Computers have become a solution for many traditional problems from the kitchen to the school. It is not, therefore, uncommon to use them to solve existing problems. It is also quite frequent that different educational needs can lead to similar solutions. For instance, the Australian immigration services use a number of exams to allow the access of qualified professionals into the country. Likewise, the TOEFL exam is commonly used as a requirement for foreign students to access to American universities. Similarly, many European universities that receive a large number of international students every year have developed their own language test to admit or place foreign students. The Universidad Politecnica de Valencia is probably among the top three universities in Spain by the incoming number of international students. Only in the last three years the Gandia College (UPV) has tripled the total number of these students. Thus, creating and developing especially tailored courses for them is quite a complex issue. One of the reasons is the content teachers' limited knowledge of foreign languages but also, probably the most important, the difficulty of having reliable information of the international students proficiency level upon arrival. Many universities use their own language services to assess the national and international students but these tests are usually free of charge for the students and are costly in human and economic resources, and consequently many universities tend to use very limited resources to diagnose the incoming students. In addressing this matter, GILFE, a research group in languages and technology at the Universidad Politecnica de Valencia, has been studying this problem for three years and two years ago started a research project to develop a computer based test to do this job (Garcia Laborda, 2004; Garcia Laborda & Bejarano, 2005). This computer tool was thought to be Internet based and would be available for low stake testing and is currently in trial. Appended is a poster summarizing differences between both the TOEFL and PLEVALEX platforms. (Contains 3 figures and 1 footnote.) [This paper was published in: Current Developments in Technology-Assisted Education: Proceedings of the International Conference on Multimedia and Information & Communication Technologies in Education (m-ICTE2006) (4th, Seville, Spain, Nov 22-25, 2006). Mendez-Vilas, A., Solano Martin, A., Mesa Gonzalez, J., and Mesa Gonzalez , J. A., Editors. Badajoz, Spain, FORMATEX, 2006. pp. 499-503.]