Understanding your PTE test scores and university entry requirements

Charlotte Guest
A group of students celebrating results
Reading time: 4 minutes

So you've just received your PTE score and are looking at what to make of them and what universities you can apply to. Don't stress, we've got you covered.

Whether you're an international student or already a professional looking to upskill, PTE is a crucial milestone on your academic and career journey.

Understanding your PTE scores is vital for self-assessment and university admission requirements globally. Read on to find out how PTE academic scores impact university admissions when you're a test taker looking at studying abroad.

Understanding your PTE test scores for university admission
Play
Privacy and cookies

By watching, you agree Pearson can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

Decoding the PTE score report

The PTE Academic test assesses your proficiency in the English language across four modules: speaking, writing, reading and listening. Each section is scored on a band ranging from 10 to 90, with 90 being the highest attainable score.

When you receive your PTE score report, you will notice that it includes not just these individual band scores but also an overall score. This overall score is not simply an average of the four modules; rather it is a weighted score based on your performance across all sections. Understanding this can be key to identifying your strengths and areas for improvement.

What does a PTE Academic sample score look like?

Here is a sample score report:

A copy of a PTE test report -  with the text:  Pearson | PTE Academic | Test Taker Score Report Score Report Code: 876543A21B Example Test Taker Overall Score Test Taker ID: PTE987654321 Reg ID: 987654321 61 Communicative Skills 55 62 65 63 Listening Reading Speaking Skills breakdown Writing Test Centre Information 61 Overall Test Date: 11 Feb 2019 Example Test Taker 876543A21B Listening 55 Reading 62 Speaking 65 Writing 63 Enabling Skills Grammar 70 Oral Fluency 67 Pronunciation 45 Spelling 70 Vocabulary 59 Written Discourse 63 Valid Until: 11 Feb 2021 Report Issue Date: 15 Feb 2019 Test Centre Country: United Kingdom Test Centre ID: 00011 Candidate Information Date of Birth: 12 Aug 1995 Country of Citizenship: China Country of Residence: United Kingdom Gender: Female Email:ptecandidate 123@ptecandidate.com First-Time Test Taker: Yes

You can search and get more information about test score reports here.

How to interpret your scores

It's essential to recognize that every element of the test is scored, including correct pronunciation and oral fluency in speaking tasks, grammar and vocabulary in writing, as well as comprehension and summarizing skills in reading and listening sections.

A closer look at this sample score report reveals more details about the skill breakdown, grammar, oral fluency and vocabulary, which are also vital components considered by universities to judge your command of English.

Applying scores to university entry requirements

When it comes to university entry requirements, institutions have varying benchmarks for PTE scores. Typically, universities require an overall score and may also have specific band requirements for each module.

For example, a university might require an overall PTE score of 65 with no band score less than 50 in each test module.

What score do I need to get into university?

No entry requirement is the same, and it depends on the course and university. It's important to look up what the universities you like need. You can find this on their website or by asking their admissions office.

Postgraduate courses generally require a higher score than undergraduate ones. Courses that require the student to have a deeper understanding of the English language to comprehend the subject will also generally require a high score level.

What is a good PTE score?

There isn't a good or bad score. Your language learning score reflects your efforts and skills, and shows areas needing improvement. The score's significance lies in what it means for your learning journey and goals.

My test score is lower than the required amount

It's important to talk to the universities you've applied for. Sometimes they can be more flexible with their entry requirements than they show on their websites. By talking directly to the admissions teams, you can understand how your PTE scores fit in.

If your scores are a bit low, they might look at other parts of your application to see your skills. So, don't be afraid to ask questions and find out how to improve your application. If you aren’t completely confident you're going to reach your test goal. You can also take our scored practice tests to see if and where you need to improve your English skills.

Some universities may offer conditional acceptance, allowing students to enroll in English language preparatory courses or exams if their PTE scores fall slightly short. Make sure to check with them to see if they have extra courses you can take.

Which universities accept PTE?

The PTE Academic test is globally recognized and accepted by numerous countries for university admissions, making it a valuable asset for international students.

Predominantly, countries such as the UK, Australia, New Zealand, Canada and the United States offer a wide range of universities and colleges that acknowledge the PTE test scores as proof of English language proficiency. In the UK and Australia, for instance, the PTE test is widely accepted across all higher education institutions, including some of the world's top universities.

Meanwhile, in Canada and the USA, an increasing number of institutions are starting to recognize the value of PTE scores.

PTE scores are accepted not only in English-speaking countries but also in non-English speaking countries with English programs. Prospective students should check individual university requirements before applying, as they may differ by country and institution. You can find the full list here.

A gateway to opportunity

Your PTE test scores open doors to global education. Understand the scoring system for universities to ease your application. Use scores to assess your level, improve language skills and clarify university needs for your goals to come true.

Every test taker is unique, so customize your preparation to your needs and strengths. With dedication, confidence and practice, you can achieve PTE success and confidently find your place in the academic world.

Find out and learn more on the PTE website and see where your English skills can take you. Good luck!

More blogs from Pearson

  • A teacher stood helping a student in a large classroomw with other students sat working

    How do different motivations change how students learn English?

    By Steffanie Zazulak
    Reading time: 4 minutes

    Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.

    As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.

    Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.

    Teaching English to different groups of learners

    Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.

    1. Adult learners

    These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.

    For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”

    A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.

    2. Professional learners

    These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.

    Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”

    Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.

    3. Academic learners

    Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.

    Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.

    Subra says: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”

    Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.

    Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.

  • A parent and their child laying on the floor drawing together on a large peice of paper

    Raising bilingual kids: Sharing your family language at home

    By Charlotte Guest
    Reading time: 3 minutes

    A shared language is central to many families, and this can carry extra meaning when your children are growing up in a country that speaks a different language. It's not just about words; it's about culture, identity and connection. If you'd like to teach your kids the language that holds a special place in your heart, here are some tips to get you started.

  • A group of students stood around a teacher on a laptop

    The ethical challenges of AI in education

    By Billie Jago
    Reading time: 5 minutes

    AI is revolutionising every industry, and language learning is no exception. AI tools can provide students with unprecedented access to things like real-time feedback, instant translation and AI-generated texts, to name but a few.

    AI can be highly beneficial to language education by enhancing our students’ process of learning, rather than simply being used by students to ‘demonstrate’ a product of learning. However, this is easier said than done, and given that AI is an innovative tool in the classroom, it is crucial that educators help students to maintain authenticity in their work and prevent AI-assisted ‘cheating’. With this in mind, striking a balance between AI integration and academic integrity is critical.

    How AI impacts language learning

    Generative AI tools such as ChatGPT and Gemini have made it easier than ever for students to refine and develop their writing. However, these tools also raise concerns about whether submitted texts are student-produced, and if so, to what extent. If students rely on text generation tools instead of their own skills, our understanding of our students’ abilities may not reflect their true proficiency.

    Another issue is that if students continue to use AI for a skill they are capable of doing on their own, they’re likely to eventually lose that skill or become significantly worse at it.

    These points create a significant ethical dilemma:

    • How does AI support learning, or does it (have the potential to) replace the learning process?
    • How can educators differentiate between genuine student ability and AI-assisted responses?

    AI-integration strategies

    There are many ways in which educators can integrate AI responsibly, while encouraging our learners to do so too.

    1. Redesign tasks to make them more ‘AI-resistant’

    No task can be completely ‘AI-resistant’, but there are ways in which teachers can adapt coursebook tasks or take inspiration from activities in order to make them less susceptible to being completed using AI.

    For example:

    • Adapt writing tasks to be hyperlocal or context-specific. Generative AI is less likely to be able to generate texts that are context-bound. Focus on local issues and developments, as well as school or classroom-related topics. A great example is having students write a report on current facilities in their classroom and suggestions for improving the learning environment.
    • Focus on the process of writing rather than the final product. Have students use mind maps to make plans for their writing, have them highlight notes from this that they use in their text and then reflect on the steps they took once they’ve written their piece.
    • Use multimodal learning. Begin a writing task with a class survey, debate or discussion, then have students write up their findings into a report, essay, article or other task type.
    • Design tasks with skill-building at the core. Have students use their critical thinking skills to analyse what AI produces, creatively adapt its output and problem solve by fact-checking AI-generated text.

    2. Use AI so that students understand you know how to use it

    Depending on the policies in your institution, if you can use AI in the classroom with your students, they will see that you know about different AI tools and their output. A useful idea is to generate a text as a class, and have students critically analyse the AI-generated text. What do they think was done well? What could be improved? What would they have done differently?

    You can also discuss the ethical implications of AI in education (and other industries) with your students, to understand their view on it and better see in what situations they might see AI as a help or a hindrance.

    3. Use the GSE Learning Objectives to build confidence in language abilities

    Sometimes, students might turn to AI if they don’t know where to start with a task or lack confidence in their language abilities. With this in mind, it’s important to help your students understand where their language abilities are and what they’re working towards, with tangible evidence of learning. This is where the GSE Learning Objectives can help.

    The Global Scale of English (GSE) provides detailed, skill-specific objectives at every proficiency level, from 10 to 90. These can be used to break down complex skills into achievable steps, allowing students to see exactly what they need to do to improve their language abilities at a granular level.

    • Start by sharing the GSE Learning Objectives with students at the start of class to ensure they know what the expectations and language goals are for the lesson. At the end of the lesson, you can then have students reflect on their learning and find evidence of their achievement through their in-class work and what they’ve produced or demonstrated.
    • Set short-term GSE Learning Objectives for the four key skills – speaking, listening, reading and writing. That way, students will know what they’re working towards and have a clear idea of their language progression.