Assess academic English proficiency for university-level study

Four sections: Reading, Listening, Speaking, Writing

Computer-delivered; timed sections

Each section scored separately (0–30)

Total score is the sum of section scores (0–120)

Evaluate ability to read and understand academic texts

Measure skills: main idea, details, inference, vocabulary-in-context, rhetorical purpose

Academic passages similar to university textbooks

Topics vary (science, history, social science, arts)

Factual information

Negative factual information (NOT/EXCEPT)

Inference

Rhetorical purpose

Vocabulary

Reference (pronoun/phrase referent)

Sentence simplification

Insert text (where a sentence fits)

Summary / Table completion (select multiple correct options)

Skimming for structure and purpose

Scanning for supporting details

Recognizing paragraph function and transitions

Handling dense academic vocabulary via context clues

Eliminating distractors efficiently

Allocate time per passage and avoid over-investing in one question

Mark difficult items and return if time allows

Choosing answers that are true but not asked

Over-relying on outside knowledge instead of passage evidence

Missing “NOT/EXCEPT” wording in prompts

Assess understanding of spoken academic English in lectures and conversations

Measure skills: gist, details, speaker attitude, organization, inference, function of utterances

Lectures (often with classroom-style discourse markers)

Campus conversations (student-services scenarios)

Natural pacing; may include informal expressions

Main topic + purpose (why the speaker is talking)

Major points (1–3) and supporting details/examples

Transitions and signposts (e.g., “first,” “however,” “for example”)

Speaker stance/attitude (surprise, doubt, emphasis)

Gist-content (main idea)

Gist-purpose (why the speaker says something / why the conversation occurs)

Detail

Inference

Organization (how the lecture is structured)

Connecting content (link example to concept)

Function (meaning of a specific statement in context)

Attitude (tone, certainty, concern)

Identifying lecture structure (problem–solution, cause–effect, compare–contrast)

Recognizing emphasis and repetition as “test-worthy”

Using notes to confirm, not replace, listening comprehension

Focus on comprehension during audio; questions come after

Keep notes minimal but structured to avoid missing key points

Writing too much and missing transitions

Confusing examples with main ideas

Ignoring speaker intention in function/attitude questions

Evaluate ability to communicate clearly in academic settings

Measure: delivery (fluency/pronunciation), language use (grammar/vocabulary), topic development (coherence/support)

Integrated Speaking Tasks

Introduction

Body

Closing

Capture

Convert notes into short, spoken sentences (avoid reading notes)

Speak at a steady pace; prioritize clarity over speed

Use natural intonation to signal structure

Self-correct quickly without restarting

Use varied sentence structures (simple + complex)

Employ academic connectors and precise verbs (illustrates, indicates, contradicts)

Adding personal opinions when the task asks for summarizing sources

Overusing fillers and losing time

Listing details without explaining relationships

Assess ability to write academically in English

Measure: organization, development, grammar, vocabulary, coherence, accuracy

Integrated Writing

Academic Discussion Writing

Introduction

Body Paragraphs (usually 3)

Conclusion (optional)

Position statement

Two supporting reasons

Example(s)

Engagement

Closing

Clarity

Coherence

Development

Accuracy

Style

Copying too much from the reading/listening (poor paraphrasing)

Writing off-topic or too generally

Insufficient examples or weak reasoning

Practice with official-style prompts and timing

Build section-specific templates (speaking/writing)

Improve note-taking speed and readability

Reading

Listening

Speaking

Writing

Speaking

Writing