Michener English Language Assessment
Measuring English language communication skills in reading, writing, listening and speaking using the Canadian Language Benchmarks.
Michener English Language Assessment (MELA) is set in the context of health care. It describes language proficiency in four skill areas: Speaking, Listening, Reading and Writing.
MELA test scores are reported using Canadian Language Benchmarks (CLB) which are a national Canadian standard of English language proficiency.
MELA is used to:
- determine communicative readiness to join health care educational programs
- assist program consultants to advise applicants about strong and weak areas in their language proficiency and provide options for skill development
MELA administrations
MELA is administered on an ongoing basis. For information on MELA please visit MELA info. For information on assessment sessions please visit Access & Options pages
Test Format and content
Speaking Interview (30 minutes)
Candidates participate in a short four-part interview. The interviews are recorded and rated by two different assessors. Performance on the interview is rated based on fluency, pronunciation and the range and accuracy of the language used. The interview is based on workplace situations and assessors use a rating scale based on language required for the Canadian health care workplace.
Listening (45 minutes)
The listening test involves taking messages and lecture notes and answering multiple choice questions after watching employee interactions in a health care workplace. All tasks are based on authentic work situations and each task is delivered at normal speed. The listening test lasts 45 minutes and listening passages vary in length from 45 seconds to seven minutes.
Reading (1 hour)
The reading test involves comprehension of authentic texts from medical workplaces, newspaper articles, medical journal articles, medical textbooks, and government publications. The reading passages vary from 250 to 2,500 words. Reading comprehension is demonstrated through multiple-choice and short answer questions, completing a form, essay writing and summaries.
Writing (1 hour)
All candidates produce writing samples which are assessed according to content, organization and accuracy of language use. Writing tasks include completing forms, writing summary reports and short essays.
| Speaking (30 min) | Listening (45 min) | Reading (1 hr) | Writing (1 hr) |
| Discuss personal background | Take workplace phone messages | Read a description of a health and safety incident in a hospital | Note-taking |
| Describe workplace activity using a photo story | Receive workplace related instructions | Read a workplace announcement, memo or medical alert | Filling out & completing forms |
| Role-play giving instructions in the workplace | Listen to a workplace conversation | Read a complex interdisciplinary textbook excerpt | Write a short opinion essay |
| Discuss a current issue or trend in global health care | Listen to a professional development lecture | Read a professional journal excerpt | Write a lecture summary |
Canadian Language Benchmark (CLB)Scores
| CLB Score | General Descriptor |
10 |
Performance is fully appropriate; language skills are not a barrier |
9 |
Performance is fully adequate; language skills are strong, with only some inaccuracies |
8 |
Performance is adequate; language skills are mostly effective but contain a number of errors or inaccuracies that sometimes impede communication. Will benefit from advanced language training |
7 |
Performance is minimally adequate, can perform the tasks, but does not fully achieve the objectives. Will require some language support in the program. |
6 |
Performance is weak, often unable to complete the task fully. Will require full language support in the program |
5 |
Poor performance, language skills are insufficient for the program |
