This document provides instructions and marking schemes for administering a placement test to determine a student's English proficiency level. The test covers functions, grammar, vocabulary, reading, listening, speaking and writing. Scores on each section correspond to CEFR levels from A1 to B2. Combined scores determine an overall placement level of Beginner to Intermediate. Speaking and writing samples are assessed based on grammar, vocabulary, errors and organization, with scores again correlating to CEFR levels and placement. The test enables accurate placement of students in the correct level of an English language program.

1. Placement Test KEY

2. 2
FOR REAL Placement Test KEY
ANSWERS
A FUNCTIONS
1d 2a 3a 4b 5d 6c 7d 8a 9b 10c
B GRAMMAR
1d 2a 3b 4b 5a 6c 7c 8a 9c 10a
C VOCABULARY
1c 2a 3b 4b 5d 6d 7a 8b 9d 10a
E READING
1a 2a 3c 4c 5d 6c 7b 8d 9b 10b
F LISTENING
1c 2b 3a 4b 5d 6a 7c 8a 9b 10b
Instructions for determining student placement
The test is designed to accurately measure a student’s ability in functional English, grammar, vocabulary, reading,
speaking, listening, and writing. It enables the teacher to place a student in the correct level to follow a suitable book.
Although each of the seven sections can be used separately, they provide a more accurate measurement when carried
out together.
Each section follows the generic scale below. Therefore, a student who achieves nine out of ten in one test is B1 level
and should study the Intermediate book.
Score
(correct answers)
CEFR level Placement Level
1/2 A1 Beginner
3 A1 Elementary Starter
4/5 A2 Elementary
6 A2 Pre-intermediate Starter
7 A2 Pre-intermediate
8 B1 Pre-intermediate
9 B1 Intermediate
10 B2 Intermediate
Where more than one section is given, the marks should be adapted as appropriate to reflect the number of questions.
For instance, if three tests are given then a student needs between 27 and 30 to be placed at Intermediate level.

3. 3
FOR REAL Placement Test KEY
The following scale should be used for the full test (seven sections):
Score
(correct answers)
CEFR level Placement Level
0-14 A1 Beginner
15-21 A1 Elementary Starter
22-35 A2 Elementary
36-42 A2 Pre-intermediate Starter
43-49 A2 Pre-intermediate
50-56 B1 Pre-intermediate
57-63 B1 Intermediate
64-70 B2 Intermediate
Speaking test instructions
There are six sets of topics and each contains three open questions. They correspond to different levels of ability so select one
or more sets to suit each candidate and the required length of the test. For example, with an A1 student sets 1 and 2 could be
used.
Set CEFR level Placement Level
1 A1 Beginner
2 A1 Elementary Starter
3 A2 Elementary
4 A2 Pre-intermediate Starter
5 B1 Pre-intermediate
6 B1/B2 Intermediate
The test can be done with one teacher and student or with two or more students. The questions could then be asked to each
student individually or all together to promote discussion.

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FOR REAL Placement Test KEY
Speaking test marking scheme
Score CEFR level Placement Level Level description
1 A1 Beginner The student is unable to answer the questions because of inadequate
grammar and vocabulary. Language and pronunciation errors make
any output difficult to understand.
2 A1 Beginner The student attempts to answer the questions despite inadequate
grammar and vocabulary. Output consists of incomplete and
incorrect sentences and vocabulary. Pronunciation errors make the
output difficult to understand.
3 A1 Elementary Starter The student attempts to answer the questions despite inadequate
grammar and vocabulary. Output consists of incomplete and
incorrect sentences and vocabulary. Pronunciation errors make the
output difficult to understand.
4 A2 Elementary The student answers the questions using basic grammar and
vocabulary. Output consists of few complete and grammatically and
lexically correct sentences. Pronunciation errors make some parts
difficult to understand.
5 A2 Elementary The student answers the questions using basic grammar and
vocabulary. Output consists of very few complete and grammatically
and lexically correct short sentences. Pronunciation errors make
some parts difficult to understand.
6 A2 Pre-intermediate
Started
The student answers the questions using limited Starter grammar
and vocabulary. Output consists of some short utterances with basic
tenses and vocabulary. Errors are common and poor pronunciation
make some parts difficult to understand.
7 A2 Pre-intermediate The student answers the questions using limited grammar and
vocabulary. Output consists of short sentences with basic tenses
and vocabulary. Several errors and poor pronunciation make some
words difficult to understand.
8 B1 Pre-intermediate The student answers the questions using limited but sufficient
grammar and vocabulary. Output consists of short sentences with a
range of tenses and vocabulary. Some errors and poor pronunciation
make occasional words difficult to understand.
9 B1 Intermediate The student answers the questions using a range of grammar and
vocabulary. Output consists of short and long sentences. Errors
in complex constructions and occasionally mispronounced words
do not greatly affect comprehension. Stress and intonation are
occasionally used to convey meaning.
10 B2 Intermediate The student answers the questions well using a good range of
grammar and vocabulary. Output consists of developed and
connected sentences. A few errors in complex constructions and/
or mispronounced sounds do not affect comprehension. Stress and
intonation are consistently used to convey meaning.

5. 5
FOR REAL Placement Test KEY
Writing test marking scheme
The marking scheme below should be used to mark the description of the photograph.
Score CEFR level Placement Level Level description
1 A1 Beginner The student is unable to describe the picture because of inadequate
grammar and vocabulary. Language errors make any output difficult
to understand and there is no evidence of correct punctuation.
2 A1 Beginner The student attempts to describe the picture despite inadequate
grammar and vocabulary. Output consists of incomplete and
incorrect sentences and vocabulary. There is little evidence of
correct punctuation.
3 A1 Elementary Starter The student attempts to describe the picture despite inadequate
grammar and vocabulary. Output consists of incomplete and
incorrect sentences and vocabulary. Poor organisation and
punctuation errors make the output difficult to understand.
4 A2 Elementary The student describes the picture using basic grammar and
vocabulary. Output consists of few complete and grammatically
and lexically correct sentences. Poor organisation and punctuation
errors make some parts difficult to understand.
5 A2 Elementary The student describes the picture using basic grammar and
vocabulary. Output consists of very few complete and grammatically
and lexically correct short sentences. Some ideas are organised and
there is evidence of correct punctuation.
6 A2 Pre-intermediate
Starter
The student describes the picture using limited Starter grammar
and vocabulary. Output consists of some short utterances with basic
tenses and vocabulary. Errors are common and affect understanding
but ideas are organised and basic punctuation is sometimes used
appropriately.
7 A2 Pre-intermediate The student describes the picture using limited grammar and
vocabulary. Output consists of short sentences with basic tenses and
vocabulary. Several errors make some understanding difficult but
ideas are organised and basic punctuation is used appropriately.
8 B1 Pre-intermediate The student describes the picture using limited but sufficient
grammar and vocabulary. Output consists of short sentences with
a range of tenses and vocabulary. Some errors make occasional
sections difficult to understand but ideas are organised and basic
punctuation is used appropriately.
9 B1 Intermediate The student describes the picture using a range of grammar and
vocabulary. Output consists of short and long sentences. Errors in
complex constructions does not greatly affect comprehension. Ideas
are well organised and correct punctuation is generally used.
10 B2 Intermediate The student describes the picture well using a good range of
grammar and vocabulary. Output consists of developed and
connected sentences. A few errors in complex constructions does
not affect comprehension. Punctuation is used to convey meaning.