By adopting the Dynamic Placement Test (DPT), Wellington College International in Hangzhou has transitioned from a largely subjective approach to assessing English proficiency to a fully data-driven model. This shift is enabling teachers, students, and parents to make informed decisions about learning pathways and progress expectations. Below, in a summary of a discussion with Abigail Cutts, Head of English, we explore how this transformation evolved, the challenges it addressed, and the early results it has produced.
The context: a complex student body
Wellington College International in Hangzhou operates a dual-campus model, comprising an international school and a bilingual school. While the curriculum is identical across both divisions, the student demographics are vastly different.
Abigail explained that in the international school, around 80% of students are at or above the level of English proficiency required to access a British curriculum (CEFR B2+). Conversely, in the bilingual school, a majority of students fall below this threshold. The bilingual school has a non-selective admissions policy, welcoming students regardless of their English proficiency. This policy, while admirable, has created challenges for both students and teachers.
For example, some students enter Key Stage 3 (age 11–14) with English proficiency levels below B1. These students can find it very difficult to access the curriculum. Teachers, too, can struggle to differentiate instruction effectively without reliable data on students’ actual language levels.
The shift from subjective to data-driven assessment
Historically, the school relied on the New Group Reading Test (NGRT) to assess reading ages. This provided a useful snapshot of progress but was limited in scope. Only students flagged with significantly low reading ages were further assessed using a CEFR-aligned test, meaning the school lacked a complete data set.
Teachers often had to rely on impressionistic judgments of students’ proficiency. Many English teachers feel that they can reliably diagnose a student’s level based on a quick reading exercise. However, Abigail pointed out that such subjective assessments tend to be inconsistent, and have led to misunderstandings among teachers and parents about students’ actual abilities.
Enter the Dynamic Placement Test. This CEFR-aligned tool provides a comprehensive snapshot of students’ English proficiency across reading, listening, and language elements (primarily grammar and vocabulary). Importantly, it does so in just 30 minutes, and is affordable, making it practical for large-scale use.
Implementation and impact
The school began administering the DPT to all students in Key Stage 3 in November last year, aiming to establish a full baseline of English proficiency across the cohort. Abigail explained why the results have been transformative in three main areas.
1. Objective data for teachers and leaders
DPT has removed the guesswork from assessing English proficiency. Teachers can now access clear, CEFR-aligned data showing students’ current levels. Abigail describes how this was a breakthrough moment: ‘What did surprise other colleagues who aren’t English specialists was the sheer number of lower level-English pupils we had, particularly in grade nine and the sixth form.’ She went on to explain how she and her colleagues in the English Department now had greater factual evidence to discuss the outcomes and progress of students in English and to inform whole school literacy strategies to support students.
And these facts have been particularly helpful in negotiating realistic expectations for progress with senior leadership. When questioned about why certain students were not progressing as quickly as desired, the English department could point to DPT data showing, for example, that a student at CEFR A2 would require at least 200 hours of focused instruction to move to B2.
2. Better communication with parents
The DPT results have proven invaluable in parent meetings. Parents, who are generally heavily invested in their children’s academic success, now have concrete data to understand their child’s starting point and the work required to achieve their goals. As Abigail noted, ‘Parents here just want the facts. Once they know the situation, they’ll do whatever it takes to support their child.’ The DPT results provide those facts, helping parents make informed decisions about additional tutoring or evening classes, if necessary.
3. Improved student placement and support
The school is using DPT data to streamline student placement into appropriate groups. For instance, students with CEFR A1 or A2 proficiency are now placed into tailored EAL pathways, ensuring they receive the focused support they need. In contrast, students with higher proficiency levels can focus on preparing for exams like IGCSE English as a Second Language or IELTS, depending on their university aspirations.
Looking ahead
Wellington College International plans to build on its initial success with DPT by:
- Using the data to track progress year-on-year and set benchmarks for expected improvement.
- Training all subject teachers (not just English specialists) to use DPT data and can-do statements to differentiate instruction effectively.
- Exploring how DPT results can guide long-term pathways for students, such as transitioning from IGCSE ESL to IELTS preparation.
Ultimately, the shift to a data-driven model represents a breakthrough for the school, replacing subjective assumptions with objective evidence. It ensures that every student, regardless of their starting point, has the best possible chance to succeed in their English learning journey.
Conclusion
For schools facing similar challenges, Wellington College International’s experience offers a compelling case for adopting tools like the Dynamic Placement Test. By providing clear, actionable data, these tools empower teachers, parents, and students alike to make informed decisions and achieve their goals.
Many thanks to Abigail Cutts for discussing this project in such detail. Within the Wellington School Group, Dynamic Placement Test is used by Wellington College International Hangzhou, Hiba Academy Hangzhou, and Wellington School (UK). For more information on the Dynamic Placement Test, visit ClarityEnglish.com
