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The test administrator, usually an EFL teacher or a person familiar with the English language proficiency of the examinees, selects a test that is suitable for the student or group of examinees that are being tested. The G-TELP Descriptors for each level of proficiency provide guidance in matching the test level with the examinees.
The level that is selected should neither be too difficult nor too easy for the examinee. The test administrator / score user should take certain factors into account when selecting the test level, based on knowledge of the examinee's past experience:
The minimal (lowest) level of proficiency the examinee is expected to demonstrate
The situations, tasks, and skills to which the examinee has been exposed
The length of time and depth of the examinee's instruction in English (e.g., proficiency at Level Three, Modified English in Simple Communication, presumes that a person has completed five to six years of English language instruction)

A comparison of the skills, situations, and tasks (descriptors) across the five levels will give the test administrator / score user a sense of the order in which these features of proficiency are acquired over time. For example, learners begin language acquisition by using simple verb tenses, then gradually use future tenses, and, after considerable exposure and practice, effectively use the present and past unreal conditional tenses. The G-TELP presumes prior exposure to formal English language instruction. However, because the test assesses communicative skills in task-oriented situations, it also yields information about general English proficiency that is not specific to academic contexts.

Furthermore, the selection of test level depends on the purpose of the assessment.

Frequently, for the formative purpose of diagnosing strengths and weaknesses, the test user is interested in determining examinees' degrees of proficiency, and will expect a spread of scores. Thus, when the appropriate level of the test is used, many examinees will demonstrate near-mastery, a few will demonstrate complete mastery, and a few will demonstrate no-mastery of the English language.
When an examinee correctly answers 75% or more of the test questions in all three skill areas, he/she has demonstrated mastery of the language. Regardless, at all three degrees of mastery?Mastery, Near-Mastery, and No-Mastery?the subscores will indicate weaknesses in skill areas and tasks on which the examinee (and teacher) should focus in order to achieve greater proficiency.
In another situation, the G-TELP might be administered as a summative assessment in order to determine the extent to which an examinee has mastered the skills and tasks at a specific level of the G-TELP. This level is one in which he/she is expected to demonstrate competence (e.g., for certification).
For some purposes, it may be desirable to select a test level that reflects the level of proficiency that examinees are expected to demonstrate. For example, if a position requires an employee to be able to communicate with native speakers within a narrow range of tasks, Level Four would be appropriate. Examinees who do not meet the job qualifications could be given information, based on the diagnostic Score Report, regarding required areas of improvement as a condition of employment, placement in a position, or promotion.
Furthermore, another purpose might be to determine how much progress an examinee has made in improving his/her English language proficiency. A lower level of the G-TELP would be administered as a pre-test prior to instruction or self-instruction, and the next level of the G-TELP would be administered as a post-test.