Young Learners ISEs Final Draft 181217

Instructions to Speaking Examiners
Pre A1 Starters
A1 Movers
A2 Flyers
From 2018

Pre A1 Starters, A1 Movers and A2 Flyers
This material is STRICTLY CONFIDENTIAL and
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Cambridge English
Qualifications
Schools
Instructions to Speaking
Examiners
This booklet is to be used only by

Cambridge Assessment English Speaking
Examiners for the Pre A1 Starters, A1
Movers and A2 Flyers Speaking tests. It
contains details of test procedure,
assessment criteria and marking guidelines.
It must be studied carefully before examining
and referred to on all examining
assignments.
This booklet replaces all previously issued
Cambridge English: Young Learners/YLE
Instructions to Speaking/Oral Examiners
booklets, which should be destroyed.
Centres/Speaking Examiners are asked to
retain this booklet for use until further notice.
We welcome feedback on this booklet and
on the Speaking test materials. Examiners
who would like to pass on comments may do
so through the Team Leader system, where
established, or directly to:
Cambridge Assessment English

1 Hills Road
Cambridge
CB1 2EU
UK
Helpdesk Tel: +44 1223 55 3997
1
2
Contents
1 Introduction 3.3 Test Materials ............................ 14
1.1 Cambridge English Qualifications 4 3.4 Assessment ............................... 15
1.2 Security and Confidentiality .......... 4 3.4.1 Assessment Criteria .................. 15
1.3 The Role of the Speaking 3.4.2 Range of Marks ......................... 16
Examiner ...................................... 4 3.4.3 Assessment Procedure ............. 16
1.4 Speaking Examiner 3.4.4 Assessment Scales ................... 17
Responsibilities ............................ 5 4 A2 Flyers
1.5 The Role of the Usher ................... 6 4.1 The Level of A2 Flyers ............... 18
1.6 Room Layout ................................ 7 4.2 A2 Flyers Speaking Test
1.7 The Team Leader System ............ 7 Format and Timing .................... 18
1.8 Special Circumstances ................. 9 4.3 Test Materials ............................ 18
1.8.1 Candidates with Special 4.4 Assessment ............................... 19
Requirements ............................... 9 4.4.1 Assessment Criteria .................. 19
1.8.2 Special Arrangements ................... 9 4.4.2 Range of Marks ......................... 20
1.8.3 Assessment of Special 4.4.3 Assessment Procedure ............. 20
Requirements Candidates ............ 9 4.4.4 Assessment Scales ................... 21
1.8.4 Candidates known to 5 Marking Procedure
Speaking Examiners ..................... 9 5.1 Examiners .................................. 22
1.8.5 Adverse Conditions ....................... 9 5.2 Mark Sheet Completion ............. 22
2 Pre A1 Starters 5.3 Sample Speaking Examiner’s
2.1 The Level of Pre A1 10 Mark Sheet ................................ 23
Starters .........................................
2.2 Pre A1 Starters Speaking Test 6 Summary of the Speaking Tests
Format and Timing ........................ 10 6.1 Pre A1 Starters .......................... 26
2.3 Test Materials ............................... 11 6.2 A1 Movers ................................. 27
2.4 Assessment .................................. 11 6.3 A2 Flyers ................................... 28
2.4.1 Assessment Criteria ...................... 11 Appendices
2.4.2 Range of Marks ............................ 12 1 Frequently Asked Questions ............ 30
2.4.3 Assessment Procedure ................. 12 2 Guidelines for Adults Conducting
2.4.4 Assessment Scales ...................... 13 Speaking Tests with Minors ............. 33
3 A1 Movers
3.1 The Level of A1 Movers ................ 14
3.2 A1 Movers Speaking Test Format
and Timing .................................... 14
3
1 Introduction The examiner’s role is to:
• assess candidates’ performance

accurately
1.1 Cambridge English Qualifications
• ensure all candidates are treated
fairly and receive sufficient
Cambridge English Qualifications for schools
encouragement
create a step-by-step path for learning
English. These research-backed, in-depth
exams create a learning framework for • ensure consistency of the test
progression from Pre A1 through to B2 level. conditions by following the test
format as laid out in the test
The Pre A1 Starters, A1 Movers and A2 materials.
Flyers exams, also known as Young
Learners, are designed to offer a The examiner should take care to speak
comprehensive approach to testing the clearly and slowly enough for the child to
English of primary learners. understand. The examiner’s delivery should
be at the slow end of the normal speech
range. This applies for all three levels of the
exams for young learners.
1.2 Security and Confidentiality
The examiner allows as much time as
All Cambridge English Speaking test appears to be necessary for a candidate to
materials are confidential and must be kept respond, moving on only if it becomes
under tight security at all times. Test apparent that no response is forthcoming. A
materials are retained by Centre Exams delay which is too long may make the
Managers at centres outside the UK. candidate uncomfortable, so sensitivity is
required here.
Live test materials must not be reproduced
or used for teaching or test practice. At the Examiners should take special care to be
end of each calendar year, all materials encouraging to the candidates. For
must be confidentially destroyed at centres. acceptable responses, the examiner should
provide feedback such as ‘Good’ or ‘That’s
Examiners must not discuss the test right’. However, when the candidate makes
materials or the assessment criteria with an error, the examiner has to decide
anyone other than a Cambridge English whether to ignore this, or whether to
Speaking Examiner. comment. In deciding whether to ignore an
error or to try and elicit the correct response,
Examiners must not, under any examiners need to distinguish between
circumstances, divulge information about the ‘content’ and ‘surface’ errors.
performance of candidates or the marks
awarded. Any examiner found to have A content error refers to an error such as
deliberately compromised the security of the giving the wrong label for a picture, or
test in any respect will not be allowed to pointing to the wrong picture, where the
examine for Cambridge English again. candidate is likely to be misled into making
further errors if the examiner responds as
1.3 The Role of the Speaking though this is right. A surface error refers to
Examiner one that is not likely to have this effect – e.g.
mispronunciation, or a minor grammatical or
Only one Speaking Examiner is required to lexical error. The distinction, of course, is not
conduct Young Learners Speaking tests. always clear-cut, but the examiner needs to
The examiner must both conduct the test avoid undermining the child’s confidence by
following standard procedures, and make an correcting too often.
assessment of the candidate’s performance.
4
For content errors, the examiner should • take the following to each examining
repeat the question, and/or use a back-up session:
question (if given in the interlocutor frame),
and/or lead the candidate to the right answer o all the current test materials for
(e.g. by pointing or simply giving the answer the test level
as instructed in the interlocutor frame) and
then move on quickly. Surface errors should o the current Instructions to
be ignored, but examiners may consider Speaking Examiners booklet,
them when assessing. For further which includes the Assessment
information about the interlocutor frame, Scales
please refer to the separate sections for Pre
A1 Starters, A1 Movers and A2 Flyers. o a reliable clock or watch with a
second hand, and without a loud
1.4 Speaking Examiner tick. Clocks/watches must not be
Responsibilities set to emit noises to signal the
timings of the tests
Examiners must:
o a pen, with which to complete the
• maintain the security and mark sheets
confidentiality of the Speaking test
and assessment criteria (see 1.2) o a blank A4 sheet of paper or card
to use to cover the ‘odd-one-out’
• ensure that all candidates are treated pictures in A1 Movers Part 3
fairly and in accordance with the
instructions in this booklet • arrive at the centre in good time to
meet local timetabling requirements,
• be familiar with all sections of this to introduce themselves to the
booklet Centre Exams Manager and/or
Examinations Supervisor and to
organise themselves for the
• be familiar with the appropriate test
examining session
procedure
• create a comfortable atmosphere so
• be familiar with the appropriate test
as to encourage candidates to
materials and use them as instructed
perform to the best of their ability.
This may involve making
• be familiar with the appropriate
adjustments to furniture layout,
assessment criteria and apply them
lighting and ventilation. The available
as instructed
furniture should be arranged in the
most suitable way possible, creating
• avoid giving any indication of marks an informal but professional
to candidates or teachers atmosphere. For example, in a very
large room the table used should be
• be professional in their dress and placed near the door, as candidates
behaviour, to meet candidate can find it intimidating to have to walk
expectations. Clothing should be the length of the room under the
clean and tidy. Very informal gaze of an examiner. It is important
clothing, such as shorts, low-cut tops to check that both the candidate and
or very short skirts, is unacceptable. the examiner have enough light to
All electronic devices must be see the test materials clearly and that
switched off. Examiners should be light is not shining directly into the
supportive and flexible, as candidate’s eyes. Two appropriate
appropriate, towards centre staff arrangements of the Speaking test
room are illustrated in the diagram on
page 7 (see 1.6).
5
In order to minimise security risks, When the previous candidate finishes, the
examiners must: usher directs them out of the test area (but
not to the waiting room) and then returns to
• vary the test materials, using the full take the waiting candidate into the test room.
range of tasks in the candidate’s
booklet The usher’s duties can be summarised as
follows:
• ensure that all test materials remain
clean and unmarked • to bring candidate 1 to the seating
area outside the test room, reminding
• use materials as instructed in the them of the format of the test
interlocutor frame
• when the examiner is ready, to take
• ensure that no test materials are the candidate in, introduce them to
taken out of their personal charge the examiner and settle the
candidate
• check with local centre staff before
the examining session begins that • to bring candidate 2 from the waiting
arrangements have been put in place room to the seating area outside the
to prevent contact between test room, and remind the candidate
candidates who have taken the test of the format of the test before
and those who are about to take it entering the room
• hand completed mark sheets directly • when candidate 1 finishes and

to the Centre Exams Manager/ leaves the room, to direct them out of
Examinations Supervisor after the the test area
test.
• to return and take candidate 2 into
Examiners must not, without the written the test room and settle them in; then
permission of the Chief Executive of bring candidate 3 from the waiting
Cambridge Assessment English, allow their room, etc.
name to be used in association with
Cambridge English, for example for the The usher may be someone familiar to the
public endorsement or promotion of any candidates, e.g. their teacher. If the usher is
materials, products or services. Citing this aware of anything which is relevant to the
status in formal job applications/CVs is candidate, they should inform the Centre
acceptable. Exams Manager/Examinations Supervisor
and/or the examiner before the test. The
1.5 The Role of the Usher type of information considered relevant
would include:
The usher plays an important role in exams
for young learners. They should speak the • the candidate has a relevant physical
candidate’s L1, and should make sure that disability, such as poor hearing or a
the candidate understands what to do in sight impairment
general terms, and is not over-anxious or
unhappy about the test. • the candidate is likely to be upset
about certain typical questions (e.g.
The usher brings the candidate from the because of the recent death of a
waiting room, and explains the nature of the close relative).
test before taking the candidate into the test
room. After introducing the examiner and
checking that the candidate is settled, the
usher leaves the room.
6
1.6 Room Layout
In all the tests for young learners the E = examiner

examiner may choose to sit either next to or C1 = first candidate
at right angles to the candidate (see below). C2 = second candidate
The choice should be dictated by local U = usher
norms of appropriacy, and made in
consultation with the Examinations
Supervisor.
1.7 The Team Leader System Some countries also have Regional Team
Leaders (RTLs) to help manage the Team
The standardisation of Speaking test Leaders. A diagram illustrating the Team
conduct and assessment is achieved by: Leader hierarchy is shown below:
• a network of professionals in a
structure called the Team Leader
(TL) system
• a set of quality assurance (QA)

standards and procedures for
speaking examiners, including
recruitment requirements, induction,
training, certification and monitoring.
Professional Support Leaders (PSLs) are

appointed by Cambridge English to manage
the professional aspects of the TL system.
7
There are some differences in the TL system and feedback, and SEs are normally
in the UK. monitored by a TL.
QA procedures are applied at each level, i.e. The TL will either observe the test in person,
to PSLs, RTLs, TLs and Speaking or will ask the SE to record and upload some
Examiners (SEs). The QA procedures for tests to PSN.
SEs are:
Examiners must respond positively to
• Registration: Prospective SEs must guidance given by a TL in the context of
meet the minimum professional training, certification and/or monitoring.
requirements in terms of
qualifications, language competence
and teaching experience Monitoring Checklist
• Induction: Prospective SEs work

through induction materials on the 1. Appropriately professional in
Professional Support Network appearance and manner.
(PSN). Once this has been
completed and confirmed, SEs are 2. Provides a suitable test environment
invited to face-to-face training. with the resources available.
• Training: SEs must attend a face- 3. Carries out the test according to
to-face training event to cover each prescribed procedure.
relevant test. This is carried out by
TLs, and includes practice in test 4. Keeps to prescribed timing.
conduct with volunteer candidates
and the standardisation of 5. Delivers the interlocutor frame
assessment using test samples. SEs naturally, clearly and at an appropriate
need to attend additional training speed and volume.
sessions if there are significant
changes to any Speaking test, or if 6. Keeps consistently to the interlocutor
they have not examined for any frame.
Cambridge English Qualifications for
more than two years. 7. Handles test materials efficiently.
Once prospective SEs have completed 8. Provides the opportunity for each
induction and training successfully, they candidate to produce the required
must be certificated before they can sample of language.
examine.
9. Is courteous and suitably encouraging
Certification comprises two stages: the throughout the test.
Certification of Procedure (CofP) and the
Certification of Assessment (CofA) at 10. Manages effectively any problems that
each relevant CEFR level, e.g. B2 First / B2 may arise during the test.
Business Vantage. Certification must be
carried out every 12 months. CofP is 11. Provides appropriate analytical
covered in an annual face-to-face meeting assessments and can relate these,
which every examiner must attend. when required, to the scales.
CofA is completed online using the PSN for
any relevant CEFR levels not covered at 12. Always has printed assessment scales
the face-to-face meeting. to hand.
Monitoring: all SEs must be monitored 13. Completes mark sheets correctly and
delivering live tests at least once every two fully.
years. This is an opportunity for discussion
8
TLs provide SEs with verbal feedback as does not include personal questions about
soon as possible after the monitoring; and family members.
SEs receive copies of the completed
checklist. Centre Exams Managers/Examinations
Supervisors are required to inform
1.8 Special Circumstances examiners of any candidates in the session
who require special arrangements.
1.8.1 Candidates with Special Examiners should then be told what special
Requirements arrangements apply for these candidates,
and also given any modified material
needed.
There are various circumstances which may
make it difficult for a candidate to show their
ability in the Speaking test. In many cases, 1.8.3 Assessment of Special
Cambridge English can help if centres let Requirements Candidates
us know about these problems in time for
us to take action. Candidates with special requirements must
be assessed in exactly the same way as
We can help if a candidate: other candidates. They must not be marked
more leniently. All candidates are marked
• has a permanent disability, such as a according to the same criteria.
sight or hearing impairment, a
speech impediment, or if they are 1.8.4 Candidates known to Speaking
colour blind Examiners
• has a temporary disability, such as a Examiners are not permitted to conduct

broken arm Speaking tests with candidates known to
them in a personal capacity or who have
• is affected by something shortly been taught by them in the previous three
before or during a test (an example years. Examiners must notify the Centre
of this might be illness, distracting Exams Manager/Examinations Supervisor
noise during the test or a distressing as soon as such a situation is identified.
event shortly before the test). Arrangements will then be made by the
Centre Exams Manager/Examinations
1.8.2 Special Arrangements Supervisor for these candidates to be
examined by another examiner.
Special arrangements can be made for
candidates with special requirements if 1.8.5 Adverse Conditions
centres notify Cambridge English of this
requirement at least six weeks before the Adverse conditions, e.g. disruptive noise or
test. This is particularly important where a excessive heat/cold, should be reported by
candidate will need modified material. the Centre Exams Manager/Examinations
Supervisor using a Special Considerations
Modified material might include, for example, form. This form should also be used for any
enlarged or specially selected material for kind of irregularity likely to affect the
candidates with a sight impairment. performance of candidates which only
becomes apparent on the day, e.g. a
For candidates with a hearing impairment or candidate who has a speech or sight
a speech impediment, examiners should impediment. Examiners should pass details
speak clearly and reduce any possible of any such irregularity to the Centre Exams
distress by examining these candidates at Manager/Examinations Supervisor, including
the start of the session. candidates’ names and numbers, as soon as
is reasonably possible after the Speaking
For candidates who have recently suffered a test. All such cases will be dealt with
bereavement, examiners are advised to according to established special
refer to the contents page in the examiner’s consideration procedures.
booklet and select a Speaking test which
9
2 Pre A1 Starters item in the scene picture, saying, for
example, ‘Here’s the teacher.’ They then ask
two questions requiring the child to point to
other items in the scene picture.
2.1 The Level of Pre A1 Starters
The examiner then takes the eight object
cards out of the plastic envelope and lays
Pre A1 Starters is the first level of the cards on the table above the scene
Cambridge English Qualifications for picture. The examiner asks the child to point
schools. It is designed for candidates who to one of the object cards and then the
have an active vocabulary of around 450 examiner moves it to a particular place on
words. A typical Pre A1 Starters candidate is the scene picture as an example. Then the
likely to be aged 7 to 11, although children examiner gives two more ‘moving’
aged 12 can still take the test. instructions and the candidate moves each
of the two object cards in turn to a particular
2.2 Pre A1 Starters Speaking Test place. The interlocutor frame allows some
Format and Timing alternatives.
One examiner assesses one candidate at a Part 2 Scene Picture Questions

time, using picture-based tasks which
require a range of responses. The exact The examiner then takes the object cards off
length of the test depends on the confidence the scene picture and asks five questions
with which the candidate responds, and the requiring verbal answers about the scene
amount of support they need. picture, including one ‘Tell me about …’
question.
There is no set duration for each part of the
test or for the test as a whole. However, in Part 3 Object Card Questions
order to ensure fairness to all candidates,
examiners should ensure that the test lasts
The examiner closes the candidate’s
approximately 3 to 5 minutes. Tests where
booklet, and places four object cards, one by
candidates require more support will usually
one, on the table in front of the candidate.
require more time, but examiners should
They then ask four sets of questions
take care not to allow pauses to become so
focusing on each of these four object cards.
long that this unsettles the candidate.
Each set begins with a question about the
object card (e.g. ‘What’s this?’) and then
The test has four short parts. The first three
continues with two more personal follow-up
tasks are picture-based, and in each case
questions (e.g. ‘Do you like horses?’ ‘What’s
the examiner provides an example so that
your favourite animal?’).
the procedure itself is clear. The fourth task
involves open questions and is not picture-
based. A summary of the Pre A1 Starters Part 4 Personal Questions
Speaking test is given on page 26.
The examiner puts away all object cards and
Part 1 Scene Picture and Object Card asks three questions which are not related to
any of the pictures provided (e.g. ‘How old
Instructions
are you?’ ‘Where do you live?’). After this,
the examiner thanks the child and the test
After initiating a very short exchange, which ends.
serves as an ice-breaker and is not
assessed, the examiner opens the
candidate’s booklet to show a scene picture
and makes a few comments about it, partly
to set the context and partly to give the child
time to tune into the examiner’s
pronunciation and the English-speaking
environment. The examiner then
demonstrates what to do by pointing to an
10
2.3 Test Materials The examiner’s booklet also contains
reduced versions of the pictures in the
The Pre A1 Starters Speaking test materials candidate booklet to allow the examiner to
consist of: check that they are using the correct
interlocutor frame for the test they have
Examiner booklet selected.
The examiner booklet contains the Candidate booklet

interlocutor frame for each test. This is a
script for the examiner to follow throughout Each examiner has a candidate booklet,
the test. It is designed to make sure that which is valid for one year. The booklet
candidates within the same centre, at contains 10 sets of material, from which the
different centres, and in different countries, examiner can select freely, either in order to
are all assessed consistently. However, enhance security (candidates from the same
there is a limited amount of flexibility in the centre use different material), or to allow for
script, as follows: a greater degree of localisation (any set
which is less suitable for the local context is
• if the candidate appears not to not used).
understand a question/instruction,
provision is made in the frame for 2.4 Assessment
back-up support to be given
2.4.1 Assessment Criteria
• the examiner can vary their
response to answers (‘Good’, etc.) in Marks should be awarded with reference to
a natural manner. the Assessment Scales, and in accordance
with the standards set by the standardisation
video for the level. Examiners need to be
When a candidate does not appear to very familiar with the Assessment Scales
understand an instruction or question, the before they start examining.
examiner can:
The assessment is based on three criteria,
• repeat a question more slowly each with a six-point scale which is defined
in terms of candidate behaviour. The scale
• ask a back-up question descriptors are reproduced on page 13.
• point at the relevant item in a picture 1 Vocabulary
• or, if these do not produce the Range

desired response, supply the answer Refers to the degree to which candidates
and move on. have the vocabulary to deal with the test
tasks. As candidates progress from Pre A1
The interlocutor frame, however, does not Starters to A2 Flyers they will make
allow as much flexibility as would usually be increasing use of a greater variety of words
needed to make the interview completely and grammatical forms.
natural. Examiners should bear in mind that
the main purpose of the interview is to get a Control
good and fair sample of the candidate’s Refers to the degree to which candidates
language ability, rather than to have a can (attempt to) use the simple structures
completely natural conversation. which are in the syllabus for the three levels.
Complete accuracy, even to score a 5.0 at
The interlocutor frame should be visible to A2 Flyers, is not expected, but how far
the examiner at all times, but should not errors may or may not obscure meaning is
distract or worry the candidate, so it is best considered.
to place the examiner booklet to the side,
away from the candidate. The candidate Extent
booklet should be closed until ready for use. Refers to the length of a candidate’s
11
utterances. This ranges from mostly 2.4.2 Range of marks
one-word responses at Pre A1 Starters,
extending to a mixture of word, phrase and Each scale has a maximum mark of 5.0,
short simple sentences at A1 Movers, to although the 0.0 mark is also defined in the
slightly longer and slightly more complex Assessment Scales.
sentence responses at A2 Flyers level.
2.4.3 Assessment Procedure
2 Pronunciation
Scoring is impressionistic and relates to the
Individual sounds candidate’s performance over the whole
Refers to the candidate’s ability to test. The examiner should not make any
pronounce vowels, diphthongs and notes during the test, but should mark three
consonants. Generally, the candidate should scores as soon as the candidate leaves the
be intelligible to non-EFL/ESOL specialists room.
even if the candidate has a strong or
unfamiliar accent. The Examiner’s ID, the level of exam taken
and the test used must also be entered
Stress correctly on the candidate mark sheet.
Refers to the emphasis laid on a syllable or
word. The limited sample of language
required at Pre A1 Starters means that
candidates only have a few opportunities to
demonstrate control of a limited number of
phonological features. For this reason, the
Pre A1 Starters pronunciation descriptors
generally refer to intelligibility, although word
stress is included as an aspect of this.
3 Interaction
Reception/Responding
Refers to replying or reacting to what the
examiner has said. The reception and
responding scale is designed to assess the
candidate’s ability to understand the
examiner and to respond appropriately.
Support required
Refers to the degree of support from the
examiner needed by the candidate at each
level and for each band.
Fluency/Promptness
Refers to aspects of interaction which are
relevant and appropriate to the task, ranging
between overall fluidity of expression and
generally unable to sustain speech. The
scales account for the fact that typical
performances at all three levels are
characterised by hesitation and pauses.
12
2.4.4 Pre A1 Starters Speaking Assessment Scales
Pre A1 Starters 0 1 2 3 4 5
Vocabulary • Has the vocabulary • Uses the vocabulary • Uses the vocabulary required
required to attempt some required to deal with most to deal with all test tasks.
test tasks. test tasks. • Produces simple utterances
Range
May attempt a few simple Attempts a few simple but makes occasional
measure.
measure.
Control • •
Extent utterances but basic utterances but makes mistakes.
mistakes and lack of some basic mistakes • Generally responds at word
language prevent which may obscure or phrase level but may also
communication. meaning. produce some longer
• Responds only at single • Generally responds at utterances.
word level, or does not word level but may also
respond. produce phrases.
Pronunciation • Attempts to produce the • Sometimes intelligible. • Generally intelligible

sounds of the language but although some sounds may
is often difficult to be unclear.
Individual sounds
understand. • Has limited control of word
Word stress
stress.
Interaction • Requires support • Responds to instructions, • Generally responds

throughout and often may questions and visual appropriately to instructions,
Performance does not satisfy the Band 1 descriptor.

not respond to prompts although questions and visual prompts
Support required instructions, questions and frequent support may be although some support may
Fluency/Promptness visual prompts. required. be required.
• Hesitation requires a great • May attempt to ask for • Is able to ask for support if
deal of patience of a support if required. required.
listener. • There is hesitation and • Often responds promptly
responses may be delayed although there may be
Some features of 3.0 and some features of 1.0 in approximately equal
or halting. hesitation.
13
3 A1 Movers Part 2 Picture Story
The examiner then turns to the next page in

the candidate’s booklet and shows the
3.1 The Level of A1 Movers candidate a sequence of four pictures with a
title and character names. They tell the child
the name of the story and describe what is
A1 Movers is the second level of Cambridge
happening in the first picture. They then
English Qualifications for schools. It is
instruct the candidate to finish telling the
designed for candidates who have a
story.
vocabulary of around 800 words. A typical
A1 Movers candidate is likely to be aged 8 to
11, but children at this level may be older or Part 3 Odd-one-out
younger than this.
The examiner turns to the next page in the
3.2 A1 Movers Speaking Test candidate’s booklet and shows the first set
of four odd-one-out pictures. They cover the
Format and Timing
other sets, using a blank sheet of paper or
card. The examiner identifies the odd-one-
One examiner assesses one candidate at a
out in the first set of four pictures and gives
a reason. They instruct the child to do the
require a range of responses. The exact
same, in turn, with three other picture sets,
length of the test depends on the confidence
and they move the card to reveal each row
with which the candidate responds, and the
of pictures in turn.
amount of support they need.
There is no set duration for each part of the Part 4 Personal Questions
test or for the test as a whole. However, in
order to ensure fairness to all candidates, The examiner closes the candidate’s booklet
examiners should ensure that the test lasts and asks the child a few simple questions
approximately 5 to 7 minutes. Tests where about him/herself. After this, the examiner
candidates require more support will usually thanks the candidate and the test ends.
take care not to allow pauses to become so 3.3 Test Materials
The A1 Movers Speaking test materials
The test has four parts. The first three tasks consist of:
are picture based, and in each case the
examiner provides an example so that the Examiner booklet
procedure itself is clear. The fourth task
involves open questions and is not picture The examiner booklet contains the
based. A summary of the A1 Movers interlocutor frame for each test. This is a
Speaking test is given on page 27. script for the examiner to follow throughout
the test. It is designed to make sure that
Part 1 Find the Differences candidates within the same centre, at
different centres, and in different countries,
After initiating a very short exchange, which are all assessed consistently. However,
serves as an ice-breaker and is not there is a limited amount of flexibility in the
assessed, the examiner opens the script, as follows:
candidate’s booklet, shows the candidate
two similar pictures and identifies one • if the candidate appears not to
difference between them. They then instruct understand a question/instruction,
the candidate to identify other differences provision is made in the frame for
(there are five). back-up support to be given
14
• the examiner can vary their 3.4 Assessment
response to answers (‘Good’,
‘Right’, etc.) in a natural manner. 3.4.1 Assessment Criteria
When a candidate does not appear to Marks should be awarded with reference to
understand an instruction or question, the the Assessment Scales, and in accordance
examiner can: with the standards set by the standardisation
• repeat a question more slowly very familiar with the Assessment Scales
before they start examining.
• ask a back-up question
• point at the relevant item in a picture each with a six-point scale which is defined
• or, if these do not produce the descriptors are reproduced on page 17.
desired response, supply the answer
and move on. 1 Vocabulary and Grammar
The interlocutor frame, however, does not Range
allow as much flexibility as would usually be Refers to the degree to which candidates
needed to make the interview completely have the vocabulary to deal with the test
natural. Examiners should bear in mind that tasks. As candidates progress from Pre A1
the main purpose of the interview is to get a Starters to A2 Flyers they will make
good and fair sample of the candidate’s increasing use of a greater variety of words
language ability, rather than to have a and grammatical forms.
completely natural conversation.
Control
The interlocutor frame should be visible to Refers to the degree to which candidates
the examiner at all times, but should not can (attempt to) use the simple structures
distract or worry the candidate, so it is best which are in the syllabus for the three levels.
to place the examiner booklet to the side, Complete accuracy, even to score a 5.0 at
away from the candidate. The candidate’s A2 Flyers, is not expected, but how far
booklet should be closed until ready for use. errors may or may not obscure meaning is
considered.
The examiner booklet also contains reduced
versions of the pictures in the candidate’s Extent
booklet to allow the examiner to check that Refers to the length of a candidate’s
they are using the correct interlocutor frame utterances. This ranges from mostly one-
for the test they have selected. word responses at Pre A1 Starters,
extending to a mixture of words, phrases
Candidate booklet and short, simple sentences at A1 Movers,
to slightly longer and slightly more complex
Each examiner has a candidate booklet, sentence responses at A2 Flyers.
which is valid for one year. The booklet
contains 10 sets of material, from which the Cohesion
examiner can select freely, either in order to Refers to a candidate’s ability to join ideas
enhance security (candidates from the same using simple linkers, starting with ‘and’ at A1
centre use different material); or to allow for Movers, and rising to, for example, ‘then’
a greater degree of localisation (any set and ‘because’ at A2 Flyers.
which is less suitable for the local context is
not used).
15
2 Pronunciation 3.4.2 Range of marks
Individual sounds Each scale has a maximum mark of 5.0,

Refers to the candidate’s ability to although the 0.0 mark is also defined in the
pronounce vowels, diphthongs and Assessment Scales.
consonants. Generally, the candidate should
be intelligible to non-EFL/ESOL specialists 3.4.3 Assessment Procedure
even if the candidate has a strong or
unfamiliar accent. Scoring is impressionistic and relates to the
candidate’s performance over the whole
Stress test. The examiner should not make any
Refers to the emphasis laid on a syllable or notes during the test, but should mark three
word. scores as soon as the candidate leaves the
room.
Intonation
Refers to the way the voice rises and falls to The Examiner’s ID, the level of the exam
convey the candidate’s mood, or to support taken and the test used must also be
meaning. The aim is to give examiners an entered correctly on the candidate mark
indication of the type of phonological sheet.
features expected. In particular, some A2
Flyers tasks require candidates to ask
questions, which is why a reference to
question intonation in the 3.0 and 5.0
descriptors is included in the scales. A1
Movers 5.0 descriptors also include
intonation, as candidates will be beginning to
make use of this feature at this stage.
3 Interaction
Support required
Fluency/Promptness
scales account for the fact that typical
performances at all three levels are
16
3.4.4 A1 Movers Speaking Assessment Scales
A1 Movers 0 1 2 3 4 5
Vocabulary • Uses the vocabulary • Uses the vocabulary • Uses the vocabulary required
required to attempt some required to deal with most to deal with all test tasks.
and grammar test tasks. test tasks. • Uses some simple structures
• Attempts a few simple • Produces some simple correctly but makes some
Range utterances but makes structures but makes some mistakes, although meaning is
Control some basic mistakes which basic mistakes which may generally clear.
Extent may obscure meaning. obscure meaning. • Responds at word, phrase or
Cohesion • Generally responds at • Generally responds at word longer utterance level.
word level but may also or phrase level but may • Can join ideas with some
produce phrases. also produce some longer simple linkers (e.g. and, but,
• Can join words with simple utterances. then, when).
linkers (e.g. and). • Can join ideas with a few
simple linkers (e.g. and).
Pronunciation • Sometimes may be difficult • Is mostly intelligible • Is mostly intelligible.

to understand. although some sounds may • Has limited control of word
be unclear. stress and intonation.
Individual sounds
Stress • Has limited control of word
Intonation stress.

Interaction • Responds appropriately to • Responds appropriately to • Responds appropriately to
some instructions, instructions, questions and instructions, questions and
questions and visual visual prompts although visual prompts and very little
prompts although frequent some support is required. support is required.
Support required
Fluency/Promptness support may be required. • Is able to ask for support if • Is able to ask for support if
• May attempt to ask for required. required.
support if required. • Often responds promptly • Almost always responds
• There is hesitation and although there may be promptly although there
pausing mid-utterance, hesitation and pausing may be hesitation and some
responses may be delayed mid-utterance. pausing mid-utterance.
or halting.
Some features of 3.0 and some features of 5.0 in approximately equal measure.
Some features of 3.0 and some features of 1.0 in approximately equal measure.
Pronunciation: If candidate produces some language, but insufficient language to make a confident judgement about pronunciation (e.g. just a couple of words), maximum score
that can be awarded is 3.0, regardless of quality of pronunciation.
17
4 A2 Flyers candidate. The examiner then briefly points
to a similar picture in the examiner’s booklet,
and identifies one difference between the
two pictures. They then make clear
statements about the examiner’s picture and
4.1 The Level of A2 Flyers instruct the candidate to identify differences
in the candidate’s picture (there are six).
A2 Flyers is the third level of Cambridge Unlike the procedure for the similar task in
English Qualifications for schools. It is A1 Movers, only one of the two pictures is
designed for candidates who have a given to the child, although a child who
vocabulary of around 1300 words. A typical needs support may on occasion refer to the
A2 Flyers candidate is likely to be aged 10 to examiner’s picture.
12, although children under 10 can also take
the test.
Part 2 Information Exchange
A2 Flyers is set at a similar proficiency level
to that of Key for Schools and Key, and thus The examiner turns to the next page in the
provides a suitable link between tests that candidate’s booklet, points to the first set of
are aimed at young learners, and those question cues and information, and then
which are aimed at teenagers and adults. asks the child questions to elicit answers.
The situation is then reversed: the examiner
points to the second set of question cues
4.2 A2 Flyers Speaking Test and the child uses these to ask similar
Format and Timing questions of the examiner.
One examiner assesses one candidate at a
Part 3 Picture Story
require a range of responses. The exact
The examiner turns to the next page in the
length of the test depends on the confidence
examiner’s booklet and shows the candidate
with which the candidate responds, and the
a sequence of five pictures with a title and
amount of support they need.
character names. They tell the candidate the
name of the story and describe what is
There is no set duration for each part of the
happening in the first picture. They then
test or for the test as a whole. However, in
instruct the child to finish telling the story.
order to ensure fairness to all candidates,
This is the same task as in A1 Movers,
examiners should ensure that the test lasts
except that there are five, rather than four,
approximately 7 to 9 minutes. Tests where
pictures.
candidates require more support will usually
take care not to allow pauses to become so Part 4 Personal Questions
The examiner closes the candidate’s booklet
The test has four sections. The first three and asks the child a few questions about
tasks are picture based, and in each case him/herself. After this, the examiner thanks
the examiner provides an example so that the candidate and the test ends.
the procedure itself is clear. The fourth task
involves open questions and is not picture 4.3 Test Materials
based. A summary of the A2 Flyers
Speaking test is given on page 28. The A2 Flyers Speaking test materials
consist of:
Part 1 Find the Differences
Examiner booklet
After a short exchange which serves as an
ice-breaker and is not assessed, the The examiner booklet contains the
examiner opens the candidate’s booklet at a interlocutor frame for each test. This is a
picture and places this in front of the script for the examiner to follow throughout
18
the test. It is designed to make sure that Candidate booklet
candidates within the same centre, at
different centres, and in different countries, Each examiner has a candidate booklet,
are all assessed consistently. However, which is valid for one year. The booklet
there is a limited amount of flexibility in the contains 10 sets of material, from which the
script, as follows: examiner can select freely, either in order to
enhance security (candidates from the same
• if the candidate appears not to centre use different material); or to allow for
understand a question/instruction, a greater degree of localisation (any set
provision is made in the frame for which is less suitable for the local context is
back-up support to be given not used).
• the examiner can vary their response 4.4 Assessment

to answers (‘Good’, ‘Right’, etc.) in a
natural manner. 4.4.1 Assessment Criteria
When a candidate does not appear to Marks should be awarded with reference to
understand an instruction or question, the the Assessment Scales, and in accordance
examiner can: with the standards set by the standardisation
• repeat a question more slowly very familiar with the Assessment Scales
before they start examining.
• ask a back-up question
• point at the relevant item in a picture each with a six-point scale which is defined
• or, if these do not produce the descriptors are reproduced on page 21.
desired response, supply the answer
and move on. 1 Vocabulary and Grammar
The interlocutor frame, however, does not Range
allow as much flexibility as would usually be Refers to the degree to which candidates
needed to make the interview completely have the vocabulary to deal with the test
natural. Examiners should bear in mind that tasks. As candidates progress from Pre A1
the main purpose of the interview is to get a Starters to A2 Flyers they will make
good and fair sample of the candidate’s increasing use of a greater variety of words
language ability, rather than to have a and grammatical forms.
completely natural conversation.
Control
The interlocutor frame should be visible to Refers to the degree to which candidates
the examiner at all times, but should not can (attempt to) use the simple structures
distract or worry the candidate, so it is best which are in the syllabus for the three levels.
to place the examiner booklet to the side, Complete accuracy, even to score a 5.0 for
away from the candidate. The candidate A2 Flyers, is not expected, but how far
booklet should be closed until ready for use. errors may or may not obscure meaning is
considered.
The examiner booklet also contains reduced
versions of the pictures in the candidate’s Extent
booklet to allow the examiner to check that Refers to the length of a candidate’s
they are using the correct interlocutor frame utterances. This ranges from mostly one-
for the test they have selected. word responses at Pre A1 Starters,
extending to a mixture of words, phrases
and short, simple sentences at A1 Movers,
19
to slightly longer and slightly more complex scales account for the fact that typical
sentence responses at A2 Flyers. performances at all three levels are
Cohesion
Refers to a candidate’s ability to join ideas 4.4.2 Range of marks
using simple linkers, starting with ‘and’ for
A1 Movers, and rising to, for example, ‘then’ Each scale has a maximum mark of 5.0,
and ‘because’ at A2 Flyers. although the 0.0 mark is also defined in the
Assessment Scales.
2 Pronunciation
4.4.3 Assessment Procedure
Individual sounds
Refers to the candidate’s ability to Scoring is impressionistic and relates to the
pronounce vowels, diphthongs and candidate’s performance over the whole
consonants. Generally, the candidate should test. The examiner should not make any
be intelligible to non-EFL/ESOL specialists notes during the test, but should mark three
even if the candidate has a strong or scores as soon as the candidate leaves the
unfamiliar accent. room.
Stress The Examiner’s ID, the level of the exam

Refers to the emphasis laid on a syllable or taken and the test used must also be
word. entered correctly on the candidate mark
sheet.
Intonation
Refers to the way the voice rises and falls to
convey the candidate’s mood, or to support
meaning. The aim is to give examiners an
indication of the type of phonological
features expected. In particular, some A2
Flyers tasks require candidates to ask
questions, which is why a reference to
question intonation in the 3.0 and 5.0
descriptors is included in the scales.
3 Interaction
Support required
Fluency/Promptness
20
4.4.4 A2 Flyers Speaking Test Assessment Scales
A2 Flyers 0 1 2 3 4 5
Vocabulary • Uses the vocabulary required • Uses the vocabulary required • Uses a range of vocabulary to
to deal with some test tasks. to deal with most test tasks. deal with all test tasks.
and grammar • Attempts some simple • Uses some simple structures • Uses a range of simple
structures but makes some correctly but makes some structures and, although there
measure.
measure.
Range basic mistakes which may mistakes, although meaning is are some mistakes, meaning is
Control obscure meaning. generally clear. clear.
Extent • Generally responds at word • Responds at word, phrase or • Responds at word, phrase or
Cohesion or phrase level but may also longer utterance level. longer utterance level.
produce longer utterances. • Can join ideas with some • Can join ideas with a range of
• Can join ideas with a few simple linkers (e.g. and, but, simple linkers (e.g. and, but,
simple linkers (e.g. and). when, then). when, then, because).
Pronunciation • Is mostly intelligible although • Is mostly intelligible. • Is mostly intelligible.

some sounds may be unclear. • Has limited control of word • Has some control of stress and
Individual sounds • Has limited control of word stress and intonation. intonation at both word and
Stress stress. longer utterance levels.
Intonation
Interaction • Responds appropriately to • Responds appropriately to • Responds appropriately to all

some instructions, questions almost all instructions, instructions, questions and
and visual prompts with questions and visual prompts visual prompts and very little
some support. and little support is required. support is required.
Support required
Fluency/Promptness • May attempt to ask for • Is able to ask for support if • Is able to ask for support if
support if required. required. required.
• Often responds promptly • Almost always responds
• Responds promptly with only
although there may be promptly although there may
natural hesitation and pausing.

hesitation and pausing mid- be hesitation and some
utterance. pausing mid-utterance.
Pronunciation: If candidate produces some language, but insufficient language to make a confident judgement about pronunciation (e.g. just a couple of words), maximum
score that can be awarded is 3.0, regardless of quality of pronunciation.
21
5 Marking Procedure the name should be entered next to the
boxes instead.
The examiner should circle one number for

5.1 Examiners each criterion, using a pen.
Examiners must be thoroughly familiar with: Completed mark sheets must be kept secure
during the examining session. They should
• the level of the Speaking test they then be handed to the Centre Exams
are examining Manager/Examinations Supervisor.
• the assessment criteria (Pre A1 The following sections on the mark sheet
Starters, page 11, A1 Movers, page should be completed as instructed here:
15, A2 Flyers, page 19)
Examiner ID
• the Assessment Scales (Pre A1
Starters, page 13; A1 Movers, page The examiner should fill in his/her Examiner
17; A2 Flyers, page 21) ID. This should be checked with the Centre
Exams Manager/Examinations Supervisor if
• the certification videos. the examiner is unsure about it.
Examiners must ensure that all three Examination

marks have been recorded before
starting the next test. At the end of the The examiner writes in the name of the
examining session, examiners must check exam if it is not already there.
that all mark sheets have been fully
completed. Test set used
Examiners must not divulge marks to The examiner selects which test to use for
anyone, and no separate record of marks each child and ticks the appropriate box.
is to be kept.
Marks awarded
5.2 Mark Sheet Completion
The examiner circles one number for each
The Centre Exams Manager/Examinations criterion.
Supervisor completes and checks the first
five items:
1. Candidate Number
2. Candidate Name (both First Name and

Family Name)
3. Centre Number
4. Exam Title
5. Exam Details
The examiner completes the following

information: Speaking Test Date, Assessor
Number, Test used and marks. If the
examiner has not yet been issued with an
Examiner ID number by Cambridge English,
22
5.3 Sample Speaking Examiner’s Mark Sheet
Speaking Mark Sheet
Candidate Number: 0001
Candidate Name: Test1
Centre Number: GB599
Exam Title: Cambridge English: Starters
Exam Details: Speaking
Absent/Withdrawn:
Test Details
d d m m
Speaking Test Date:
Assessor's Number:
1 2 3 4 5 6 7 8 9 10
Test used:
Marks Awarded (please circle)
YLES-S-Vocabulary 0.0 1.0 2.0 3.0 4.0 5.0
YLES-S-Pronunciation 0.0 1.0 2.0 3.0 4.0 5.0
YLES-S-Interaction 0.0 1.0 2.0 3.0 4.0 5.0
For Office Use
Key Status Keyed Once Name:
23
Speaking Mark Sheet
Exam Title: Cambridge English: Movers
Absent/Withdrawn:
Test Details
d d m m
Speaking Test Date:
Assessor's Number:
1 2 3 4 5 6 7 8 9 10
Test used:
YLEM-S-Vocabulary and grammar 0.0 1.0 2.0 3.0 4.0 5.0
YLEM-S-Pronunciation 0.0 1.0 2.0 3.0 4.0 5.0
YLEM-S-Interaction 0.0 1.0 2.0 3.0 4.0 5.0
For Office Use
24
Speaking Mark Sheet
Exam Title: Cambridge English: Flyers
Absent/Withdrawn:
Test Details
d d m m
Speaking Test Date:
Assessor's Number:
1 2 3 4 5 6 7 8 9 10
Test used:
YLEF-S-Vocabulary and grammar 0.0 1.0 2.0 3.0 4.0 5.0
YLEF-S-Pronunciation 0.0 1.0 2.0 3.0 4.0 5.0
YLEF-S-Interaction 0.0 1.0 2.0 3.0 4.0 5.0
For Office Use
25
6 Summary of the Speaking Tests
6.1 Pre A1 Starters
Examiners Authorised Cambridge English Speaking Examiners with specific

training for Pre A1 Starters
Examiner – 1:1
candidate ratio
Other staff Usher, who speaks the candidate’s L1 (could be the teacher),
Examinations Supervisor and/or Centre Exams Manager
Rooms required Test room, waiting room, space outside test room for next
candidate to wait
Timing Approximately 3–5 minutes
Format 4 parts
Part 1 Instructions to point to items in scene picture
Instructions to move object cards to various places on scene picture
Part 2 Questions about items in scene picture
Part 3 Questions about object cards, leading to personalised questions
Part 4 Personal questions without picture prompts
Interlocutor frame This is a script for examiners to follow and it is used in all parts of
the test.
Test materials The candidate’s booklet contains 10 tests; each test includes:
A3 scene picture
8 object cards
The examiner’s booklet contains the interlocutor frames for the 10

tests, and copies of the pictures in the candidate’s booklet.
Materials are printed in colour, and each pack is live for one year.
26
Assessment Marking on 3 scales: vocabulary, pronunciation, and interaction.
Each scale has 6 points (0.0–5.0), so the maximum total score is
15.
Result Marks of up to 15 are banded into 5 levels. On the Certificate this

result is reported separately from the Reading/Writing and Listening
results.
6.2 A1 Movers

training for A1 Movers
Examiner – 1:1
candidate ratio
candidate to wait
Format 4 parts
Part 1 Find differences between two pictures
Part 2 Tell a story based on 4 pictures
Part 3 Find the odd-one-out in 3 picture sets, and justify choice
Part 4 Answer questions about self
27
the test.
2 Find the Differences pictures
Picture Story sequence
Page of ‘odd-one-out’ pictures

tests, and copies of the pictures in the candidate’s booklet.
Assessment Marking on 3 scales: vocabulary and grammar, pronunciation, and

interaction. Each scale has 6 points (0.0–5.0), so the maximum total
score is 15.

results.
6.3 A2 Flyers

training for A2 Flyers
Examiner – 1:1
candidate ratio
candidate to wait
28
Format 4 parts
Part 1 Find differences between own and examiner’s pictures
Part 2 Give and ask for information
Part 3 Tell a story based on 5 pictures
Part 4 Answer questions about self
the test.
1 Find the Differences pictures
1 Information Exchange sheets
1 Picture Story sequence

tests, the alternative Find the Difference picture, Information
Exchange, plus copies of the other tasks in the candidate’s booklet.
Assessment Marking on 3 scales: vocabulary and grammar, pronunciation, and

interaction. Each scale has 6 points (0.0–5.0), so the maximum total
score is 15.

results.
29
Appendix 1: Frequently Expected Response column. Here this
would be: ‘Is the ball going in the sea?’
Asked Questions However, examiners should be careful not to
undermine a candidate’s confidence by
spending too long trying to get an answer to
The following questions and answers are
a question. It might be better to simply give
intended as a guide on how to deal with
the candidate the answer and move on.
some unexpected candidate responses.
This list was compiled after consultation
Examiners should not attempt to amend the
with PSLs and TLs. However, the list is not
frame during the test if this is not suggested
exhaustive, so examiners should consult
by the use of italics, i.e. they should not
their Team Leader if further guidance is
change the question from ‘Tell me about
needed.
your favourite sports person.’ to ‘Tell me
about your PE teacher.’ Changes to the
What should examiners do when:
frame mean that the reliability and fairness
of the test are affected. Examiners are also
1. … questions about family could be
likely to use words which are not on the
upsetting for the candidate?
word list, and which may not be familiar to all
candidates.
Questions about family are included in the
4. … the candidate sees the picture in a
Speaking test materials, as this is a relevant
different way to how it is described in
topic for most children and one that features
the interlocutor frame?
in many young learner course materials.
However, in order to prevent distress to
If a child is able to complete e.g. the Find the
candidates who have suffered a
Differences task in A1 Movers without
bereavement or who are experiencing family
difficulty, but uses e.g. ‘clothes’ for ‘towel’,
difficulties, examiners should be told about
the examiner should not correct this. This
this before the test. An appropriate set of
sort of error is unlikely to lead the child into
materials which does not include questions
making further errors, and unnecessary
about family should be used. Examiners
correction here could have a negative effect
should refer to the contents page at the start
on the child’s confidence.
of the examiner’s booklet for a list of
personal questions used in each test.
However, in Pre A1 Starters Part 3, the two
follow-up questions depend on the answer to
2. … the candidate does not know a
the first question, so the correct word needs
word?
to be established. So for instance, if a child
says ‘TV’ where the picture shows a
If the candidate asks, for example, ‘What’s
computer, the examiner should establish the
this?’ as he/she doesn’t know the word for
correct word by using the back-up question,
something in a picture, the examiner should
e.g. ‘Is it a computer?’
supply the child with the word. Support with
unknown words can also be given by using
5. … the candidate comes up with an
the back-up questions. However, if support
unexpected answer in Part 3 of A1
needs to be given frequently, then this
Movers?
should be reflected in the marks awarded.
The ‘odd-one-out’ task allows the child to
3. … the candidate cannot answer
answer at word or phrase level, and so is
either the question or the back-up
achievable by candidates of differing
question?
abilities. Problem-solving tasks also provide
candidates with a real need to communicate.
If the candidate is unable to respond to the
However, this is not an intelligence test, and
back-up question e.g. ‘Where is the ball
the child should not be considered to have
going?’ the examiner can ask a Yes/No
given the ‘wrong’ answer if they describe
question based on the language in the
another difference to the one given in the
30
back-up question. This is because children that candidates do not have to produce a full
often see the world in different ways. narrative; they could simply describe each
picture in sequence.
6. … the candidate answers a Pre A1
Starters object card question using a 10. … some questions appear more
different word to the one on the difficult than others?
interlocutor frame?
Tasks in the exams are constructed using
For example, the examiner asks, ‘What’s vocabulary taken from the word lists (which
this?’ and the child answers ‘bicycle’, not are published in the handbook, and available
‘bike’. The examiner should ask the follow- on the Cambridge English Qualifications
up questions using the word that the child website). The word lists contain high-
has used, e.g. ‘Do you have a bicycle?’ not frequency items we would expect young
‘Do you have a bike?’ learners to know. Care is taken to base
tasks only on scenarios that would be
7. … the candidate starts telling the familiar to young learners and all questions
story from the first picture and are trialled on young candidates by
repeats what the examiner has said? experienced examiners before they are used
in live tests.
This is a common response, and candidates
should not be stopped from describing the 11. … they become aware of any special
first picture, as this may affect their circumstances that might affect
confidence. The scaffolding provided by the candidate performance, e.g. colour-
examiner’s description of the first picture is a blindness?
useful prompt and often helps the child to
undertake the task successfully. Children SEs should be informed in advance by the
often view stories as a whole and therefore Centre Exams Manager of any temporary or
want to tell the story from start to finish. permanent disability that might affect a
candidate’s performance, and supplied with
8. … the candidate tells the story using modified material, if this is required.
present simple or past simple, not
present continuous as is given in the If an examiner becomes aware of a disability
interlocutor frame? that they have not been advised of, they
should continue with the exam in the normal
The response column is intended as a way as far as possible. At the end of the
guide, so candidates who complete this task exam session, they should report their
using other appropriate language forms concern, with full details of the candidate, to
should be given credit for this. In practice, the Centre Exams Manager or Examinations
children tend to use more ‘here and now’ Supervisor, who will then forward a written
present tenses to tell the story. The ability to report to Cambridge English, where all the
use past structures accurately when telling a candidate’s marks for the exam will be
story requires a greater degree of reviewed and a compensatory tariff applied,
grammatical control than is needed to do if this is thought to be appropriate.
well in the Pre A1 Starters, A1 Movers or A2
Flyers exams. 12. … the candidate is unable to talk
about the personal topic in A2 Flyers,
9. … the candidate develops the story Part 4?
in a different way to that suggested
by the title? A2 Flyers Part 4 always begins with a
discussion of the type, ‘Let’s talk about …’
In their introduction to the task, the examiner – and the candidate always has an initial
reads out the title for the story. However, choice of answers. The topics for the
what the candidate says does not have to personal questions are chosen from a (very
follow on from this title: they can develop the limited) list which appears in the handbook.
story as they wish. SEs should remember
31
These topics and questions are (of course)
trialled.
However, it might be possible that a topic is

not a productive one with a particular
candidate. For example, if a set of A2 Flyers
personal questions are based around
shopping, a candidate may say, ‘I don’t like
shopping’ in response to the question ‘When
do you go shopping?’ The following
questions, e.g. ‘How do you go to the
shops?’, therefore have no communicative
value. In this case, the examiner should
choose another topic from another test.
Part 4 topics are listed on the Contents page
of the Examiner pack for this purpose.
Examiners should always be aware of the

Part 4 topics available in a test pack as
some personal questions, e.g. relating to
family circumstances, may be uncomfortable
for some candidates. Of course, examiners
should be informed in advance by centres if
there are topics to be avoided with individual
candidates.
13. … the candidate produces American

English vocabulary that isn’t in the
expected answer column?
American English vocabulary is perfectly

acceptable, for example ‘truck’ when the
expected response is ‘lorry’.
14. … interpreting and applying

assessment descriptors? What
constitutes ‘some basic mistakes’
(Vocabulary and grammar)? What
constitutes ‘some support’
(Interaction)?
As candidates produce so little language, it

is difficult to be more precise and give more
examples to support the assessment
descriptors. Guidance on how the
descriptors should be interpreted and
applied is, of course, given in the
standardisation film clips and commentaries.
We are confident that the scales are able to

provide an accurate measurement of
candidates’ abilities and that the examiners’
understanding of the descriptors, as
demonstrated in the marks they award, is
consistent.
32
Appendix 2
GUIDELINES FOR ADULTS CONDUCTING SPEAKING

TESTS WITH MINORS
DO
• give candidates as much encouragement as possible.
• create a relaxed, informal and friendly atmosphere.
• listen to what they say.
• keep a physical and professional distance.
• be aware of the effect that your words and actions may have.
• be approachable.
• appear alert, co-operative and open-minded.
DON’T
• stray from the task in the specification.
• be unnecessarily inquisitive.
• do or say anything that might make a candidate feel uncomfortable.
• say things that could be interpreted as aggressive, hostile or impatient.
• be drawn into personal conversations or introduce personal subjects.
• make comments that could be misinterpreted, such as about their appearance.
• sit or stand too close to the candidate.
• stand over the candidate, as this may make them feel pressured.
• exchange personal contact details.
N.B. This guidance should be interpreted within the guidelines for conducting the test in
question. Interlocutors should not deviate from the interlocutor frame or standard test
procedure. Where possible, centres will endeavour to timetable tests involving minors in
rooms with glass panels in the doors.
33
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34
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35
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36
Pre A1 Starters
A1 Movers
A2 Flyers
From 2018

This material is STRICTLY CONFIDENTIAL and
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Instructions to Speaking Examiners

Instructions to Speaking Examiners

CER_6008_7Y08_D_YL_InstructionsSpeakingExaminers_CODED.indd All Pages 01/08/2017 17:29

Pre A1 Starters, A1 Movers and A2 Flyers

This booklet is to be used only by

Cambridge Assessment English

Helpdesk Tel: +44 1223 55 3997

• assess candidates’ performance

• hand completed mark sheets directly • when candidate 1 finishes and

In all the tests for young learners the E = examiner

• a set of quality assurance (QA)

Professional Support Leaders (PSLs) are

• Induction: Prospective SEs work

• has a temporary disability, such as a Examiners are not permitted to conduct

One examiner assesses one candidate at a Part 2 Scene Picture Questions

The examiner booklet contains the Candidate booklet

• point at the relevant item in a picture 1 Vocabulary

• or, if these do not produce the Range

Pronunciation • Attempts to produce the • Sometimes intelligible. • Generally intelligible

Interaction • Requires support • Responds to instructions, • Generally responds

Performance does not satisfy the Band 1 descriptor.

The examiner then turns to the next page in

Individual sounds Each scale has a maximum mark of 5.0,

Pronunciation • Sometimes may be difficult • Is mostly intelligible • Is mostly intelligible.

Performance does not satisfy the Band 1 descriptor.

• the examiner can vary their response 4.4 Assessment

Stress The Examiner’s ID, the level of the exam

Pronunciation • Is mostly intelligible although • Is mostly intelligible. • Is mostly intelligible.

Interaction • Responds appropriately to • Responds appropriately to • Responds appropriately to all

Performance does not satisfy the Band 1 descriptor.

natural hesitation and pausing.

The examiner should circle one number for

Examiners must ensure that all three Examination

2. Candidate Name (both First Name and

The examiner completes the following

Speaking Mark Sheet

Candidate Number: 0001

Candidate Name: Test1

Centre Number: GB599

Exam Title: Cambridge English: Starters

Exam Details: Speaking

Marks Awarded (please circle)

YLES-S-Vocabulary 0.0 1.0 2.0 3.0 4.0 5.0

YLES-S-Pronunciation 0.0 1.0 2.0 3.0 4.0 5.0

YLES-S-Interaction 0.0 1.0 2.0 3.0 4.0 5.0

For Office Use

Key Status Keyed Once Name:

Candidate Number: 0001

Candidate Name: Test1

Centre Number: GB599

Exam Title: Cambridge English: Movers

Exam Details: Speaking

Marks Awarded (please circle)

YLEM-S-Vocabulary and grammar 0.0 1.0 2.0 3.0 4.0 5.0

YLEM-S-Pronunciation 0.0 1.0 2.0 3.0 4.0 5.0

YLEM-S-Interaction 0.0 1.0 2.0 3.0 4.0 5.0

For Office Use

Key Status Keyed Once Name:

Candidate Number: 0001

Candidate Name: Test1