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The College English Test (Chinese: 全国大学英语四、六级考试), better known as CET, is a national English as a foreign language test in the People's Republic of China. It examines the English proficiency of undergraduate and postgraduate students in China.
Quanguo Waiyu Shuiping Kaoshi ("National Foreign Language Proficiency Test," WSK) is a series of foreign language tests administered in Mainland China for educators who did not major in foreign languages. [1] The National Education Examinations Authority (NEEA) of China developed these tests.
In 1999 pilot tests of the PETS occurred in several cities. The first mass-offering of the PETS was in 2003. [3] The testing levels are: PETS-5: Advanced level, [5] sufficient for studying and/or working outside of China, [6] sufficient for equivalent to an English major at a Chinese university after two years of studying English. [5]
The College English Test (CET) is the primary English language test in China. As of 2011, employers have made scores in the CET 4 and CET 6 requirements for employment, and The Lowdown on China's Higher Education stated that in China "CET 4 and CET 6 National English examinations have become the symbol of English proficiency in reading and writing."
The following is a non-exhaustive list of standardized tests that assess a person's language proficiency of a foreign/secondary language. Various types of such exams exist per many languages—some are organized at an international level even through national authoritative organizations, while others simply for specific limited business or study orientation.
Liu, Qingsi (The National Education Examinations Authority). "The National Education Examinations Authority and its English Language Tests." In: Cheng, Liying and Andy Curtis. English Language Assessment and the Chinese Learner. Routledge, March 17, 2010. ISBN 1135213879, 9781135213879. Start: p. 29.
According to regulations, any teachers teaching English language or Putonghua (a.k.a. Mandarin Chinese) in Hong Kong, where Cantonese Chinese is mostly spoken, must have passed the LPAT, i.e. achieved a grade of not lower than Level 3 in each part of the assessment.
To teach English as a second language to English-language learners (ELLs), passing a written and oral test in English to demonstrate proficiency is recommended but not always required. [7] In California, there is an achievement gap between native and non-native English speakers. [ 8 ]