indicating what examines can do in speaking the English language by carrying out specific, well-defined tasks (functional ability) as well as applying what they know about it (e.g., vocabulary, grammatical ability)
identifying areas in which individuals or groups have demonstrated specific strengths and weaknesses toward which educational or other decisions might be directed
serving as a resource in the development and enhancement of curriculum, instruction, and learning
Because the acquisition of oral language skills is a developmental process, learners acquire these skills at different rates and with different degrees of proficiency which they demonstrate in specific tasks appropriate to the different levels.
Norm-referenced tests compare the learner's scores with the scores of other students who have taken a test that serves a particular purpose within a particular cultural or national context. These scores serve as general indicators of the level of language acquisition that has been achieved at a specific point in time, but provide very little useful additional diagnostic information.
In contrast, the G-TELP criteria are derived from experience regarding the acquisition of English language speaking skills by non-native speakers regardless of any particular cultural context or specific testing purpose.