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 handing out papers to her students
    Elevating English Language teaching in the age of AI: Why the GSE matters more than ever
    提交者 Nancy Reeves
    Reading time: 4 minutes

    Educators and schools share a common objective: to deliver high-quality learning experiences and support student success. As artificial intelligence rapidly transforms society, this objective becomes increasingly significant. English language instruction now requires preparing students to thrive in a globalized, digital and automated environment.

    The challenge: Teaching English amid rapid change

    Artificial intelligence has shifted expectations for language learning. Students now have access to instant translation, auto-generated texts, speech-to-text and various language applications. However, these tools can present challenges in the classroom. For instance, students may become overly dependent on instant translation rather than developing their own language proficiency. Educators must ensure that students engage in authentic learning rather than using technology to bypass difficult tasks. Additionally, some students may use AI to complete written assignments, hindering the development of their writing skills. These challenges underscore the need for schools to integrate technology thoughtfully while maintaining a focus on genuine learning.

    In response to these developments, it is essential to enhance both teaching and assessment practices. The emphasis should remain on teachers’ core strengths: guiding, mentoring and fostering critical thinking and communication skills that technology cannot replicate.

    Why standards matter more than ever

    In my role as a curriculum director, I recognized the critical importance of establishing clear standards and objectives. These standards serve as navigational tools, guiding instructional decisions and enabling timely adjustments in classroom practice. For example, if a teacher identifies a need to enhance students’ communication skills, they can incorporate additional group activities. Standards support educators in the following ways:

    • Understand what students can truly do at each proficiency level.
    • Measure progress in a meaningful, learner-centered way.
    • Build intentional learning pathways.
    • Design interventions based on evidence, not intuition.

    Upon discovering the GSE “Can Do” statements, I recognized a framework that is both transparent and practical. Unlike broad descriptors, the GSE delineates language learning into specific, measurable skills aligned with authentic English usage. For instance, rather than stating that a student can "understand basic spoken directions", the GSE specifies that a student can "follow detailed multi-step instructions in familiar contexts". This level of detail provides a clearer understanding of students’ actual capabilities.

    A shift in perspective: From measuring to understanding

    A key advantage of the GSE is its transformative approach to student assessment. The process begins by asking, “What can students do now? What should they work on next?” Research indicates that dividing tasks into manageable steps reduces student anxiety and increases motivation. This approach fosters a sense of accomplishment and self-efficacy, both of which are essential for sustained language acquisition.

    This shift is significant. It alleviates pressure on learners and promotes a deeper understanding of their strengths, learning preferences and challenges. Additionally, it equips teachers with actionable insights, encouraging the development of new strategies and evidence-based instructional decisions.

    Tiered intervention: Where the impact became visible

    At our school, we introduced the GSE to support students needing tiered intervention. The transformation was gradual but encouraging. For instance, at our school, we started using the GSE to help students who needed extra support. The changes took time, but we saw good results. In the first semester, 60% of students in the program improved their English by at least one level, as measured by the GSE "Can Do" statements.

    One student said, "For the first time, I felt like I was making real progress in understanding English." Teachers stopped using general support and focused on specific actions linked to the "Can Do" statements. Students kept improving in English and felt more confident as they reached clear goals. AI can generate text, translate, and simulate conversation, but cannot replace the teacher’s role in developing empathy and nuanced understanding.

    In one classroom moment, a student struggled to interpret the tone and emotion of a literary work, which AI could translate but could not fully convey the depth of feeling. The teacher stepped in and guided the class in exploring the subtleties of the text, illustrating the emotions, historical context, and cultural significance behind the words. This human interaction highlighted the teacher's unique ability to foster deeper comprehension and emotional intelligence.

    Frameworks such as the GSE ensure that language learning remains centered on student development and the human dimensions of education.

    Moving forward with purpose

    As artificial intelligence accelerates change, our responsibility is to utilize tools and frameworks that enhance, but do not supplant, the human aspects of learning.

    The GSE provides a structured approach to tracking progress, adapting to individual student needs and designing effective lessons.

    English teaching is not in competition with AI; it is growing alongside it. Good frameworks and thoughtful teaching help students learn language and succeed in a world where communication, flexibility and human connection are key. I encourage you to try the GSE in your classes or programs. By using this framework, we can make language learning more effective and inclusive for everyone. Let’s work together to help education grow with new technology.

  • Great-grandmother and child read book in park
    Learning my family language with Mondly by Pearson
    提交者 Hannah Lawrence
    Reading time: 5 minutes

    Although I’ve worked as a copywriter and editor for most of my career, I’ve always struggled to learn any language other than English. I still remember the humiliation at school as our French teacher walked between the desks, asking each of my classmates if they would continue studying French at a higher level. When she reached my desk, she stopped, looked at me, shook her head, and moved on. I wasn’t even invited to try.

  • A woman talking in a professional space to another person
    Top English exam speaking mistakes and how to avoid them
    提交者 Charlotte Guest
    Reading time: 7 minutes

    Preparing for your English speaking exam may seem challenging, but avoiding common mistakes can boost your confidence and help you succeed. Whether you're studying for academic English, business English, or aiming for a higher English level, mastering speaking skills is important for exams like PTE, IELTS and TOEFL.

    As an English language learner, you might wonder how to learn English online or practice effectively to respond fluently. This guide highlights the most frequent English exam speaking mistakes and provides practical tips to avoid them, ensuring you feel confident during your English speaking test.

    From English grammar errors to public speaking nerves, we'll help learners at every English level, beginner to advanced, enhance vocabulary, speech, and other key areas of improvement.

    Misunderstanding the question

    One of the most costly mistakes you can make during your English speaking exam is misinterpreting what the examiner is asking. When you misunderstand the question, your entire response becomes off-topic. No matter how eloquent your speech or impressive your vocabulary, you'll lose valuable points.