Imagine sitting down to take an exam that has been a cornerstone of academic achievement for over a century. Cambridge University Press and Assessment (CUP&A), one of the UK’s oldest and largest exam providers, has been setting English exams since the 1850s. But how different is the exam you would face today from the one first taken in 1913? Back then, English exams were designed for a very different world, and students who sat down to take them were evaluated on much more rigid criteria. In fact, the very first English exam was taken by three teachers—none of whom passed.
In 1913, when Cambridge English exams were first introduced, the concept of English proficiency was treated as a formal academic pursuit. The first candidates who sat for the exam were teachers, but none passed. This is a fascinating tidbit that shows just how rigorous and academic the exams were in their early days. The exam focused heavily on grammar, translation, and phonetics. It was designed to test the intellectual and linguistic abilities of students who wanted to study English in the same way one would study Latin or Ancient Greek—treating it as a classical subject with a specific set of linguistic rules.
The exam itself was intense, often taking up to 12 hours to complete. It covered a broad range of subjects, including translating texts, mastering phonetics, and applying complex grammar rules. The emphasis was on precision and academic structure, rather than the functional use of language in everyday life.
Dr. Evelina Galaczi, the director of research at CUP&A, explains that the focus of the English exam has evolved significantly since its inception. “At first, it was an exam for a small elite who wanted to study English as an academic subject, like Latin or Ancient Greek,” she says. “At the time, grammar and translation were considered the most important thing, but now the exam is much more about using English to communicate.”
The shift from focusing purely on academic analysis of the language to emphasizing real-world communication occurred gradually. However, it was the global rise of English as a universal language during and after World War II that significantly accelerated this change. The war acted as a catalyst, highlighting the need for functional communication in English, as it became a lingua franca for soldiers, diplomats, and later, for global business and education.
As English spread around the world, the demands on language proficiency evolved. By the 1950s, Cambridge began receiving requests for exams to cater to diverse linguistic groups, offering translations in multiple languages, including Arabic and Vietnamese. However, these translation papers were eventually dropped in the 1970s, largely due to cost-effectiveness concerns.
Even with the elimination of the translation paper, Cambridge English exams continued to expand in their reach. They grew beyond the academic sphere, offering versions tailored for schools, universities, and businesses. Today, Cambridge English exams are taken by more than 100 million people across 130 countries, with certifications recognized by over 25,000 organizations worldwide. This includes governments, employers, and educational institutions, many of which now require English proficiency for immigration purposes or for admission to academic programs.
In today’s digital age, the Cambridge English exam has embraced technology to keep pace with the demands of modern learners. The introduction of adaptive tests powered by Artificial Intelligence (AI) represents a significant leap forward in personalized education. With adaptive tests, the difficulty of the questions is dynamically adjusted based on the candidate’s previous answers. As Mr. Ian Cook, marketing director for higher education at CUP&A, explains, this technology helps assess a student’s proficiency more accurately. “In simple terms, the next question you’re served up depends on how well you answered the previous one,” Cook says.
AI offers a more tailored testing experience by presenting a mix of harder and easier questions to determine the candidate’s language level, ensuring that each individual is evaluated at their own pace. This personalized approach enhances both teaching and testing, providing a more accurate picture of a student’s abilities. Studies have shown that personalized learning and testing result in better outcomes for students, giving them more confidence and a higher chance of success.
Despite embracing modern technology, CUP&A remains committed to preserving the principles that have guided the exam since its inception. Dr. Galaczi emphasizes the importance of continuity alongside innovation: “Examiners and AI work together in marking and setting content for the exams, so we harness the strengths of both the human being and the machine.” This balanced approach ensures that the integrity and fairness of the exam remain intact, while simultaneously leveraging the benefits of technological advancements.
Today’s Cambridge English exams are available in a variety of formats, with different versions suited for various needs. For instance, exams for schools focus on helping students communicate confidently in English, while exams for business professionals assess practical language skills in a corporate context. Additionally, higher education exams are tailored to test a student’s ability to cope with academic coursework in English, often used by universities worldwide to evaluate prospective students.
As English continues to dominate global communication—whether in business, education, or diplomacy—Cambridge English exams will likely remain at the forefront of language assessment. By adapting to the changing needs of the world while maintaining its rigorous standards, CUP&A continues to ensure that English learners are well-prepared for the opportunities that mastering the language provides.
Now, back to the original question: Could you pass a 1913 English exam? Let’s take a look at how you would have been expected to answer the following sentences, according to the standards of 1913:
- (a) “I hope you are determined to seriously improve.”
This sentence contains a “split infinitive,” which would have been considered incorrect. The preferred form would have been “to improve seriously.” - (b) “Comparing Shakespeare with Aeschylus, the former is by no means inferior to the latter.”
This is a “hanging participle,” meaning that the phrase “comparing Shakespeare with Aeschylus” should have been restructured for clarity. The correct form would be: “Shakespeare is by no means inferior to Aeschylus.” - (c) “I admit that I was willing to have made peace with you.”
This sentence uses the wrong tense. It should be: “I admit that I was willing to make peace with you.” - (d) “The statement was incorrect, as any one familiar with the spot, and who was acquainted with the facts, will admit.”
The verb tense is incorrect here. It should be: “The statement was incorrect, as anyone familiar with the spot, and who was acquainted with the facts, would admit.” - (e) “It has the largest circulation of any paper in England.”
This sentence is grammatically correct according to the rules of 1913. - (f) “The lyrical gifts of Shakespeare are woven into the actual language of the characters.”
This sentence is also correct under the 1913 rules of English grammar.
As we’ve seen, the English exam has evolved from a rigid, academic exercise to a more flexible test of communication skills suited to the needs of our globalized world. Whether you’re learning English for personal growth, business, or academic success, the ability to communicate effectively in English has never been more important—and the tools for mastering it have never been more accessible.
