WHAT IS LPI?

The Language Proficiency Index (LPI) is an English language test of reading and writing. The test was originally developed at The University of British Columbia and is administered by Paragon Testing Enterprises, a subsidiary of The University of British Columbia.

 

The purpose of the LPI Test is to provide a consistent and standardized measurement of a test taker’s competency in English. In addition to post-secondary institutions, many companies and professional

 

 

TEST FORMAT

The LPI Test is a paper-based test and is taken at one of our designated testing locations. It is 2 hours and 30 minutes in length and consists of four components.

Here is a breakdown of each LPI Test component in the order in which they are presented in the test booklet.

 

SENTENCE STRUCTURE

NUMBER OF QUESTIONS DESCRIPTION SAMPLES
10 Ten sentences are presented, and test takers are asked to recognize, though not identify by name, common errors in sentence structure. The sentence errors tested are selected from the following:

·         incomplete sentence

·         run-on sentence (sometimes called a comma fault or comma splice)

·         misplaced modifier

·         dangling modifier

·         faulty pronoun reference

·         faulty subject-verb agreement

·         faulty parallel structure

·         redundant subordination/coordination

Sample

ENGLISH USAGE

NUMBER OF QUESTIONS DESCRIPTION SAMPLES
10 Ten sentences are presented, and test takers are asked to recognize, though not identify by name, common errors in English usage typically made by individuals for whom English is not their first language. The usage errors are selected from the following categories:

·         Incorrect use of “a” or “the”

·         Incorrect plural of a noun

·         Incorrect form of a noun or incorrect use of a noun

·         Wrong case of a pronoun

·         Confusion between an adverb and an adjective

·         Incorrect form of a verb

·         Incorrect tense of a verb

·         Incorrect preposition

·         A non-standard English expression or idiom

 

 

 

 

READING COMPREHENSION

NUMBER OF QUESTIONS DESCRIPTION SAMPLES
5 In Section A, test takers are asked to read two prose passages (each approximately 300 words in length) and answer four multiple-choice questions for each prose passage.

In Section B, test takers are asked to read three prose passages (each approximately 200 words in length) and summarize the main idea(s) of each passage in no more than three sentences.

Section A Sample

 

Section
B Sample

 

 

ESSAY WRITING

NUMBER OF QUESTIONS DESCRIPTION SAMPLES
1 The test taker is required to write a 300-400 word argumentative essay on one of the three topics provided. The test taker will be expected to state a point of view and explain it, or the test taker will be expected to agree or disagree with a statement and provide reasons for their choice.

 

 

TEST SCORES

 

Scores are posted online within 2 to 3 weeks after the test date. All test takers will receive an email notification when their test scores are available.

LPI SCORING INFORMATION

The Sentence Structure and English Usage components as well as Section A of the Reading Comprehension component are scored by a computer. Section B of the Reading Comprehension component and the Essay Writing component are evaluated by a team of raters, which is made up of veteran secondary and post-secondary English specialists.

PART MAXIMUM SCORE
Sentence Structure 10
English Usage 10
Reading Comprehension 20
Essay 40

 

 

 

 

THE SIX ESSAY LEVELS DEFINED

The essay will be evaluated by two raters, each of whom will independently assign a numerical score that places your essay at one of six essay levels. If an essay does not receive the same score from both raters, the essay will be re-scored by the full rating committee. The six essay levels are defined below:

ESSAY SCORE (40 MAX.) ESSAY LEVEL PROFICIENCY DESCRIPTION
36-40 6 Advanced Proficiency Demonstrates exceptional fluency marked by a wide range of skills, including excellent organizational abilities and original insights. Advanced proficiency is indicated in the clear articulation of both complex and straightforward concepts.
30-35 5 Effective Proficiency Demonstrates fluent competency. For the most part, the writing is clear and controlled. Occasional errors in expression and structure do not significantly detract from the coherent articulation of ideas. There is clarity in development and organization.
24-29 4 Adequate Proficiency Demonstrates adequate competency with satisfactory organization and structure although expression errors are evident, particularly occurring in occasional clusters. This is writing that requires some revision.
18-23 3 Developing Proficiency Demonstrates some familiarity with written communication, using simple tools of expression. Major problems in diction, sentence structure, and organization, however, are evident. Numerous second language errors may also be present. This is writing that requires considerable revision.
11-17 2 Minimal Proficiency Demonstrates only limited ability in written communication. Second language expression errors are the dominant feature of this writing.
1-10 1 No Proficiency Demonstrates very limited knowledge of written English. The writer does not have the language skills to write a series of statements that can be understood by the reader.
0 Essay cannot be evaluated Essays are placed at Level 0 when the component has not been attempted, not enough material has been written to allow for a fair evaluation, or the essay does not directly develop the topic chosen.

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