Fact Sheet

Versant English Placement Test

Mapping the Versant English Placement Test to the Common European
Framework of Reference (CEFR)
The CEFR is published by the Council of Europe, and provides a common basis for describing language
proficiency using a six-level scale from A1 (lowest), A2, B1, B2, C1, to C2 (highest). The Versant English
Placement Test was linked to the CEFR using data from prior empirical benchmarking studies on other
tests in the Versant suite, notably the Versant English Test and the Versant Pro Writing test. Detailed
reports on these studies are available from Pearson on request. The Versant Placement Test is closely
aligned with these other Versant tests in that: the tasks and rating criteria are largely the same; the test
items are linked through Item Response Theory (IRT) statistical modeling; and the scoring is equivalent.
Thus, previously established Versant score ranges aligned with the CEFR levels have been carried over
to the Versant English Placement test, as shown in Table 1. Note that, because the Placement test was
designed to assess lower proficiency test-takers than most Versant tests, it does not map above C1.
Table 1. Mapping of CEFR Levels with Versant English Placement Test Scores.
Versant
English
Placement
Test Score
20 70

20-23

24-32

33-45

CEFR levels
A1-C1

Council or Europe Descriptor

<A1

Can communicate matters of direct personal importance using

isolated words. Uses isolated words, some standard expressions, and
elementary polite expressions, but is difficult to understand because
of pronunciation. Understands simple, everyday, concrete terms
carefully pronounced and directed to him/her. Can also sometimes
ask about such things using one or more isolated words.
Conversation is not really possible.

A1

Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask and answer questions
about personal details such as where he/she lives, people he/she
knows and things he/she has. Can interact in a simple way provided
the other person talks slowly and clearly and is prepared to help.

A2

Can understand sentences and frequently used expressions related

to areas of most immediate relevance (e.g., very basic personal and
family information, shopping, local geography, employment). Can
communicate in simple and routine tasks requiring a simple and
direct exchange of information on familiar and routine matters. Can
describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.

46-55

56-67

68-70

B1

Can understand the main points of clear standard input on familiar

matters regularly encountered in work, school, leisure, etc. Can deal
with most situations likely to arise while traveling in an area where
the language is spoken. Can produce simple connected text on topics
which are familiar or of a personal interest. Can describe
experiences and events, dreams, hopes and ambitions and briefly give
reasons and explanations for opinions and plans.

B2

Can understand the main ideas of complex text on both concrete

and abstract topics, including technical discussions in his/her field of
specialization. Can interact with a degree of fluency and spontaneity
that makes regular interaction with native speakers quite possible
without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various options.

C1

Can understand a wide range of demanding, longer texts and

recognize implicit meaning. Can express him/herself fluently and
spontaneously without much obvious searching for expressions. Can
use language flexibly and effectively for social, academic, and
professional purposes. Can produce clear, well-structured, detailed
text on complex subjects, showing controlled use of organizational
patterns, connectors, and cohesive devices.

2012 Pearson Education, Inc. or its affiliate(s).

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