CEFR 230

220
C2

210
The Cambridge English Scale explained
200
C1

190

180
B2

170

160
B1

150

140
A2

130

120
A1

110

100
Below
www.cambridgeenglish.org
A1

90

80
Aligning Cambridge English exams What are the benefits of using
to international standards the Cambridge English Scale?
Cambridge English exams are aligned to the Common The Cambridge English Scale provides clearer and more
European Framework of Reference for Languages detailed information than was previously available,
(Council of Europe 2001)* – the international standard showing where the candidate’s performance falls within
in measuring language ability. each CEFR level and grade. This gives candidates and
their teachers better information about their performance
Our exams are known around the world for giving and helps them to identify areas for improvement.
objective and reliable evidence of English language
ability. Extensive research and validation ensures that The same scale is used across our exams, so it is also
each exam and each grade represent the same level of easier to understand the relationship between them.
English, no matter where or when the exams are taken. For the many candidates who take two or more of our
exams in succession this will be particularly useful, as
they will clearly be able to understand how their level
What is the Cambridge English of English is improving from one exam to the next.
Scale? The Cambridge English Scale gives more detailed
information for organisations that use our exams, such
The Cambridge English Scale is a range of scores used
as universities, employers, professional bodies and
to report results for Cambridge English exams. It was
immigration authorities. This will help them to make
introduced in January 2015.
decisions about individual candidates, particularly in
cases where the organisation wants to focus on specific
It is a refinement of our existing approach to score
language skills.
reporting and provides a clearer and more consistent
way of describing candidate performance in Cambridge
Because the scores are reported on the same reference
English exams.
scale, it is possible for organisations to state a
requirement for a particular overall score, plus minimum
The Cambridge English Scale covers a wide range of
scores for Reading, Writing, Listening, Speaking and Use
language proficiency and is aligned to the Common
of English.
European Framework of Reference (CEFR).

In all exams, other than Cambridge English: Key and Key

for Schools candidates receive a Cambridge English Scale
Which exams use the Cambridge
score for each skill – Reading, Writing, Listening and English Scale?
Speaking. Where tested, they also get a separate score
for Use of English. Cambridge English: Key and Key for Results for Cambridge English: First, First for Schools,
Schools candidates receive a score for each paper. Advanced and Proficiency have been reported on the scale
since January 2015.
The overall score is calculated by averaging the individual
scores a candidate receives. In Cambridge English: Key Results for Cambridge English: Key, Key for Schools,
and Key for Schools, the score for the Reading and Writing Preliminary, Preliminary for Schools and Business
paper is doubled to account for the double weighting of Certificates will be reported on the scale from
this paper. February 2016.

Cambridge English Scale scores replace the standardised IELTS** is mapped to the Cambridge English Scale, but
score and candidate profile used for exams taken before will continue to use the existing nine-band scale for
2015. reporting results.

The candidate's Statement of Results shows:

• an overall Cambridge English Scale score

• Cambridge English Scale scores for each skill
(Reading, Writing, Listening and Speaking)
and Use of English where tested *
Further information about the Common European Framework of Reference for
Languages (CEFR) can be found on our website at: www.cambridgeenglish.org/cefr
• a grade
**
IELTS is jointly owned by British Council, IDP: IELTS Australia and Cambridge English
• a CEFR level. Language Assessment.

2 The Cambridge English Scale explained

The diagram below shows how Cambridge English: Key, Preliminary, First, Advanced, Proficiency and Business Certificates
are mapped to the Cambridge English Scale.

Common European Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge
Framework of English English: English: English: English: English: English: English: English:
Reference (CEFR) Scale Key Preliminary First Advanced Proficiency Business Business Business
Preliminary Vantage Higher
230
Grade A
220
Grade B

C2 210
Proficient user

Grade C
Grade A Grade A
200
Grade B Grade B

C1 190
Grade C
Level C1
Grade C
Grade A Grade A
180
Grade B Grade B

B2
Independent user

170 Level B2 Level B2

Grade C Grade C
Distinction Distinction
160
Merit Merit

B1 150
Pass
Level B1
Pass
Level B1
Distinction
140
Merit

A2 130
Pass
Level A2 Level A2
Basic user

120

A1 110 Level A1

100

Below
A1 90

80

IELTS is mapped to, but will not be reported on the Cambridge English Scale
*

How do the scores work?

The Cambridge English Scale is aligned to the CEFR, and each of our exams covers a particular section of the scale.

This means that a particular score on the Cambridge English Scale represents the same level of language proficiency,
no matter which exam is taken.

For example, scores between 180 and 199 cover CEFR Level C1. Candidates at the lowest end of C1 would receive a
score of 180. They would achieve this score whether they took Cambridge English: First, Advanced or Proficiency. This is
illustrated in the diagram on the following page.

www.cambridgeenglish.org 3
Where is the score used?
The overall score and the individual Common European Cambridge Cambridge Cambridge Cambridge Cambridge
scores are shown on the candidate’s Framework of English English: English: English: English
Reference (CEFR) Scale First Advanced Proficiency IELTS Scale
Statement of Results and on their
certificate. 230 23
Grade A

These scores also appear on the online 220

Grade B
22

Results Verification Service.

C2 210
9.0
21

Proficient user
Grade C 8.5
Grade A
You can see an example of the new 200
8.0
20
Statement of Results for Cambridge Grade B 7.5
English: Advanced on page 7 of this C1 190 Level C1 19
7.0
document. Grade A
Grade C

180 6.5 18
Grade B
6.0
B2
Independent user

170 Level B2 17
Grade C 5.5
160 16
5.0

B1 150 Level B1 4.5 15

4.0
140 14

A2 130 13
Basic user

120 12
How was the Cambridge English Scale produced?
A1 110 11

There is a well-established link between Cambridge English exams and the CEFR, and the current score-reporting
system reflects this. Results on the Cambridge English Scale are
100
reached by applying the same underlying 10

methodology, but the link between our exams and the CEFR is refined. This brings a greater clarity and transparency
Below
A1between different
to score meanings and facilitates easy comparisons
90
exams.
9

80 8
The scale was developed according to the well-documented and researched links between performance on different
tests (using data from millions of candidates) and the processes by which we define and maintain standards.

These processes vary slightly for the different components and are described below.

First Advanced Example assessment criteria

Writing and Speaking components
Uses the conventions of the communicative
Writing and Speaking components task with sufficient flexibility to communicate
are marked by trained, standardised C2 complex ideas in an effective way, holding the
target reader’s attention with ease, fulfilling
examiners according to a set of all communicative purposes
analytic scales, covering a range
Uses the conventions of the communicative
of assessment criteria.
C1 task effectively to hold the target reader’s
attention and communicate straightforward
and complex ideas as appropriate
The assessment criteria are
linked to the CEFR and form an Uses the conventions of the
overlapping ‘ladder’. communicative task to hold the target
B2 reader’s attention and communicate
straightforward ideas
The criteria for each level are the same
across all our exams. For example, the
criteria required to meet CEFR Level B2 Uses the conventions of the communicative

are identical for both Cambridge English: B1 task in generally appropriate ways to
communicate straightforward ideas
First and Cambridge English: Advanced.

4 The Cambridge English Scale explained

Marks are awarded according to the assessment criteria, However, test alignment is not a one-off project – validation
and are combined to provide the total mark for the is an ongoing process which requires regular re-evaluation
component. Because both the assessment criteria and and confirmation that existing alignments continue to hold.
the Cambridge English Scale are linked to the CEFR, the To this end, and with the introduction of the Cambridge
Cambridge English Scale score for the component can be English Scale in mind, a series of alignment studies are
determined from this total mark. in process to evaluate and validate the links between
adjacent exams (for example between Cambridge English:
This process ensures that candidates who demonstrate First and Advanced) involving candidates taking both
the same level of ability (no matter which exam is taken) exams. This will ensure the integrity of the scale across
are awarded the same Cambridge English Scale score. the suite of exams, and mean that we can be sure that a
score of 175 on Cambridge English: First corresponds to the
For example: same level of performance as a score of 175 on Cambridge
English: Advanced.
Two candidates at low CEFR Level B2 sit our exams –
one sits Cambridge English: First, the other Cambridge
The alignment of IELTS to the CEFR and to the Cambridge
English: Advanced. They both just meet the criteria for
English Scale has been similarly established by means
Level B2 in the Writing paper and are awarded marks
of empirical investigation. In 2009, we undertook a
for the component accordingly. Although the raw marks
comparison study to benchmark C1 level as represented
across the two tests are different, the candidates are both
by Cambridge English: Advanced against IELTS scores.
awarded a scale score of 160 for the Writing component,
For this exercise an empirical validation study was
as they have demonstrated the same level of ability.
undertaken where registered IELTS candidates were
invited to also take Cambridge English: Advanced, and
Reading, Listening and Use of English components registered Cambridge English: Advanced candidates
were invited to take IELTS. This counterbalanced design
Reading, Listening and Use of English components
accounted for preparation or motivation-related effects
contain a series of items which are marked as either
on one test or the other. The candidates’ performances
correct or incorrect.
on the two exams were then compared using what is
known as the equipercentile method to arrive at the
Cambridge English uses Rasch (1960/1980) analysis to
score relationship on the two exams. See UCLES
ensure a consistent standard is applied in the grading
(2013a) for a fuller description of the Cambridge English:
of objectively marked components, accounting for
Advanced/IELTS comparison study. We are currently
differences in difficulty between them. This is achieved
undertaking a similar comparison study for Cambridge
by calibrating the difficulty of all the items in a given
English: First and IELTS.
test onto the same scale. This calibration allow us to
determine the raw marks for each specific test paper
that represent a predetermined level of ability – the Further information
standard needed to achieve a particular grade or level.
See the Cambridge English: First, Advanced and Proficiency Handbooks for
Furthermore, the scales used for each test are linked
teachers (UCLES 2012, 2014a, 2014b) for the public versions of the Writing
to adjacent levels, meaning that these standards can
and Speaking assessment scales. See Lim (2012), Galaczi and ffrench (2007)
be compared and linked across levels.
and Galaczi, ffrench, Hubbard and Green (2011) for detailed accounts of the
development and validation of the scales and their link to the CEFR, and Shaw
By a process of standards setting, these defined ability
and Weir (2007) and Taylor (Ed.) (2011) for comprehensive accounts of the
levels are linked to CEFR thresholds, meaning that the
Cambridge English Writing and Speaking tests and their relationships to the
same process of mapping can take place as with the
CEFR. See ffrench, Bridges and Beresford-Knox (2012), Taylor (Ed.) (2011) and
Writing and Speaking components.
UCLES (2013b) for details of quality assurance with regard to the marking of
Writing and Speaking components.
Linking tests to each other and to the CEFR
See Khalifa and Weir (2009) and Geranpayeh and Taylor (Eds) (2013) for
The relationship between Cambridge English exams comprehensive accounts of the Cambridge English Reading and Listening tests
and the CEFR is long standing and well documented. and their relationships to the CEFR.
The relationship can be classified in terms of the
historical perspective, the conceptual perspective
and the empirical perspective. Discussions of all three
perspectives, plus full references and links to key papers
can be found on the Cambridge English website at
www.cambridgeenglish.org/research-and-validation/
fitness-for-purpose

www.cambridgeenglish.org 5
The Cambridge English Scale and IELTS
The diagram below shows how IELTS band scores map to the Cambridge English Scale.
Common European Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge Cambridge
Framework of English English: English: English: English: English: English: English: English: English
Reference (CEFR) Scale Key Preliminary First Advanced Proficiency Business Business Business IELTS* Scale
Preliminary Vantage Higher
230 230
Grade A
220 220
Grade B

C2 210
9.0
210
Proficient user

Grade C 8.5
Grade A Grade A
8.0
200 200
Grade B Grade B 7.5

C1 190
Grade C
Level C1
Grade C 7.0
190
Grade A Grade A
180 6.5 180
Grade B Grade B
6.0
B2
Independent user

170 Level B2 Level B2 170

Grade C Grade C 5.5
Distinction Distinction
160 160
Merit Merit 5.0

B1 150
Pass
Level B1
Pass
Level B1 4.5 150
Distinction 4.0
140 140
Merit

A2 130
Pass
Level A2 Level A2 130
Basic user

120 120

A1 110 Level A1 110

100 100

Below
A1 90 90

80 80

IELTS is mapped to, but will not be reported on the Cambridge English Scale
*

The exact relationship between band scores and scores on the scale is seen clearly in the table below.

IELTS Cambridge English

band score Scale scores
9.0 209+
8.5 205–208
8.0 200–204
7.5 191–199
7.0 185–190
6.5 176–184
6.0 169–175
5.5 162–168
5.0 154–161
4.5 147–153
4.0 142–146

6 The Cambridge English Scale explained

Does the same score on two different exams represent the same
standard of achievement?
The same score on two different exams represents the same standard of achievement. However, it is important to note
that a higher-level exam covers a broader construct (the range of cognitive processes and functions covered by the
exam). This means that the candidate for the higher-level exam has demonstrated the same level of performance on
the broader construct, meaning that we can be more confident in the candidate’s ability to perform those higher-level
cognitive processes and functions.

This can be important in contexts where particular functions are needed, for example studying within higher education,
and in such contexts both the score and the exam on which the score was achieved should be considered.

Sample Statement Reference No.

of Results 15BGB9615003
To be quoted on all
Correspondence

See right for an example Statement of Certificate in Advanced English

Results for Cambridge English: Advanced
Statement of Results
for exams taken from 2015. The
Statement of Results shows a candidate’s: Candidate name Session

An Example November (CAE1)

2015
• overall Cambridge English Scale score
Place of entry

• individual Cambridge English Scale Cambridge

scores (in this example, scores for
Reading, Writing, Speaking, Listening Result Overall Score CEFR Level

Pass at Grade B 195 C1

and Use of English)
• grade Cambridge
English Certificated
CEFR Level Scale Results Reading Use of English Writing Listening Speaking

• CEFR level. 210

C2 Grade A
200
203
1
Grade B 196
The Statement of Results can be securely C1 190
Grade C
195 194

verified by recognising organisations at

186
180

www.cambridgeenglish.org/verifiers B2 170 Level B2

160

150
2

A2
The Certificate in Advanced English (CAE) is an examination targeted
at Level C1 in the Council of Europe's Common European Framework
Results Score
Basic user

of Reference. Pass at Grade A 200 – 210

Pass at Grade B 193 – 199
Candidates achieving Grade A (between 200 and 210 on the
Pass at Grade C 180 – 192
A1
Cambridge English Scale) receive the Certificate in Advanced English
stating that they have demonstrated ability at Level C2. Candidates Level B2 160 – 179
achieving Grade B or Grade C (between 180 and 199 on the
Cambridge English Scale) receive the Certificate in Advanced English Candidates taking the Certificate in Advanced English scoring
at LevelBelow
C1. between 142 and 159 on the Cambridge English Scale do not
receive a result, CEFR level or certificate.
A1whose performance is below Level C1, but falls within
Candidates
Level B2 (between 160 and 179 on the Cambridge English Scale), Cambridge English Scale scores below 142 are not reported for the
receive a Cambridge English certificate stating that they have Certificate in Advanced English.
demonstrated ability at Level B2.
Other
Cambridge English examination results can be quickly and securely
verified online at: www.cambridgeenglish.org/verifiers X - the candidate was absent from part of the examination
Z - the candidate was absent from all parts of the examination
Pending - a result cannot be issued at present, but will follow in
due course
THIS IS NOT A CERTIFICATE Withheld - the candidate should contact their centre for information
Cambridge English Language Assessment reserves the right to amend the Exempt - the candidate was not required to sit this part of the
candidates.
examination

www.cambridgeenglish.org 7
 CEF

References
Council of Europe (2001) Common European Framework of Reference Shaw, S D and Weir, C J (2007) Examining Writing: Research and

Proficient user
for Languages: Learning, Teaching, Assessment, Cambridge: Cambridge practice in assessing second language speaking, Studies in Language
University Press, available online at http://www.coe.int/t/dg4/ Testing volume 26, Cambridge: UCLES/Cambridge University Press.
linguistic/Source/Framework_EN.pdf
Taylor, L (Ed.) (2011) Examining Speaking: Research and practice in
ffrench, A, Bridges, G and Beresford-Knox, J (2012) Quality assessing second language speaking, Studies in Language Testing
Assurance: A Cambridge ESOL system for managing Writing volume 30, Cambridge: UCLES/Cambridge University Press.
examiners, Research Notes 49, 11–17.
UCLES (2012) Cambridge English: Proficiency Handbook for teachers,
Galaczi, E D and ffrench, A (2007) Developing revised assessment Cambridge: UCLES, available online at http://www.cambridgeenglish.
scales for Main Suite and BEC Speaking tests, Research Notes 30, org/images/cambridge-english-advancedhandbook-2015.pdf
28–31, available online at http://www.cambridgeenglish.org/
UCLES (2013a) Comparing scores on Cambridge English: Advanced
images/23149-research-notes-30.pdf
(CAE) and IELTS, Cambridge: UCLES, available online at
Galaczi, E D, ffrench, A, Hubbard, C and Green, A (2011) Developing http://www.cambridgeenglish.org/images/28894-cae-comparing-
assessment scales for large-scale speaking tests: a multiple-method scores.pdf
approach, Assessment in Education 18 (3), 217–237.
UCLES (2013b) Principles of Good Practice: Quality management and
Geranpayeh, A and Taylor, L (Eds) (2013) Examining Listening: validation in language assessment, Cambridge: Cambridge English
Research and practice in assessing second language speaking, Studies Language Assessment.
in Language Testing volume 35, Cambridge: UCLES/Cambridge
UCLES (2014a) Cambridge English: Advanced Handbook for teachers,
University Press.
Cambridge: UCLES, available online at https://www.teachers.

Independent user
Khalifa, H and Weir, C J (2009) Examining Reading: Research and cambridgeesol.org/ts/digitalAssets/117848_Cambridge_English_
practice in assessing second language speaking, Studies in Language Proficiency__CPE__Handbook_2013.pdf
Testing volume 29, Cambridge: UCLES/Cambridge University Press.
UCLES (2014b) Cambridge English: First Handbook for teachers,
Lim, G S (2012) Developing and validating a mark scheme for Cambridge: UCLES, available online at http://www.cambridgeenglish.
Writing, Research Notes 49, 6–10, available online at http://www. org/images/cambridge-english-first-handbook-2015.pdf
cambridgeenglish.org/images/23166-researchnotes-49.pdf
Rasch, G (1960/1980) Probabilistic models for some intelligence
and attainment tests (Copenhagen, Danish Institute for Educational
Research), expanded edition (1980) with foreword and afterword
by B D Wright, Chicago: The University of Chicago Press.

Cambridge English
Language Assessment
1 Hills Road
Cambridge
CB1 2EU
Basic user
Cambridge English Language Assessment is part of the University
United Kingdom of Cambridge. We develop and produce the most valuable range of
qualifications for learners and teachers of English in the world. Over
www.cambridgeenglish.org/helpdesk 5 million Cambridge English exams are taken each year in more than
130 countries. Around the world over 20,000 universities, employers,
www.cambridgeenglish.org government ministries and other organisations rely on our exams and
qualifications as proof of English language ability. Cambridge English
facebook.com/CambridgeEnglish exams are backed by the work of the largest dedicated research team of
any English language test provider.
youtube.com/CambridgeEnglishTV Cambridge English Language Assessment – a not-for-profit organisation.
twitter.com/CambridgeEng All details are correct at the time of going to print in May 2015.

Belo
© UCLES 2015 | CE/3019/5Y05

*0970453538*