The CELPIP-General Test is completely computer-delivered and is taken at one of our designated test centres.
To complete this test, test takers must know how to use a computer mouse and standard keyboard.
Here is a breakdown of each CELPIP-General Test component in the order in which test takers will be completing them.
|Test Component||Time Allotted||Number of Questions||Component Sections|
|Listening||40 minutes||8||Part 1: Identifying Similar Meanings|
|8||Part 2: Answering Questions|
|5||Part 3: Listening to a Conversation I|
|6||Part 4: Listening to a Conversation II|
|5||Part 5: Listening to a News Item|
|6||Part 6: Listening to Viewpoints|
|5-8||Part 7: Unscored Items*|
|Reading||60 minutes||11||Part 1: Reading Correspondence|
|8||Part 2: Reading a Diagram|
|9||Part 3: Reading for Information|
|10||Part 4: Reading for Viewpoints|
|8-11||Part 5: Unscored Items*|
|Writing||60 minutes||1||Part 1: Writing an Email|
|1||Part 2: Responding to an Opinion Survey|
|Speaking||20 minutes||1||Part 0: Practice Question|
|1||Part 1: Giving Advice|
|1||Part 2: Talking about a Personal Experience|
|1||Part 3: Describing a Scene|
|1||Part 4: Making Predictions|
|1||Part 5: Comparing and Persuading|
|1||Part 6: Dealing with a Difficult Situation|
|1||Part 7: Expressing Opinions|
|1||Part 8: Describing an Unusual Situation|
Total test time allotted is 180 min or 3 hours.
*Unscored Items: The Listening and Reading components each contain unscored items used for test development. These unscored items can be found anywhere within the Listening and Reading components and you will not know which items will be unscored.
Each component of the test (listening, reading, writing and speaking) will be given a CELPIP Level. Below is a chart of each CELPIP-General level and its corresponding description. Since the CELPIP-General Test scores have been calibrated against the Canadian Language Benchmarks (CLB) levels, we have included the CLB level equivalencies for your information.
|CELPIP Level||CELPIP Descriptor||CLB Level|
|12||Advanced proficiency in workplace and community contexts||12|
|11||Advanced proficiency in workplace and community contexts||11|
|10||Highly effective proficiency in workplace and community contexts||10|
|9||Effective proficiency in workplace and community contexts||9|
|8||Good proficiency in workplace and community contexts||8|
|7||Adequate proficiency in workplace and community contexts||7|
|6||Developing proficiency in workplace and community contexts||6|
|5||Acquiring proficiency in workplace and community contexts||5|
|4||Adequate proficiency for daily life activities||4|
|3||Some proficiency in limited contexts||3|
|M||Minimal proficiency or insufficient information to assess||0, 1, 2|