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The Japanese-Language Proficiency Test (日本語能力試験, Nihongo Nōryoku Shiken), or JLPT, is a standardized criterion-referenced test to evaluate and certify Japanese language proficiency for non-native speakers, covering language knowledge, reading ability, and listening ability. [1]
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.
Vocabulary: The TEPS vocabulary section measures a test taker's ability to use vocabulary in authentic and practical contexts. The vocabulary section incorporates many items that test knowledge of collocations in order to measure the ability to distinguish among synonyms and related words, which could be confused when translated.
The high-intermediate level of the test, also held twice yearly, has had a total of approximately 60,000 through 2004, and passing rates of 32% and 30% respectively for stages one and two. The advanced level of the test is held once yearly, and the total number of examinees who have taken it since 2002 is approximately 3,000. The passing rate ...
The Examination for the Certificate in Competency in English (ECCE) is a high-intermediate level English language qualification that focuses on Level B2 of the Common European Framework of Reference for Languages (CEFR). It is developed by CaMLA, a not-for-profit collaboration between the University of Michigan and the University of Cambridge.
Core vocabulary (the most common 2,000-3,000 English words) needs to be heavily stressed in language teaching. There is no point in presenting exotic vocabulary until students have mastered basic, high-frequency words. Learners should be tested on high-frequency word lists for passive knowledge, active production and listening comprehension.
It is the standard grading scale for language proficiency in the United States's federal-level service. It was originally developed by the Interagency Language Roundtable (ILR), which included representatives of the U.S. Foreign Service Institute , based at the National Foreign Affairs Training Center (NFATC).
It is an intermediate-level qualification and is designed to show that a successful candidate has the ability to use English language skills to deal with everyday written and spoken communications, e.g. read simple books/textbooks and articles, write simple letters on familiar subjects, and make notes during meetings/lessons.