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Score Description

Date : 2022-12-21|Visitors : 1161|Source : BEST Test of English Proficiency

BESTEP scores and equivalent CEFR levels for speaking test

CEFR Score Description
C1 (and above) 330 ~ 360  See descriptors for B2. 
B2 B2+ 310 ~ 325
  • Can give a coherent and well-structured presentation on academic topics in fluent, appropriate English. 
  • Can communicate effectively in discussing academic topics in fluent, appropriate English. 
  • Can present key points about integrated information and express personal opinions in fluent, appropriate English. 
B2 280 ~ 305
B1 B1+ 260 ~ 275
  • Can describe or talk about information or experiences related to academic learning in clear, intelligible English. 
  • Can exchange information and ideas about familiar topics related to academic learning in clear, intelligible English. 
  • Can give a brief presentation on academic learning-related information in clear, intelligible English to explain key points and express opinions. 
B1 230 ~ 255
A2 A2+ 180 ~ 225
  • Can describe or talk about information or experiences related to academic learning in simple English. 
  • Can share/exchange information and opinions about familiar academic topics 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
  • Most responses are relevant to the topic.
  • Most simple grammatical structures and vocabulary are used appropriately. Errors may occur but do not impede communication.
  • Speech is generally fluent.
  • Utterances are comprehensible, with easily recognizable sounds and intonation.
4 60
  • Most responses are relevant to the topic.
  • Some simple grammatical structures are used appropriately. Errors do occur, but communication is not impeded.
  • Vocabulary is limited.
  • Speech is slow with occasional inappropriate pausing.
  • Utterances show unintelligibility in individual sounds and inappropriate use of intonation; communication is impeded occasionally.
3 50
  • Many responses are relevant to the topic.
  • Some simple grammatical structures are used appropriately. Errors do occur, but communication is not impeded.
  • Vocabulary is limited.
  • Speech is slow with occasional inappropriate pausing.
  • Utterances show unintelligibility in individual sounds and inappropriate use of intonation; communication is impeded occasionally.
2 40
  • Some responses are relevant to the topic.
  • Grammatical errors occur frequently, and utterances are mostly fragmentary.
  • Vocabulary is limited, and communication is impeded.
  • Frequent and inappropriate pausing interferes with communication and puts stress on the listener.
  • Utterances show unintelligibility in individual sounds and inappropriate use of intonation, making the listener stressful.
1 30
  • Few responses are relevant to the topic.
  • Grammatical errors occur frequently, and utterances are mostly fragmentary.
  • Vocabulary is limited, and communication is impeded.
  • Frequent and inappropriate pausing interferes with communication and puts stress on the listener.
  • Utterances show unintelligibility in individual sounds and inappropriate use of intonation, making the listener stressful.
0 20 and below
  • Responses are inadequate or completely off-topic.
  • Errors are frequent, making 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 show appropriate use of a wide range of vocabulary and syntactic structures. Errors are rare.
  • Communication flows smoothly, with logical organization and clear expression.
  • Utterances are fluent, with clear pronunciation and natural intonation.
5 110
  • Responses are adequate and relevant to the topic.
  • 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.
  • Speech is fluent. Utterances are generally coherent and clear in meaning.
  • Utterances are fluent, with appropriate pronunciation and intonation.
4 90
  • Responses are adequate and relevant to the topic.
  • Responses show a good control of basic syntactic structures and vocabulary. Errors do not impede understanding. Complex ideas are not explained succinctly. They are expressed by using simple language or paraphrasing.
  • Speech is generally fluent.
  • Utterances are comprehensible, with easily recognizable sounds and intonation.
3 80
  • Responses are largely relevant to the topic.
  • Responses show a good control of basic syntactic structures and vocabulary. Errors do not impede understanding. Complex ideas are not explained succinctly. They are expressed by using simple language or paraphrasing.
  • Speech is generally fluent.
  • Utterances are comprehensible, with easily recognizable sounds and intonation.
2 60
  • Responses are largely relevant to the topic.
  • Responses show some control of basic syntactic structures and a limited control of vocabulary. Errors occur frequently and impede understanding.
  • Speech is slow, accompanied by frequent inappropriate pauses.
  • Utterances show unintelligibility in individual sounds and inappropriate use of intonation; communication is sometimes impeded.
1 50
  • Responses are partially relevant to the topic.
  • Responses show some control of basic syntactic structures and a limited control of vocabulary. Errors occur frequently and impede understanding.
  • Speech is slow, accompanied by frequent inappropriate pauses.
  • Utterances show unintelligibility in individual sounds and inappropriate use of intonation; communication is sometimes impeded.
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. Utterances are mostly unintelligible and incomprehensible. This results in poor expression of ideas.

 

Part 3. Giving a Short Presentation

Band Scale score Description
6 150
  • Responses are relevant to the topic and more than adequate.
  • Responses show appropriate use of a wide range of syntactic structures and vocabulary. Errors are rare.
  • Communication flows smoothly, with logical organization and clear expression.
  • Utterances are fluent, with clear pronunciation and natural intonation.
5 120
  • Responses are adequate and relevant to the topic.
  • 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.
  • Speech is fluent. Utterances are generally coherent and clear in meaning.
  • Utterances are fluent, with appropriate pronunciation and intonation.
4 110
  • Responses are largely relevant to the topic.
  • 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.
  • Speech is fluent. Utterances are generally coherent and clear in meaning.
  • Utterances are fluent, with appropriate pronunciation and intonation.
3 90
  • Responses are largely relevant to the topic.
  • Responses show a good control of basic syntactic structures and vocabulary. Errors do not impede understanding. Complex ideas are not explained succinctly. They are expressed by using simple language or paraphrasing.
  • Speech is generally fluent.
  • Utterances are comprehensible, with easily recognizable sounds and intonation.
2 80
  • Responses are partially relevant to the topic.
  • Responses show a good control of basic syntactic structures and vocabulary. Errors do not impede understanding. Complex ideas are not explained succinctly. They are expressed by using simple language or paraphrasing.
  • Speech is generally fluent.
  • Utterances are comprehensible, with easily recognizable sounds and intonation.
1 60
  • Responses are partially relevant to the topic.
  • Responses show some control of basic syntactic structures and a limited control of vocabulary. Errors occur frequently and impede understanding.
  • Speech is slow, accompanied by frequent inappropriate pauses.
  • Utterances show unintelligibility in individual sounds and inappropriate use of intonation; communication is sometimes impeded.
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. Utterances are mostly unintelligible and incomprehensible. This results in poor expression of ideas.