Computer-based exam with instant results

MichiganAssessment.org

A1 A2 B1 B2 C1 CEFR Levels

Listening

The listening section has two parts and a total of 25 questions. Audio for each test question is played once.

Part 1

Test takers hear a question or statement that requires a response. Test takers choose the answer from 3 options.

Part 2

After listening to the conversation between two people, test takers answer a question about the conversation by choosing the answer from 3 options.

Reading

The 35-minute reading section evaluates grammar, vocabulary, and reading comprehension.

Grammar

There are 20 grammar questions. Each question represents a short conversation between two speakers with part of the exchange omitted. Test takers select from 4 answer choices to provide the word or phrase that correctly completes the exchange.

Vocabulary

The vocabulary section presents 20 sentences, each with one missing word. Test takers complete each sentence by selecting from 4 answer choices.

Reading Comprehension

There are 15 reading comprehension questions. For each question, test takers select an answer from 4 options.

The first 5 questions assess sentence-level reading comprehension. Each question consists of a sentence followed by a question concerning its meaning.

Following the sentence-level questions, test takers are presented with 2 reading passages of different lengths, and 10 reading comprehension questions that assess a range of reading skills.

The Michigan-EPT is a 2-skill, computer-based test that provides an accurate assessment of a test taker’s general receptive language proficiency by reliably measuring listening and reading skills. The results are intended to be used by the administering institutions for internal purposes only.

Listening

2 parts 25 minutes 25 questions

Reading (includes grammar & vocabulary)

Grammar

35 minutes

20 questions

Vocabulary 20 questions

Reading Part 1 5 questions

Reading Part 22 passages, 10 questions

Test Totals 60 minutes 80 questions

Purchase Requirements

The Michigan-EPT is available for purchase by bonafide institutions. For more information on ordering the Michigan-EPT, contact info@michiganassessment.org.

Test Content Summary

The Michigan English Placement Test (Michigan-EPT) is an easy-to-administer, computer-based placement and progress test. Institutions worldwide have successfully used the Michigan-EPT since 1973 to quickly and reliably place test takers into homogenous ability levels from beginner to advanced (CEFR Levels A1 to C1).

Content Details

What equipment is needed?

Administration

• Laptop or desktop computer• Up-to-date internet browser installed• Headphones

Interested in trying Michigan-EPT? Contact info@michiganassessment.org

for a free demonstration code.

Michigan-EPT Benefits

→ Immediate results

→ 60-minute exam time

→ On-demand administration that does not require specialized training

→ 6 forms support placement and track progress

→ Precise placement into course/program levels

→ Score reports at an individual or group level

→ Institutions set their own cut scores

→ Scale of 0-80 aligns to the CEFR*

*The Common European Framework of Reference for Languages (CEFR) is an international standard that describes in detail what language learners at different levels can do.

What about pre-registration of test takers?

No complex pre-registration process is needed. Test takers may self-register by entering their information when they arrive to take the test.

How do we transition to the computer-based Michigan-EPT?

The administration manual includes a concordance table to transition from the older paper-based Michigan-EPT to the computer-based exam. If you are using another test, we would be happy to assist your transition process.

What can you tell me about applying scores?

The Michigan-EPT allows institutions to set their own cut scores or to adhere to the CEFR scale. It assesses language ability levels from beginner to advanced along a 0-80 point scale, and aligns to the CEFR. The number of levels and cut scores an institution sets depends on each English language program. Specific cut scores must be determined in the local context. We strongly recommend that only overall scores be used for placement decisions.

CEFR Alignment and Cut Scores

A1 A2 B1 B2 C1

0-30 31-38 39-52 53-60 61-80

Beginner Advanced

MichiganAssessment.org

Michigan Language Assessment

Argus 1 Building

535 West William St., Suite 310

Ann Arbor, MI 48103-4978

USA

Tel: +1 866.696.3522

Tel: +1 734.615.9629

Fax: +1 734.763.0369

info@michiganassessment.org

Michigan Language Assessment is a not-for-profit partnership of the University of Michigan and Cambridge Assessment English. Michigan Language Assessment is dedicated to offering a comprehensive and flexible set of the highest-quality American English language assessment products and services.

02/07/20

Example Test Items

A1 A2 B1 B2 C1

CEFR Levels Tested

Beginner Advanced

Examples of Michigan English Placement Test ItemsListening Comprehension

In each form of the M-EPT, the first 25 items assess listening comprehension. There are two types of listening comprehension items.

Part 1: In the first section, test takers hear a question or a statement requiring a response. Test takers select the most appropriate response from the three options provided.

Listening, Part 1 sample

[Audio only: Can we talk about the group project tomorrow?]

1. a. No, it isn’t.b. Yes, today is fine.c. Sure, anytime.

Part 2: In the second section, test takers hear a short conversation between two speakers. After the conversation, test takers answer a question about the conversation, selecting the correct answer from the three options provided.

Listening, Part 2 sample

[Audio Only:

M: Excuse me, I’ve been walking around the mall for twenty minutes, looking for a place to eat.

W: There’s a Chinese restaurant up on the third floor, right next to the movie theater.

M: No way! I just came from there. Maybe I should just skip lunch . . .]

2. What are the speakers talking about?a. the size of the mallb. the location of a restaurantc. the lunch menu

Grammar

Following listening comprehension, there are 20 grammar items. Each grammar item represents a short conversational exchange between two speakers. Part of the exchange has been omitted, and test takers must select, from the four answer choices provided, the word or phrase that correctly completes the exchange.

Grammar sample

3. “What’s on the agenda for next week?” “The new designs will _______ by then, so we should discuss those.”

a. finalizeb. be finalizingc. have finalizedd. have been finalized

Vocabulary

Next are 20 vocabulary items. In each item, test takers must select the word, from the four answer choices provided, that correctly completes a sentence that has had one word removed.

Vocabulary sample

4. As part of the company’s safety policy, employees practiced _______ the building.

a. evacuatingb. dischargingc. terminatingd. inhibiting

The Michigan English Placement Test (M-EPT) will help you quickly and reliably place ELL students into homogeneous ability levels. The M-EPT provides an accurate assessment of a test taker’s general receptive language proficiency by reliably measuring performance in the key skill areas of listening comprehension, grammatical knowledge, vocabulary range, and reading comprehension.

Reading Comprehension

Finally, there are 15 reading comprehension items.

The first five reading comprehension items assess sentence-level reading comprehension. Each item consists of one sentence followed by a question concerning its meaning. Test takers must select the correct answer from four options.

Reading Comprehension, Sentence-Level sample

5. It was only when Stephen went abroad to college that he learned how valuable it was to have his family living nearby.

What did Stephen realize when he went to college?

a. He enjoyed living overseas.b. His family wanted him to live at home.c. His family missed him.d. His family was important to him.

Following the sentence-level items, test takers are presented with two reading passages of different lengths and a total of ten reading comprehension questions. The questions tap a range of reading skills. Test takers must select the correct answer from four options.

chemicals that kill the plants—may need to be sprayed, either by ground crews or from aircraft. Often the most successful approach is to use a combination of these techniques.

6. What is the main idea of the text?a. Weeds grow more slowly than other plants.b. Weeds can be easily controlled.c. Most weeds are native species.d. Some weeds are bad for the environment.

7. In the second sentence of the passage, what does the term refer to?

a. settingsb. plantc. weedd. nuisance

8. According to the information in paragraph 2, what is one characteristic of invasive weeds?

a. They are harmful to humans.b. They grow very quickly.c. They need special soil conditions.d. They are generally native to the area.

9. In paragraph 2, why does the author mention soil erosion?

a. to give an example of how weeds affect the environment

b. to introduce a problem caused by some animals

c. to compare the effects of two types of weeds

d. to explain that some native plants are harmful

10. What does the author conclude about fighting invasive weeds?

a. Using several methods together is best.b. Containment is the most practical option.c. Chemicals are not a safe option.d. Herbicides are most effective on small

infestations.

Reading Comprehension, Reading Passage sample

Invasive Weeds

A weed can be defined as any plant considered undesirable or a nuisance. Often the term is applied to unwanted plants found in settings such as gardens, lawns, agricultural fields, and parks. It can also be applied to unwelcome plants in forests, wooded areas, and other natural habitats.

Weeds that grow and reproduce rapidly, crowding out other plants, are known as invasive weeds. Invasive weeds are generally nonnative species, often introduced by humans, whether intentionally or accidentally. They harm the environment by outcompeting native plants, altering animal habitats, and increasing soil erosion.

Controlling invasive weeds can be difficult and expensive. For small- or medium-sized infestations, introducing insects or diseases that attack the weeds can be effective. Machines or people working by hand can also dig up invasive weeds, taking care not to scatter the seeds in the process. Often, when an invasive weed infestation is discovered, it has become so large that containment may not be practical. Herbicides—

Sample Key

1. C2. B

3. D4. A

5. D6. D

7. C8. B

9. A10. A

About Michigan Language Assessment

© 2018 Cambridge Michigan Language Assessments

How to purchase

The Michigan English Placement Test is available for purchase at MichiganAssessment.org/ept

You can also order the Michigan English Placement Test by phone. Call 1 866.696.3522.

For more information about the Michigan EPT, visit MichiganAssessment.org

Michigan Language Assessment

Argus 1 Building 535 West William St., Suite 310 Ann Arbor, MI 48103-4978 USA

Tel: +1 866.696.3522 Tel: +1 734.615.9629 Fax: +1 734.763.0369

info@michiganassessment.org

MichiganAssessment.org

Michigan Language Assessment combines the language assessment expertise of two world-class universities—the University of Cambridge and the University of Michigan. Our English exams are shaped by research and the experience of serving millions of learners worldwide, meeting the needs of those wishing to live, study, or work in North America.

Located in Ann Arbor, Michigan, Michigan Language Assessment provides a range of assessment and learning tools. We work with colleges and universities, education departments and ministries, businesses, and governmental agencies to deliver language assessments in more than 60 countries around the world.

02/25/19