From classroom to conversation: how English language level tests should prepare learners for the real world

English remains the world’s most widely spoken language, with global demand for proficiency only looking set to continue to grow. 

Yet many education systems aren’t setting learners up with the real-world skills they need to succeed. 

While good communication skills are more essential than ever for study, work and life, traditional approaches to testing are falling short of meeting modern learners’ needs. 

That’s why schools and employers are seeking assessments that do more than reward accurate grammar and vocabulary. They’re looking for tests that actually help test takers acquire the skills they need to survive and thrive in varied environments. 

In this post, we’ll look at the issues with traditional testing and why it’s failing learners. Then, we’ll go on to outline what modern assessments should look like if they’re to empower learners to make the most of the opportunities available to them. 

The problem with traditional English language level tests

Traditionally, English language level tests have focused on assessing grammar, vocabulary and use of set phrases or stock answers – not how well someone can use English in real life. 

In part, this is because it’s easier and less time-consuming to measure grammar and vocabulary than productive skills like speaking and writing. Standardised tests also don’t always reflect what’s needed to use English for everyday activities. Among other things, employers are likely to prioritise the ability to resolve a client’s issues over the phone (i.e. effective two-way communication) rather than correct use of the present perfect.  

Many standardised tests also don’t take into account learner motivations or where they are in their learning journey. For example, placement tests are designed to sort learners into levels or classes, with grammar and vocabulary acting as substitutes for the four core skills: reading, writing, speaking and listening. Similarly, achievement tests often use generic questions and formats (like multiple choice), which fail to assess real-world skills and whether learners have actually learned the course content. 

An emphasis on qualifications can also lead to teachers ‘teaching to the test’ – prioritising test-taking strategies over developing useful skills. This breeds learners who are good at passing exams but struggle to use English meaningfully outside the classroom. They may find it difficult to engage in spontaneous conversation, understand different accents or find workarounds to express themselves when they lack specific vocabulary. This can be stressful and damage their confidence, leading to disengagement, demotivation and complaints that English is hard to learn. 

Finally, traditional tests often don’t give in-depth feedback, but rather just a score or grade, with little guidance on how to improve. 

What modern English language level tests should look like

Now you know the issues, here are a few things English language level tests should be. 

Communication-focused

The main purpose of language is to communicate. Forward-looking English language tests should therefore, prioritise communication. That means encouraging learners to speak, listen and interact naturally, rather than focusing solely on whether their grammar or vocabulary is 100% accurate. 

Engaging 

Young learners especially tend to do better when they’re engaged with test material as it helps them relax, reducing anxiety and allowing them to perform at their best. This makes for an improved test taker experience and yields more accurate results. 

As an example, our Primary English Test for learners aged 9–12 uses storytelling and gamification, which learners are familiar with. This makes for a more positive experience and a realistic demonstration of their true abilities.  

Authentic and relevant 

For tests to be engaging and useful, content and tasks must be authentic and relevant, reflecting both learners’ worlds and the real-life situations they will encounter. This ensures test takers use the same mental processes and skills as for real-world communication and rewards them for real-world language use, not just technical accuracy.  

To achieve this, tests must feature a range of tasks that mirror daily life and work. For example, speaking and listening should include a mix of monologues and two-way interactions, mimicking presentations and lectures as well as informal chats and phone conversations. Learners should also be exposed to different voices, accents and speech rates, exactly as they’ll encounter in the real world. Similarly, reading and writing tasks should reflect a wide range of purposes, from emails and social media to essays and reports, depending on the test and needs of the learner. 

For this reason, our Secondary English Test features topics such as social media and homework and tasks like essay writing, making it relevant to teenagers’ worlds and preparing them for future academic and real-world challenges. 

Learner-friendly

Making testing more enjoyable and less stressful helps reduce anxiety, encourages active participation and supports ongoing development. AI-powered adaptive tests are great for this, adjusting question difficulty in real time based on each test taker’s responses, so they never feel out of their depth. 

As well as reducing stress, adaptive testing can shorten overall testing time since learners spend less time struggling with questions that are above their level. It also improves accuracy and reduces the possibility of cheating, as each learner receives a unique set of questions tailored to their true ability.

Emphasis on progression and proficiency, not perfection and level 

Testing should be part of a holistic approach to learning that helps students progress and develop skills and confidence, rather than focusing on achieving a perfect score or specific level. That means it should be viewed as an integral part of the learning process, rather than a final hurdle at the end of the journey. It should also be woven into learning at key milestones throughout the learner’s journey, rather than administered at fixed points. 

In addition, assessments should focus on proficiency, not level, evaluating students across a broad range of abilities. That’s why all our English tests are aligned to the Common European Framework of Reference (CEFR), which describes what learners can do in the different skills and assigns their level based on ability. For example, our Aptis ESOL and IELTS provide a CEFR score with detailed information about their abilities and constructive feedback. 

This also supports growth by highlighting strengths and areas for improvement, allowing teachers to adapt materials and provide more effective, targeted support. This makes it easier for employers or educators to assess whether test takers have the necessary skills to survive and thrive at work or in academia. 

How our English language level tests meet learners’ needs

Here at the British Council, we believe assessments cannot exist in isolation but should be aligned with curriculum design and delivery to achieve optimal learner outcomes. We take a holistic approach to test design, based on the latest in-house and third-party research. This ensures our course-agnostic tests are flexible, forward-looking and meet the needs of diverse learners and institutions around the world.

English Assessment for Schools

Designed for learners aged 8–18, this suite of CEFR-aligned, four-skill tests has a strong focus on practical communication and engagement. Designed for administration at key learning milestones during primary, secondary and upper secondary education, learners get the right assessment at the right time, and teachers get the information they need to help them progress. This ensures our tests are more than just academic requirements but genuinely useful experiences that support learner growth, opening doors to future opportunities. 

‘There's no other test that tests their speaking skills in this way. So if [schools] want to know how well students speak English and communicate with English, I think they should try the test.’ Teacher, Korea

Foundation English Test 

While English unlocks doors to opportunity, not all jobs require a high level of proficiency, so it’s pointless to stress learners out with one-size-fits-all tests that are above their level. That’s why our Foundation English Test is designed specifically to allow learners at CEFR levels A1–B1 to demonstrate the vocational English required to access entry-level roles. 

Rather than grammar or vocabulary, the focus is on all four skills and authentic tasks that reflect real-life situations in daily life and the workplace. This approach helps build confidence and makes the test a more accessible, relevant and less stressful option for candidates needing to demonstrate everyday English. 

English language level tests: setting learners up for the future  

In a world where English opens doors, effective language assessment must go beyond outdated grammar drills and level tests. Modern English assessments should focus on real-world communication, provide actionable feedback and support learners’ ongoing development. This is more valuable for educators, employers and learners than mere certificates. 

Through authentic content and tasks and a focus on practical skills, we’re designing the next generation of English language level tests, so learners can unlock opportunity and truly communicate in a globalised world. 

Discover how we’re rethinking English assessments.

References 

1. The Future of English: Global Perspectives, Mina Patel, Mike Solly, Steve Copeland, British Council, 2024 

2. The Comprehensive Learning System, Barry O’Sullivan, British Council, 2021 

3. Equality, Diversity and Inclusion (EDI) Policy for Test Content Creation and Product Quality Review, Gemma Bellhouse & contributors, British Council, 2025 

4. Artificial Intelligence and English Language Teaching: Preparing for the Future, Dr Adam Edmett, Neenaz Ichaporia, Dr Helen Crompton, Ross Crichton, British Council, 2024