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Score Description

Date : 2022-12-21|Visitors : 1452|Source : BEST Test of English Proficiency

BESTEP scores and equivalent CEFR levels for writing test

CEFR Score Description
C1(and above) 330 ~ 360  See descriptors for B2.
B2 B2+ 310 ~ 325
  • Can write a summary in fluent, intelligible English by integrating information (from different sources). 
  • Can write a coherent and well-structured short passage which integrates information from different sources (e.g., graphs and texts) and presents clear arguments. 
  • Can write a coherent, well-structured, and well-supported short passage/report/letter on more abstract topics.
B2 280 ~ 305
B1 B1+ 260 ~ 275
  • Can answer questions related to daily life and learning in clear, intelligible English sentences. 
  • Can write a short passage or letter on familiar topics in clear, intelligible English to share opinions. 
  • Can write a short passage on topics related to daily life and learning in clear, intelligible English to explain key points and express opinions.
B1 230 ~ 255
A2 A2+ 180 ~ 225
  • Can answer questions related to daily life and learning with key words and phrases in English. 
  • Can respond to, or express opinions about, information related to daily life and learning using simple English sentences. 
  • Can write a short passage describing personal experiences in simple English.
A2 150 ~ 175
A1 A1+ 130 ~ 145  Does not reach the standard for A2. 
A1 120 ~ 125
Below A1 0 ~ 115

 

Part 1. Answering Questions

Band Scale score Description
5 80
  • Responses are relevant to the topic and more than adequate.
  • Most simple grammatical structures and vocabulary are used appropriately. Errors may occur but do not impede communication.
  • Spelling and punctuation are generally accurate.
4 60
  • Responses are adequate and relevant to the topic.
  • Some simple grammatical structures are used appropriately. Errors do occur, but communication is not impeded.
  • Vocabulary is limited, but communication is not impeded.
  • Spelling and punctuation errors often occur.
3 50
  • Responses are largely relevant to the topic.
  • Some simple grammatical structures are used appropriately. Errors do occur, but communication is not impeded.
  • Vocabulary is limited, but communication is not impeded.
  • Spelling and punctuation errors often occur.
2 40
  • Responses are largely relevant to the topic.
  • Grammatical errors occur frequently, and the responses are mostly fragmentary.
  • Vocabulary is very limited, and communication is impeded.
  • Spelling and punctuation errors occur frequently.
1 30
  • Responses are partially relevant to the topic.
  • Grammatical errors occur frequently, and the responses are mostly fragmentary.
  • Vocabulary is very limited, and communication is impeded.
  • Spelling and punctuation errors occur frequently.
0 20 and below
  • Responses are too short or completely off-topic.
  • Frequent errors make the responses difficult to understand.

 

Part 2. Expressing Opinions

Band Scale score Description
6 130
  • Responses are relevant to the topic and more than adequate.
  • Responses are very well organized, and cohesive devices are used very effectively. The writing displays coherence and clear progression.
  • Responses show appropriate use of a wide range of vocabulary and syntactic structures. Errors are rare.
5 110
  • Responses are adequate and relevant to the topic.
  • Responses are well organized, and cohesive devices are used effectively.
  • Responses show a range of syntactic structures. Errors may occur, but they do not impede understanding.
  • Vocabulary range and accuracy are sufficient to complete the task.
4 90
  • Responses are adequate and relevant to the topic.
  • Responses are reasonably well-organized and make proper use of basic cohesive devices.
  • Complex ideas are not explained succinctly. They are expressed by using simple language or paraphrasing.
  • Responses show a good control of basic syntactic structures. Errors do not impede understanding. Punctuation errors are rare.
  • Responses show a good control of basic vocabulary. Spelling errors are rare.
3 80
  • Responses are largely relevant to the topic.
  • Responses are reasonably well-organized and make proper use of basic cohesive devices.
  • Complex ideas are not explained succinctly. They are expressed by using simple language or paraphrasing.
  • Responses show a good control of basic syntactic structures. Errors do not impede understanding. Punctuation errors are rare.
  • Responses show a good control of basic vocabulary. Spelling errors are rare.
2 60
  • Responses are largely relevant to the topic.
  • Responses are difficult to understand.
  • Responses show only the most basic cohesive devices.
  • Responses show some control of basic syntactic structures. Errors occur frequently and impede understanding.
  • Responses show a limited control of vocabulary. Spelling and punctuation errors occur frequently.
1 50
  • Responses are partially relevant to the topic.
  • Responses are difficult to understand.
  • Responses show only the most basic cohesive devices.
  • Responses show some control of basic syntactic structures. Errors occur frequently and impede understanding.
  • Responses show a limited control of vocabulary. Spelling and punctuation errors occur frequently.
0 40 and below
  • Responses are either too short or completely irrelevant to the topic.
  • Responses contain too many errors and show a very limited control of vocabulary. This results in poor expression of ideas.

 

Part 3. Writing an Integrated Essay

Band Scale score Description
6 150
  • Responses are relevant to the topic and more than adequate.
  • Responses are very well organized. A wide range of cohesive devices are used to clearly indicate the links between ideas. The writing displays coherence and clear progression.
  • Responses show appropriate use of a wide range of syntactic structures and vocabulary. Errors are rare.
5 120
  • Responses are adequate and relevant to the topic.
  • Responses are well organized. A range of cohesive devices are used to indicate the links between ideas.
  • Responses show a range of syntactic structures. Errors may occur, but they do not impede understanding.
  • Vocabulary range and accuracy are sufficient to complete the task.
4 110
  • Responses are largely relevant to the topic.
  • Responses are well organized. A range of cohesive devices are used to indicate the links between ideas.
  • Responses show a range of syntactic structures. Errors may occur, but they do not impede understanding.
  • Vocabulary range and accuracy are sufficient to complete the task.
3 90
  • Responses are largely relevant to the topic.
  • Responses are organized in general and show the use of basic cohesive devices to make the writing coherent.
  • Complex ideas are not explained succinctly. They are expressed by using simple language or paraphrasing.
  • Responses show a good control of basic syntactic structures. Errors do not impede understanding. Punctuation errors are rare.
  • Responses show a good control of basic vocabulary. Spelling errors are rare.
2 80
  • Responses are partially relevant to the topic.
  • Responses are organized in general and show the use of basic cohesive devices to make the writing coherent.
  • Complex ideas are not explained succinctly. They are expressed by using simple language or paraphrasing.
  • Responses show a good control of basic syntactic structures. Errors do not impede understanding. Punctuation errors are rare.
  • Responses show a good control of basic vocabulary. Spelling errors are rare.
1 60
  • Responses are partially relevant to the topic.
  • Responses are difficult to understand.
  • Only the most basic cohesive devices are used.
  • Responses show some control of basic syntactic structures. Errors occur frequently and impede understanding.
  • Responses show a limited control of vocabulary. Spelling and punctuation errors occur frequently.
0 40 and below
  • Responses are either too short or completely irrelevant to the topic.
  • Responses contain too many errors and show a very limited control of vocabulary. This results in poor expression of ideas.