STAMP for CEFR Level Descriptors outline in detail what expectations are placed upon the test takers for performance at any given level. Test takers receive a score (level) for each section of the test. The major levels and sub-levels are aligned to the CEFR scale and grouped in the following way: A Level (Pre-A1, A1, A2), B Level (B1, B2), C Level (C1).
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| Level | Read | Write | Listen | Speak |
|---|---|---|---|---|
| Pre-A1 | At this level, learners are able to: understand/recognize only a few very common words or characters recognize cognates or words similar to words of the first language of the learner | At this level, learners are able to: create individual words that have no extended meaning produce simple lists of vocabulary, which deal with a simple prompt/task/situation copy/produce a limited number of characters in a character-based language | At this level, learners are able to: understand only a few very common words when spoken or signed slowly and without any outside interference understand some cognates or words similar to words of the first language of the learner | At this level, learners are able to: create individual words that have no extended meaning produce simple lists of vocabulary, which deal with a simple prompt/task/situation state name or give individual word answers to basic formulaic questions |
| A1 | At this level, learners are able to: understand some familiar names, words, and very simple phrases recognize some common phrases and greetings identify common signs and understand some simple sentences in notices and posters | At this level, learners are able to: create meaning by grammatically connecting words like basic subjects and verbs or verbs and objects using phrases and simple sentences respond to topics about everyday life or that have been recently learned in the form of notes, postcards and simple messages | At this level, learners are able to: understand familiar names, words, and very basic phrases concerning self, family and immediate surroundings when spoken, signed, or played slowly and clearly comprehension is limited to phrases and simple sentence length utterances | At this level, learners are able to: use simple words and phrases to describe self, home and other basic language centered around immediate environment create meaning by grammatically connecting words like basic subjects and verbs or verbs and objects using phrases and basic sentences |
| A2 | At this level, learners are able to: understand very basic strings of sentences with topics such as immediate surroundings, home, school and friends understand the main points in short, non-complicated, emails, letters, advertisements, announcements and some short stories | At this level, learners are able to: create simple sentences with some added detail, showing variety in sentence structures create a series of independent sentences (ideas) that can be moved around without affecting the overall meaning of the response create writing that shows good control of more basic functions | At this level, learners are able to: understand main ideas and a few details in sentences, short conversations and some forms of media understand very basic sentences with topics such as immediate surroundings, home, school and friends when the language is clear and spoken or signed at a normal rate | At this level, learners are able to: create simple sentences with some added detail, showing a variety in sentence forms create independent sentences (ideas) that can be moved around without affecting the overall meaning of the response create language that shows good control of more basic functions and mostly accurate pronunciation |
| Level | Read | Write | Listen | Speak |
|---|---|---|---|---|
| B1 | At this level, learners are able to: understand most main points in texts regularly encountered in work, school, leisure, and everyday language understand the main points of most daily news stories and magazine articles with areas/topics where I have interest or experience | At this level, learners are able to: create enough language to show groupings of ideas, which are loosely connected using some transition words describe experiences and events in everyday life at home, school and in the community include some basic reasons and explanations with some complex sentences | At this level, learners are able to: understand main points in conversations and presentations on familiar topics encountered in work, school, and leisure, delivered through a series of sentences understand the main points of radio or TV programs on current affairs or topics of high interest when the delivery is relatively slow and clear | At this level, learners are able to: create language that shows groupings of ideas, which are loosely connected using some transition words describe experiences and events in everyday life at home, school and in the community including narration of past events show increased fluency and control of some complex language, with accurate pronunciation |
| B2 | At this level, learners are able to: read and comprehend longer texts such as short stories/simple novels and understand the main ideas and most details of the stories guess meaning of many new words from context in unfamiliar texts understand nuanced writing and writer opinion and viewpoints | At this level, learners are able to: write clear, detailed, extended texts on a wide range of subjects related to personal interests create texts that show good control of the language, using a variety of transition and linking words and strategies write essays and reports with reasons in support of or against a general current topic | At this level, learners are able to: understand extended speech, conversations and dialogues presented in a series of connected sentences follow more complex lines of argument provided the topic is reasonably familiar understand most TV news and current affairs programs and other similar media, which may be unfamiliar | At this level, learners are able to: create clear, detailed, speeches and presentations on a wide range of subjects including stating of opinion or viewpoints create language that shows good control of the language, using a variety of transition/linking words and strategies show increased grammatical accuracy and vocabulary depth and breadth in language |
| Level | Read | Write | Listen | Speak |
|---|---|---|---|---|
| C1 | At this level, learners are able to: understand long, complex articles and reports concerned with specialized topics including critical viewpoints written with different voice and or style understand subtleties and nuances of texts on familiar topics understand some idiomatic uses of language | At this level, learners are able to: write clear, well-organized texts for a variety of audiences on both social and professional topics express ideas on a variety of topics using clear, well-organized texts in a style appropriate for the audience use some technical language showing sophistication of language and vocabulary breadth | At this level, learners are able to: understand extended speech and lectures, even when the language is somewhat complicated understand most forms of media with little effort, including some specialized topics and critical viewpoints understand most colloquial uses of language | At this level, learners are able to: deliver clear, well-organized speeches and presentations for a variety of audiences on concrete social and professional topics express ideas on a variety of topics using clear, well-organized language use some technical language showing breadth of vocabulary knowledge and usage |
