regular activity to practice together and challenge each other's vocabulary skills.

    Benefits:

    • Improves vocabulary retention
    • Enhances spelling skills
    • Makes learning English enjoyable
  • A teacher working on a interactive whiteboard and students raising their hands
    Universal Design for Learning (UDL) in language education
    By Charlotte Guest
    Reading time: 5 minutes

    Language classrooms are naturally diverse. Some students are confident speakers but struggle with writing. Others may be multilingual learners, students with learning differences or learners who simply need more time and support. Universal Design for Learning (UDL) offers a practical framework for meeting these varied needs without creating separate lessons for every student.

    UDL was developed by CAST, a nonprofit organization focused on education research and development, and is based on the idea that barriers to learning often exist in the design of instruction rather than in the learners themselves. Instead of expecting all students to learn in the same way, UDL encourages teachers to provide flexible pathways that help everyone access and engage with learning. According to CAST's overview of UDL , UDL aims to improve learning for all students through flexible goals, methods, materials and assessments.

    The three core principles of UDL

    At the heart of UDL are three principles that help teachers design more inclusive learning experiences.

    1. Multiple means of engagement

    This principle focuses on motivation and participation. Students are more likely to learn when they see value in what they are doing and have some choice in how they learn.

    In a language classroom, this might include:

    • Allowing students to choose discussion topics related to their interests
    • Using authentic materials such as podcasts, songs, news articles or social media posts
    • Offering different levels of challenge within the same activity

    When students feel connected to the content, they are more willing to take risks and use the target language. The CAST UDL Guidelines provide detailed recommendations for increasing learner engagement and motivation.

    2. Multiple means of representation

    Students do not all process information in the same way. UDL encourages teachers to present information through different formats so that learners have several ways to understand new content.

    For language teachers, this could mean:

    • Combining written text with audio recordings
    • Using images, diagrams, gestures and videos to support comprehension
    • Pre-teaching key vocabulary before introducing a complex reading task
    • Providing transcripts for listening activities

    These supports are not only beneficial for students with identified learning needs; they often improve comprehension for the entire class. CAST's guidance on representation highlights how varied formats can support learner understanding.

    3. Multiple means of action and expression

    Students should have different opportunities to demonstrate what they know. Traditional language assessments often favor a narrow set of skills, but learners may show understanding in many ways.

    Examples include:

    • Recording an oral presentation instead of delivering it live.
    • Creating a video, podcast or digital story.
    • Participating in an interview or conversation.
    • Producing written work using supportive technologies.

    The learning objective remains the same, but students have more than one way to demonstrate achievement. The educational resource Understood.org explains this principle in its guide to UDL.

    Why UDL matters in language education

    Language learning involves reading, writing, listening, speaking, vocabulary development and cultural understanding. Because so many skills are involved, barriers can emerge in different places for different learners. UDL helps teachers anticipate these differences and design lessons that provide access from the start rather than adding accommodations later.

    Research from CAST suggests that designing for learner variability benefits all students, not just those with identified educational needs. This is particularly relevant in language classrooms, where students often have diverse linguistic backgrounds, proficiency levels and learning preferences.

    Importantly, UDL is not about creating separate lessons for every learner. Instead, it is about building flexibility into lesson design so that a wider range of students can participate successfully.

    UDL strategies for language teachers

    If you are new to UDL, start small. Consider adding one or two flexible options to your existing lessons.

    Here are a few simple ideas:

    • Provide both written and spoken instructions.
    • Use captions on videos whenever possible.
    • Offer vocabulary lists with visuals and examples.
    • Allow students to choose between speaking or writing for some tasks.
    • Include collaborative and independent learning opportunities.
    • Use digital tools that support translation, text-to-speech or speech-to-text functions.
    • Clearly communicate learning goals before each lesson.

    For additional classroom examples, CAST's UDL Guidelines website contains guidance that teachers can adapt across different age groups and language-learning contexts.