Test less, but test better: how British Council tests boost teen and young learner outcomes
British Council English Assessment
The right test at the right time
Regular assessments are an essential part of teaching English to young learners and teenagers, and an everyday fact of life for them.?
However, traditional one-size-fits-all tests that don’t reflect the reality of their lives or proficiency level can cause undue pressure and stress. This can prevent them performing at their best, leading to misleading evaluations or, worse, negative experiences that can affect lifelong attitudes to learning and assessment.?
Fortunately, another way is possible: learner-centric assessments.?
In this post, we’ll look at what that means, how we develop our British Council tests with learners in mind and how this can positively impact outcomes.?
Let’s kick off by looking at the pillars of our approach to developing assessments, from primary school age to advanced English tests like IELTS and Aptis ESOL.?
Test less, but test better?
Our Future of English report found that accountability in education tends to revolve around test results, which can hinder improvements to systems, processes and pedagogy.[1] This narrow focus on success and failure limits both the definition of achievement and individual potential within education and society. Testing can also be stressful, especially for children, and negative experiences can affect long-term attitudes toward learning.?
That’s why we prefer to test less, but test better. We develop innovative tests for key learning milestones, rather than subjecting learners to unnecessary testing. This creates a more positive experience that supports learning instead of obstructing it.
A holistic, learner-centred approach?
To provide a positive learner experience and boost outcomes, learning programmes should be seen as balanced elements in a system, and align with the social and cultural context in which they exist.?
As Mina Patel, Head of Research, Future of English, explains, the British Council’s Comprehensive Learning System (CLS) takes a holistic approach, aligning curriculum design, assessment and delivery. Curriculums must reflect desired outcomes and delivery must ensure that materials align with the curriculum. Assessment is also an integral part of the system and doesn't exist in isolation. Tests must align with curriculum content, and vice versa. Teachers must understand the role of assessment within the system.[2]
Our teaching and assessment practices also align with Common European Framework of Reference (CEFR) standards, and are guided by principles based on the socio-cognitive model developed by O'Sullivan and Weir. These focus on understanding the learner's needs, context, objectives, starting points and preferred methods throughout their journey. We also know that assessment is part of the learner journey, rather than just the end. This allows us to create a holistic system that considers the suitability of different types of assessment for different learners.?
Focus on communication and real-world skills?
As learners grow up, they naturally start looking toward their future, whether in higher education or employment. So language education systems need to stay relevant to modern study, work and social interactions.?
Assessments are growing in importance within learning systems and are increasingly integrated with them. However, higher education institutions and future employers often require communication skills like speaking and listening that many tests don’t assess, since they prioritise language knowledge and receptive skills over production. In part, this is because productive skills are harder to mark.?
The danger here is that educators end up ‘teaching the test’ rather than the skills, so learners get high test scores but have poor communication skills.
To avoid this, we’re rethinking school English language assessment for future-ready learners. Our tests prepare them for real-world communication by assessing all four language skills equally. We also look at active language use and contextual application, which means their ability to use the language rather than just understand how it works. This approach boosts proficiency, confidence and expands global opportunities – preparing learners for work and life.?
Appropriate use of technology?
Tech is an integral part of our work, personal lives and education – including for testing, which has significant advantages. Among them, the possibility for learners to be assessed anywhere, without having to travel to a test centre, which in turn helps reduce stress and disruption.?
Digital tests can also be shorter, more flexible and personalised. For example, our Primary English Test uses animated, gamified questions instead of a black-and-white, paper-based tests, making it more engaging for learners aged 9–12. Adaptive tests also dynamically adjust questions to individual learners’ levels, for a more precise, less stressful evaluation.?
Finally, used wisely, AI scoring can deliver feedback quickly and efficiently. It also saves admin, time and resources used to mark traditional paper tests.?
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Backed by research?
All our test development is based on research, validation and documentation.?
For example, our Aptis test is based on the socio-cognitive framework. This influential test validation theory outlines how the test taker, test system and scoring system combine to measure a candidate's English ability. Aptis was also informed by research into cognitive and writing processes, among many other studies.?
Our Assessment Research Group (ARG) – established as part of our commitment to research-based development – has also funded studies into the cognitive processes prompted by Aptis tasks, among others.?
This research-backed approach ensures our tests are reliable and able to evolve with current research in second language acquisition, applied linguistics and assessment.?
How all this is reflected in our teen and young learner tests?
With all the above in mind, our age-and-stage-appropriate digital tests cater for diverse learning needs. They’re designed for key milestones throughout a student's academic career, including entry into higher education.?
With that in mind, we’re delighted that Aptis ESOL is now available to even more learners with its recent launch in Germany, Poland, Romania, Greece, Cyprus, Hungary, Bulgaria and the Czech Republic. With Italy, Spain and Portugal, that makes 11 countries in total.?
Let’s take a closer look at how Aptis ESOL enables learners to unlock opportunities.?
Aptis ESOL advanced English test
Aptis ESOL advanced English test is a forward-thinking, flexible, certificate-level test regulated by Ofqual . It’s designed to meet the needs of individuals and institutions around the world.?
With questions that relate to test takers’ everyday lives and experiences, it evaluates all four skills – speaking, listening, reading and writing – providing a more comprehensive assessment of English proficiency than traditional tests. This lets test takers demonstrate real-world skills and meet the language requirements of international universities, public sector organisations and employers.
With competitive pricing and a tech-enabled, user-friendly computer-based delivery, it also boosts accessibility and delivers fast, accurate results within 72 hours. So institutions have a flexible, secure way to evaluate English proficiency and test takers can quickly move forward with their academic or professional plans.?
Teaching English to young learners: easier with learner-centric assessments?
Teaching English to young learners and teens must involve testing, but this shouldn’t be a negative experience for them. That’s why we develop our tests to be learner-centric, engaging and able to integrate seamlessly into any curriculum. All this helps minimise stress and disruption so learners can focus on performing at their best. Fast results also support timely decision-making and targeted support.?
By developing tests to meet test takers where they are and reflecting their lives, we can boost outcomes and help people achieve their academic and professional goals.?
How do you adapt your teaching and assessment practices to meet learner needs? Comment to let us know.?
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Great read!