Record the YCT level beside every score before comparing results. The supplied official YCT 1 and YCT 2 excerpts give the same maximum and passing total, but they do not establish that matching totals represent equivalent proficiency across levels. Keep separate records rather than turning the shared scale into a conversion rule.
This guide uses Chinese Testing International pages captured on October 23, 2026, UTC. It explains those captured documents, not a live availability check or an assessment of any child.
What the two captured pages establish
The official YCT 1 page and official YCT 2 page supply the following level-specific information. Keep these document facts separate from scores copied from a learner’s report.
| Document field | YCT 1 | YCT 2 |
|---|---|---|
| Reported scores | Listening, reading, total | Listening, reading, total |
| Maximum total | 200 | 200 |
| Passing total | 120 or higher | 120 or higher |
| Questions | 35 | 40 |
| Duration | 35 minutes | 50 minutes |
| Information filling | 5 minutes, included above | 5 minutes, included above |
The different question counts and durations provide useful context; they are not a formula for adjusting scores. These excerpts supply neither a cross-level conversion nor rules establishing progress, placement or school eligibility.
A blank record to copy for each report
Editorial tool, not an official CTI form: copy this record separately for each report. Enter the level first, then transcribe the three reported scores. Leave unknown information blank rather than estimating it.
| Field | Your entry |
|---|---|
| Test level | ________ |
| Test date, as documented | ________ |
| Listening score, as reported | ________ |
| Reading score, as reported | ________ |
| Total score, as reported | ________ |
| Official-page context | Level page used: ________; capture or consultation date: ________ |
| Personal observations | Dated task or situation: ________; what was observed: ________ |
| Unresolved next-step question | Question: ________; whom to ask: ________; answer/date: ________ |
The report date and the source-page date serve different purposes. Do not substitute this article’s source capture date for the learner’s test date. Likewise, do not treat a later family consultation of a page as the date of the capture used here.
Keep personal observations descriptive: identify the task, date and what happened. Do not rewrite an observation as an official score or a proficiency diagnosis. If a score is unclear on the report, mark it unresolved instead of reconstructing it from the total.
How to use two completed records
- Read the level heading before the numbers. Keep that heading attached when copying a result into a family summary or message.
- Compare fields without inventing a conversion. Listening belongs beside listening and reading beside reading, but the supplied excerpts do not establish cross-level comparability for either section.
- Describe rather than rank. Record what each report says. Do not label a cross-level numerical difference as a measured gain or loss of proficiency.
- Identify the decision still needed. Choosing study activities and seeking a school’s placement decision are different questions; these excerpts do not settle either one.
Hypothetical example: a YCT 1 report and a YCT 2 report might each show 150 total points. The careful summary preserves both labels: “YCT 1: 150” and “YCT 2: 150.” These are invented examples, not learner results, and the matching numbers do not establish equivalent proficiency from the supplied evidence.
Before using the record for a next step
If you intend to submit a result to a school or another institution, ask which test level, report and test date it requires for that particular purpose. Record the answer separately. This is a verification suggestion, not evidence that any institution accepts either report or offers a particular placement route.
For a separate assessment-planning question, see YCT written and speaking test planning for families. That related guide is navigation, not evidence for a score conversion.
Method and limits: this blank record is proposed, not tested with learner data. Only the two supplied excerpts support the document comparison; this was not an exhaustive policy search. Recheck the official pages before relying on format or scoring details, and confirm any receiving institution’s requirements separately.
