Michigan English Test
The Michigan English Test is a multilevel, modular English language examination, which measures English language proficiency in personal, public, occupational and educational contexts. It is developed by CaMLA, a not-for-profit collaboration between the University of Michigan and the University of Cambridge and has been in use since 2008.
The MET can be taken by learners at a range of levels, from upper beginners to lower advanced. It is recognized as official proof of English language ability in many countries around the world. It is a modular test, meaning that the test taker can choose to take one or more of the three modules of the test: Listening/Reading; Speaking; and Writing.
Test format
The MET is a paper-and pencil test, with the following test sections:| Section | Time | Question types |
| Listening/Reading Test, Section One: Listening | 45 minutes | Multiple-choice questions with four options. There is only one correct answer for each question. Each conversation / talk is heard once. Part 1 : test takers hear a short conversation between two people. After each conversation, the test taker answers a question about it. Part 2 : test takers hear a longer conversation between two people. After each conversation, the test taker answers some questions about it. Part 3 : test takers hear some short talks. After each talk, the test taker answers some questions about it. |
| Listening/Reading Test, Section Two: Reading | 90 minutes | Grammar section followed by Reading section. Multiple-choice questions with four options. Grammar section: tests takers read 1 to 2 sentences from which a word or phrase has been removed. Test takers are asked to complete the sentence by selecting the most appropriate word or phrase from four options. Reading section: each set of reading items is followed by 12 to 14 multiple-choice questions. One of two questions test comprehension across more than one reading section. There are typically between two and five reading items in each section: Reading items section A: a short text typical of texts found in newspapers or newsletters, e.g. an advertisement, announcement, description, message, etc. Reading items section B: a short text which may consist of a segment of a memo, letter, resume, glossary, etc. Reading items section C: a 3 to 5 paragraph text, which may be more abstract than the texts in parts A and B, e.g. an academic article that includes argument, exposition, etc. |
| Speaking Test | 10 minutes | A structured one-on-one interaction between an examiner and a test taker, with 5 tasks: Task 1: The test taker describes a picture. Task 2: The test taker talks about a personal experience on a topic related to what is seen in the picture. Task 3: The test taker gives a personal opinion about a topic related to the picture. Task 4: The test taker is presented with a situation and has to explain some advantages and disadvantages related to that situation. Task 5: The test taker is asked to give an opinion on a new topic and to try to convince the examiner to agree with the idea. |
| Writing Test | 45 minutes | The writing test has two tasks: Task 1: test takers are presented with three questions on a related theme. Test takers respond to each question with a series of sentences that connect ideas together. Task 2: test takers are presented with a single prompt. Test takers respond by producing a short essay. |
In the Listening/Reading test, each correct answer carries equal weight and there are no points deducted for wrong answers.
The Listening/Reading test is available on a monthly basis and the Speaking/Writing tests are available on demand. New test forms are developed each time the exam is administered.
Scoring
Test takers receive a CaMLA Score Report, which has the following information:- The score for each section.
- A final score, which is the total of the test sections taken.
MET test scores are also linked to the proficiency levels of the Common European Framework of Reference for Languages :
| MET Section score | CEFR Level |
| 0–39 | A2 |
| 40–52 | B1 |
| 53–63 | B2 |
| 64–80 | C1 |
MET test scores do not show how many questions were answered correctly. They are calculated using item response theory to ensure that test scores are comparable across the different administered test forms. There is no pass or fail score.
Test takers can take the MET as many times as they want, but are recommended to have at least eight weeks of language study between each attempt.
MET scores represent a test taker’s English language proficiency at the time the test was taken. Language ability changes over time; therefore, organizations are advised to consider a test taker’s experience with English since they took the test in addition to their test scores.
Usage
The MET can be used for educational purposes, such as when finishing an English language course or seeking to meet English language graduation requirements at universities outside North America. It can also be used for employment purposes, such as applying for a job or a promotion that requires an English language qualification.The MET is accepted by organisations in countries around the world, including:
- Albania
- Argentina
- Bolivia
- Brazil
- Chile
- Colombia
- Costa Rica
- Finland
- Greece
- Iran
- Jordan
- Malaysia
- Mexico
- Peru.
In 2014, the MET was used by test takers with 25 different first language backgrounds. It is mainly used by test takers at school, university or in the early stages of their careers:
| Age | Proportion of 2014 test population |
| ≤ 12 | 0.4% |
| 13 – 16 | 9.1% |
| 17 – 19 | 12.4% |
| 20 – 22 | 18.7% |
| 23 – 25 | 23.1% |
| 26 – 29 | 13.0% |
| 30 – 39 | 13.5% |
| ≥ 40 | 7.5% |
| Missing data | 2.3% |