Overview of English Language Proficiency Tests
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Purpose What is the test to be used for? |
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CAEL |
CAEL stands for Canadian Academic English Language Assessment. This test “is designed to describe the level of English language of test takers planning to study in English-medium colleges and universities.” “The CAEL Assessment tests ability to use English as it is used in Canadian universities and colleges.”This test is also used as a placement tool for students who need to attend English language courses after their admission to university/college programs.
Settings that use this test: English-medium universities, colleges, some professional organizations.
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CanTEST |
CanTEST stands for Canadian Test of English for Scholars and Trainees. This test “measures English language knowledge and skills in reading, writing, listening, and speaking.” Settings that use this test: English-medium universities, colleges, some professional organizations. |
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CELBAN |
CELBAN stands for Canadian Language Benchmark Assessment for Nurses. This test “is an assessment tool designed to assess the English language proficiency of internationally-educated nurses who are applying for licensure in the nursing profession in Canada.” Settings that use this test: Nursing licensing bodies across Canada. |
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CLBA |
CLBA stands for Canadian Language Benchmark Assessment. Settings that use this test: Language Instruction for Newcomers to Canada (LINC), Enhanced Language Training (ELT) programs, many TESL/TESOL teacher- training programs, employment and training programs, some colleges and universities, community and workplace settings. |
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IELTS |
IELTS stands for International English Language Testing System. TESL Canada accepts only the IELTS Academic. Settings that use this test: English-medium universities, colleges, professional organizations, Immigration Canada (proof of English language ability). |
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MELAB |
MELAB stands for Michigan English Language Assessment Battery. This test “evaluates advanced-level English language competence of adult non-native speakers of English such as: students applying to educational institutions where the language of instruction is English; professionals who need English for work or training purposes”.
Settings that use this test: English-medium universities, colleges, some professional organizations.
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TOEFL ibt |
TOEFL ibt stands for Test of English as a Foreign Language - Internet-based Test. This test “measures the ability of non-native speakers of English to use and understand English as it is spoken, written, and heard in college and university settings. This test also “emphasizes integrated skills and provides better information to institutions about students' ability to communicate in an academic setting and their readiness for academic coursework”.
Settings that use this test: English-medium universities, colleges, professional organizations.
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TOEFL pbt |
TOEFL pbt stands for Test of English as a Foreign Language- Paper-based Test. This test “ measures the ability of non-native speakers of English to use and understand English as it is spoken, written, and heard in college and university settings.
Settings that use this test: English-medium universities, colleges, professional organizations.
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TOEIC |
TOEIC stands for Test of English for International Communication. This test “measures the everyday English skills of people working in an international environment”.
Settings that use this test: International employers, corporations (for promotion / new positions), nursing professions.
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Content What are the characteristics of the test items? |
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CAEL |
The CAEL is a topic-based performance test. It is comprised of an integrated set of language activities: test takers read articles, listen to a lecture, answer questions and write a short essay - all on one subject. The test uses constructed response rather than multiple-choice items. Tasks and activities are sampled from those commonly encountered within an academic setting. The content is drawn from introductory university courses, at times when professors are introducing new topics, with the expectation that the students know little or nothing about the content.
Listening: Test takers listen to a pre-recorded lecture on the same topic as the reading and writing section. While listening test takers take notes and respond to tasks related to the lecture. 6 diff. tasks types incl. identifying main ideas, completing charts, sequencing information etc. Overall test time: Written test lasts approx. 2 hours. The Oral Language Test is 25 min.
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CanTEST |
Listening: multiple-choice. Consists of dialogues and interviews. The entire listening section is played twice so that test takers can double-check their answers. Overall test time: Approx. 2 ½ hours. |
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CELBAN
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The context and content of all tasks in the CELBAN are based on data collected from the analysis of the English language demands of the nursing profession across Canada. Tasks were created by the test developers with input from nursing instructors/consultants to ensure authenticity. Note: CELBAN offers a free on-line CELBAN readiness self-assessment designed to assist test takers in determining their readiness to take the official test. |
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CLBA |
The CLBA is a task-based assessment instrument.
Listening and Speaking: 15-35 min. One-on-one, progressive interview with a CLBA assessor . Prompts include assessor questions, photographs, video task, audio tasks. Task types include following and responding to questions and instructions, taking part in a short conversation, telling a story, relating video-mediated information, discussing concrete information on a familiar topic, synthesizing abstract ideas on a familiar topic. Overall test time: varies from 1h 45 min – over 3 hours depending on test taker language ability. |
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IELTS |
Listening: Four sections of recorded texts which increase in difficulty as the test progresses; mixture of conversation and dialogues. 7 different Overall test time: 2 hours 45 min. |
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MELAB |
Composition: 30-minute writing task. Test takers may choose from one of two prompts and are expected to write between 200 to 300 words.
Overall test time: 2 ½ to 3 ½ hours. |
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TOEFL ibt
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The TOEFL ibt has replaced the TOEFL cbt (computer-based test), which was discontinued in Sept. 2006.
Reading:3-5 passages from academic texts (approx. 700 words long). 12-14 comprehension questions per passage.
Overall test time: approx. 4 ½ hours. |
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TOEFL pbt |
Listening: 50 multiple-choice questions divided into three parts: 1. 30 questions about short conversations. 2. 8 questions about longer conversations. 3. 12 questions about lectures or talks.
Overall test time: approx. 4 hours. |
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TOEIC |
Test content is based on a great variety of workplace topics incl.: corporate development, entertainment, health, manufacturing, finance, technical areas, travel etc.
Listening: 100 multiple-choice questions. Test-takers listen to a statements, questions, conversations, and talks and then answer questions about them. Divided into four parts: photographs (10 q.), question-response (30 q.), conversations (30 q.), talks (30 q.). Overall test time: 2 hours.
There are new optional speaking and writing components to the TOEIC that are delivered via the internet.
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Scoring How are performances rated? |
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CAEL |
The CAEL score report provides a profile of English proficiency in the four skills of academic listening, reading, writing and speaking. Results range from band level 10 to 90. Each band score corresponds to a descriptive statement summarizing the level of English of a test taker. The writing section is marked by a team of three raters in a "collaborative read-aloud marking protocol". The listening and reading sections are marked by raters using detailed marking keys. The speaking section is scored using a detailed analytic scoring criterion. The overall result reported to test takers is neither an average nor summation of the four sub-tests. A placement team meets to consider the entire score profile as well as factors such as performance in specific sub-tests before assigning an overall result. After completing the CAEL, Test takers can request a Diagnostic Interview which includes an analysis of their results, detailed feedback on the writing section, generalized comments on listening, reading, and speaking sections.
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CanTEST |
CanTEST scores are reported as Bands from 1.0 to 5.0. Occasionally Band 5.0+ is awarded for an exceptional performance. Half bands are |
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CELBAN |
CELBAN scores are assigned as CLB (Canadian Language Benchmark) levels (1-12). Criteria for scoring speaking tasks is based on CLB descriptors: General use of English language, intelligibility, organization , fluency, use of cohesive devices, adequacy of vocabulary for purpose, grammar, use of strategies, speaking tasks demonstrated. Criteria for scoring writing tasks is based on CLB descriptors: Criteria for form-filling: conventions of form filling (spelling, legibility, point form),necessary information included (main points & supporting details).Criteria for report writing: effectiveness, grammar, discourse/fluency, vocabulary for purpose/content. Scores in each of speaking, listening, reading, and writing are assigned as CLB levels. Feedback on strengths and weaknesses in speaking and writing is provided on the score report that is mailed to candidate. Nursing licensing bodies in Canada require candidates to meet the following minimum language requirements: Speaking CLB 8, Listening CLB 9, Reading CLB 8, Writing CLB 7. |
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CLBA |
CLBA scores are reported as Benchmarks from 1 to 8. The scoring of the Speaking and Listening portion of the assessment takes place during administration of the test. The assessor uses an Assessment Form to record and comment on the test taker's performance as well as an Assessment Guide which includes scoring criteria. The interview continues until a 'performance threshold' is reached and a score assigned in accordance with 8 Benchmark descriptors. Test taker performance in each task of the reading section is converted into a 'performance indicator' of 1 (unsuccessful performance), 2 (marginal success), or 3 (successful performance), totalled into a composite score from 4 to 12, and then converted into a Benchmark. Test taker performance in each of the writing tasks is assigned a performance indicator of 1,2, 3 or 4, which are determined with reference to a
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IELTS |
IELTS Listening and Reading papers contain 40 items and each correct item is awarded one mark; the maximum raw score a candidate can |
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MELAB |
The final MELAB score is an average of the three test components (composition, listening, and grammar/cloze/vocabulary/reading comprehension) and ranges from 49 to 94+. Compositions are rated according to a ten-point holistic scale ranging from 53 (lowest) to 97 (highest). Scores are assigned in increments of 6 points. In addition to a number score, test takers are also given one or more letter codes, indicating a particular area of strength or weakness. The speaking component (optional) is rated according to a four-point scale ranging from 1-poor/weak speaker to 4-excellent speaker. Raters also evaluate “salient features” of the speaker, including fluency, intelligibility, interaction, vocabulary, and grammar. |
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TOEFL ibt |
Each section in the TOEFL ibt is reported on a scale that ranges from 0-30 and the total score is the sum of the four section scaled scores. Maximum score of 120. Reading and listening sections are computer-scored. ETS test raters rate each of the six speaking task responses on a scale of 0-4. The average of all speaking scores is converted to a scaled score of 0-30. ETS test raters evaluate the two writing tasks on a scale of 0-5. The average of the writing tasks is converted to a scaled score of 0-30. The separate test sections are not scaled against each other because each section assesses a different language ability. Thus, a score of 20 in reading cannot be considered in any sense “equivalent” to a score of 20 in writing. Test takers can interpret their results with the help of a performance feedback brochure, which also includes advice for improvement. This document provides three performance descriptors (low, medium, high) for reading and listening; four descriptors for speaking (weak, limited, fair, good); and three descriptors for writing (limited, fair, good). |
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TOEFL pbt |
The final TOEFL pbt score ranges from 310 to 677and is based on three sub-scores (listening, structure, reading). The TWE score is reported separately on a scale from 0-6. |
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TOEIC |
The final TOEIC score is determined by the number of correct answers, which are then converted to a scaled score ranging from 10-990. Listening and Reading are reported as sub-scores, each ranging from 5-495. Score descriptors are provided (three descriptors for listening; four descriptors for reading) highlighting strengths and weaknesses in different score ranges. The rating process for the speaking and writing components takes place over an online-scoring network, where they are scored by ETS test raters. Results for the speaking section are reported on a scale from 0-200 and are divided into 8 proficiency levels. Results for the writing section are reported on a scale of 0-200 and are divided into 9 proficiency levels. |
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Score requirement |
Note: Test developers do not set “passing scores”. Each university, college, institution, etc. is called upon to set their own acceptance scores depending on their needs. |
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