SLTI Modern Language Aptitude Test CB MLAT

Computer-Based MLAT (CB-MLAT)

In 2006, the Second Language Testing Foundation, a non-profit entity supported by Second Language Testing, Inc., released a computer-based version of the Modern Language Aptitude Test (CB-MLAT). Working with CAPP Associates, Inc. SLTF developed the CB-MLAT preserving the items from the original MLAT. Like the Modern Language Aptitude Test, the CB-MLAT measures an individual’s aptitude for learning a foreign language. The test can be used to predict success in learning all basic communication skills, but particularly speaking and listening. Click on the following links to learn more.

To learn more about the concept of language aptitude and the practical uses of language aptitude measure, please visit our page on Language Aptitude Testing.

We now accept VISA/MASTERCARD payments. Click on "How do I order a copy of the CB-MLAT" for more information.

1. Why was the CB-MLAT developed?

2. What are the benefits of choosing the CB-MLAT over the paper-based version?

3. Which test should I choose?

4. The CB-MLAT is a secure test – What does that mean?

5. How is the CB-MLAT used?

6. Who uses the CB-MLAT and why?

7. What is a language learning disability, and how can the CB-MLAT be used in diagnosing one?

8. How is the CB-MLAT administered?

9. How is the CB-MLAT scored and what do the scores mean?

10. For how long a period of time are CB-MLAT scores valid?

11. Is it possible to prepare for the test?

12. What does the CB-MLAT consist of?

13. CB-MLAT Sample Questions

14. How do I order the CB-MLAT?

15. How is the CB-MLAT distributed?

16. How is the CB-MLAT priced?

17. Will I save by purchasing the CB-MLAT?

18. Is there a British English version of the CB-MLAT available?

View Sample MLAT Questions

1. Why was the CB-MLAT developed?

Second Language Testing Foundation developed a computerized version of the MLAT (CB-MLAT) in order to benefit the test itself as well as test administrators and examinees. Benefits of the CB-MLAT for examinees and administrators are outlined in the section “What are the benefits of choosing the CB-MLAT over the paper-based version?"

The development of the CB-MLAT marks an important step in the advancement of the Modern Language Aptitude Test. The CB-MLAT will provide a unique opportunity to develop and immediately field-test new items for the MLAT. These new items are designed in accordance with the item-specs that SLTF staff have formulated for the original items of the MLAT. As new items are developed and validated, SLTF will create additional versions of the MLAT. By reserving the distribution of one version of the MLAT for high-stakes uses (like governmental agency selection for intensive language training), it will add to the security of that version while SLTF can distribute the alternate version for uses that are not high-stakes.

2. What are the benefits of choosing the CB-MLAT over the paper-based version?

There are many benefits to choosing the computer-based MLAT over the paper-based MLAT, especially for high volume users.

• Immediate feedback of scores to examinees.

• More secure management of test materials and results.

• Eliminates concern about examinee marking answers out of sequence.

• Eliminates hand scoring; no more errors in scoring.

• More rapid correction of mistaken answers than with pencil, paper and eraser.

• Provides an identical test administration for all examinees.

• Automatic access to an item-level database on examinee performance.

• Provides statistical reports on examinee score distributions and groupings including the creation of local norms.

• Allows for the customization of demographic questionnaire including the ability to ask additional questions of examinees.

• Periodic refreshing with new items ensures continued validity.

• Reduction in administration costs for proctoring, setup, scoring, reporting, and filing.

3. Which test should I choose?

4. The CB-MLAT is a secure test – What does that mean?

The CB-MLAT is a secure test that is only available to government agencies, licensed clinical psychologists, and other selected groups who are deemed appropriate to administer the test for diagnostic purposes. Sale of the CB-MLAT to an end user is granted solely by permission of SLTI, and SLTI may refuse sale of the CB-MLAT for any reason. The CB-MLAT is used principally with adults.

All users of the CB-MLAT must agree to uphold the security of the test. This security agreement strictly prohibits the reproduction of any test materials through printing, electronic or mechanical means, included but not limited to photocopying, audiovisual recording or transmission, and portrayal or duplication in any information storage and retrieval system. They must also agree to only use the test for the express, legitimate purpose for which it is designed and intended.

5. How is the CB-MLAT used?

The CB-MLAT can be used for a variety of purposes. Since it indicates how easily an individual may learn a foreign language, it may be used to determine which individuals will profit most from language training. It has been used extensively as a selection measure for intensive language programs, such as those offered to military personnel. Alternatively, the CB-MLAT may be used to determine which individuals will experience the most difficulty in language training. For instance, lack of language learning aptitude, as demonstrated by poor performance on the CB-MLAT, may help qualify an individual for a waiver or a modification of a foreign language requirement at an academic institution.

6. Who uses the CB-MLAT and why?

The MLAT is used by institutions and individuals to measure foreign language learning aptitude. There are four major groups of users. Churches and missionary organizations use the CB-MLAT to determine how long they should plan on providing language instruction to a missionary or how difficult a language a missionary will be able to handle. Missionaries with high aptitude may be assigned to learn more difficult languages. Private schools use the CB-MLAT for advising students who might be interested in studying a foreign language. Government agencies, such as the Foreign Service Institute, and international organizations, such as the International Monetary Fund, use the CB-MLAT with their staff in much the same way that missionary organizations do. Government agencies also use the CB-MLAT to identify personnel who would benefit the most from the time and expense of an intensive language training program. School and clinical psychologists use the CB-MLAT to determine if a student has a foreign language learning disability.

There are many studies that provide evidence that the MLAT (paper-based version) is a good predictor of success in foreign language learning. For a comprehensive review of the literature on the subject, see J.B. Carroll. (1981). 25 years of language aptitude research. In K.C. Diller, Editor, Individual differences and universals in language learning aptitude. Rowley, MA: Newbury House. For a basic reference for the validity of the MLAT as a predictor of foreign language learning disability, see A.H. Gajar. (1987). Foreign language learning disabilities: The identification of predictive and diagnostic variables. Journal of Learning Disabilities, 20(6), 327-330.

7. What is a language learning disability, and how can the CB-MLAT be used in diagnosing one?

A language learning disability may be defined as low aptitude for learning languages in comparison with the student’s aptitude for learning other subjects. It usually established by administering a battery of tests, including a language aptitude test such as the CB-MLAT, PLAB or MLAT-E, and examining the pattern of scores. If the student shows normal aptitude for other school subjects but much lower aptitude on measures relating to language, then evidence of a weakness or disability in language aptitude is established. Another aspect of such an assessment is to examine the student’s performance in different subjects. If the student does well in other subjects but poorly in language, then this provides further evidence of a substantial discrepancy in his or her abilities.

Sometimes a cognitive-academic disability is defined as an aptitude score below a certain percentile, such as the 20^th percentile, the 10^th percentile, or the 5^th percentile. Whether the cutoff point is made on a case-by-case basis or set for the purpose of establishing a policy for a particular school, the decision must be made by a qualified professional as part of a comprehensive diagnostic procedure.

The CB-MLAT can be used in developing a history of difficulty in learning foreign languages. For example, a school psychologist who is doing a diagnostic evaluation of a student who is progressing slowly in foreign language classes could use test results from the CB-MLAT in conjunction with input from FL teachers and data from progress in language courses to help establish a diagnosis of a foreign language learning disability. Ideally, the MLAT-E would be administered when the student was in grade school, the PLAB would be administered at the junior high level, and the CB-MLAT would be administered at a future point, such as when the student was applying for college, or in the first year of university studies and facing a language requirement. Consistently poor performances on these tests over the years would strongly support the case for a language learning disability. It is especially important that such diagnoses be accurate and credible, because other special services and accommodations may be contingent on their outcome.

To read two articles at LD Online about foreign language learning disablities, click on the following links:

Learning Disabilities and Foreign Language Learning, by Robin L. Schwartz

Foreign Language Learning and Learning Disabilities: Making the College Transition, by Sally S. Scott and Elaine Manglitz

8. How is the CB-MLAT administered?

The computerized version of the MLAT significantly simplifies the administration of the test. All instructions and audio files are contained in the program software, which eliminates the need for a test proctor. Each PC equipped with the CB-MLAT software can serve as a testing station. Multiple testing stations can be set up within an organization and each station can administer the test to one examinee at a time. Test administration takes approximately 1 hour and results are displayed immediately. Examinee results and an item-level report of responses are automatically saved by CAPP Associates and can be accessed by the administration at any time for analysis.

9. How is the CB-MLAT scored and what do the scores mean?

The CB-MLAT program instantly calculates and displays examinees’ scores at the completion of the test administration. The score is tallied according to the number right per part. No points are deducted for errors or omissions. Scores will be interpreted differently from institution to institution; that is, each institution will set cut-off scores to determine, for example which personnel in a government agency are eligible for language training.

The MLAT norms were established in 1958 by administering the MLAT to high school students, college students, military personnel, and foreign service officers. Separate norms are available for each group. Because aptitude is an inherent trait in human beings, the degree of aptitude in major populations groups does not change appreciably over time. Therefore, these norms continue to serve as a useful point of reference for evaluating an individual’s test score. Although these norms exist, they should not substitute for the experience of the individual test user in relating test scores to success in language training.

10. For how long a period of time are CB-MLAT scores valid?

With certain provisions taken into account, CB-MLAT scores should be considered to be valid for at least 5 years. Language aptitude as measured by the CB-MLAT is viewed as a stable trait, one not readily subject to change or improvement through courses or experience. Thus, when properly administered, the CB-MLAT yields a score that theoretically is good for life, although certain circumstances might lead one to consider retesting. For example, if it is discovered that a person has a physical disability or learning disability that prevented them from understanding the test's instructions or from otherwise doing their best on the test, then the test could be re-administered with appropriate accommodations. In fact, it makes sense to allow people to retest if they wish to for whatever reason (e.g., a claim of extreme fatigue, test anxiety, worry, or some other distraction or adverse state of mind) so long as there is a waiting period of one year, since there is currently only one form of the test. In such retest cases, one could choose to average the scores, consider both scores, or consider only the most recent score. The Graduate Record Examinations (GRE) test program, for example, retains scores for only 5 years and will report multiple scores earned during that period, with the advice that the school should look at all scores earned at separate administrations. For scores more than 5 years old, they leave the issue entirely to the university to decide and offer no policy guidance.

In contrast to this interpretation of "aptitude" testing, scores on "proficiency" measures such as the TOEFL, are valid only two years, because language proficiency can change substantially in that period of time or longer. Thus, language proficiency is viewed as a trait that is subject to improvement or decline, and it makes sense to put a limit on the amount of time that a test score will be considered a valid measure of a person's language proficiency. Even when the TOEFL is taken multiple times within a two-year period, ETS recommends that the most recent score be considered the most valid.

One other caveat regarding the interpretation of language aptitude scores that are more than a year old is to make reference to the appropriate set of norms in the manual. For example, if a college freshman produces a CB-MLAT score that he or she obtained at age 14 as a high school freshman, then interpretation should not be based on the "College Freshman" norms, but rather on the 9^th grade norms since the person was in the 9^th grade at the time of testing.

11. Is it possible to prepare for the test?

The CB-MLAT measures aptitude, not achievement or proficiency. Therefore, it is not possible to prepare for the test. A high score on the CB-MLAT indicates that an individual will likely do well in language training. Previous success at foreign language learning may also contribute to the probability of learning another language but it will not appreciably change one’s score on the MLAT, An examinee who wishes to become familiar with the MLAT prior to taking it would do best to examine the sample items on this website.

12. What does the CB-MLAT consist of?

The CB-MLAT is comprised of five parts, each of which measures specific skills related to foreign language learning. The first part, Number Learning, requires examinees to learn a set of numbers through aural input and then discriminate different combinations of those numbers. The second part, Phonetic Script, asks examinees to learn a set of correspondences between speech sounds and phonetic symbols. In the third part, Spelling Clues, examinees must read words that are spelled as they are pronounced, rather than according to standard spelling conventions. They must then select from a list of words the one whose meaning is closest to the “disguised” word. The fourth part, Words in Sentences, measures examinees’ awareness of grammatical structure. The examinees are given a key word in a sentence and are then asked to read a second sentence (or series of sentences) and select another word that functions in the same way as the key word. Finally, in the Paired Associates part, examinees must quickly learn a set of vocabulary words from another language and memorize their English meanings.

13. CB-MLAT Sample Questions

Brief explanations of each of the five CB-MLAT sections are provided here along with sample questions that illustrate the types of questions used in each section. Answers are also provided. Potential CB-MLAT users may view these samples to see what the test looks like and to get an idea of how the CB-MLAT tests specific cognitive abilities that have been shown to be associated with foreign language learning success. Potential examinees might also want to view these samples in order to familiarize themselves with the question formats before taking the test. Of course, the CB-MLAT has its own sets of instructions, as well as sample questions and practice exercises.

If you want to see the sample questions and explanations for Part I, click HERE.
If you want to see the sample questions and explanations for Part II, click HERE.
If you want to see the sample questions and explanations for Part III, click HERE.
If you want to see the sample questions and explanations for Part IV, click HERE.
If you want to see the sample questions and explanations for Part V, click HERE.

Click Here to download the CB-MLAT Sample Questions in PDF format.

13.1 CB-MLAT Sample Questions – Part I

PART I. NUMBER LEARNING

Part I of the CB-MLAT has 43 possible points. This part of the CB-MLAT tests auditory and memory abilities associated with sound-meaning relationships. In this part of the CB-MLAT, you will learn the names of numbers in a new language. Subsequently, you will hear the names of numbers spoken aloud, and you will be asked to write down these numbers. For example, if you heard someone say the number “seventeen” in English, you would write down 1 7. But in this test, you will hear the numbers in a new language. Here’s how it will work:

You will hear some instructions read aloud. The speaker will then teach you some numbers (not the same as these samples, of course). The speaker will say something like:

[The red text represents the voice you will hear.]

Now I will teach you some numbers in the new language. First, we will learn some single-digit numbers:

“ba” is “one”

“baba” is “two”

“dee” is “three”

Now I will say the name of the number in the new language, and you write down the number you hear. Try to do so before I tell you the answer:

“ba” -- That was “one”

“dee” – That was “three”

“baba” – That was “two”

Now we will learn some two-digit numbers:

“tu” is “twenty”

“ti” is “thirty”

“tu-ba” is “twenty-one” in this language -- because “tu” is twenty and “ba” is one.

“ti-ba” is “thirty-one “ – because “ti” is thirty and “ba” is one.

Now let’s begin. Write down the number you hear.

a. ti-ba [you have only about 5 seconds to write down your answer]

b. ti-dee

c. baba

d. tu-dee

The correct answers are:

a. thirty-one

b. thirty-three

c. two

d. twenty-three

After you write down the numbers, you will be told how to fill in the appropriate spaces on the answer sheet. Although this example was fairly simple, on the actual test you will have to learn one-, two-, and three-digit numbers and combinations.

If you want to go on to the samples for Part II, click HERE.

13.2 CB-MLAT Sample Questions – Part II

PART II. PHONETIC SCRIPT

Part II of the CB-MLAT is a test of your ability to learn a system for writing English sounds phonetically. There are 30 possible points in this section. First you will learn phonetic symbols for some common English sounds. For each question, you will see a set of four separate syllables. Each syllable is spelled phonetically. A speaker will model the sounds for you by pronouncing each of the four syllables in a set. Then the speaker will model the sounds in the next set.

After the speaker models the sounds in five sets, you will be asked to look back at the first set. The speaker will go through the groups again, but this time the speaker will say only one of the 4 syllables in a set. Your task is to select the syllable that has a phonetic spelling that matches the syllable you heard.

For example, you would look at the first five sets. They would look something like this:

1. bot but bok buk

2. bok buk bov bof

3. geet gut beet but

4. beek beev but buv

5. geeb geet buf but

[Remember, the red text represents the voice of the speaker that you will hear]

The speaker will then pronounce each of the four syllables in each of the five sets. You follow along:

1. “bot” “but” “bok” “buk”

2. “bok” “buk” “bov” “bof”

3. “geet” “gut” “beet” “but”

4. “beek” “beev” “but” “buv”

5. “geeb” “geet” “buf” “but”

Then the speaker will go back to number 1 and pronounce just one syllable from the set of four. So, you might hear:

1. “buk”

During the actual test, you must indicate which syllable you heard by darkening the corresponding space on the computer answer sheet. Then you hear the next question:

2. “bok”

Choose your response from set 2. Then listen to question 3:

3. “gut”

Choose your response from set 3. Then listen to question 4:

4. “beev”

Choose your response from set 4. Then listen to question 5:

5. “geeb”

Choose your response from set 5.

After that, new phonetic symbols are introduced in the next five sets of four syllables. You respond to those questions, and then you are given a third and final set. Some of the symbols look like normal English spelling, and some do not. Although a few of the syllables may sound like English words, most of the syllables are nonsense syllables that just happen to contain English sounds.

If you want to go on to the samples for Part III, click HERE.

13.3 CB-MLAT Sample Questions – Part III

PART III. SPELLING CUES

Part III of the CB-MLAT has 50 questions. This part of the CB-MLAT requires the ability to associate sounds with symbols and depends somewhat on knowledge of English vocabulary. It is also somewhat speeded, and therefore, it is much more challenging than the following exercise, which consists of only 4 practice question. Nonetheless, trying these sample questions will give you a good idea of what Part III is like.

Each question below has a group of words. The word at the top of the group is not spelled in the usual way. Instead, it is spelled approximately as it is pronounced. Your task is to recognize the disguised word from the spelling. In order to show that you recognize the disguised word, look for one of the five words beneath it that corresponds most closely in meaning to the disguised word. When you find this word or phrase, write down the letter that corresponds to your choice. Try all four samples; then click below to check your answers.

NOW GO RIGHT AHEAD WITH THESE SAMPLE QUESTIONS. WORK RAPIDLY!

1. kloz

A. attire

B. nearby

C. stick

D. giant

E. relatives

2. restrnt

A. food

B. self-control

C. sleep

D. space explorer

E. drug

3. prezns

A. kings

B. explanations

C. dates

D. gifts

E. forecasts

4. grbj

A. car port

B. seize

C. boat

D. boast

E. waste

You can view the answers and explanations for Part III below.

ANSWERS FOR PART III SAMPLE QUESTIONS

1. A kloz is a disguised spelling of clothes, which corresponds in meaning to attire

2. B restrnt is a disguised spelling of restraint, which corresponds in meaning to self-control

3. D prezns is a disguised spelling of presents, which corresponds in meaning to gifts

4. E grbj is a disguised spelling of garbage, which corresponds in meaning to waste

If you want to go on to the samples for Part IV, click HERE.

13.4 CB-MLAT Sample Questions – Part IV

PART IV. WORDS IN SENTENCES

There are 45 questions in CB-MLAT Part IV. The following exercise consists of only 4 practice questions. The CB-MLAT questions test recognition, analogy, and understanding of a far greater range of syntactic structures than the 4 sample questions shown here.

In each of the following questions, we will call the first sentence the key sentence. One word in the key sentence will be underlined and printed in capital letters. Your task is to select the letter of the word in the second sentence that plays the same role in that sentence as the underlined word in the key sentence.

Look at the following sample question:

Sample: JOHN took a long walk in the woods.

Children in blue jeans were singing and dancing in the park.

A B C D E

You would select “A.” because the key sentence is about “John” and the second sentence is about “children.”

NOW GO RIGHT AHEAD WITH THESE SAMPLE QUESTIONS.

Write down your answers so that you can check them when you are finished.

1. MARY is happy.

From the look on your face, I can tell that you must have had a bad day.

A B C D E

2. We wanted to go out, BUT we were too tired.

Because of our extensive training, we were confident when we were out sailing,

A B C

yet we were always aware of the potential dangers of being on the lake.

D E

3. John said THAT Jill liked chocolate.

In our class, that professor claimed that he knew that girl on the television news

A B C D E

show.

4. The officer gave me a TICKET!

When she went away to college, the young man’s daughter wrote him the most

A B C

beautiful letter that he had ever received.

D E

You can view the answers and explanations for Part IV below.

ANSWERS FOR PART IV SAMPLE QUESTIONS

If you want to go on to the samples for Part V, click HERE.

13.5 CB-MLAT Sample Questions – Part V

PART V. PAIRED ASSOCIATES

Part V of the CB-MLAT focuses on the rote memory aspect of learning foreign languages. On the actual test, you will have 2 minutes to memorize 24 words. You will then do a practice exercise. You can look back at the vocabulary during this practice exercise, but you will not be permitted to look at the vocabulary or at your practice exercise while you are doing the Part V questions that follow the exercise.

Your task here is to MEMORIZE the Maya-English vocabulary below. There are only six words to memorize on this practice test. Keep in mind that the vocabulary list on Part V of the CB-MLAT will be 4 times longer than this sample. Take 40 seconds to memorize this vocabulary. Then click below to go to the questions. Do not look back at the vocabulary until you have finished responding to the sample questions.

Vocabulary

Maya -- English

c?on gun

si? wood

k?ab hand

kab juice

bat ax

pal son

WHEN YOU ARE READY TO TRY THE QUESTIONS, SEE BELOW.

Write down your answers so that you can check them when you are finished.

1. bat

A. animal

B. stick

C. jump

D. ax

E. stone

2. kab

A. juice

B. cart

C. corn

D. tool

E. run

3. c?on

A. story

B. gun

C. eat

D. mix

E. bird

4. k?ab

A. road

B. tree

C. yell

D. fish

E. hand

5. si?

A. look

B. yes

C. forgive

D. cook

E. wood

6. pal

A. chief

B. son

C. friend

D. gold

E. boat

You can return to the vocabulary list to check your answers by clicking HERE.

14. How do I order the CB-MLAT?

You can visit SLTI Store to download the order forms. You can also download a print friendly version of the CB-MLAT Order Form (used for fax or postal mail) by clicking here or an email friendly version by clicking here. You can open the print friendly version with Acrobat Reader. Print it out, complete the information requested, including the Organization or Student Qualifications Form, and mail it with a check, money order, or credit card information according to the instructions on the order form. You can open the email friendly version with Microsoft Word. Complete the order form, save the file, and email it as an attachment to CStansfield@2LTI.com.

VISA/MASTERCARD. To pay with your Visa or Mastercard, please download the print friendly version of the CB-MLAT order form, if you prefer to fax or send you order by postal mail. Download the email friendly version of the CB-MLAT order form, if you prefer to email your order. Due to security concerns, please note that you will have to call SLTI with your credit card number and expiration date, if you email your order.

PAYPAL: You may pay with PayPal, which is an Internet bank. To pay for your order with PayPal, or to open a PayPal account, please visit SLTI Store and follow the instruction on the page.

Email CStansfield@2LTI.com, if you have any questions regarding payments and orders.

15. How is the CB-MLAT distributed?

After you place an order for the CB-MLAT by faxing/mailing/emailing SLTF a completed order form, you will receive an email containing the CB-MLAT installation software and download directions. The software you receive can install on your PCs both the MLAT test program (to be installed on all testing stations) and the MLAT Administration program (to be installed only on test administrator computers).

After each examinee completes the CB-MLAT, their information and scores are sent to the CAPP Associates password-protected ftp server. The Administration program allows you to access these examinee results and an item-level database on the CAPP ftp server.

16. How is the CB-MLAT priced?

The CB-MLAT is purchased as a license for a designated amount of test administrations. The test licenses are good for 12 months after the date of purchase, meaning that you have bought the right to administer the CB-MLAT to a certain number of individuals within twelve months. There is a minimum purchase order of $200.00, which is the price for ten test administrations. Test administrations are recorded and monitored and more administrations can be purchased at any time.

CB-MLAT test administration licenses are priced as follows:

Computer-Based MLAT Prices

Number of tests	Total License	Per Test
10	$200.00	$20.00
15	$270.00	$18.00
20	$300.00	$15.00
21 to 50	Per contract	$15.00/each
51 to 100		$12.00/each
101 to 500		$10.00/each
501 to 999		$5.00/each
1,000 to 4,999		$3.50/each
5,000 to 9,999		$3.10/each
10,000 to 19,999		$2.65/each
20,000 and over		$2.25/each

17. Will I save by purchasing the CB-MLAT?

The real advantage of choosing the CB-MLAT is in the time and money you will save in proctoring, scoring, and administration of the test. Since all instructions and audio files are automated by the CB-MLAT program, there is no need to schedule the time and pay for your personnel to set up test materials and proctor the exam.

Using the CB-MLAT will reduce the time and effort of scoring examinee’s tests. Scoring the paper version of the MLAT is done by hand and takes approximately ten minutes for each exam. Hand scoring leaves room for human error so many institutions find it necessary to have the test scored by two people. When you want to administer the MLAT to a significant amount of people, the amount of time needed to score the tests can add up very quickly. To eliminate the need to dedicate the time and pay for your personnel to hand-score test results, the CB-MLAT calculates and reports examinee scores instantly and there is no concern about human error.

After test administration is complete, it is necessary for scores to be recorded, filed and analyzed. Recording scores would require creating a database to manually enter the information or recording scares by hand – both of which can become significant tasks when testing large amounts of people. With the CB-MLAT, scores and examinee information are automatically recorded and sent to CAPP Associates where they can be accessed at your convenience. Responses are also accessible in an item-level database, which can be used to do item-wise or part-wise analyses for individuals and/or groups. This saves you the time and effort of creating and entering this information off of each test-taker’s answer sheet. Maximum flexibility in downloading data allows the agency to select individual student records or groups of records, individual fields or selected fields for download reporting. In addition local or agency norms can be automatically computed. Finally, all data can also be exported to other software packages for additional research. This flexibility in analyzing data and developing local norms only takes minutes rather than countless hours of data input with paper/pencil testing.

18. Is there a British English version of the CB-MLAT available?

Yes, SLTF now offers a British English version of the CB-MLAT. The British English version will provide a more suitable testing experience for users from the UK, Australia, New Zealand, South Africa, India, Singapore, and for anyone more familiar with British than American English. It features all of the appropriate spelling modifications as well as re-recorded audio.

The CB-MLAT program now consists of BOTH the British English and American English versions of the test. The version being used can be determined by the administrator and it is possible to switch between the British and American versions as needed.