1. Level Placement Test (CELT – ÇOMÜ English Level Test)

The Level Placement Test is conducted on the date announced in the academic calendar to assess the foreign language proficiency of students required to take Mandatory Foreign Language Preparation or Optional Foreign Language Preparation Programs. The evaluation is based on a score out of 100 points. Students are placed into classes at levels determined by the CEFR (Common European Framework of Reference for Languages) according to their success in this exam. All students who will take the preparation program must participate in the Level Placement Test.

Newly enrolled students who do not participate in the placement exam and/or those who do not achieve a score of 70 or above in the Level Placement Test (for English Language Education and English Language and Literature departments) and 60 or above (for students from other departments) cannot take the proficiency exam and will start their education in the preparation program.

When forming groups according to levels, the university's principles for opening classes are taken into consideration. Until the last working day of the first week of the academic year, a level change can be made by the decision of the Department Board and Administrative Board if it is deemed appropriate for the student to advance to a higher level, with a written recommendation from at least one of the class advisors or instructors responsible for the class.

Students from the English Language Education and English Language and Literature departments who do not take the Level Placement Test for any reason will start the Foreign Language Preparation Program at the B1 level, while students from other programs/departments will start at the A1 level. Students in the support program who do not take the placement exam will continue their education at the level they were at the previous year. If a class is not opened at the level where a student in the support program (for students who failed in the first year and are repeating the preparation program in the second year) was unsuccessful in the previous academic year, the student will begin education at the level closest to their proficiency.

Sample level placement exams and answers are provided in the attachment.

2. ÇOMÜ English Proficiency Test (CEPT – COMU English Proficiency Test)

The Proficiency (Exemption) Exam is administered three times a year: at the beginning of the academic year, at the end of the fall semester, and at the end of the spring semester. The proficiency exam consists of two stages.

Stage 1 – Comprehension Skills:

The first stage of the proficiency exam consists of multiple-choice listening and reading questions. Students from the English Language Education and English Language and Literature departments who score below 70 points in the first stage, and students from other departments who score below 60 points, are considered unsuccessful in the proficiency exam and cannot take the second stage of the exam.

Stage 2 – Productive Skills:

Students who achieve sufficient scores in the first stage take the second stage of the proficiency exam, where their writing and speaking skills are assessed. Students from the English Language Education and English Language and Literature departments who score 70 or above, and students from other departments and programs who score 60 or above in the second stage, are considered successful in the proficiency exam and are exempt from the preparation program. The scores for the exemption exam are calculated by taking 50% of Stage 1 (25% Listening, 25% Reading) and 50% of Stage 2 (25% Writing, 25% Speaking).

Sample exemption exams and answers are provided in the attachment. Click here for the proficiency exam listening recording.

3. Integrated Progress Tests

Students at each level take a progress test. These progress tests include an integrated assessment covering listening, reading, grammar, writing, and speaking skills. These exams aim to measure students' progress at their level and provide feedback if necessary. The first progress test is administered in the third week, and the second test in the sixth week. Progress tests cannot be repeated and constitute 30% of the overall assessment.

4. Project and Performance Tasks

Students prepare a project or performance task at each level. At least two options are provided for individual or group projects based on students' interests and abilities. The preparation stages and evaluation criteria for project tasks are announced to students at the beginning of the course and published on the school's website. Students follow the determined steps to prepare the project and present it to the relevant teacher at the end of the term. At least two teachers who do not teach the class independently evaluate the projects. They compare their scores to determine the student's grade. If there is a disagreement between the two teachers, another teacher evaluates the project. Project and performance tasks constitute 20% of the total assessment.

5. Course Completion Exam

After completing each level, students take a module completion exam. The module completion exam constitutes 50% of the total assessment. The exam consists of three sections: integrated skills, writing, and speaking. The integrated skills section is a 50-question multiple-choice exam that assesses listening, reading, grammar, and vocabulary (just one section). In the writing section, students write a paragraph or essay appropriate to their level, which is evaluated out of 25 points. Essays are assessed by two different teachers who do not teach the class. The average of the two teachers' scores determines the student's grade in the writing section. Finally, students take the speaking section, where they are asked questions verbally and assessed out of 25 points. At the A1 and A2 levels, the topics for the speaking and writing exams are given to students in advance. During the exam, students are asked questions based on this topic list.