The Global Scale of English

The Global Scale of English: A new solution that’s off the scale

The Global Scale of English (GSE), the world’s first truly global English language standard, will allow you to measure progress accurately and easily. Our ultimate ambition is to provide learners – wherever they are in the world – with the answers to these questions:

  • How good is my English?
  • Am I progressing?
  • What do I need to do next?

The GSE ecosystem is made up of four parts – the scale itself, the GSE Learning Objectives, course materials and assessment. The GSE Learning Objectives are critical in that they provide context for teachers and learners – they describe exactly what it means to be at a level of proficiency in English in terms of what a learner can do. They are an open access resource for teachers and learners worldwide to use to help create their own courses and syllabuses and plan their own personal path to English proficiency.

The Global Scale of English represents the most significant advance in performance-based approaches to language learning, teaching and assessment since the development of the Common European Framework of Reference.”
David Nunan Ph.D., Professor Emeritus of Applied Linguistics, University of Hong Kong

Learning a language is not like learning mathematics or electrical engineering, where each topic builds upon a previous one in a sequence. Language learning is not necessarily sequential, and a learner might be strong in one area, where they have had a lot of practice or a particular need or motivation, but quite weak in another.
For that reason, to say that a learner is ‘at’ a certain level on the Global Scale of English does not mean they have necessarily mastered every GSE Learning Objective for every skill up to that point. Neither does it mean that they have mastered none at a higher GSE value. If a student is assessed as being at 61 on the scale, it means s/he has a 50% probability of being able to perform Learning Objectives at that level, a greater probability of being able to perform Learning Objectives at a lower level, and a lower probability of being able to perform Learning Objectives at a higher level. Language learning is unique to every individual.
For more information about  the  work in this field, please visit



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