The relevance of formal and informal assessment on the preparation to take the CAE examination among LELI students

English proficiency has become fundamental in different contexts, especially in the educational and professional ones. Due to this, preparing candidates for exams as the Cambridge C1 Advanced (CAE) has become a need for students and educational programs that establish the obtention of the C1 level of English as one of the principal requirements to obtain a degree.This project explores the relevance of two assessment approaches in preparing students from the Bachelor of English Language Teaching (LELI) program at the Universidad Autónoma del Estado de Hidalgo (UAEH) to present the CAE examination. Therefore, this investigation focuses on the students´ perceptions about both evaluation practices and how they contribute to their readiness to present this examination. Data was collected through semi-structured interviews with four participants, including students and graduates, who had practiced with CAE materials during their preparation process. The results highlight that formal assessments help students to become familiar with the format and the expected performance to obtain the C1 level, even though they may generate stress. On the other hand, informal assessments contribute to build confidence at the same time that the learning process is taking place. The findings acknowledge that the combination of both approaches is essential to strengthen preparation, promote language development, and reduce exam anxiety. As a result, students’ proficiency and readiness for the CAE exam improve, while the teaching and learning process within the LELI community is enriched.