A1 A2 B1 B2 C1 CEFR Levels

Computer-based exam
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MichiganAssessment.org
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

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.
Test Content Summary Part 2
After listening to the conversation between two people,
test takers answer a question about the conversation by
The Michigan-EPT is a 2-skill, computer-based test choosing the answer from 3 options.
that provides an accurate assessment of a test taker’s
Reading
general receptive language proficiency by reliably
measuring listening and reading skills. The results are The 35-minute reading section evaluates grammar,
intended to be used by the administering institutions vocabulary, and reading comprehension.
for internal purposes only.
Grammar
Listening There are 20 grammar questions. Each question
represents a short conversation between two speakers
2 parts 25 minutes 25 questions with part of the exchange omitted. Test takers select
Reading (includes grammar & vocabulary) from 4 answer choices to provide the word or phrase
that correctly completes the exchange.
Grammar 20 questions
Vocabulary 20 questions Vocabulary
35 minutes The vocabulary section presents 20 sentences, each with
Reading Part 1 5 questions
one missing word. Test takers complete each sentence
2 passages, by selecting from 4 answer choices.
Reading Part 2
10 questions
Test Totals 60 minutes 80 questions
Reading Comprehension
There are 15 reading comprehension questions. For each
question, test takers select an answer from 4 options.
Purchase Requirements
The Michigan-EPT is available for purchase by The first 5 questions assess sentence-level reading
bonafide institutions. comprehension. Each question consists of a sentence
followed by a question concerning its meaning.
For more information on ordering the Michigan-EPT,
Following the sentence-level questions, test takers are
contact info@michiganassessment.org.
presented with 2 reading passages of different lengths,
and 10 reading comprehension questions that assess a
range of reading skills.
 Example Test Items

CEFR Levels Tested

A1 A2 B1 B2 C1

Beginner Advanced
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.

Examples of Michigan English Placement Test Items

Listening 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.
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
Listening, Part 1 sample 3. “What’s on the agenda for next week?”
[Audio only: Can we talk about the group “The new designs will _______ by then, so we
project tomorrow?] should discuss those.”
a. finalize
1. a. No, it isn’t. b. be finalizing
b. Yes, today is fine. c. have finalized
c. Sure, anytime. d. have been finalized

Part 2:  In the second section, test takers hear a

short conversation between two speakers. After the
Vocabulary
conversation, test takers answer a question about the Next are 20 vocabulary items. In each item, test takers
conversation, selecting the correct answer from the must select the word, from the four answer choices
three options provided. provided, that correctly completes a sentence that has
had one word removed.

Listening, Part 2 sample

Vocabulary sample
[Audio Only:
M: Excuse me, I’ve been walking around the mall 4. As part of the company’s safety policy,
for twenty minutes, looking for a place to eat. employees practiced _______ the building.
W: There’s a Chinese restaurant up on the third a. evacuating
floor, right next to the movie theater. b. discharging
c. terminating
M: No way! I just came from there. Maybe I should
d. inhibiting
just skip lunch . . .]

2. What are the speakers talking about?

a. the size of the mall
b. the location of a restaurant
c. the lunch menu
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.
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—
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. settings
b. plant
c. weed
d. 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.
Sample Key
1. C 3. D 5. D 7. C 9. A
2. B 4. A 6. D 8. B 10. A
About Michigan Language Assessment

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.

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

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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
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02/25/19