Vrije Universiteit Brussel K.U.Leuven Universiteit Antwerpen Universiteit Gent

About ITACE for Lecturers

Test components and sample questions

Testing dates and locations

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CEFR levels



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Test components and sample questions

The ITACE for Lecturers consists of a computer test, a writing test and an oral test.

test components


The computer test (max. 1.5 h) consists of the following components:

  • Grammar and vocabulary
    • Multiple choice
    • Fill in the blanks (one or more words as requested)
  • Listening
    • Comprehension questions with multiple choice
    • Fill in the blanks (transcription)
  • Reading
    • Comprehension questions with multiple choice
    • Text rearrangement questions

All test items are based on academic texts accessible to participants from a diversity of disciplines. These items are randomly selected from a database to avoid advance knowledge.
Participants are not allowed to use dictionaries, online sources, or any other aids during the computer test.

In order to familiarize yourself with the different types of questions, you can click here to access a sample computer test.  

Note: The sample test is merely meant as an example of the question types used in the ITACE for Lecturers. As it only contains one example of each question type, your score on this sample test /should not be considered as representative of your score on the complete ITACE computer test.


The writing test (1 hour) consists in writing a short academic text. The assignment allows participants to express themselves in their own field of research or teaching.

The text has to be written in MS Word and participants are allowed to use all MS Word functions, including spell checker. However, other aids (dictionaries, internet, etc.) are not allowed.

Assessment of the text is based on the following evaluation criteria

  • Vocabulary (control and range)
  • Grammar (accuracy and range)
  • Spelling and punctuation
  • Coherence and flow

Sample writing task

You wish to obtain funds to do research abroad for one year. Write a 300-word text to the funding body explaining where you plan to go and what your research plans would be. With which researchers or institutes would you like to collaborate? Illustrate the added value your visit will have for your research.


The oral test (30 mins) is a face-to-face test which consists of two different assignments.

  • Presentation task 
    Participants prepare a short presentation within a teaching context. They can draw inspiration from their own lectures or seminars.
  • Argumentation task
    Participants are asked to discuss  a more general issue or statement They can choose one of two different topics, which are presented as a short text. 

Participants are given 15 minutes to prepare for the oral test. They are not allowed to use dictionaries, websites or any other aids, but they do receive pen and paper to make notes that can be used during the presentation. The test itself takes about 15 minutes and is recorded.
Assessment of the oral test is based on the following evaluation criteria

  • Vocabulary (control and range)
  • Grammar (accuracy and range)
  • Fluency
  • Pronunciation and intonation
  • Coherence and cohesion

Sample presentation task

Give a short presentation (5 mins) on the following topic.
Pretend you are teaching an introductory lecture. Explain and illustrate a concept that will play an important role in the course.

Sample argumentation task

1. Restricting access to university (or certain university courses)
More than half of the students who start at a Flemish university in September will not pass their first year. Only medicine and dentistry do better. Medicine, for instance, has a pass rate of about 87%. These also happen to be the only two degree programmes for which students have to take an entrance exam. Should Belgian universities follow the international example and limit university access by means of a selection process (either by setting an entrance exam, or by selecting students based on their performance in secondary school, etc.)?

2. GM food
Genetically modified food is developed because of some perceived advantage either to its producer or its consumers, i.e. lower prices and/or better shelf life and nutritional value). However, some are critical of this technology as the process of combining inter-species genes does not include the checks and balances that are imposed by nature in traditional cultivation. This means that no one can make any accurate predictions about the long term effects of GM food. Should GM food be banned?

K.U.Leuven Universiteit Antwerpen Universiteit Gent