This study analyzes a nationwide English placement test in the Rasch framework Data were obtained from 297 first-year junior high school students. The assessed person (.75) and item reliability (.95) indicate that the test was fairly consistent and reproducible with other samples of examinees. About 60% of total variation was explained under the assumption of unidimensionality. The person separation index suggests that two and a half ability levels can be differentiated by means of the test. Overall, the ability distribution of students was higher than the difficulty distribution of items. The fìt statistics identified a few misfìt items, but their impact on the utility of the test appears nonsignificant.