由教師所制定的標準化語言能力測驗通常會被用來當作分班測驗之用，並期望能從測驗中對學生的語言能力有診斷性的了解。此外，由於臺灣政府（教育部）的大力推行，許多臺灣的大學都開始要求學生在畢業前要參加類似全民英檢或是托福這類的語言測驗，並且達到某個分數標準。然而，各大學卻沒有語言測驗出題的模式可以依循。 在此篇文章中呈現的，則是一所大學在制定語言能力測驗考題時的程序與方法。此測驗有很高的信度和適當的效度，並與中高級全民英檢有著高度相關。文章中呈現用來判定與評估信度和效度的步驟；同時也簡述了在此語言能力測驗中的三個部分（文法、聽力、及閱讀測驗）。最後，文章中也包含了此測驗與中高級全民英檢測驗的相關性研究的結果。在此相關性研究中，359個學生同時參加了全民英檢和由學校自身研發的語言測驗。這篇文章所提供的資料期許能作為其他學校發展語言測驗的模式。

Standardized and teacher-constructed proficiency exams are used for student placement, assessment, and as a diagnostic tool. With the encouragement of the Ministry of Education, many universities in Taiwan are now requiring students to attain certain scores on a language proficiency test such as the General English Proficiency Test (GEPT) or the Test of English as a Foreign Language (TOFEL) in order to graduate. However, there are few models for educational institutions to follow when creating their own language proficiency exams. The purpose of this paper is to present the procedures a university followed to create a language proficiency exam with high reliability, appropriate validity and strong correlation to the High-Intermediate GEPT. The paper includes the steps that were used to estimate reliability and determine validity. Each of the three sections (reading, listening, and grammar) of the exam is outlined and the paper presents the results of a cross-comparison correlation study of the scores of 359 students who took both the High-Intermediate GEPT and university-created proficiency exam. It is hoped that this paper will serve as a model for other schools that want to create their own language proficiency exams.