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The article investigates the properties of a c-test and its ability to measure test-takers’ overall English language proficiency in the Estonian context. For this purpose, prior research concerning c-test validity and reliability are consulted, and the c- test’s assets with relation to a skills-based proficiency evaluation instrument are sought. The article then discusses the process of developing a c-test following the procedure recommended by Grotjahn (1987) and Raatz and Klein-Braley (2002), and piloting it among Estonian gymnasium students who simultaneously took the skills-based national examination in the English language. Statistical analysis displays very strong correlations between the c-test results and those of the national examination, as well as with teacher evaluation of the test subjects’ proficiency, substantiating c-test’s viability as an economical language ability measure in contexts where quick appraisal of the respective ability is required. The study disclosed implications for language proficiency assessment practices as well as for the process of c-test development

Developing a c-test to measure language ability as an alternative to a skills-based test