Established 1941
Type Not-for-profit
Purpose Examination board - qualifications for learners and teachers of English
Headquarters Michigan, USA
Region served
Global - operating in 60 countries
497 test centers
Parent organization
Cambridge English Language Assessment and the University of Michigan
Formerly called
English Language Institute Testing and Certificate Division at the University of Michigan

CaMLA, formerly known as the English Language Institute Testing and Certificate Division at the University of Michigan, has been providing English language assessments, learning resources, teacher development, consultancy and research since 1941.[1]

Their range of assessments, which include what are often referred to as the Michigan Tests, is used for university admissions, IEP programs, K-12 ELL programs, professional licensing, and employment.[2]

CaMLA is a not-for-profit collaboration between the University of Michigan and the University of Cambridge – two institutions with a long history of research and development in the field of language assessment, teaching and learning.[3]


Cambridge Michigan Language Assessments (CaMLA) was established in 2010 by two organizations with a long history in English language assessment: Cambridge English Language Assessment, part of the University of Cambridge, and the English Language Institute Testing and Certificate Division of the University of Michigan. The organizations have a number of similarities – both university-based, not-for-profit exam boards, with a mission to support research and learning.

CaMLA was created as a joint venture to develop the Michigan tests and services, originally established by the English Language Institute (ELI) of the University of Michigan. It is therefore building on 70 years of research and development in language teaching, learning, assessment, applied linguistics and teacher education throughout the world.[4]

The ELI was established at the University of Michigan in 1941 and was the first of its kind in the United States, with a dual function of teaching and research. In its first year, the ELI introduced an intensive course in English as a foreign language – the first ever offered on a university campus. This was started as an experimental program, catering for the handful of foreign students in U.S. universities prior to World War II. However, by 1948, there were 25,000 foreign students in U.S. universities and the ELI became a key player in teaching English to international students and a model for programs across the country.

From 1946, the ELI English Testing Program began to take shape. In 1953, under contract to the United States Information Agency, the ELI developed the ECPE (Examination for the Certificate of Proficiency in English) exam for use abroad. By the late 1950s, ELI had international language development programs in countries on five continents and by the 1960s -1970s, Michigan tests were being used by increasing numbers of schools, universities and institutes, nationally and internationally.

The ELI also became well known for its research and development work. The Research Club at Michigan established the first journal in the world in applied linguistics: Language Learning: A Journal of Applied Linguistics. The Institute also focused on the practical day-to-day realities of language teaching – experimenting with instructional methods and materials, and developing methodologies for training ESL/EFL teachers. Its teaching methods and materials have been used in programs all over the world and the Michigan Method continues to influence ESL/EFL publishing to this day.[5]


Proficiency and certification tests

Exam Description
ECCE The Examination for the Certificate of Competency in English (ECCE) is a standardized high-intermediate level EFL examination
ECPE The Examination for the Certificate of Proficiency in English (ECPE) is a standardized, advanced-level EFL examination
MELAB The Michigan English Language Assessment Battery (MELAB) is designed for adult non-native speakers of English who need to use English for academic purposes at college and university level, and for professionals who need English for work or training purposes
MET The Michigan English Test (MET) assesses general English language proficiency in social, educational, and workplace contexts and reflects everyday, authentic interaction in an American-English environment
YLTE The Young Learners Tests of English (YLTE) are designed to test the English of young learners in the primary and middle grades

Placement and progress tests

Exam Description
CaMLA EPT The CaMLA English Placement Test (CaMLA EPT) assesses receptive language proficiency and supports teachers and program administrators to place ESL students into appropriate levels and classes
ITASA The International Teaching Assistant Speaking Assessment (ITASA) is a high-intermediate to advanced level English proficiency test for prospective international teaching assistants (ITAs)
MTELP Series The MTELP Series measures learner achievement and progress. It is suitable for adults or young adult language learners and is used by ESL/EFL programs in higher education institutions, ESL/EFL schools and training programs, government agencies and private corporations
CaMLA Speaking Test The CaMLA Speaking Test evaluates the ability to speak in response to a range of tasks and topics, situated in personal, public, educational and occupational domains[6]

See also

External links


  1. Retrieved 10 December 2014
  2. Retrieved 10 December 2014 Retrieved 10 December 2014 Retrieved 10 December 2014 Retrieved 10 December 2014 Retrieved 10 December 2014
  3. Retrieved 10 December 2014
  4. Retrieved 10 December 2014
  5. Retrieved 10 December 2014. Spolsky, B. (1990) The prehistory of TOEFL, Language Testing, vol 7, 1: pp.98-118. Lado, R. (1961). Language testing: The construction and use of foreign language tests. New York, NY: McGraw-Hill.
  6. Retrieved 10 December 2014
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