MET (India State Engineering Entrance Exams) key terms

A standardized English proficiency exam developed by Michigan Language Assessment, offered in both a four-skill format and a digital format, used for academic admission, employment, and professional licensing.

The mapping of test scores to the six Common European Framework of Reference levels, from A1 to C2, so that institutions can interpret a result against a widely shared proficiency scale.

A short written statement describing the typical performance at one score level, used by raters and score users to interpret what a candidate at that level can actually do.

The official document or digital record listing a candidate's section scores, overall score, and CEFR level, sent to the candidate and to institutions the candidate designates.

The process and timing by which results are released to candidates and receiving institutions, including how long results remain valid and how additional copies are requested.

The check of a candidate's photo identification at registration and at the test centre or before a remote session, intended to confirm that the person tested is the person named on the report.

The rules and procedures protecting test materials and results from cheating, impersonation, and unauthorized sharing, including prohibitions on photographing or reproducing test content.

A statement a candidate signs or accepts confirming that test questions are confidential, that they will not be recorded or shared, and that misconduct can lead to cancellation of results.

The withdrawal of a candidate's results by the test provider, typically after evidence of cheating, impersonation, or a breach of test rules, sometimes following an investigation and review.

A formal application for adjustments such as extra time, a separate room, or assistive technology, usually supported by documentation and submitted well before the test date.

The central point a speaker or writer is making about a topic, which the rest of the passage supports, illustrates, or qualifies rather than restates word for word.

A fact, example, statistic, or reason that explains or backs up a main idea, often used in questions asking what evidence the author gives for a claim.

A conclusion a reader draws from evidence in the text without the text stating it directly, such as a character's attitude or what probably happened next.

Reading quickly for the general sense of a passage, often by looking at headings, first sentences, and repeated key words, before answering detailed questions.

Searching a text rapidly for one specific piece of information, such as a date, name, or number, without reading every sentence in order.

Working out the meaning of an unfamiliar word from the surrounding sentence and paragraph, including clues from contrast, examples, and the word's grammatical role.

A pronoun or phrase such as it, this, or the former that points back or forward to another part of the text, which a reader must track to keep the meaning clear.

The way sentences and paragraphs are linked through connectors, pronouns, and repeated ideas so that a text reads as one connected whole rather than separate statements.

The logical organization of ideas in a text, so that each point follows from the last and the overall structure makes sense to a reader.

The writer's or speaker's feeling toward the subject, such as critical, amused, or cautious, signalled by word choice and emphasis rather than stated outright.

The reason a text was written, for example to inform, persuade, entertain, or instruct, which shapes the content, structure, and language the writer chooses.

The internal arrangement of a paragraph, usually a topic sentence, supporting sentences, and a closing or linking sentence, which helps a reader locate key information.

An answer option that looks plausible but is wrong, often because it repeats a word from the passage, distorts a detail, or answers a different question than the one asked.

Listening for the overall message or purpose of a recording rather than every word, the skill tested by questions asking what the conversation is mainly about.

Attending to specific facts in a recording, such as times, prices, names, or reasons, often while ignoring less relevant surrounding speech.

Hearing an idea expressed in the recording and matching it to an answer option that says the same thing in different words, a core skill in listening and reading questions.

Writing brief keywords, symbols, and abbreviations while listening so that key facts can be recalled when answering questions after the recording has finished.

Words and phrases that signal the direction of a talk, such as firstly, however, on the other hand, or to sum up, helping listeners follow the structure of what they hear.

What a speaker is trying to achieve with an utterance, such as requesting, complaining, suggesting, or apologizing, which may differ from the literal meaning of the words.

The rise and fall of a speaker's voice, which can signal a question, surprise, doubt, or a shift in topic even when the words themselves stay the same.

The way words blend in natural speech through linking, elision, and weak forms, so that phrases like want to may sound like wanna and be harder to decode.

The extent to which a piece of writing fully addresses every part of the prompt, with relevant ideas and enough development, rather than going off topic or leaving parts unanswered.

The stated minimum or maximum number of words for a writing task, which candidates should respect because significantly short or long responses can lose marks.

The level of formality in language, from casual to formal, chosen to suit the audience and situation, such as a friendly email to a colleague versus a letter of complaint.

Producing a complete written response within a fixed period, which requires quick planning, a clear structure, and leaving time to check grammar and spelling.

The ability to speak at a steady pace with few long pauses, linking ideas smoothly even when some errors occur, rather than stopping to search for every word.

The ability to keep a conversation going by responding to the other speaker, asking for clarification, taking turns, and developing points rather than giving one-word answers.

The conventions of who speaks and when in a conversation, including how speakers signal they are finished, interrupt politely, or hand the floor to someone else.

How clearly a speaker produces individual sounds, word stress, and sentence rhythm so that a listener can understand the message without undue effort.

A longer spoken answer in which a candidate develops a topic over several sentences, giving reasons and examples instead of replying with a brief phrase.

A card given in a speaking test that lists a topic and points to cover, which the candidate uses to prepare briefly before speaking for a set time.

The short period allowed before a speaking task in which a candidate can read the prompt, note key ideas, and plan a structure without speaking aloud.