Download the project presentation from the ECML conference 2011

Within the framework of the GULT project a structure for a task-based university LSP test at level C1 has been developed. This test or exam structure is based on a macro-task, which then comprises a series of micro-tasks to be carried out by the candidates in order to test their individual skills. The task is based on a problem or a project activity.

This structure is the results of extensive discussions among GULT team members, members of the UNIcert® Committee and colleagues from our institutions, and has strongly been influenced by the CLES model.

Resource documents for test developers

 Structure GULT test_EN_DE_FR

The GULT exam structure has been put into practice in the development of a model UNIcert® exam, which was carried out by members of the UNIcert® Committee and colleagues at the University of Göttingen. The aim of this exam is to put the candidates into a realistic situation where they have to work on one authentic problem taken from the business world while showing their competences in all four language skills.

 Steps in developing a task-based language test

 GULT test template

 Checklist for developing a GULT test - version 1 

 Checklist for developing a GULT test - version 2

Model of task-based exam


Sample task-based tests

Test 1: CLES 2 Spanish – Level B2

Test 2: CLES 3 German – Level C1

Test 3: UNIcert® III exam Business English 

Test 4: Sprachprüfung: Französisch UNIcert® III

Test 5: GULT model exam English – Level B2 – versions A and B

Test 6: GULT model exam English – Level B2 – version C

Test 7: GULT model exam French – level B2

Assessment grids

B2 speaking - CLES

B2 speaking  - University of Göttingen (UNIcert®)

B2 writing -  CLES

B2 writing - University of Göttingen (UNIcert®)

C1 speaking - CLES

C1 speaking - University of Göttingen (UNIcert®)

C1 writing - CLES

C1 writing - University of Göttingen (UNIcert®) 

Evaluation grid developed by participants at the GULT network meeting

Reading recommendation

Task-Based Language Teaching 
A reader
by Kris Van den Branden, Martin Bygate and John M. Norris

Over the past two decades, task-based language teaching (TBLT) has gained considerable momentum in the field of language education. This volume presents a collection of 20 reprinted articles and chapters representative of work appeared during that period. It introduces readers - graduate students, researchers, teachers - to foundational ideas and themes that have marked the emergence of TBLT.


Bachman, L. (2002). “Some Reflections on Task-Based Language Performance Assessment”. In: Language Testing 19(4), 453-476.

Bachman, L. (2007). “What is the Construct? The Dialectic of Abilities and Contexts in Defining Constructs in Language Assessment”. In: Fox, J., Wesche, M., Bayliss, D., Cheng, L., Turner, C.E. and Doe, C. (eds). Language Testing Reconsidered. Ottawa: University of Ottawa Press, 41-71.

Bourguignon, C., Delahaye, P. and Puren, C. (2007). Évaluer dans une perspective actionnelle: L’exemple du « Diplôme de Compétence en Langue » [available from C. Bourguignon].

Brown, J. D., Hudson, T., Norris, J. and Bonk, W.J. (2002). An Investigation of Second Language Task-Based Performance Assessments. Technical report No. 24, Honolulu: University of Hawaii Press.

Chalhoub-Deville, M. (2001). “Task based assessments: Characteristics and validity evidence”. In: Bygate, M., Skehan, P. and Swain M. (eds). Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Harlow: Longman.

Elder, C. and Brown, A. (1997). “Performance testing for the professions: Language proficiency or strategic competence?”. In: Melbourne Papers in Language Testing 6(1), 68-78.

Ellis, R. (2003). Task Based Language Learning and Teaching. Oxford: Oxford University Press.

Finch, A. (2002). “Authentic Assessment: Implications for EFL Performance Testing in Korea”. In: Secondary Education Research 49, 89-122. Available at:

Foster, P. and Skehan, P. (1999). “The influence of source of planning and focus of planning on task-based performance”. In: Language Teaching Research 3, 299-324.

Mislevy, R. J., Steinberg, L. S. and Almond, R. G. (2002). “Design and analysis in taskbased language assessment”. In: Language Testing 19(4), 477-496.

Norris, J. (2002). “Interpretations, Intended Uses and Designs in Task-Based Language Assessment”. In: Language Testing 19 (4), 337-346.

Petermann, A. (2008). “CLES – Certificat de Compétences en langues de l’enseignement supérieur. Zertifizierung der Sprachkompetenzen im französischen Hochschulbereich”. In: Fremdsprachen und Hochschule 79/80, 33-54.

Standring, A. (2009). “Language Assessment”. In: Fischer, J., Musacchio, M. T. and Standring, A. (eds). EXPLICS – Exploiting Internet Case Studies and Simulation Templates for Language Teaching and Learning. A Handbook. Göttingen: Cuvillier Verlag, 45-65.

Wigglesworth, G. (2001). “Influences on performance in task-based oral assessments”. In: Bygate, M., Skehan, P. and Swain, M. (eds). Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Harlow: Longman, 186-209.

Wigglesworth, G. (2008). “Task and Performance Based Assessment”. In: Shohamy, E. and Hornberger, N. H. (eds). Encyclopedia of Language and Education, 2nd Edition, Volume 7: Language Testing and Assessment. 111-122.

Wu, W. and Stansfield, C. (2001). “Toward authenticity of task in test development”. In: Language Testing 18(2), 187-206.

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Reading recommendations