VTest for Schools
VTest for Schools: Ages 7-10 is an English language assessment tool for young learners. Designed by an experienced team of international experts in language teaching and learning, it is administered online and provides a quick and reliable assessment of learners’ English language abilities, mapped to the Common European Framework of Reference for Languages (CEFR).
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Test Modules
VTest for Schools Ages 7-10 is designed for young learners of all nationalities aged 7 to 10. The test is modular. There are separate sections for Listening, Reading, Speaking, and Writing. They can be taken individually, or in any combination. Our tests are designed to offer students maximum flexibility.
There are four distinct parts to the Listening section, each with a different focus.
The Listening section is adaptive by stage:
Part 1 – All students start with the same Pre-A1 questions.
Part 2 – Based on their performance in Part 1, students either have Pre-A1 or A1 questions.
Part 3 – Similarly, based on their performance in Part 2, students have a Listening comprehension task at Pre-A1, A1, or A2.
Part 4 – Listening comprehension tasks, at all levels, from Pre-A1 to B1.
Each audio recording is played twice in the Listening section, so students have a chance to listen again and check their answers. Each task begins with an example to demonstrate to students what they have to do.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Listening Part 1
In this part, a number of different images appear on the screen. Students listen to five short conversations, and in each case, identify the image that is mentioned in the conversation. Not all the images are mentioned.
Assessment
Students are assessed on their ability to understand short conversations and identify key vocabulary items mentioned in the conversations. The items that are tested will be everyday objects such as furniture, food and drink, clothing, and so on.
02
Listening Part 2
03
Listening Part 3
In this part, the task is the same at all three levels from Pre-A1 to A2 level. Students see a picture of a location such as a room, street, or shopping centre and listen to a conversation that describes the location. In each picture, five objects or parts of the picture have been removed. The things that have been removed are shown next to the the picture along with a number of objects that do not belong in the picture.
Students listen to the conversation and decide which of the missing objects belong in the picture, and where they should be placed correctly.
This listening comprehension activity tests students’ ability to understand a description of a familiar place and the location of people, places, and objects in relation to one another when mentioned in a conversation.
Assessment
Students are assessed on their ability to accurately locate key elements of a description in an image by following a conversation.
04
Listening Part 4
The listening tasks are different for each of the four levels in this final part of the test. However, in each case, the listening comprehension tasks test students’ ability to understand contextualized conversations on everyday topics and in familiar situations. The final Pre-A1 listening comprehension task involves listening to three short conversations on the same topic and matching the relevant answers mentioned to a list of six options on a chart. Each conversation may mention one or two of the options, and the options may differ in each conversation. Students have to find five correct answers in total. For example, students may have to match: activities that the speakers do to different days of the week, a set of school classes to different times on a timetable, or favorite foods to the people who like them. Students have to listen and tick the relevant options.
Assessment
Students are assessed on their ability to identify and understand the key points of factual conversations.
There are four distinct parts to the Reading section, each with a different focus.
The Reading section is adaptive by stage.
Part 1 – All students start with the same Pre-A1 questions.
Part 2 – Based on their performance in Part 1, students either have Pre-A1 or A1 questions.
Part 3 – Similarly, based on their performance in Part 2, students have a Reading comprehension task at Pre-A1, A1, or A2 level.
Part 4 – Reading comprehension tasks, at all levels, from Pre-A1 to B1.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Reading Part 1
Students see a picture and make sentences that describe the picture. They do this by reading and matching sentence beginnings and endings. There is an example followed by five sentences. There are more sentence endings than beginnings, so not all of the sentence endings are used.
Students have about 90 seconds to match the sentence halves.
Part 1 tests students’ understanding of prepositions of place, common word combinations, such as adjective + noun and verb + preposition, present simple descriptions of routines, habits, likes and dislikes, and basic features of sentence grammar.
Assessment
Students are assessed on their ability to complete the sentences by matching the two halves of sentences to make them both logical and grammatically correct.
02
Reading Part 2
There are two levels in this part. Depending on students’ performance in Part 1, they will either receive Pre-A1 or A1 questions in Part 2. The format for the task is the same for both levels.
Students read a statement and answer a question about it. The question requires students to look at three images and choose the one that is most relevant to the statement. There is an example followed by five questions. For each question, students have about 20 seconds to choose the right picture.
Part 2 tests vocabulary range and sentence-level reading comprehension relating to everyday situations.
Assessment
Students are assessed on their ability to read and understand simple messages
in everyday texts.
03
Reading Part 3
There are two different task types in Part 3. Students who are at Pre-A1 level (based on their performance on Parts 1 and 2) read a short text and answer five Yes/No questions about it. Students who are performing at A1 and A2 levels (based on their performance on Parts 1 and 2) have different texts with five True/False questions to answer.
For all levels, students have two minutes to read and answer the five questions. The texts for all levels are examples of short personal correspondence: emails, social media messages, or letters written by friends. Typically, they involve invitations to future events, questions about personal experiences, and similar relevant topics.
At Pre-A1 level, the texts will normally be 85–105 words long. A1 texts are normally 130–150 words long. This increases to around 180–200 words for A2 texts.
Assessment
In this part, students are assessed on their ability to locate and understand key factual information in a text.
04
Reading Part 4
Pre-A1 and A1 students both receive the same type of reading text, which involves a multiple-choice picture selection task. Pre-A1 texts are 85–105 words long and A1 texts are 130–150 words long.
Students read a short text in the form of a letter, email, or social media message in which the writer tells a story about an aspect of his or her life.
There are a number of images, five of which represent facts mentioned in the story. The students read the text and decide which five images go with the text.
For students at both A2 and B1 levels, the activity is a reading text with five questions, each of which is followed by three answer options.
At these levels, texts are more substantial: A2 texts are 260–280 words, and B1 texts are 290–310 words, not including the questions.
Assessment
Students are assessed on their ability to read and understand texts that tell personalized stories.
There are four distinct parts to the Speaking section, each with a different focus.
All students take all parts of the test, beginning with Part 1.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
One text
Questions
Stories
01
Speaking Part 1
Students read aloud and record a short text. The text is composed of three short, connected passages on the same topic.
Students have 30 seconds to view the whole text and prepare to read and record themselves.
The first passage is 8–12 words long. This is generally a single sentence. The second is 15–25 words long, and the final passage is 30–40 words long.
Students have 15 seconds to read and record each passage. Each passage is recorded separately.
The passages include contracted forms, question forms, and positive and negative statements.
Part 1 tests students’ ability to pronounce words clearly and to use stress, rhythm, and intonation meaningfully, and naturally.
Assessment
Students are assessed on the accuracy of their pronunciation, and their ability to read a short text fluently without undue hesitation or repetition.
02
Speaking Part 2
Students are shown a set of flashcards one at a time, and both read and hear a question that asks them to say what they see.
There is an example followed by eight questions, two at each CEFR level tested (Pre-A1, A1, A2, and B1). Each student sees all the flashcards and should try to answer all the questions.
The first question at each level generally focuses on identifying a common object and can be answered with one or two words. The second question requires a longer, phrase-level answer.
Students have 10 seconds to record each answer.
Part 2 tests students’ lexical range and grammatical accuracy.
Assessment
Students are marked on their ability to identify and name everyday objects, colors, places, jobs, routine activities, the correct use of prepositions of place, and present tenses.
03
Speaking Part 3
Students see a picture and answer three questions about it.
The picture shows a scene that includes several common, everyday activities taking place. Students have 30 seconds to study the picture and prepare their answers to the three questions. They have 15 seconds to answer each question.
Part 3 tests students’ ability to describe a picture using appropriate grammar and vocabulary. Typical questions might ask students to say what people are doing, or how they are feeling, to explain why something is happening, or to speculate about what might happen next.
Assessment
Students are assessed on their ability to use appropriate grammar and vocabulary in coherent and cohesive answers in sufficient detail.
04
Speaking Part 4
Students tell two separate stories. For each story, they see four connected pictures that show a chronological sequence of events. Then they are asked to tell the story in their own words.
For each of the two stories, students have 30 seconds to study the pictures and prepare their story. Then they have one minute to record their story.
The pictures show everyday situations and familiar locations, but perhaps with a surprise or a twist at the end that makes the story interesting and worth telling.
Assessment
Students are assessed on their ability to use appropriate grammar and vocabulary to tell a coherent story in sufficient detail.
There are four distinct parts to the Writing section, each with a different focus.
The Writing section is partially adaptive. All students take all four parts. The levels for Parts 1, 2, and 3 are the same for all students.
Part 4 consists of a guided writing task. Students will either be asked to respond to an essay prompt (guided essay) or to a more challenging email prompt (guided correspondence) based on their performance in Parts 1-3 of the Writing test.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Writing Part 1
Students read a sentence with a missing word and see a picture that represents the missing word. They also see the letters needed to spell the word.
There is an example followed by eight sentences, two at each CEFR level (Pre-A1, A1, A2, and B1). Each student sees all the sentences and should try to answer all the questions.
Students have 20 seconds to read the sentence and spell the word that completes the sentence.
Part 1 tests students’ vocabulary range and their familiarity with English spelling conventions.
Assessment
Students are assessed on their ability to complete the sentences by spelling the missing word correctly.
02
Writing Part 2
Students see a picture and read eight sentences that are related to the picture. Each sentence is missing some words. The missing words are presented in random order in a word pool on the screen. Students drag and drop the missing words into the correct place to complete each sentence.
The eight incomplete sentences are presented one at a time, but together they form a running text. The picture serves to set the context for the text, and thus is not strictly necessary for completing the sentences.
There is an example for guidance.
For each of the eight sentences, students have 45 seconds to put the missing words into the correct sequence. The sentences become progressively more complex, and the number of missing words increases.
Part 2 tests students’ ability to recognize and use a range of common English grammar patterns.
Assessment
Students are assessed on the accuracy of their word ordering in completing the sentences.
03
Writing Part 3
Students are asked three questions about a picture showing a common or everyday situation. They have 30 seconds to study the picture and prepare their answers to the three questions. Then for each question, students have 90 seconds to write their answer. They should try to write about 20 words for each answer.
Typical pictures might show a shopping scene, a sporting event, a family celebration, or a situation at school.
Part 3 tests students’ ability to write grammatically accurate sentences using appropriate vocabulary.
Assessment
Students are assessed on their ability to write coherent and cohesive, grammatically accurate sentences with sufficient and appropriate detail and lexis.
04
Writing Part 4
There are two different personalized prompts in this part. Students will either respond to an essay prompt (guided essay) or respond to a more challenging email prompt (guided correspondence), based on their performance in Parts 1-3.
Students at the Pre-A1 and A1 levels (based on their performance in Parts 1-3), will write a guided essay. The guided essay consists of three related questions that students answer on a single topic. They have 30 seconds to prepare their answers, then they have 90 seconds to write each of the three answers. They should try to write about 10 words for each answer.
Students at the A2 and B1 levels (based on their performance for Parts 1-3), will write a guided correspondence. This involves reading a short text that includes three questions and then replying to each of the questions. Students have 30 seconds to read the text and prepare their answers to the three questions. Then for each question, they have 90 seconds to write an answer of about 20 words.
Examples of correspondence include a text message from a friend with questions about a recent holiday, an email from school asking questions about participation in a forthcoming event, and a questionnaire inquiring about eating habits.
The personal responses for each guided writing task test students’ ability to write grammatically accurate sentences in a suitable style with appropriate vocabulary.
Assessment
For both the guided essay and guided correspondence tasks, students are assessed on their grammatical range and accuracy, lexical resources and task relevance.
There are four distinct parts to the Listening section, each with a different focus.
The Listening section is adaptive by stage:
Part 1 – All students start with the same Pre-A1 questions.
Part 2 – Based on their performance in Part 1, students either have Pre-A1 or A1 questions.
Part 3 – Similarly, based on their performance in Part 2, students have a Listening comprehension task at Pre-A1, A1, or A2.
Part 4 – Listening comprehension tasks, at all levels, from Pre-A1 to B1.
Each audio recording is played twice in the Listening section, so students have a chance to listen again and check their answers. Each task begins with an example to demonstrate to students what they have to do.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Listening Part 1
In this part, a number of different images appear on the screen. Students listen to five short conversations, and in each case, identify the image that is mentioned in the conversation. Not all the images are mentioned.
Assessment
Students are assessed on their ability to understand short conversations and identify key vocabulary items mentioned in the conversations. The items that are tested will be everyday objects such as furniture, food and drink, clothing, and so on.
02
Listening Part 2
03
Listening Part 3
In this part, the task is the same at all three levels from Pre-A1 to A2 level. Students see a picture of a location such as a room, street, or shopping centre and listen to a conversation that describes the location. In each picture, five objects or parts of the picture have been removed. The things that have been removed are shown next to the the picture along with a number of objects that do not belong in the picture.
Students listen to the conversation and decide which of the missing objects belong in the picture, and where they should be placed correctly.
This listening comprehension activity tests students’ ability to understand a description of a familiar place and the location of people, places, and objects in relation to one another when mentioned in a conversation.
Assessment
Students are assessed on their ability to accurately locate key elements of a description in an image by following a conversation.
04
Listening Part 4
The listening tasks are different for each of the four levels in this final part of the test. However, in each case, the listening comprehension tasks test students’ ability to understand contextualized conversations on everyday topics and in familiar situations. The final Pre-A1 listening comprehension task involves listening to three short conversations on the same topic and matching the relevant answers mentioned to a list of six options on a chart. Each conversation may mention one or two of the options, and the options may differ in each conversation. Students have to find five correct answers in total. For example, students may have to match: activities that the speakers do to different days of the week, a set of school classes to different times on a timetable, or favorite foods to the people who like them. Students have to listen and tick the relevant options.
Assessment
Students are assessed on their ability to identify and understand the key points of factual conversations.
There are four distinct parts to the Reading section, each with a different focus.
The Reading section is adaptive by stage.
Part 1 – All students start with the same Pre-A1 questions.
Part 2 – Based on their performance in Part 1, students either have Pre-A1 or A1 questions.
Part 3 – Similarly, based on their performance in Part 2, students have a Reading comprehension task at Pre-A1, A1, or A2 level.
Part 4 – Reading comprehension tasks, at all levels, from Pre-A1 to B1.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Reading Part 1
Students see a picture and make sentences that describe the picture. They do this by reading and matching sentence beginnings and endings. There is an example followed by five sentences. There are more sentence endings than beginnings, so not all of the sentence endings are used.
Students have about 90 seconds to match the sentence halves.
Part 1 tests students’ understanding of prepositions of place, common word combinations, such as adjective + noun and verb + preposition, present simple descriptions of routines, habits, likes and dislikes, and basic features of sentence grammar.
Assessment
Students are assessed on their ability to complete the sentences by matching the two halves of sentences to make them both logical and grammatically correct.
02
Reading Part 2
There are two levels in this part. Depending on students’ performance in Part 1, they will either receive Pre-A1 or A1 questions in Part 2. The format for the task is the same for both levels.
Students read a statement and answer a question about it. The question requires students to look at three images and choose the one that is most relevant to the statement. There is an example followed by five questions. For each question, students have about 20 seconds to choose the right picture.
Part 2 tests vocabulary range and sentence-level reading comprehension relating to everyday situations.
Assessment
Students are assessed on their ability to read and understand simple messages
in everyday texts.
03
Reading Part 3
There are two different task types in Part 3. Students who are at Pre-A1 level (based on their performance on Parts 1 and 2) read a short text and answer five Yes/No questions about it. Students who are performing at A1 and A2 levels (based on their performance on Parts 1 and 2) have different texts with five True/False questions to answer.
For all levels, students have two minutes to read and answer the five questions. The texts for all levels are examples of short personal correspondence: emails, social media messages, or letters written by friends. Typically, they involve invitations to future events, questions about personal experiences, and similar relevant topics.
At Pre-A1 level, the texts will normally be 85–105 words long. A1 texts are normally 130–150 words long. This increases to around 180–200 words for A2 texts.
Assessment
In this part, students are assessed on their ability to locate and understand key factual information in a text.
04
Reading Part 4
Pre-A1 and A1 students both receive the same type of reading text, which involves a multiple-choice picture selection task. Pre-A1 texts are 85–105 words long and A1 texts are 130–150 words long.
Students read a short text in the form of a letter, email, or social media message in which the writer tells a story about an aspect of his or her life.
There are a number of images, five of which represent facts mentioned in the story. The students read the text and decide which five images go with the text.
For students at both A2 and B1 levels, the activity is a reading text with five questions, each of which is followed by three answer options.
At these levels, texts are more substantial: A2 texts are 260–280 words, and B1 texts are 290–310 words, not including the questions.
Assessment
Students are assessed on their ability to read and understand texts that tell personalized stories.
There are four distinct parts to the Speaking section, each with a different focus.
All students take all parts of the test, beginning with Part 1.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
One text
Questions
Stories
01
Speaking Part 1
Students read aloud and record a short text. The text is composed of three short, connected passages on the same topic.
Students have 30 seconds to view the whole text and prepare to read and record themselves.
The first passage is 8–12 words long. This is generally a single sentence. The second is 15–25 words long, and the final passage is 30–40 words long.
Students have 15 seconds to read and record each passage. Each passage is recorded separately.
The passages include contracted forms, question forms, and positive and negative statements.
Part 1 tests students’ ability to pronounce words clearly and to use stress, rhythm, and intonation meaningfully, and naturally.
Assessment
Students are assessed on the accuracy of their pronunciation, and their ability to read a short text fluently without undue hesitation or repetition.
02
Speaking Part 2
Students are shown a set of flashcards one at a time, and both read and hear a question that asks them to say what they see.
There is an example followed by eight questions, two at each CEFR level tested (Pre-A1, A1, A2, and B1). Each student sees all the flashcards and should try to answer all the questions.
The first question at each level generally focuses on identifying a common object and can be answered with one or two words. The second question requires a longer, phrase-level answer.
Students have 10 seconds to record each answer.
Part 2 tests students’ lexical range and grammatical accuracy.
Assessment
Students are marked on their ability to identify and name everyday objects, colors, places, jobs, routine activities, the correct use of prepositions of place, and present tenses.
03
Speaking Part 3
Students see a picture and answer three questions about it.
The picture shows a scene that includes several common, everyday activities taking place. Students have 30 seconds to study the picture and prepare their answers to the three questions. They have 15 seconds to answer each question.
Part 3 tests students’ ability to describe a picture using appropriate grammar and vocabulary. Typical questions might ask students to say what people are doing, or how they are feeling, to explain why something is happening, or to speculate about what might happen next.
Assessment
Students are assessed on their ability to use appropriate grammar and vocabulary in coherent and cohesive answers in sufficient detail.
04
Speaking Part 4
Students tell two separate stories. For each story, they see four connected pictures that show a chronological sequence of events. Then they are asked to tell the story in their own words.
For each of the two stories, students have 30 seconds to study the pictures and prepare their story. Then they have one minute to record their story.
The pictures show everyday situations and familiar locations, but perhaps with a surprise or a twist at the end that makes the story interesting and worth telling.
Assessment
Students are assessed on their ability to use appropriate grammar and vocabulary to tell a coherent story in sufficient detail.
There are four distinct parts to the Writing section, each with a different focus.
The Writing section is partially adaptive. All students take all four parts. The levels for Parts 1, 2, and 3 are the same for all students.
Part 4 consists of a guided writing task. Students will either be asked to respond to an essay prompt (guided essay) or to a more challenging email prompt (guided correspondence) based on their performance in Parts 1-3 of the Writing test.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Writing Part 1
Students read a sentence with a missing word and see a picture that represents the missing word. They also see the letters needed to spell the word.
There is an example followed by eight sentences, two at each CEFR level (Pre-A1, A1, A2, and B1). Each student sees all the sentences and should try to answer all the questions.
Students have 20 seconds to read the sentence and spell the word that completes the sentence.
Part 1 tests students’ vocabulary range and their familiarity with English spelling conventions.
Assessment
Students are assessed on their ability to complete the sentences by spelling the missing word correctly.
02
Writing Part 2
Students see a picture and read eight sentences that are related to the picture. Each sentence is missing some words. The missing words are presented in random order in a word pool on the screen. Students drag and drop the missing words into the correct place to complete each sentence.
The eight incomplete sentences are presented one at a time, but together they form a running text. The picture serves to set the context for the text, and thus is not strictly necessary for completing the sentences.
There is an example for guidance.
For each of the eight sentences, students have 45 seconds to put the missing words into the correct sequence. The sentences become progressively more complex, and the number of missing words increases.
Part 2 tests students’ ability to recognize and use a range of common English grammar patterns.
Assessment
Students are assessed on the accuracy of their word ordering in completing the sentences.
03
Writing Part 3
Students are asked three questions about a picture showing a common or everyday situation. They have 30 seconds to study the picture and prepare their answers to the three questions. Then for each question, students have 90 seconds to write their answer. They should try to write about 20 words for each answer.
Typical pictures might show a shopping scene, a sporting event, a family celebration, or a situation at school.
Part 3 tests students’ ability to write grammatically accurate sentences using appropriate vocabulary.
Assessment
Students are assessed on their ability to write coherent and cohesive, grammatically accurate sentences with sufficient and appropriate detail and lexis.
04
Writing Part 4
There are two different personalized prompts in this part. Students will either respond to an essay prompt (guided essay) or respond to a more challenging email prompt (guided correspondence), based on their performance in Parts 1-3.
Students at the Pre-A1 and A1 levels (based on their performance in Parts 1-3), will write a guided essay. The guided essay consists of three related questions that students answer on a single topic. They have 30 seconds to prepare their answers, then they have 90 seconds to write each of the three answers. They should try to write about 10 words for each answer.
Students at the A2 and B1 levels (based on their performance for Parts 1-3), will write a guided correspondence. This involves reading a short text that includes three questions and then replying to each of the questions. Students have 30 seconds to read the text and prepare their answers to the three questions. Then for each question, they have 90 seconds to write an answer of about 20 words.
Examples of correspondence include a text message from a friend with questions about a recent holiday, an email from school asking questions about participation in a forthcoming event, and a questionnaire inquiring about eating habits.
The personal responses for each guided writing task test students’ ability to write grammatically accurate sentences in a suitable style with appropriate vocabulary.
Assessment
For both the guided essay and guided correspondence tasks, students are assessed on their grammatical range and accuracy, lexical resources and task relevance.
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