Oxford Test of English Advanced
{{Short description|Advanced proficiency test for learners of English}}
{{Use dmy dates|date=November 2015}}
{{Use British English|date=May 2025}}
{{multiple issues|
{{Unreliable sources|date=February 2025}}
{{more refs|date=May 2025}}
}}
{{Infobox examination
| name = Oxford Test of English Advanced
| image_size =
| image_alt =
| caption =
| acronym = OTE Advanced
| type = Standardized test
| test_admin = Oxford University Press
| skills_tested = Speaking, Listening, Reading, and Writing of the English language
| purpose = To assess the English language proficiency of non-native English speakers
| year_started = {{Start date and age|2024}}
| year_terminated =
| duration = Speaking: Approx. 15 minutes.
Listening: Approx. 35 minutes,
Reading: 35 minutes,
Writing: 50 minutes,
Total: Approx. 2 hours 15 minutes.
| score_range = 0 to 170.
| score_validity = Scores are valid for life
| offered = Available on demand at approved test centres
| attempt_restriction = Can be retaken up to four times a year; maximum twice in any 8-week period
| regions = Available globally
| language = English
| prerequisite = No official prerequisite. Intended for non-native English speakers.
| fee = Check with local approved test centre
| score_users =
| qualification_rate =
| free_label =
| free =
| website = {{URL|www.oxfordtestofenglish.com}}
| footnotes =
}}
The Oxford Test of English Advanced (OTE Advanced){{cite web |url=https://elt.oup.com/feature/global/oxford-test-of-english/advanced?cc=gb&selLanguage=en |title=Oxford Test of English Advanced |website=elt.oup.com |access-date=2025-01-05}} is a test in the Oxford Test of English suite, alongside the Oxford Test of English and the Oxford Test of English for Schools. The Oxford Test of English Advanced is an on-demand computer-adaptive test of English proficiency for non-native speakers of English, reporting at B2 and C1 levels of the Common European Framework of Reference (CEFR). The test was developed by Oxford University Press (OUP) to provide learners of English with a quick, reliable way to prove their level of English proficiency for university entrance and employment. The test is endorsed and certified by the University of Oxford. The test is recognized by universities including the University of Oxford{{cite web|url=https://www.ox.ac.uk/admissions/graduate/applying-to-oxford/application-guide/qualifications-experience-languages-funding/english-language-proficiency |title=Graduate admissions English language proficiency requirements |website=www.ox.ac.uk
|access-date=2024-12-14}} and is available worldwide.{{cite web|url=https://elt.oup.com/feature/global/oxford-test-of-english/test-takers?cc=global&selLanguage=en
|title=Find an Approved Test Centre and book a place
|website=elt.oup.com
|access-date=2024-12-14}}
Test launch and recognition
The Oxford Test of English Advanced was launched in April 2024 to meet the needs of higher education admissions and employers{{cite news
|author=Sophie Hogan
|date=26 April 2024
|url=https://thepienews.com/oup-advanced-english/
|title=OUP's new English test to "address skills gap" |website=thepienews.com
|access-date=2024-12-14}} with launch events in Turkey,{{cite web
|author=Kastamonu Haber Merkezi
|date=2024-05-11
|title=Oxford University Press launches addition to exams suite
|url=https://www.taskoprupostasi.com/oxford-university-press-olcme-ve-degerlendirme-sinavlarina-bir-yenisini-ekledi
|trans-title=Oxford University Press, ölçme ve değerlendirme sınavlarına bir yenisini ekledi
|website=www.taskoprupostasi.com/
|access-date=2024-12-14}} Italy,{{cite news
|author=
|date=2024-07-04
|title=Scuola e Università L'Università di Oxford mette alla prova il tuo inglese
|url=https://www.focus.it/comportamento/scuola-e-universita/l-universita-di-oxford-mette-alla-prova-il-tuo-inglese
|trans-title=School and University: Oxford University Tests Your English
|website=www.focus.it
|access-date=2024-12-14}} Argentina,{{cite news
|author=
|date=2024-08-22
|title=OUP launches advanced English test in Argentina
|url=https://buenosairesherald.com/society/oxford-university-press-launches-advanced-english-test-in-argentina
|website=www.buenosairesherald.com
|access-date=2024-12-14}}{{cite news
|author=Lucila Marin
|date=2024-08-22
|title=Cómo es el nuevo examen de inglés avanzado que la Universidad de Oxford lanza en la Argentina
|url=https://www.lanacion.com.ar/sociedad/como-es-el-nuevo-examen-de-ingles-avanzado-que-la-universidad-de-oxford-lanza-en-la-argentina-nid22082024/
|trans-title=What is the new advanced English exam that Oxford University is launching in Argentina?
|website=www.lanacion.com.ar
|access-date=2024-12-14}} Peru,{{cite news
|author=
|date=2024-10-11
|title=lega a Perú el Oxford Test Of English Advanced, examen con tecnología adaptativa, que ayuda a impulsar el perfil académico y laboral
|url=https://www.businessempresarial.com.pe/llega-a-peru-el-oxford-test-of-english-advanced-examen-con-tecnologia-adaptativa-que-ayuda-a-impulsar-el-perfil-academico-y-laboral
|trans-title=The Oxford Test of English Advanced, an exam with adaptive technology, arrives in Peru, helping to boost academic and work profiles |website=www.businessempresarial.com.pe
|access-date=2024-12-14}} Colombia{{cite news
|author=Luciano Niño
|date=2024-07-25
|title=Asi puede certificar su nivel de inglés con examen de Oxford
|url=https://www.infobae.com/colombia/2024/07/25/reino-unido-presento-su-propuesta-para-certificar-el-nivel-de-ingles-de-los-colombianos-examen-es-gratis/
|trans-title=This is how you can certify your level of English with the Oxford Test of English exam
|website=www.infobae.com
|access-date=2024-12-14}} and Spain.{{cite news
|author=S.Domínguez
|date=2024-03-12
|title=Así será el nuevo examen de Oxford para acreditar los niveles B2 y C1 de inglés: todos los detalles
|url=https://www.elespanol.com/reportajes/20240312/nuevo-examen-oxford-acreditar-niveles-b1-b2-c1-ingles-detalles/839416372_0.html.
|trans-title=This is what the new Oxford exam will be like to certify levels B2 and C1 of English: all the details
|website=www.elespanol.com
|access-date=2024-12-14}}
The test is recognized worldwide by over 700 organizations, including the University of Oxford, Humboldt University, CIDEX,{{what|date=May 2025}} and Universitat de Barcelona.{{cite web
|title=Who accepts the test
|url=https://elt.oup.com/feature/global/oxford-test-of-english/recognition?cc=global&selLanguage=en |website=elt.oup.com
|access-date=2024-12-10}}
Test design
The Oxford Test of English Advanced was developed to meet the needs of recognizing institutions for an English proficiency test at B2 and C1 level which tests real-life skills required to operate in academic and professional domains. The test specifications{{cite web
|title=Oxford Test of English Test Specifications
|url=https://fdslive.oup.com/www.oup.com/elt/general_content/global/ote/oxford-test-of-english-advanced-test-specifications.pdf?cc=gb&selLanguage=en&mode=hub
|website=elt.oup.com
|publisher=Oxford University Press
|access-date=2024-12-16}} are informed by the CEFR companion volume{{cite web
|url=https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
|title=CEFR Companion with New Descriptors
|website=www.coe.int/en/web/portal/home}} and the British Association of Lecturers in English for Academic Purposes (BALEAP) Can Do Framework for EAP syllabus design and assessment,{{cite web
|title=Baleap Can Do Framework for EAP syllabus design and assessment
|url=https://www.baleap.org/wp-content/uploads/2016/04/Can_Do_Framework__with_sample_activities_April_2013.pdf
|website=www.baleap.org}} with a particular focus on mediation, operationalized in a number of integrated skills tasks closely correlated with academic success, including note-taking and summarizing tasks. For example, Du (2014) found that "summarization skill does play an essential role in L2 undergraduate students’ academic literacy experiences across the disciplines."{{cite book
|last=Du
|first=Qian
|date=2014
|title=Bridging the gap between ESL composition programs and disciplinary writing: The teaching and learning of summarization skills
|url=https://www.mcrel.org/wp-content/uploads/2016/03/McREL-research-report_Nov2010_Classroom-Instruction-that-Works_Second-Edition.pdf
|publisher=WAC Clearinghouse and Parlor Press
|page=113-128}}
A further consideration in the test design was washback effect. Tasks in the test were selected to be teachable, learnable, and have a positive effect on academic success. For example, a meta-analysis by Beesley and Apthorp (2001) identified summarizing as a key academic skill for promoting learning.{{cite book|last1=Beesley |first1=Andrea |last2=Apthorp |first2=Helen |date=2010 |title=Classroom Instruction That Works Research Report |url=https://www.mcrel.org/wp-content/uploads/2016/03/McREL-research-report_Nov2010_Classroom-Instruction-that-Works_Second-Edition.pdf |publisher=Mid-continent Research for Education and Learning (McREL)}} The authors repeated the meta analysis on a larger data set in 2010, the conclusion of which was consistent with the original findings, that "note taking and summarizing are robust instructional strategies in terms of improving student learning."
Test specifications
=Modules=
The Oxford Test of English Advanced consists of four modules: Speaking, Listening, Reading, and Writing. Modules can be taken individually or in any combination.{{fact|date=May 2025}}
| class="wikitable" | ||
| MODULE | PART | TEST FOCUS |
| Speaking | 1 | Interview: Six spoken questions on personal topics. |
| 2 | Voice message: Leaving a diplomatic voice message in response to a tricky situation. | |
| 3 | Summary: Listening to two experts, taking notes, and orally summarizing the main points the experts made. | |
| 4 | Debate: Putting a case in response to a debate question, sustaining a position for two minutes. | |
| 5 | Follow-up questions: Four questions related to the topic of the Part 4 debate. | |
| Listening | 1 | Five discrete short monologues/dialogues, each with one 3-option multiple-choice question. |
| 2 | A longer monologue with a note-completion task. | |
| 3 | A longer dialogue with a task focusing on identifying opinions and attitudes | |
| 4 | Five discrete short monologues/dialogues, each with one 3-option multiple-choice question. | |
| Reading | 1 | Six short texts each with one 3-option multiple-choice question. |
| 2 | Matching seven propositions to three profiles OR matching six profiles to four texts. | |
| 3 | Replacing six extracted sentences into a text. | |
| 4 | A text with five questions. | |
| Writing | 1 | Essay: Writing an essay, including two prompts. |
| 2 | Summary: Reading two extracts on the same topic (a textbook extract and a lecture transcription) and writing a summary, synthesizing the main points in the texts. |
=Computer adaptive=
The Listening and Reading modules of the Oxford Test of English use computer-adaptive testing (CATs). Computer adaptive tests can be more efficient{{cite web |url=https://files.eric.ed.gov/fulltext/ED562580.pdf |title=A Review of Models for Computer-Based Testing |last= |first= |date= |website=files.eric.ed.gov |access-date=2024-12-09}} and provide more precise measurement{{Cite journal|url=https://journals.uair.arizona.edu/index.php/jmmss/article/view/12351|title=Better Data From Better Measurements Using Computerized Adaptive Testing|first=David J.|last=Weiss|date=3 October 2011|journal=Journal of Methods and Measurement in the Social Sciences|volume=2|issue=1|pages=1–27|via=journals.uair.arizona.edu|doi=10.2458/v2i1.12351|doi-access=free}} than traditional tests. The adaptive test works by selecting each successive question from a large bank of questions, based on the test taker's response to the previous question. The gains in efficiency make for shorter tests, and there is evidence that this may reduce the amount of stress a test taker feels during the test, though some research has suggested that there is no relation between CATs and test anxiety{{cite journal|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2333-8504.1999.tb01813.x|title=Test Anxiety and Test Performance: Comparing Paper-Based and Computer-Adaptive Versions of the Gre General Test|first=Donald E.|last=Powers|date=15 March 1999|journal=ETS Research Report Series|volume=1999|issue=2|pages=i–32|via=Wiley Online Library|doi=10.1002/j.2333-8504.1999.tb01813.x|url-access=subscription}} or that CATs may introduce other causes of stress.{{cite web |url=https://files.eric.ed.gov/fulltext/EJ1054865.pdf |title=Test Anxiety, Computer-Adaptive Testing and the Common Core |last=Colwell |first=Nicole |date=2013 |website=files.eric.ed.gov|access-date=2024-12-16}}
=Human marking=
The Speaking and Writing modules are marked by trained assessors. Test takers' responses are divided between different assessors for marking.
For the Writing module, the Part 1 essay response is marked by one assessor, and the Part 2 summary response is marked by another assessor, each marking on four criteria: Task fulfillment, Organization, Grammar, and Lexis. The marks from the two assessors are combined and converted into a standardized score for Writing.{{fact|date=May 2025}}
For the Speaking module, responses to Part 1 (interview), 2 (voice message), and 3 (summary) are sent to one assessor, while Parts 3 (debate) and 4 (follow-up questions) are sent to a separate assessor. Each assessor marks on four criteria: Task fulfillment, Pronunciation and fluency, Grammar, and Lexis. The marks from the two assessors are combined and converted into a standardized score for Speaking.{{fact|date=May 2025}}
==Marking quality assurance==
Marking quality by assessors is managed through a system of training and certification before marking, and the use of 'seeds', pre-calibrated scripts which the assessor must mark within tolerance{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/397390/2014-02-14-review-of-marking-internationally.pdf |title=Review of Marking Internationally| publisher=Ofqual
|website=www.gov.uk/government/organisations/ofqual
|access-date=2024-12-11}} in line with best practice set out by the Joint Council on Qualifications (JCQ).{{cite web|url=https://www.jcq.org.uk/exams-office/asse/#:~:text=We%20use%20scripts%20that%20have,or%20by%20applying%20an%20adjustment |title=Assessment and Grade Setting: An Overview |website=www.jcq.org.uk }} Marking out of tolerance leads to the assessor being re-standardized, retrained or suspended from marking.
Results
For test takers who have taken all four modules, a certificate is issued showing the CEFR level and standardized score for each module, and an overall CEFR level and overall score. Where three or fewer modules have been taken, a report card is issued for each module. Certificates reflect a test taker's best performance, so if a test taker re-takes a module and their performance improves, the improved score will be reflected in their certificate. Certificate results are for life, though receiving institutions such as universities may require results to be within a particular time frame.{{fact|date=May 2025}}
Results for the Listening and Reading modules are available immediately after the completion of the test. Speaking and Writing results are available within five days.{{fact|date=May 2025}}
The CEFR levels and standardized scores are shown in this table:
| class="wikitable" | |
| CEFR | Standardized score |
| C1.2 | 156-170 |
| C1.1 | 141-155 |
| B2.2 | 126-140 |
| B2.1 | 111-125 |
Test security
Test security is aligned to best practice{{cite web |url=https://www.intestcom.org/files/guideline_test_security.pdf |title=The ITC Guidelines on the Security of Tests, Examinations, and Other Assessments |website=www.intestcom.org |access-date=2024-12-07}} set out by the International Test Commission, utilizing a number of measures to maintain test security and the integrity of the test results, including invigilated test administration at approved test centres, computer-adaptive testing harnessing artificial intelligence to reduce opportunities for copying, and additional measures to deter, prevent, detect, and deal with malpractice.{{cite web| url=https://fdslive.oup.com/www.oup.com/elt/feature/global/oxford-test-of-english/documents/malpractice-policy.pdf?cc=global&selLanguage=en&mode=hub |title=Oxford Test of English Malpractice Policy |website= www.elt.oup.com |publisher=Oxford University Press|access-date=2024-12-07}}
Reasonable adjustments
In line with the Equality Act 2010 and European Accessibility Act, the test can be taken with a range of accessibility accommodations, including display options for colour blindness, breaks during the test, and additional time.{{cite web|url=https://fdslive.oup.com/www.oup.com/elt/general_content/global/ote/ote_reasonable_adjustments_policy.pdf?cc=gb&selLanguage=en&mode=hub |title=Oxford Test of English Reasonable Adjustments Policy |website=elt.oup.com |publisher=Oxford University Press|access-date=2024-12-16}}