1. The Global Scale of English: extending the CEFR to support more learners
Katie Land
Why do we need something like the GSE or other scale to describe language ability? Well, it’s all about what we know about language teaching.
Image by Ruben Alvarado

2. Learners will master different skills at different times.
When it comes to learning a language, we know that students learn things at different times. Some students can become strong speakers and be weak writers. They can have excellent vocabulary but poor grammar. It’s difficult to predict how learners will engage with language in the classroom.

3. Assessment doesn’t always give perfect insight into learner performance
And assessment isn’t perfect. How often have you had this experience. A student takes a placement test. They get very high marks. You place them in the classroom and then suddenly, on the first day, you find yourself wondering “Why are you here?” Maybe this learner is just much lower than the test indicated, or perhaps higher. Assessment doesn’t always get us the information we want.

4. Communicating Proficiency
Talking about learning progress has to be more than
Beginner
Intermediate
Advanced
Really, I thought they were pretty intermediate.
My first class is clearly low intermediate.
Learning is not as simple as going from point A to B.
Describing performance should have precision and clarity.
If we can describe the temperature, or to the pixel how large an image is, why can’t we talk about ability to perform a language skill with precision?

5. Measuring learner progress and proficiency
In the beginning…
Beginner…Intermediate…Advanced
Level 1, 2, 3, 4
Is Pearson intermediate the same as Oxford intermediate?
Is Cutting Edge Intermediate the same as Top Notch Level 3? ?
There was little rigour to these terms and no common standard. So, it was hard to know what a given course really covered and how it compared to other courses. = ? =

6. The CEFR: Game Changer C2 C1 B2 B1 A2 A1
B2+
B1+
A2+
<A1
A research backed framework for describing learning performance
Looks at skills individually
Provides a common language to communicate performance
But then…
The Common European Framework of Reference was developed in 2001 to improve the ability to describe learner performance. This scale was designed and originally intended for teachers working with learners in Europe, though it has been widely embraced. The CEFR is a research validated framework that describes learning performance.
It consists of numerous descriptors of the four skills: reading, listening, speaking, writing.
The descriptors are placed into bands. Some bands are larger than others.
The biggest challenge with the CEFR is the distribution of the descriptors.

7. The Language Learning Challenge
In reality is there is a language learner challenge that assessment sheds a light on, but can also frustrate.

8. It is the dreaded plateau
It is the dreaded plateau. Or, the more you learn, the longer it actually takes to make progress.

9. Everything starts off fast:

10. The more you know when you start, the longer it takes.
But the more you learn, the longer it takes to get somewhere.

11. C2 C1 B2 B1 A2 Progress in hours against the CEFR A1 <A110 22 30 43 59 76 85 90
<A1
1 CEF level
380 hrs
1100 hrs
One of the reasons we want to move to a more granular scale of measurement is to motivate learners by showing them that progress IS being made – even though it is not enough to move up a CEFR band.
This slide shows the number of hours taken to move from A1 to A2 and from B1 to B2 (right-hand side: intensive course (in the country the language is spoken, perhaps) v low and slow (in the home country where a different L1 is spoken))
95 hrs
480 hrs

12. Progress in Cumulative Hours against CEFR Levels
This is what the progress looks like across all bands. Research indicates, as can be seen here, that the more a learner knows about language, the more difficult it becomes to make real progress.
Actual hours will depend on individual factors such as L1, motivation, intensity of study, etc.

13. But the CEFR is so useful?

14. CEFR: good for distance, not for granular insight
Yay!
Grand Canyon
This slide was created by a teacher in the States and I don’t know how to recreate this for Canada– I’m not that tech savvy!
But, Which City could this be in the US? And travelling to…? think about it this way, you’d never say, okay to get from Baltimore to Sacramento, get in your car, drive straight west until you reach Sacramento.
In reality, we would plan a trip, break it up in stops, where we can get gas, eat, sleep? We need to be clear in order to meet our goal.

15. An uneven distribution of Can Do statements
Speaking 65%
We have the ‘Can do” statements in the CEFR, but as you can see
the distribution of descriptors in the CEFR is very unequal. It’s clearly apparent that speaking has the largest volume of descriptors, and, at least 65% of the descriptors in the CEFR are about speaking.
Also, in each of the skills, there is a spike in descriptors between A2 and B2. When taken as a whole at least 65 percent of all descriptors fall between A2 and B2. This means we have a lot of information to describe what students can do with English once they have achieved some skill, and as they move towards intermediate and high intermediate fluency. However, there is very little information about what learners need to do when they are starting their language learning journey and where they can expect to go as they achieve mastery. This means learners can get stuck when on their language learning journey.
A2-B2

16. The CEFR: Losing the details of progress
CEF boundaries A1 A2 B1 B2 C1 C2
Learner 2 3
Descriptor 1
<A1
And the result of this uneven distribution is what happens in your classroom. Since learning isn’t a straight line, or students will make progress different. Some will move quickly, some slowly, and if you don’t practice you lose it. The CEFR helps us understand where students are on the journey. However, it can also create this problem many teachers experience in the classroom. Look at this A2 classroom. This probably looks familiar. Look at student 1 and 2. What happens when you put these students in groups? Student 2 may be frustrated, they know their level is higher. Student one may become mute and disengaged. So we end up teaching in the middle, but that also misses students at both ends. This is a real problem for teachers, and because the CEFR levels are so big, it’s difficult to fix if we are looking only at reports from assessments to understand our learners.
Start learning Mastery 16

17. So, what do we need?

18. Getting back to a more granular scale
The original CEFR (granular) research data is mapped to the Global Scale of English (GSE) C2 C1 B2 B1 A2 A1
B2+
B1+
A2+ 10 22 30 43 59 76 85 90
Global Scale of English
<A1
LOGIT
CEFR
>3.80
Mastery C2
2.80
Operational eff. C1
1.74
Vantage
B2+
0.72 B2
-0.26
Threshold
B1+
-1.23 B1
-2.21
Waystage
A2+
-3.23 A2
-4.29
Breakthrough A1
-5.39
‘Tourist’
Not replacing CEFR but building on to it
Global Scale of English (GSE) - Developed by John de Jong as part of a high stakes entrance/admissions test exam (PTE) similar to IELTS
Ask Sarah about this slide (or look at the white paper, it kind of explains there.)

19. Some students really do feel like they get to a point and they just never make any progress.

20. Granular insight into assessment
Instead of feeling stuck after doing something impossible, the Gse makes climbing that mountain achievement seem less impossible and more achievable.

21. The CEFR and the Global Scale of English10 22 30 43 59 76 85 90
Global Scale of English
<A1
The Global Scale of English extends the CEFR to enable a more granular measurement of learner progress
Hundreds of additional research-validated learning objectives have been added to the GSE.
Over 50 descriptors have been added below A1.
The new learning objectives were vetted by a large pool of teachers to create a scale that is reflective of the needs of English language learners around the world.
In Summary….

22. How did we do it?

23. Creating Learning Objectives
Defining what a learner “can do” at specific levels of the Global Scale of English
Workshops with expert raters (teachers) from around the world + online surveys
Sources
Learning objectives
Syllabuses
Course materials
National curricula
CEFR
Can …..
Can ….. 42 43 44
Can ….. 43 ??
Can …..
Pearson Learning Objectives database
We looked at a number of programs, created Can Do statements and had them rated by expert teachers who were trained to rate descriptors. At this point we have had over 6,000 practicing teachers rate descriptors.
Can …..
Additional review & revision required

24. Collaborating with teachers worldwide to create the GSE Learning Objectives
The project to create and calibrate the GSE Learning Objectives has involved thousands of experienced ELT teachers from over 50 countries. Some attended training workshops and others took part via online surveys. All teachers rated the difficulty of newly created learning objectives – on either the Global Scale of English or the CEFR. The data was then collated and analysed by a team of psychometricians.
The Technical Advisory Group (TAG)
We have an expanding programme of collaboration with external researchers in universities all over the world.  Our Technical Advisory Group comprises experts from language testing, psychometrics and teaching who provide feedback, advice and critical assessment.
The independent group of experts guides the work of Pearson English in developing the Global Scale of English and the GSE Learning Objectives. They also have oversight of the Pearson English suite of English language tests, including PTE Academic and Progress.
The GSE TAG serves to ensure that Pearson’s internal standards are aligned with best international practice (for example; ALTE code of Practice, APA code of conduct, Council of Europe’s Manual for Relating Language Examinations to the CEFR, EALTA Guidelines for Good Practice, ILTA Guidelines for Practice, etc.). The TAG also helps Pearson ensure it meets provisions set down by external authorities such as OFQUAL, DIAC and the UK Home Office.
The GSE TAG consists of key stakeholders from the academic and practitioner communities. This enables them to give us insight into external developments in the markets and also, where appropriate, act as advocates for Pearson in those communities.
Global Scale of English Technical Advisory Group
Peter Brown (EAQUALS)
John de Jong (Pearson / VU Amsterdam, GSE TAG Chair)
Barbara Gardner (Study Group)
Brian North (Council of Europe)
David Nunan (Anaheim University & University of Hong Kong)
Barry O’Sullivan (British Council / Roehampton University)
Mark Reckase (Michigan State University)
Yukio Tono (Tokyo University of Foreign Studies / CEFR-J)
Young Learners Technical Advisory Group
Yuko Butler (University of Pennsylvania)
Leonor Corradi (Joaquin V Gonzalez/ IES en Lenguas Vivas)
Angela Hasselgreen (Bergen University College)
Annie Hughes (University of York)
Marianne Nikolov (University of Pécs, Hungary)
Vocabulary Technical Advisory Group
 Norbert Schmitt (University of Nottingham)
Diane Schmitt (Nottingham Trent University)
Paul Maera (Swansea University)
Constant Leung (King's College London)

25. Rating Learning Objectives: higher or lower?

26. Can identify details that support a point of view in a panel discussion on a general topic.58 26

27. 50 Can take notes on a simple academic text.
Can identify details that support a point of view in a panel discussion on a general topic. 58
Can take notes on a simple academic text. 50 27

28. Can take notes on a simple academic text. 50
Can recognise the use of language that expresses doubt in a simple presentation or lecture. 55 28

29. Can recognise the use of language that expresses doubt in a simple presentation or lecture. 55
Can suggest alternatives to hypothetical proposals in a general discussion. 73 29

30. 40 Can discuss what to do in the evening or at the weekend.
Can suggest alternatives to hypothetical proposals in a general discussion. 73
Can discuss what to do in the evening or at the weekend. 40 30

31. Can discuss what to do in the evening or at the weekend. 40
Can give a short, rehearsed talk or presentation on a familiar topic. 53 31

32. C2 C1 B2 B1 A2 Motivational benefits of Global Scale of English A1
A more granular scale enables us to demonstrate progress over a shorter period of time. C2 C1 B2 B1 A2 A1
B2+
B1+
A2+ 10 22 30 43 59 76 85 90
<A1
1 CEF level
70 hrs
210 hrs
380 hrs
1100 hrs
Let’s go back to this slide where we saw the number of hours taken to move from A1 to A2 and from B1 to B2
However to identify progress in the GSE (3 points is deemed to be the smallest unit of accurate measurement on GSE), much less time before progress can be identified.
Better visibility into progress being made because…
to understand English language proficiency more precisely within a CEFR band;
to monitor progress within course levels; and
to be empowered to make informed choices about teaching and learning goals.
25 hrs
120 hrs
95 hrs
480 hrs
3 pts GSE (smallest measurable progress)

33. What does it mean to be AT a level?

34. At Level 51
Probability of demonstrating a skill valued at level 51 on the GSE is 50%.
The lower the skill, the higher the chance a student can do it.
The higher the skill, the lower the chance a student can do it.
Taking the probability model, a learner at a particular level has “a 50% probability of being able to perform a language function successfully at that level”. In the charts below, a learner who is at 51 on the GSE has a 50% chance of being able to perform any GSE Learning Objective (Can Do statement) that has the value 51. They have a higher probability of being able to carry out functions that are lower on the GSE scale (so if you are B1, the chances are higher that you can perform A1 tasks well). They also have some chance of being able to perform learning objectives that are higher than 51 – but the probability of a successful outcome is lower.

35. Implications for teaching
When the level of the skill is lower than the student level, teachers should not focus as much on teaching the skill again. It’s likely learners already know it. When the level of the skill is at the student level, there may not be much challenge. Teacher may want to consider a higher level skill to challenge learners. When the level of the skill is higher than the student level, teacher need to provide more scaffolding for learner success.

36. What’s in the GSE?

37. Global Scale of Engilsh
Learning Objectives databases include
Global Scale of Engilsh
Speaking
Listening
Reading
Writing
Vocabulary
Grammar
Learning objectives cover all four skills:
Speaking
Listening
Reading
Writing
And the two enabling skills:
Grammar
Vocabulary
Grammar and vocabulary are not communicative skills. They are the building blocks needed to communicate, making them the enabling skills.

38. The Learning Objectives / ‘Can-do’ statements
The GSE also covers four distinct areas of learners to make it easier for teachers to find relevant descriptors including:
General Adult, most closely aligned to the CEFR
Academic English
Professional English (business English)
And Young Learners (currently in beta as we are still calibrating data. However teachers can download the GSE for YL and provide feedback).

39. The GSE and You

40. The GSE is accessible to everyone right now!
As previously mentioned you can download the GSE descriptors. Additionally…

41. Introducing the Teacher Toolkit!
The GSE Teacher Toolkit gives teachers fast access to the Global Scale of English Learning Objectives, grammar and vocabulary in a single searchable database to:
Plan curricula, courses and lessons
Create assessments and learning materials that are at the right level for their students
Understand what their students should be learning at each CEFR/GSE level
Align their own materials to the GSE Learning Objectives
Give feedback to students and parents
Create admin reports
Picture is linked to the toolkit if you have internet access.

42. How can I use the GSE?

43. Improve Teaching and Learning

44. “The GSE has revolutionised our curriculum: it is now tightly mapped to the right levels, externally validated,, independent of specific course books and enables us to focus on relevant supplementary materials .”
James Stakenburg, Center Director, Rennert New York & Trainer of Trainers, SIT Graduate Institute
Presentation Title Arial Bold 7 pt 44

45. One of the initial case study’s for the GSE in use was carried out a Rennert, a Private Language School in New York.

46. Rennert Center Applying the GSE Challenge: Goals:
General Adult Courses cut across 13 different levels
Independent review of descriptors to determine level of course
Time to completion is limited
Independence from a single course book series
Descriptors created for the purpose of communicating course outcomes and accreditation
Improve alignment of course materials to published learning outcomes
Can Do descriptors based on coursebook

47. Using the GSE mapped the published Rennert Descriptors for course
Align Rennert to GSE/CEFR
Surface Range
Gap Analysis
Select GSE descriptors
GSE Alignment
Using the GSE mapped the published Rennert Descriptors for course
Identifying large gaps in the range and a range that covered A2+ to B2
Identified desired target range
Selected descriptors in the target range aligned to course needs
Identified gaps in the course for in-house materials development
Republished new GSE descriptors

48. Before After 41 descriptors 24 descriptors
Reading and Listening Blended, Limited Writing
Tied to Textbook
Wide Range
After
41 descriptors
All four skills covered, more even distribution
Textbook now must align to Rennert
Content is leveled in Range
Clear pathway for in-house materials development
Clear pathway for assessment
Externally Validated Levels aligned to CEFR and GSE
Now, not limited to a text book, but the text book must now align to the school. If you find that there are gaps in the coursebook you can create focused lessons and resources rather than creating something that may already be covered in the book.

49. All new Pearson publications and editions are now mapped to the GSE
All new Pearson publications and editions are now mapped to the GSE. and, As we continue to map more of our portfolio to GSE, a complete range of traditional text book and digital learning materials across young learners and adult, professional and academic will be available.
To help with curriculum mapping, several of our series now have “GSE Mapping” booklets available. This maps all of the learning outcomes in the book (at that level) and defines the GSE levels and descriptor (e.g. Northstar 3 L&S)

50. Questions?

51. Add toolkit slides and add the probability matrix slide