Draft:Oxford Test of English Advanced

Oxford Test of English Advanced

Acronym	OTE Advanced
Type	Standardized test
Developer / administrator	Oxford University Press
Knowledge / 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	2024 (2024)
Duration	Speaking: Approx. 15 minutes. Listening: Approx. 35 minutes, Reading: 35 minutes, Writing: 50 minutes, Total: Approx. 2 hours 15 minutes.
Score / grade range	0 to 170.
Score / grade validity	Scores are valid for life
Offered	Available on demand at approved test centres
Restrictions on attempts	Can be retaken up to four times a year; maximum twice in any 8-weekperod
Countries / regions	Available globally
Languages	English
Prerequisites / eligibility criteria	No official prerequisite. Intended for non-native English speakers.
Fee	Check with local approved test centre
Website	www.oxfordtestofenglish.com

The Oxford Test of English Advanced (OTE Advanced) 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 and is available worldwide.

History

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 design foundation was the CEFR Companion Volume with a 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."

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 (2010) concluded 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.

MODULE	PART	TEST FOCUS
Speaking	1	Interview: Six spoken questions on personal topics.
	2	Voicemail: Leaving a diplomatic voicemail 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 and provide more precise measurement 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 or that CATs may introduce other causes of stress

Human marking

The Speaking and Writing modules are marked by trained assessors. Test taker's 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. For the Speaking module, responses to Part 1 (interview) and 2 (voicemail) and 3 (summary) are sent to one assessor, and Parts 3 (debate) and 4 (follow-up questions) to a separate assessor, each marking 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.

Marking quality assurance

Marking quality by assessors is manage through a system of training and certification prior to marking, and the use of 'seeds', pre-calibrated scripts which the assessor must mark within tolerance. 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 of 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.

Results for the Listening and Reading modules are available immediately after the completion of the test. Speaking and Writing results are available within 5 days.

The CEFR levels and standardized scores are shown in this table:

CEFR	Standardized score
C1.2	156-170
C1.1	141-155
B2.2	126-140
B2.1	111-125

Test security

The test utilizes a number of measures to maintain test security and the integrity of the test results. This includes test administration only at approved test centres using trained staff; a secure browser which prevents access to unsanctioned applications during the test; assessors trained to identify potential malpractice; statistical monitoring.

Reasonable adjustments

The test can be taken with a range of accessibility accommodations, including display options for colour blindness, breaks during the test, and additional time.