English Placement Test This placement test is designed to give students and teachers of English a quick way of assessing

the approximate level of a student's knowledge of English grammar and usage. The test should take around 45 minutes to complete. At the end of the test you will see your test result and be given a percentage. You will also be able to follow a link to a page which will estimate your level compared to several international English exams (PET, FCE, CAE, CPE, IELTS, TOEFL); and the Council of Europe language assessment scale. For a more accurate assessment of your English language skills, your listening, speaking and writing skills would also have to be assessed. 1) Did you anywhere interesting last weekend? a) go b) going c) was d) went 2) I work as a teacher and my wife , too. a) do b) is c) work d) does 3) I think taxi driver a) her job is b) she's a c) her job is an d) she's Diagnostic test PART I A. Circle the letter that corresponds to the correct verb for the sentence that is given. EXAMPLE: We a television yesterday. a) buy b) buyed c) bought a b c 1. Both doors closed.
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a) is b) were c) was a b c John sat down and _____his books on the table. a) put b) puts c) is putting a b c C. Choose a suitable answer for each of the questions. 1. Are my friend and I early? Yes, a) we are b) you are c) they are. a b c PART II OF THE DIAGNOSTIC TEST The following should be read to the students clearly and fairly slowly. Read twice. Do not repeat too many times. It is best if the dialogue is read by two people. For each of the words on your papers, three descriptions are given. Circle the letter that corresponds to the correct answer. We will do the example together. PART II LISTENING COMPREHENSION A. You will be given three descriptions for each of the words below. Circle the letter that corresponds to the correct answer. We will do the example together. EXAMPLE: chair a b c 1. policeman a b c 2. photographer a b c 3. department store a b c 4. kitchen a b c 5. cushion a b c 6. library a b c B. Listen to the short dialogues that we will read. Then put a circle around the letter that corresponds to the place where the conversation is taking place. Where are the people? 1. Jane: Hi! Wow, that test was really hard! Frank: Yeah. I didn't have time to study. Achievement test: This test measures the skills learned by grade six pupils in English specifically in speaking after one school year. 1. 1. You should walk_____ in going to school so you will not be late?
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A. hard B. fast C. well D. soft E. good 8. Read the selection and answer the questions that follows. Daily progress was painfully slow. A snow storm was raging hard. But the mountain climbers proceeded. They wanted to succeed. One of them was flow off his feet. He had to crawl fast in hands and knees. What instance shows that the climbers were having difficulty in climbing the mountain? A. B. C. D. E. 9. A. B. C. D. E. The mountain climbers proceeded. The mountain climbers wanted to succeed. The snow storm was raging hard. They had to crawl fast on hands and knees. None of the above 9. Pick out the adverb form the selection. progress hard off daily crawl

Aptitude tests Grammatical Knowledge Measures the ability to detect grammatical or punctuation mistakes in a series of written sentences. Each sentence is divided into 5 sections, labelled A, B, C, D and E. Some sentences have a mistake in one of the sections. The remainder have no mistakes. You are required to decide in

which section of the sentence a mistake is located or if the sentence is correct in its grammar and punctuation. Examples 9. The police officer / write a long report / at the robbery ABC at the corner shop. / No error. DE Spelling Consists of a list of words which must be spelt correctly. Each word is read out aloud, repeated a second time in a sentence to give an idea of its meaning, then repeated again by itself. A short pause is given to allow time to write down the word before the next word is read out. Reading Comprehension Measures the ability of applicants to read and understand written English. Candidates are required to read various passages of written English and understand the information contained in each passage. At the end of each passage questions are asked about the content of the preceding passage. Candidates must choose the correct answer to each question from several alternative answers. Written Expression Brief notes are provided which have been made by a police officer at the scene of a crime. Candidates are required to prepare a written report about the incident based upon the notes provided. The report is judged for clarity of expression and the ability to write in grammatically correct English. Admission test PAPER ONE: GRAMMAR Questions 140 are grammar questions. Choose the letter of the one best answer for each question. Then darken the letter of the answer on your answer sheet. 1. Students at school _____ books for their courses. A. given B. give C. are given D. gives 2. PAPER ONE: VOCABULARY Questions 4180 are vocabulary questions. Choose the letter of the one best answer for each blank OR choose the letter of the word which means the same as the underlined word. Then darken the letter of the answer on your answer sheet. 41. Foods such as bread and rice _____ energy for the body. A. control B. lose C. prevent D. provide PAPER TWO: READING COMPREHENSION DIRECTIONS: In this part of the test you are asked to read several paragraphs and to answer questions about what you have read. Each question has four answer choices and you must decide which choice is the correct answer: A or B or C or D. Begin with number 81 on your answer sheet.
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Ancient Egypt .. text 81. The Egyptians began to build the pyramids ____ years ago. A. between 7,000 and 5,200 B. between 5,200 and 4,200 C. between 3,500 and 3,000 D. between 3,000 and 1,400 Progress test 1. Write the questions Example: His first name is Paul. => What's his first name? 2. Word order Example: from where come do you? => Where do you come from? 3. Questions Which parts of the questions fit best in order to get reasonable sentences? Example: Who do you meet on Fridays ? 4. some, any, a, an Complete the sentences with some, any, a or an 5. Present Simple Complete the text with the correct form of the verb in brackets. Direct and Indirect Language Testing Having established the purpose of a test (see the post: Types of test why are we testing?), other factors will then affect the general approach. Whereas in the past the focus was almost exclusively on the techniques of testing, how to test, the main issues and concerns in testing today are much more to do with what we want to test. Communicative approaches to language teaching have brought with them a focus on real-life language use. How this can be tested, and more specifically what aspects of communicative competence go into the test, has been the primary issue in testing in the 1990s [Weir, 1993; Alderson & Hughes, 1991]. This has meant a fresher attitude to the role of error. In the past, errors were counted and grades often assigned on the basis of the number of mistakes. The emphasis on measuring achievement rather than counting errors is welcome, but not without difficulty. How do we measure? Counting is easier and does separate candidates out into weaker and more able, but it is not really appropriate when talking about the ability to communicate in the language. A useful distinction in discussing tests is that of direct and indirect testing. Direct and Indirect Language Testing A test is said to be direct when the test actually requires the candidate to demonstrate ability in the skill being sampled. It is a performance test. For example, if we wanted to find out if someone could drive a vehicle, we would test this most effectively by actually asking him to
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drive the vehicle. In language terms, if we wanted to test whether someone could write an academic essay, we would ask him to do just that. In terms of spoken interaction, we would require candidates to participate in oral activities that replicated as closely as possible [and this is the problem] all aspects of real-life language use, including time constraints, dealing with multiple interlocutors, and ambient noise. Attempts to reproduce aspects of real life within tests have led to some interesting scenarios. An indirect test measures the ability or knowledge that underlies the skill we are trying to sample in our test. So, for example, you might test someone on the Highway Code in order to determine whether he is a safe and law-abiding driver [as is now done as part of the UK driving test]. An example from language learning might be to test the learners pronunciation ability by asking them to match words that rhymed with each other. One of these words sound different from the others. Underline it. door law though pore

This is essentially knowledge about the target language [or recognition of target language items] rather than actual performance in the language. Indirect testing is controversial, and views on it vary, but it is clear that many of the claims made for it in the past cannot be readily substantiated. It does not give any direct indication of the candidates oral proficiency, accuracy, or appropriateness of pronunciation. In many instances, an indirect approach involves the testing of enabling skills at a micro-level. Thus, in terms of spoken interaction, we might seek to test learners by asking them to write down what they would actually say in a given situation [as in this example from the New Cambridge English Course Test Booklet]. Language In Use 1. Shopping, A. Can I help you? B. ______________ A.Heres a lovely one. B. ______________ A. What size?

Again, this would not assess the candidates oral performance directly. In fact, it is not at all easy to see exactly what is would assess usefully.