STAMP for CEFR Level Scale
Test takers receive a level (numerical score) for each section of the test. The major levels and sub-levels are aligned to the CEFR scale and grouped in the following way:
- A Level: Pre-A1 (1), A1 (2), A2 (3)
- B Level: B1 (4), B2 (5)
- C Level: C1 (6)
Levels and Sub-Levels
Scoring and rating for STAMP for CEFR assessment is done using levels and sub-levels. Test takers may achieve the following levels (scores):
- Reading, Listening sections: Pre-A1 (1) – C1 (6)
- Writing, Speaking sections: Pre-A1 (1) – C1 (6)
Writing and Speaking Sections
Rubric
The Writing and Speaking responses are rated by Avant Certified Raters using STAMP for CEFR Rubric. The rubric outlines in detail what expectations are placed upon the test takers for performance at any given level. Test takers who hope to attain a specific level should know the characteristics of the work they must produce to meet the requirements of that proficiency level. Please see STAMP for CEFR Level Descriptors:
Rating Process
Rating is done using STAMP for CEFR rubric and the following three-step rating process:
STEP 1 – Overall evaluation of the response to assess for ratability
Avant raters first determine if the response is on topic and appropriate for the given prompt. If the response is off-topic, contains any profanity, includes any menacing or threatening language, shows evidence of Test Agreement Violation, or if it has non-target language, the response will be treated as unresponsive and receive a Zero score. If the test taker experienced technical issues, including the use of a special keyboard or input system for character-based languages, they will receive an “NR” score for that response. Please refer to the STAMP Score Policy for more information.
STEP 2 – Evaluation of each ratable response.
Avant raters evaluate each ratable response to determine a Level based upon Text-Type characteristics (Novice-Low through Advanced-Mid), along with an indication of Language Control characteristics (accuracy/comprehensibility) with a possible score of High, Average, or Low.
STEP 3 – Posting scores for each response.
The system will then report ratings for each of the three responses, which are used to calculate the final score for the skill.
Note: 20% of all test taker responses are rated by a second rater to assist in tracking rater accuracy and reliability.
The same rubric is used for all Speaking and Writing responses. Individual responses are moved into the Avant Rating system once all three prompts have been submitted by the test taker. The target turnaround time is based on the date of the last completed response. There is an expected turnaround time of 7–10 days.
Reading and Listening Sections
Scoring Process
The Reading and Listening section scores are generated by the computer.
Each question has an associated benchmark level. Test takers experience questions at various levels because the reading and listening sections are computer-adaptive. The algorithm used to determine the test taker’s scores for these sections looks at the number of questions that were answered correctly at each level.
CEFR English topics (generalized) and examinee characteristics
| Benchmark level | Topics | Characteristics |
|---|---|---|
| A1 | • Leisure activities • Vacation/tourism • Transportation • School/education • Pets/animals • Food • Shopping • Self/daily routines • Sports & exercise • Family • Clothing • Household • Jobs/Work • Events • Nature • Health/healthcare • Weather/climate • Homes/Housing | Students who are reading at A1 proficiency are characterized by the ability to: • understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. Students who are listening at A1 proficiency are characterized by the ability to: • follow language which is very slow and carefully articulated, with long pauses for them to assimilate meaning. • recognize concrete information (e.g. places and times) on familiar topics encountered in everyday life, provided it is delivered slowly and clearly. |
| A2 | Students who are reading at A2/A2+ proficiency are characterized by the ability to: • understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. • understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Students who are listening at A2/A2+ proficiency are characterized by the ability to: • understand enough to be able to meet needs of a concrete type, provided people articulate clearly and slowly. • understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment), provided people articulate clearly and slowly. | |
| B1 | • Science • Politics • History • Plus, more in-depth aspects of lower-level topics | Students who are reading at B1/B1+ proficiency are characterized by the ability to: • read straightforward factual texts on subjects related to their field(s) and interests with a satisfactory level of comprehension. Students who are listening at B1/B1+ proficiency are characterized by the ability to • understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided people articulate clearly in a generally familiar variety. • understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives. |
| B2 | Students who are reading at B2 proficiency are characterized by the ability to: • read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Students who are listening at B2 proficiency are characterized by the ability to: • understand standard language or a familiar variety, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme [auditory/visual] background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. • understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in standard language or a familiar variety, including technical discussions in their field of specialization. • follow extended discourse and complex lines of argument, provided the topic is reasonably familiar, and the direction of the argument is signposted by explicit markers. | |
| C1 | • Economics • Societal issues • Arts • Plus, more in-depth aspects of lower-level topics | Students who are reading at C1 proficiency are characterized by the ability to: • understand in detail lengthy, complex texts, whether or not they relate to their own area(s) of specialty, provided he/she can reread difficult sections. • understand a wide variety of texts including literary writings, newspaper or magazine articles, and specialized academic or professional publications, provided that there are opportunities for rereading and he/she has access to reference tools. Students who are listening at C1 proficiency are characterized by the ability to: • understand enough to follow extended discourse on abstract and complex topics beyond their own field, though they may need to confirm occasional details, especially if the variety is unfamiliar. • recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. • follow extended discourse even when it is not clearly structured and when relationships are only implied and not signalled explicitly. |