One general problem that learners can encounter when preparing for the IELTS or TOEFL exam is that they are unclear about what 'level' they are and what it is exactly that they need to improve. A main cause of this problem is that teachers, and consequently learners, do not look at errors from the point of view of examiners. This does not allow them to diagnose weaknesses and prioritize action, which means that in some cases they cannot effectively prepare for the exam. By analyzing the errors according to the specific exam criteria, learners can partially overcome this problem. The proposed  steps (outlined below) are designed to aid this process. It should be noted that the errors have been taken from learners who are adults or people in their late teens. They are typically B2 (or strong B1 / weak C1). The first step is to correct the errors presented, and then to classify them in any way teachers like. The reason for this 'freestyle' classification is to compare different ways teachers have of viewing the same errors before looking at them from an examiner's point of view. The next step is to then allocate a mark by deciding which mistakes fit which criteria in the official IELTS / TOEFL scheme. That is, to classify them from an examiner's point of view. The last stage is to then discuss real-life factors that need to be taken into account when going through this process with learners in the classroom, and how the role of 'examiner' can be combined with the role of the teacher to best prepare learners for the relevant exam.