Information for teachers about online TOEFL iBT practice ... · PDF fileTOEFL iBT Information...
21
TOEFL iBT Information for teachers 1 Information for teachers about online TOEFL ® iBT practice tests from www.oxford english testing.com What do the online TOEFL iBT practice tests consist of? The TOEFL iBT online practice tests reflect the content of the actual TOEFL iBT test, and are complete and full length. (For an overview of the content of the TOEFL iBT, see pages 4–6.) Students do not print the tests in order to do them. They take them online and they are marked online. In addition, there is a range of help features that students can use while they are doing the test. These include dictionary look-up, test tips, audio scripts, the ability to mark and change individual answers, and get feedback on answers. See page 3 for more details on these features. The combination of online marking and help features makes the practice tests ideal for self-study at home or in the classroom. How do students take an online practice test? Students can do a practice test wherever they have access to a computer and the Internet. They will need an e-mail address and to be online when they do the tests. Students have access to the test for up to 365 days. Students do not have to do the whole test at one time. They can answer and then mark a question, a set, a section, or the whole test. All their answers are automatically saved when they leave the site, and they can come back to the test at any time. They can also skip questions and come back to them later. Students can monitor their progress via the Test Overview, which records questions not attempted, attempted but not marked, right and wrong answers, and questions that cannot be marked automatically. Students can also print the Test Overview and Results page. After 365 days they have to submit the test for final marking. o xf o rd english testing .c o m
Transcript of Information for teachers about online TOEFL iBT practice ... · PDF fileTOEFL iBT Information...
TOEFL iBT Information for teachers 1
Information for teachers about online TOEFL® iBT practice tests from www.oxford english testing.com
What do the online TOEFL iBT practice tests consist of?
The TOEFL iBT online practice tests reflect the content of the actual TOEFL iBT test,
and are complete and full length. (For an overview of the content of the TOEFL iBT,
see pages 4–6.) Students do not print the tests in order to do them. They take them
online and they are marked online. In addition, there is a range of help features that
students can use while they are doing the test. These include dictionary look-up,
test tips, audio scripts, the ability to mark and change individual answers, and get
feedback on answers. See page 3 for more details on these features.
The combination of online marking and help features makes the practice tests
ideal for self-study at home or in the classroom.
How do students take an online practice test?
Students can do a practice test wherever they have access to a computer and the
Internet. They will need an e-mail address and to be online when they do the tests.
Students have access to the test for up to 365 days.
Students do not have to do the whole test at one time. They can answer and
then mark a question, a set, a section, or the whole test. All their answers are
automatically saved when they leave the site, and they can come back to the test
at any time. They can also skip questions and come back to them later.
Students can monitor their progress via the Test Overview, which records questions
not attempted, attempted but not marked, right and wrong answers, and questions
that cannot be marked automatically. Students can also print the Test Overview and
Results page. After 365 days they have to submit the test for final marking.
oxford english testing.com
oxford english testing.com
oxford english testing.com
TOEFL iBT Information for teachers 2
Marking the practice test
The system can automatically mark the Reading and Listening sections. It does not
automatically mark the Writing and Speaking sections. However, in order to provide
practice of the complete test, the Writing and Speaking sections are provided online,
along with sample answers for the Writing tasks, and guidance and support for the
Speaking tasks. The Speaking section is also available as a downloadable PDF via
the Resources tab on the institutional site.
As the system does not automatically mark the TOEFL iBT Writing or Speaking
sections online, the default result will exclude these sections. The result the students
see includes scores for the separate skills and a total score. Go to the Resources
tab to see a score conversion chart for each test.
For TOEFL iBT Writing, your students can type their answers online, and they have
the choice of printing them or e-mailing them to you for marking. You can then enter
the marks, after they have submitted their answers for final marking. Their final score
will then be adjusted to take these marks into account.
If you wish, you can also conduct the Speaking section with students and you can
enter the marks you give them. Their final score will then be adjusted to take these
marks into account.
Finally, it is important to remember that these are practice tests, not the actual test,
and so the final mark is only an indication of how your students might perform in
the actual test.
See pages 7–12 for more information on assessing the Writing and Speaking
sections.
Where can I find out more about oxfordenglishtesting.com?
For more help, click on the Support tab, or the Get Started button when you
are logged in. There are also online demos of the website that will give you a
clear understanding of the site and the practice tests. You can also contact us at
TOEFL iBT Information for teachers 3
Features of the online practice tests
Test tips There is a Tip on how to answer every type of question.
Dictionary look-up Students can look up the meaning of any English word in the practice test. They just double click it and a definition will pop up from the Oxford ESL Dictionary. They will need to have pop-up windows enabled.
Instant marking and feedback
When a student has answered a question in the Reading and Listening sections, they can mark it immediately to see whether they got it right. They can then get Feedback to find out why it was right or wrong. Understanding why they answered a question incorrectly helps students think more clearly about a similar question next time.
Change your answer or try again
Students can go back and try to answer the question again, as many times as they like.
Save and come back later
Students don’t have to complete a section or test at one time. Their answers are saved as they take the test, and kept when they log out. They can come back to the test at any time. Students have up to 365 days before they have to submit the practice test for final marking. Students will be able to see when their test is due to be submitted.
Mark individual answers, a set, a section, or the whole test
However much students have done of the practice test, they can mark it and see how well they’re doing. The Reading and Listening sections are marked automatically.
Audio scripts These are available for all parts of the Listening section and for the integrated tasks in the Speaking and Writing sections. Reading the Audio script will help students understand anything they didn’t understand when they were listening. The audio scripts can also be printed.
Sample answers for the tasks in the Writing section
Students can see Sample answers after they’ve written their own response. The sample answers have been written by real students, and will give your own students a good idea of what’s expected. The essays your students write will not be scored automatically. If you would like to mark your students’ essays, tell them, and they can either print them off to give to you, or e-mail them to you.
When you’ve marked them, you can enter the marks. It does not matter if you not enter marks for the essays. The final scores will be adjusted to take that into account.
Useful language for the Speaking section
Students get guidance and support on how to improve their responses. If you want to assess your students you can print the Speaking section from the Resources page, and do it with them. As with the Writing section, you give them a mark. However, if you don’t, their final scores will be adjusted to take that into account.
Results page Students will see their score by section and set and as a percentage. Remember that this is a practice test, and you will only get an indication of what your students’ scores may be in the actual TOEFL test.
Try a sample test first You can try out a short version of a practice test yourself. Go to the Online shop at oxfordenglishtesting.com and select the TOEFL iBT sample test from Try free sample tests.
TOEFL iBT Information for teachers 4
TOEFL® iBT: Content and overview
READING SECTION
Academic Reading Skills
The Reading section measures the test taker’s ability to understand university-level academic texts and passages. In many academic settings around the world, students are expected to read and understand information from textbooks and other academic material written in English.
Test section, format, and duration Question formats
READING
• 3–5 passages, 12–14 questions each
• 60–100 minutes
• questions with four choices and a single answer in traditional multiple-choice format
• questions with four choices and a single answer that ask test takers to “insert a sentence” where it fits best in a passage.
• “reading to learn” questions with more than four choices and more than one possible correct answer.
LISTENING SECTION
Academic Listening Skills
The Listening section measures the test taker’s ability to understand spoken English. In academic settings, students must be able to listen to lectures and conversations. Listening material in the test includes academic lectures and long conversations in which the speech sounds very natural. Test takers can take notes on any listening material throughout the entire test.
Test section, format, and duration Question formats
LISTENING
• 4–6 lectures, 6 questions each
• 2–3 conversations, 5 questions each
• 60–90 minutes
• traditional multiple-choice questions with four answer choices and a single correct answer
• multiple-choice questions with more than one answer (e.g. two answers out of four or more choices)
• questions that require test takers to order events or steps in a process
• questions that require test takers to match objects or text to categories in a chart
TOEFL iBT Information for teachers 5
SPEAKING SECTION
Academic Speaking Skills
Students should be able to speak successfully in and outside the classroom. The Speaking section measures the test taker’s ability to speak effectively in academic settings.
Speaking Task Types
Task Type Task Description Timing
Independent Tasks
1 Personal Preference
This question asks the test taker to express and defend a personal choice from a given category – for example, important people, places, events, or activities that the test taker enjoys.
Preparation time: 15 seconds
Response time: 45 seconds
2 Choice This question asks the test taker to make and defend a personal choice between two contrasting behaviors or courses of action.
Preparation time: 15 seconds
Response time: 45 seconds
Integrated Tasks
Read/Listen/Speak
3 Campus Situation
Topic: Fit and Explain
• A reading passage (75–100 words) presents a campus-related issue.
• A listening passage (60–80 seconds; 150–180 words) comments on the issue in the reading passage.
• The question asks the test taker to summarize the speaker’s opinion within the context of the reading passage.
Preparation time: 30 seconds
Response time: 60 seconds
4 Academic Course
Topic: General/Specific
• A reading passage (75–100 words) broadly defines a term, process, or idea from an academic subject.
• An excerpt from a lecture (60–90 seconds; 150–220 words) provides examples and specific information to illustrate the term, process, or idea from the reading passage.
• The question asks the test taker to combine and convey important information from the reading passage and the lecture excerpt.
Preparation time: 30 seconds
Response time: 60 seconds
Listen/Speak
5 Campus Situation
Topic: Problem/Solution
• The listening passage (60–90 seconds; 180–220 words) is a conversation about a student-related problem and two possible solutions.
• The question asks the test taker to demonstrate an understanding of the problem and to express an opinion about solving the problem.
Preparation time: 20 seconds
Response time: 60 seconds
6 Academic Course
Topic: Summary
• The listening passage is an excerpt from a lecture (90–120 seconds; 230–280 words) that explains a term or concept and gives concrete examples to illustrate that term or concept.
• The question asks the test taker to summarize the lecture and demonstrate an understanding of the relationship between the examples and the overall topic.
Preparation time: 20 seconds
Response time: 60 seconds
TOEFL iBT Information for teachers 6
WRITING SECTION
Academic Writing Skills
In all academic situations where writing in English is required, students must be able to present their ideas in a clear, well-organized manner. The Writing section measures the test taker’s ability to write in an academic setting.
Writing Task Types
Task Type Task Description
Task 1: Integrated Writing Task
Read/Listen/Write
Time: 20 minutes
• Test takers read a short text of about 230–300 words (reading time, 3 minutes) on an academic topic.
• Test takers may take notes on the reading passage.
• Test takers listen to a speaker discuss the same topic from a different perspective.
• The listening passage is about 230–300 words long (listening time, 2 minutes).
• The listening passage provides additional information that relates to points made in the reading passage. Test takers may take notes on the listening passage.
• Test takers write a summary in connected English prose of important points made in the listening passage, and explain how these relate to the key points of the reading passage. Suggested response length is 150–225 words; however, there is no penalty for writing more, as long as it is in response to the task presented.
Task 2: Independent Writing
Writing from Experience and Knowledge
Time: 30 minutes
• Test takers write an essay that states, explains, and supports their opinion on an issue. An effective essay will usually contain a minimum of 300 words; however, test takers may write more if they wish.
• Test takers must support their opinions or choices, rather than simply list personal preferences or choices.
• Typical essay questions begin with statements such as:
Do you agree or disagree with the following statement? Use reasons and specific details to support your answer.
Some people believe X. Other people believe Y. Which of these two positions do you prefer/agree with? Give reasons and specific details.
TOEFL iBT Information for teachers 7
Test scores
The TOEFL iBT provides scores in four skill areas:
Reading 0–30Listening 0–30Speaking 0–30Writing 0–30
Total score 0–120
The total score is the sum of the four skill scores.
Rating of Speaking and Writing responses
Speaking
In the actual TOEFL iBT test, the responses to all six Speaking tasks are digitally recorded and sent to ETS’s Online Scoring Network. The responses from each test taker are scored by 3 to 6 different certified raters. The response for each task is rated on a scale of 0 to 4 according to the Rubrics on pages 9–10. The average of all six ratings is converted to a scaled score of 0 to 30 (see page 13 for a conversion chart).
Raters listen for the following features in test taker responses:
• Delivery: How clear was the speech? Good responses are fluid and clear, with good pronunciation, natural pacing, and natural-sounding intonation patterns.
• Language use: How effectively does the test taker use grammar and vocabulary to convey their ideas? Raters determine the test taker’s ability to control both basic and more complex language structures, and use appropriate vocabulary.
• Topic development: How fully do test takers answer the question and how coherently do they present their ideas? How well did the test taker synthesize and summarize the information in the integrated tasks? Good responses generally use all or most of the time allotted, and the relationship between ideas and the progression from one idea to the next is clear and easy to follow.
It is important to note that raters do not expect test takers’ responses to be perfect. Even high-scoring responses may contain occasional errors and minor problems in any of the three areas described above.
Writing
In the actual test, responses to all writing tasks also are sent to ETS’s Online Scoring Network. The responses are rated by 2 to 4 certified raters on a score scale of 0 to 5 according to the Rubrics on pages 11–12. The average of the scores on the two writing tasks is converted to a scaled score of 0 to 30 (see page 13 for a conversion chart).
• The response to the integrated writing task is scored on the quality of writing (organization, appropriate and precise use of grammar and vocabulary) and the completeness and accuracy of the content.
• The independent writing essay is scored on the overall quality of the writing: development, organization, and appropriate and precise use of grammar and vocabulary.
TOEFL iBT Information for teachers 8
It is important to note that the raters recognize the responses are first drafts. They do not expect test takers to produce a well-researched, comprehensive essay. For this reason, test takers can earn a high score with a response that contains some errors.
Performance Feedback for test takersThe TOEFL iBT Performance Feedback and Advice for Improvement tables on pages 14–21 contain useful information for test takers about how their TOEFL iBT scores on each section of the test relate to their skill level. The Performance Feedback columns list the feedback that is provided on the TOEFL iBT score reports for each skill level. The Advice for Improvement columns include excerpts from the detailed suggestions for English-language practice and study that are available under Improve Your Skills in the Learners and Test Takers section of the TOEFL website.
For further information about TOEFL iBT, and why it might benefit you, go to http://www.ets.org/toefl.
Used by permission of Educational Testing Service, the copyright owner. No endorsement of this publication and/or website by
ETS should be inferred.
TOEFL iBT Information for teachers 9
Inde
pend
ent
Spea
king
Rub
rics
Sco
reG
ener
al D
escr
iptio
nD
eliv
ery
Lang
uage
Use
Topi
c D
evel
opm
ent
4T
he r
espo
nse
fulfi
lls th
e de
man
ds o
f th
e ta
sk, w
ith a
t mos
t, m
inor
laps
es in
co
mpl
eten
ess.
It is
hig
hly
inte
lligi
ble
and
exhi
bits
sus
tain
ed, c
oher
ent d
isco
urse
. A
resp
onse
at t
his
leve
l is
char
acte
rized
by
all o
f the
follo
win
g:
Gen
eral
ly w
ell-p
aced
flow
(flu
id
expr
essi
on).
Spe
ech
is c
lear
. It m
ay
incl
ude
min
or la
pses
, or
min
or d
iffic
ultie
s w
ith p
ronu
ncia
tion
or in
tona
tion
patte
rns,
w
hich
do
not a
ffect
ove
rall
inte
lligi
bilit
y.
The
res
pons
e de
mon
stra
tes
effe
ctiv
e us
e of
gra
mm
ar a
nd v
ocab
ular
y. It
exh
ibits
a
fairl
y hi
gh d
egre
e of
aut
omat
icity
w
ith g
ood
cont
rol o
f bas
ic a
nd c
ompl
ex
stru
ctur
es (
as a
ppro
pria
te).
Som
e m
inor
(o
r sy
stem
atic
) er
rors
are
not
icea
ble,
but
do
not
obs
cure
mea
ning
.
Res
pons
e is
sus
tain
ed a
nd s
uffic
ient
to
the
task
. It i
s ge
nera
lly w
ell d
evel
oped
an
d co
here
nt; r
elat
ions
hips
bet
wee
n id
eas
are
clea
r (o
r cl
ear
prog
ress
ion
of id
eas)
.
3T
he r
espo
nse
addr
esse
s th
e ta
sk
appr
opria
tely
, but
may
fall
shor
t of b
eing
fu
lly d
evel
oped
. It i
s ge
nera
lly in
telli
gibl
e an
d co
here
nt, w
ith s
ome
fluid
ity o
f ex
pres
sion
, tho
ugh
it ex
hibi
ts s
ome
notic
eabl
e la
pses
in th
e ex
pres
sion
of
idea
s. A
res
pons
e at
this
leve
l is
char
acte
rized
by
at le
ast t
wo
of th
e fo
llow
ing:
Spe
ech
is g
ener
ally
cle
ar, w
ith s
ome
fluid
ity o
f exp
ress
ion,
thou
gh m
inor
di
fficu
lties
with
pro
nunc
iatio
n, in
tona
tion,
or
pac
ing
are
notic
eabl
e an
d m
ay
requ
ire li
sten
er e
ffort
at t
imes
(th
ough
ov
eral
l int
ellig
ibili
ty is
not
sig
nific
antly
af
fect
ed).
The
res
pons
e de
mon
stra
tes
fairl
y au
tom
atic
and
effe
ctiv
e us
e of
gra
mm
ar
and
voca
bula
ry, a
nd fa
irly
cohe
rent
ex
pres
sion
of r
elev
ant i
deas
. Res
pons
e m
ay e
xhib
it so
me
impr
ecis
e or
inac
cura
te
use
of v
ocab
ular
y or
gra
mm
atic
al
stru
ctur
es o
r be
som
ewha
t lim
ited
in th
e ra
nge
of s
truc
ture
s us
ed. T
his
may
affe
ct
over
all f
luen
cy, b
ut it
doe
s no
t ser
ious
ly
inte
rfer
e w
ith th
e co
mm
unic
atio
n of
the
mes
sage
.
Res
pons
e is
mos
tly c
oher
ent a
nd
sust
aine
d an
d co
nvey
s re
leva
nt id
eas/
info
rmat
ion.
Ove
rall
deve
lopm
ent
is s
omew
hat l
imite
d, u
sual
ly la
cks
elab
orat
ion
or s
peci
ficity
. Rel
atio
nshi
ps
betw
een
idea
s m
ay a
t tim
es n
ot b
e im
med
iate
ly c
lear
.
2T
he r
espo
nse
addr
esse
s th
e ta
sk, b
ut
deve
lopm
ent o
f the
topi
c is
lim
ited.
It
cont
ains
inte
lligi
ble
spee
ch, a
lthou
gh
prob
lem
s w
ith d
eliv
ery
and/
or o
vera
ll co
here
nce
occu
r; m
eani
ng m
ay b
e ob
scur
ed in
pla
ces.
A r
espo
nse
at th
is
leve
l is
char
acte
rized
by
at le
ast t
wo
of
the
follo
win
g:
Spe
ech
is b
asic
ally
inte
lligi
ble,
thou
gh
liste
ner
effo
rt is
nee
ded
beca
use
of
uncl
ear
artic
ulat
ion,
aw
kwar
d in
tona
tion,
or
cho
ppy
rhyt
hm/p
ace;
mea
ning
may
be
obs
cure
d in
pla
ces.
The
res
pons
e de
mon
stra
tes
limite
d ra
nge
and
cont
rol o
f gra
mm
ar a
nd
voca
bula
ry. T
hese
lim
itatio
ns o
ften
prev
ent f
ull e
xpre
ssio
n of
idea
s. F
or th
e m
ost p
art,
only
bas
ic s
ente
nce
stru
ctur
es
are
used
suc
cess
fully
and
spo
ken
with
flu
idity
. Str
uctu
res
and
voca
bula
ry m
ay
expr
ess
mai
nly
sim
ple
(sho
rt)
and/
or g
ener
al p
ropo
sitio
ns, w
ith s
impl
e or
un
clea
r co
nnec
tions
mad
e am
ong
them
(s
eria
l lis
ting,
con
junc
tion,
juxt
apos
ition
).
The
res
pons
e is
con
nect
ed to
the
task
, th
ough
the
num
ber
of id
eas
pres
ente
d or
the
deve
lopm
ent o
f ide
as is
lim
ited.
M
ostly
bas
ic id
eas
are
expr
esse
d w
ith
limite
d el
abor
atio
n (d
etai
ls a
nd s
uppo
rt).
A
t tim
es r
elev
ant s
ubst
ance
may
be
vagu
ely
expr
esse
d or
rep
etiti
ous.
C
onne
ctio
ns o
f ide
as m
ay b
e un
clea
r.
1T
he r
espo
nse
is v
ery
limite
d in
con
tent
an
d/or
coh
eren
ce o
r is
onl
y m
inim
ally
co
nnec
ted
to th
e ta
sk, o
r sp
eech
is
larg
ely
unin
telli
gibl
e. A
res
pons
e at
this
le
vel i
s ch
arac
teriz
ed b
y at
leas
t tw
o of
th
e fo
llow
ing:
Con
sist
ent p
ronu
ncia
tion,
str
ess,
and
in
tona
tion
diffi
culti
es c
ause
con
side
rabl
e lis
tene
r ef
fort
; del
iver
y is
cho
ppy,
fr
agm
ente
d, o
r te
legr
aphi
c; fr
eque
nt
paus
es a
nd h
esita
tions
.
Ran
ge a
nd c
ontr
ol o
f gra
mm
ar a
nd
voca
bula
ry s
ever
ely
limit
or p
reve
nt
expr
essi
on o
f ide
as a
nd c
onne
ctio
ns
amon
g id
eas.
Som
e lo
w-le
vel r
espo
nses
m
ay r
ely
heav
ily o
n pr
actic
ed o
r fo
rmul
aic
expr
essi
ons.
Lim
ited
rele
vant
con
tent
is e
xpre
ssed
. T
he r
espo
nse
gene
rally
lack
s su
bsta
nce
beyo
nd e
xpre
ssio
n of
ver
y ba
sic
idea
s.
Spe
aker
may
be
unab
le to
sus
tain
sp
eech
to c
ompl
ete
the
task
and
may
re
ly h
eavi
ly o
n re
petit
ion
of th
e pr
ompt
.
0S
peak
er m
ade
no a
ttem
pt to
res
pond
OR
res
pons
e is
unr
elat
ed to
the
topi
c.
TOEFL iBT Information for teachers 10
Inte
grat
ed S
peak
ing
Rub
rics
Sco
reG
ener
al D
escr
iptio
nD
eliv
ery
Lang
uage
Use
Topi
c D
evel
opm
ent
4T
he r
espo
nse
fulfi
lls th
e de
man
ds o
f th
e ta
sk, w
ith a
t mos
t, m
inor
laps
es in
co
mpl
eten
ess.
It is
hig
hly
inte
lligi
ble
and
exhi
bits
sus
tain
ed, c
oher
ent
disc
ours
e. A
res
pons
e at
this
leve
l is
char
acte
rized
by
all o
f the
follo
win
g:
Spe
ech
is g
ener
ally
cle
ar, f
luid
, and
su
stai
ned.
It m
ay in
clud
e m
inor
laps
es
or m
inor
diff
icul
ties
with
pro
nunc
iatio
n or
into
natio
n. P
ace
may
var
y at
tim
es
as th
e sp
eake
r at
tem
pts
to r
ecal
l in
form
atio
n. O
vera
ll in
telli
gibi
lity
rem
ains
hig
h.
The
res
pons
e de
mon
stra
tes
good
con
trol
of
bas
ic a
nd c
ompl
ex g
ram
mat
ical
st
ruct
ures
that
allo
w fo
r co
here
nt, e
ffici
ent
(aut
omat
ic)
expr
essi
on o
f rel
evan
t id
eas.
Con
tain
s ge
nera
lly e
ffect
ive
wor
d ch
oice
. Tho
ugh
som
e m
inor
(or
sy
stem
atic
) er
rors
or
impr
ecis
e us
e m
ay
be n
otic
eabl
e, th
ey d
o no
t req
uire
list
ener
ef
fort
(or
obs
cure
mea
ning
).
The
res
pons
e pr
esen
ts a
cle
ar p
rogr
essi
on
of id
eas
and
conv
eys
the
rele
vant
in
form
atio
n re
quire
d by
the
task
. It i
nclu
des
appr
opria
te d
etai
l, th
ough
it m
ay h
ave
min
or
erro
rs o
r m
inor
om
issi
ons.
3T
he r
espo
nse
addr
esse
s th
e ta
sk
appr
opria
tely
, but
may
fall
shor
t of
bein
g fu
lly d
evel
oped
. It i
s ge
nera
lly
inte
lligi
ble
and
cohe
rent
, with
som
e flu
idity
of e
xpre
ssio
n, th
ough
it
exhi
bits
som
e no
ticea
ble
laps
es in
the
expr
essi
on o
f ide
as. A
res
pons
e at
th
is le
vel i
s ch
arac
teriz
ed b
y at
leas
t tw
o of
the
follo
win
g:
Spe
ech
is g
ener
ally
cle
ar, w
ith s
ome
fluid
ity o
f exp
ress
ion,
but
it e
xhib
its
min
or d
iffic
ultie
s w
ith p
ronu
ncia
tion,
in
tona
tion,
or
paci
ng a
nd m
ay r
equi
re
som
e lis
tene
r ef
fort
at t
imes
. Ove
rall
inte
lligi
bilit
y re
mai
ns g
ood,
how
ever
.
The
res
pons
e de
mon
stra
tes
fairl
y au
tom
atic
and
effe
ctiv
e us
e of
gra
mm
ar
and
voca
bula
ry, a
nd fa
irly
cohe
rent
ex
pres
sion
of r
elev
ant i
deas
. Res
pons
e m
ay e
xhib
it so
me
impr
ecis
e or
inac
cura
te
use
of v
ocab
ular
y or
gra
mm
atic
al
stru
ctur
es o
r be
som
ewha
t lim
ited
in th
e ra
nge
of s
truc
ture
s us
ed. S
uch
limita
tions
do
not
ser
ious
ly in
terf
ere
with
the
com
mun
icat
ion
of th
e m
essa
ge.
The
res
pons
e is
sus
tain
ed a
nd c
onve
ys
rele
vant
info
rmat
ion
requ
ired
by th
e ta
sk.
How
ever
, it e
xhib
its s
ome
inco
mpl
eten
ess,
in
accu
racy
, lac
k of
spe
cific
ity w
ith r
espe
ct to
co
nten
t, or
cho
ppin
ess
in th
e pr
ogre
ssio
n of
id
eas.
2T
he r
espo
nse
is c
onne
cted
to th
e ta
sk, t
houg
h it
may
be
mis
sing
so
me
rele
vant
info
rmat
ion
or c
onta
in
inac
cura
cies
. It c
onta
ins
som
e in
telli
gibl
e sp
eech
, but
at t
imes
pr
oble
ms
with
inte
lligi
bilit
y an
d/or
ove
rall
cohe
renc
e m
ay o
bscu
re
mea
ning
. A r
espo
nse
at th
is le
vel i
s ch
arac
teriz
ed b
y at
leas
t tw
o of
the
follo
win
g:
Spe
ech
is c
lear
at t
imes
, tho
ugh
it ex
hibi
ts p
robl
ems
with
pro
nunc
iatio
n,
into
natio
n, o
r pa
cing
and
so
may
re
quire
sig
nific
ant l
iste
ner
effo
rt.
Spe
ech
may
not
be
sust
aine
d at
a
cons
iste
nt le
vel t
hrou
ghou
t. P
robl
ems
with
inte
lligi
bilit
y m
ay o
bscu
re m
eani
ng
in p
lace
s (b
ut n
ot th
roug
hout
).
The
res
pons
e is
lim
ited
in th
e ra
nge
and
cont
rol o
f voc
abul
ary
and
gram
mar
de
mon
stra
ted
(som
e co
mpl
ex s
truc
ture
s m
ay b
e us
ed, b
ut ty
pica
lly c
onta
in
erro
rs).
Thi
s re
sults
in li
mite
d or
vag
ue
expr
essi
on o
f rel
evan
t ide
as a
nd
impr
ecis
e or
inac
cura
te c
onne
ctio
ns.
Aut
omat
icity
of e
xpre
ssio
n m
ay o
nly
be
evid
ent a
t the
phr
asal
leve
l.
The
res
pons
e co
nvey
s so
me
rele
vant
in
form
atio
n bu
t is
clea
rly in
com
plet
e or
in
accu
rate
. It i
s in
com
plet
e if
it om
its k
ey
idea
s, m
akes
vag
ue r
efer
ence
to k
ey id
eas,
or
dem
onst
rate
s lim
ited
deve
lopm
ent o
f im
port
ant i
nfor
mat
ion.
An
inac
cura
te r
espo
nse
dem
onst
rate
s m
isun
ders
tand
ing
of k
ey id
eas
from
the
stim
ulus
. Typ
ical
ly, i
deas
exp
ress
ed
may
not
be
wel
l con
nect
ed o
r co
hesi
ve s
o th
at fa
mili
arity
with
the
stim
ulus
is n
eces
sary
to
follo
w w
hat i
s be
ing
disc
usse
d.
1T
he r
espo
nse
is v
ery
limite
d in
con
tent
or
coh
eren
ce o
r is
onl
y m
inim
ally
co
nnec
ted
to th
e ta
sk. S
peec
h m
ay
be la
rgel
y un
inte
lligi
ble.
A r
espo
nse
at
this
leve
l is
char
acte
rized
by
at le
ast
two
of th
e fo
llow
ing:
Con
sist
ent p
ronu
ncia
tion
and
into
natio
n pr
oble
ms
caus
e co
nsid
erab
le li
sten
er
effo
rt a
nd fr
eque
ntly
obs
cure
mea
ning
. D
eliv
ery
is c
hopp
y, fr
agm
ente
d, o
r te
legr
aphi
c. S
peec
h co
ntai
ns fr
eque
nt
paus
es a
nd h
esita
tions
.
Ran
ge a
nd c
ontr
ol o
f gra
mm
ar a
nd
voca
bula
ry s
ever
ely
limit
(or
prev
ent)
ex
pres
sion
of i
deas
and
con
nect
ions
am
ong
idea
s. S
ome
very
low
-leve
l re
spon
ses
may
rel
y on
isol
ated
wor
ds o
r sh
ort u
ttera
nces
to c
omm
unic
ate
idea
s.
The
res
pons
e fa
ils to
pro
vide
muc
h re
leva
nt
cont
ent.
Idea
s th
at a
re e
xpre
ssed
are
ofte
n in
accu
rate
, lim
ited
to v
ague
utte
ranc
es, o
r re
petit
ious
(in
clud
ing
repe
titio
n of
pro
mpt
).
0S
peak
er m
akes
no
atte
mpt
to r
espo
nd O
R r
espo
nse
is u
nrel
ated
to th
e to
pic.
TOEFL iBT Information for teachers 11
Integrated Writing Rubrics
Score Task Description
5 A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading.
The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.
4 A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to points made in the reading. A response is also scored at this level if it has more frequent or noticeable minor language errors, as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas.
3 A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following:
• Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading.
• The response may omit one major key point made in the lecture.
• Some key points made in the lecture or the reading, or connections between the two, may be incomplete, inaccurate, or imprecise.
• Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections.
2 A response at this level contains some relevant information from the lecture, but is marked by significant language difficulties or by significant omission or inaccuracy of important ideas from the lecture or in the connections between the lecture and the reading; a response at this level is marked by one or more of the following:
• The response significantly misrepresents or completely omits the overall connection between the lecture and the reading.
• The response significantly omits or significantly misrepresents important points made in the lecture.
• The response contains language errors or expressions that largely obscure connections or meaning at key junctures or that would likely obscure understanding of key ideas for a reader not already familiar with the reading and the lecture.
1 A response at this level is marked by one or more of the following:
• The response provides little or no meaningful or relevant coherent content from the lecture.
• The language level of the response is so low that it is difficult to derive meaning.
0 A response at this level merely copies sentences from the reading, rejects the topic or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.
TOEFL iBT Information for teachers 12
Independent Writing Rubrics
Score Task Description
5 An essay at this level largely accomplishes all of the following:
• Effectively addresses the topic and task
• Is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details
• Displays unity, progression, and coherence
• Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors
4 An essay at this level largely accomplishes all of the following:
• Addresses the topic and task well, though some points may not be fully elaborated
• Is generally well organized and well developed, using appropriate and sufficient explanations, exemplifications, and/or details
• Displays unity, progression, and coherence, though it may contain occasional redundancy, digression, or unclear connections
• Displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have occasional noticeable minor errors in structure, word form, or use of idiomatic language that do not interfere with meaning
3 An essay at this level is marked by one or more of the following:
• Addresses the topic and task using somewhat developed explanations, exemplifications, and/or details
• Displays unity, progression, and coherence, though connection of ideas may be occasionally obscured
• May demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionally obscure meaning
• May display accurate but limited range of syntactic structures and vocabulary
2 An essay at this level may reveal one or more of the following weaknesses:
• Limited development in response to the topic and task
• Inadequate organization or connection of ideas
• Inappropriate or insufficient exemplifications, explanations, or details to support or illustrate generalizations in response to the task
• A noticeably inappropriate choice of words or word forms
• An accumulation of errors in sentence structure and/or usage
1 An essay at this level is seriously flawed by one or more of the following weaknesses:
• Serious disorganization or underdevelopment
• Little or no detail, or irrelevant specifics, or questionable responsiveness to the task
• Serious and frequent errors in sentence structure or usage
0 An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.
TOEFL iBT Information for teachers 13
Converting Rubric Scores to Scaled Scores for the Writing and Speaking Sections of the TOEFL iBT Test
WRITING
Writing Rubric Mean Scaled Score
5.00 30
4.75 29
4.50 28
4.25 27
4.00 25
3.75 24
3.50 22
3.25 21
3.00 20
2.75 18
2.50 17
2.25 15
2.00 14
1.75 12
1.50 11
1.25 10
1.00 8
7
5
4
0
SPEAKING
Speaking Rubric Mean Scaled Score
4.00 30
3.83 29
3.66 28
3.50 27
3.33 26
3.16 24
3.00 23
2.83 22
2.66 20
2.50 19
2.33 18
2.16 17
2.00 15
1.83 14
1.66 13
1.50 11
1.33 10
1.16 9
1.00 8
6
5
4
3
2
1
0
TOEFL iBT Information for teachers 14
Rea
ding
Ski
lls
Perf
orm
ance
Fee
dbac
k fo
r Te
st T
aker
s
LEV
EL
Hig
h (2
2–30
)In
term
edia
te (
15–2
1)Lo
w (
0–14
)
YO
UR
P
ER
FOR
MA
NC
ETe
st ta
kers
who
rec
eive
a s
core
at t
he
HIG
H le
vel,
as y
ou d
id, t
ypic
ally
und
erst
and
acad
emic
text
s in
Eng
lish
that
req
uire
a w
ide
rang
e of
rea
ding
abi
litie
s re
gard
less
of t
he
diffi
culty
of t
he te
xts.
Test
take
rs w
ho s
core
at t
he H
IGH
leve
l ty
pica
lly:
• ha
ve a
ver
y go
od c
omm
and
of a
cade
mic
vo
cabu
lary
and
gra
mm
atic
al s
truc
ture
;•
can
unde
rsta
nd a
nd c
onne
ct in
form
atio
n,
mak
e ap
prop
riate
infe
renc
es a
nd s
ynth
esiz
e id
eas,
eve
n w
hen
the
text
is c
once
ptua
lly
dens
e an
d th
e la
ngua
ge is
com
plex
;•
can
reco
gniz
e th
e ex
posi
tory
org
aniz
atio
n of
a
text
and
the
role
that
spe
cific
info
rmat
ion
serv
es w
ithin
the
larg
er te
xt, e
ven
whe
n th
e te
xt is
con
cept
ually
den
se; a
nd•
can
abst
ract
maj
or id
eas
from
a te
xt, e
ven
whe
n th
e te
xt is
con
cept
ually
den
se a
nd
cont
ains
com
plex
lang
uage
.
Test
take
rs w
ho re
ceiv
e a
scor
e at
the
INT
ER
ME
DIA
TE
leve
l, as
you
did
, typ
ical
ly u
nder
stan
d ac
adem
ic te
xts
in E
nglis
h th
at re
quire
a w
ide
rang
e of
read
ing
abili
ties,
alth
ough
thei
r un
ders
tand
ing
of c
erta
in p
arts
of t
he te
xts
is li
mite
d.
Test
take
rs w
ho r
ecei
ve a
sco
re a
t the
INT
ER
ME
DIA
TE
le
vel t
ypic
ally
:
• ha
ve a
goo
d co
mm
and
of c
omm
on a
cade
mic
voc
abul
ary,
bu
t stil
l hav
e so
me
diffi
culty
with
hig
h-le
vel v
ocab
ular
y;•
have
a v
ery
good
und
erst
andi
ng o
f gra
mm
atic
al s
truc
ture
;•
can
unde
rsta
nd a
nd c
onne
ct in
form
atio
n, m
ake
appr
opria
te in
fere
nces
, and
syn
thes
ize
info
rmat
ion
in a
rang
e of
text
s, b
ut h
ave
mor
e di
fficu
lty w
hen
the
voca
bula
ry is
hig
h le
vel a
nd th
e te
xt is
con
cept
ually
den
se;
• ca
n re
cogn
ize
the
expo
sito
ry o
rgan
izat
ion
of a
text
and
th
e ro
le th
at s
peci
fic in
form
atio
n se
rves
with
in a
larg
er
text
, but
hav
e so
me
diffi
culty
whe
n th
ese
are
not e
xplic
it or
ea
sy to
infe
r fr
om th
e te
xt; a
nd•
can
abst
ract
maj
or id
eas
from
a te
xt, b
ut h
ave
mor
e di
fficu
lty d
oing
so
whe
n th
e te
xt is
con
cept
ually
den
se.
Test
take
rs w
ho r
ecei
ve a
sco
re a
t the
LO
W le
vel,
as y
ou d
id,
typi
cally
und
erst
and
som
e of
the
info
rmat
ion
pres
ente
d in
ac
adem
ic te
xts
in E
nglis
h th
at r
equi
re a
wid
e ra
nge
of r
eadi
ng
abili
ties,
but
thei
r un
ders
tand
ing
is li
mite
d.
Test
take
rs w
ho r
ecei
ve a
sco
re a
t the
LO
W le
vel t
ypic
ally
:
• ha
ve a
com
man
d of
bas
ic a
cade
mic
voc
abul
ary,
but
thei
r un
ders
tand
ing
of le
ss c
omm
on v
ocab
ular
y is
inco
nsis
tent
;•
have
lim
ited
abili
ty to
und
erst
and
and
conn
ect i
nfor
mat
ion,
hav
e di
fficu
lty r
ecog
nizi
ng p
arap
hras
es o
f tex
t inf
orm
atio
n, a
nd o
ften
rely
on
part
icul
ar w
ords
and
phr
ases
rat
her
than
a c
ompl
ete
unde
rsta
ndin
g of
the
text
;•
have
diff
icul
ty id
entif
ying
the
auth
or’s
pur
pose
, exc
ept w
hen
that
pur
pose
is e
xplic
itly
stat
ed in
the
text
or
easy
to in
fer
from
th
e te
xt; a
nd c
an s
omet
imes
rec
ogni
ze m
ajor
idea
s fr
om a
te
xt w
hen
the
info
rmat
ion
is c
lear
ly p
rese
nted
, mem
orab
le o
r ill
ustr
ated
by
exam
ples
, but
hav
e di
fficu
lty d
oing
so
whe
n th
e te
xt is
mor
e de
man
ding
.
AD
VIC
E F
OR
IM
PR
OV
EM
EN
TR
ead
as m
uch
and
as o
ften
as p
ossi
ble.
Mak
e su
re to
incl
ude
acad
emic
text
s on
a v
arie
ty
of to
pics
writ
ten
in d
iffer
ent g
enre
s an
d w
ith
diffe
rent
deg
rees
of c
once
ptua
l den
sity
as
part
of
you
r re
adin
g.•
Rea
d m
ajor
new
spap
ers,
suc
h as
The
N
ew Y
ork
Tim
es o
r S
cien
ce T
imes
, and
w
ebsi
tes
(Nat
iona
l Pub
lic R
adio
[NP
R] o
r th
e B
BC
).•
Writ
e su
mm
arie
s of
text
s, m
akin
g su
re
they
inco
rpor
ate
the
orga
niza
tiona
l pa
ttern
of t
he o
rigin
als.
Con
tinua
lly e
xpan
d yo
ur v
ocab
ular
y.
Con
tinua
lly p
ract
ice
usin
g ne
w w
ords
you
en
coun
ter
in y
our
read
ing.
Thi
s w
ill h
elp
you
rem
embe
r bo
th th
e m
eani
ng a
nd c
orre
ct
usag
e of
the
new
wor
ds.
Rea
d as
muc
h an
d as
ofte
n as
pos
sibl
e.
Stu
dy th
e or
gani
zatio
n of
aca
dem
ic te
xts
and
over
all
stru
ctur
e of
rea
ding
pas
sage
s. R
ead
an e
ntire
pas
sage
from
be
ginn
ing
to e
nd.
• P
ay a
ttent
ion
to th
e re
latio
nshi
p be
twee
n th
e m
ain
idea
s an
d th
e su
ppor
ting
deta
ils.
• O
utlin
e th
e te
xt to
test
you
r un
ders
tand
ing
of th
e st
ruct
ure
of th
e re
adin
g pa
ssag
e.•
Writ
e a
sum
mar
y of
the
entir
e pa
ssag
e.
– If
the
text
is a
com
paris
on, b
e su
re th
at y
our
sum
mar
y re
flect
s th
at. I
f the
text
arg
ues
two
poin
ts o
f vie
w, b
e su
re b
oth
poin
ts o
f vie
w a
re r
efle
cted
in y
our
sum
mar
y.
Con
tinua
lly e
xpan
d yo
ur v
ocab
ular
y by
dev
elop
ing
a sy
stem
fo
r re
cord
ing
unfa
mili
ar w
ords
.
• G
roup
wor
ds a
ccor
ding
to to
pic
or m
eani
ng a
nd s
tudy
the
wor
ds a
s a
list o
f rel
ated
wor
ds.
• S
tudy
roo
ts, p
refix
es a
nd s
uffix
es; s
tudy
wor
d fa
mili
es.
• U
se a
vaila
ble
voca
bula
ry r
esou
rces
, suc
h as
a g
ood
thes
auru
s or
a d
ictio
nary
of c
ollo
catio
ns (
wor
ds c
omm
only
us
ed to
geth
er).
Rea
d as
muc
h an
d as
ofte
n as
pos
sibl
e.
Dev
elop
a s
yste
m fo
r re
cord
ing
unfa
mili
ar w
ords
.•
Gro
up w
ords
into
list
s ac
cord
ing
to to
pic
or m
eani
ng a
nd re
view
an
d st
udy
the
wor
ds o
n a
regu
lar b
asis
so
that
you
rem
embe
r th
em.
• In
crea
se y
our
voca
bula
ry b
y an
alyz
ing
wor
d pa
rts;
stu
dy
roo
ts, p
refix
es a
nd s
uff
ixes
; stu
dy w
ord
fam
ilies
.
Stu
dy th
e or
gani
zatio
n of
aca
dem
ic te
xts
and
over
all s
truc
ture
of a
re
adin
g pa
ssag
e. R
ead
an e
ntire
pas
sage
from
beg
inni
ng to
end
.
• Lo
ok a
t con
nect
ions
bet
wee
n se
nten
ces;
look
at h
ow th
e en
d of
on
e se
nten
ce r
elat
es to
the
begi
nnin
g of
the
next
sen
tenc
e.•
Look
for
the
mai
n id
eas
and
supp
ortin
g de
tails
and
pay
at
tent
ion
to th
e re
latio
nshi
p be
twee
n th
em.
• O
utlin
e a
text
to te
st y
our
unde
rsta
ndin
g of
the
stru
ctur
e of
a
read
ing
pass
age.
–
Beg
in b
y gr
oupi
ng p
arag
raph
s th
at a
ddre
ss th
e sa
me
conc
ept.
–
Writ
e on
e se
nten
ce s
umm
ariz
ing
the
para
grap
hs th
at d
iscu
ss
the
sam
e id
ea.
–
Writ
e a
sum
mar
y of
the
entir
e pa
ssag
e.
TOEFL iBT Information for teachers 15
List
enin
g Sk
ills
Perf
orm
ance
Fee
dbac
k fo
r Te
st T
aker
s
LEV
EL
Hig
h (2
2–30
)In
term
edia
te (
15–2
1)Lo
w (
0–14
)
YO
UR
P
ER
FOR
MA
NC
ETe
st ta
kers
who
rec
eive
a s
core
at t
he H
IGH
leve
l, as
you
did
, typ
ical
ly u
nder
stan
d co
nver
satio
ns a
nd
lect
ures
in E
nglis
h th
at p
rese
nt a
wid
e ra
nge
of
liste
ning
dem
ands
. The
se d
eman
ds c
an in
clud
e di
fficu
lt vo
cabu
lary
(un
com
mon
term
s, o
r co
lloqu
ial o
r fig
urat
ive
lang
uage
), c
ompl
ex g
ram
mat
ical
str
uctu
res,
ab
stra
ct o
r co
mpl
ex id
eas
and/
or m
akin
g se
nse
of
unex
pect
ed o
r se
emin
gly
cont
radi
ctor
y in
form
atio
n.
Whe
n lis
teni
ng to
lect
ures
and
con
vers
atio
ns li
ke
thes
e, te
st ta
kers
at t
he H
IGH
leve
l typ
ical
ly c
an:
• un
ders
tand
mai
n id
eas
and
impo
rtan
t det
ails
, w
heth
er th
ey a
re s
tate
d or
impl
ied;
• di
stin
guis
h m
ore
impo
rtan
t ide
as fr
om le
ss
impo
rtan
t one
s;
• un
ders
tand
how
info
rmat
ion
is b
eing
use
d (f
or
exam
ple,
to p
rovi
de e
vide
nce
for
a cl
aim
or
desc
ribe
a st
ep in
a c
ompl
ex p
roce
ss);
• re
cogn
ize
how
pie
ces
of in
form
atio
n ar
e co
nnec
ted
(for
exa
mpl
e, in
a c
ause
-and
-effe
ct r
elat
ions
hip)
;
• un
ders
tand
man
y di
ffere
nt w
ays
that
spe
aker
s us
e la
ngua
ge fo
r pu
rpos
es o
ther
than
to g
ive
info
rmat
ion
(for
exa
mpl
e, to
em
phas
ize
a po
int,
expr
ess
agre
emen
t or
disa
gree
men
t, or
con
vey
inte
ntio
ns in
dire
ctly
); a
nd
• sy
nthe
size
info
rmat
ion,
eve
n w
hen
it is
not
pr
esen
ted
in s
eque
nce,
and
mak
e co
rrec
t in
fere
nces
on
the
basi
s of
that
info
rmat
ion.
Test
take
rs w
ho r
ecei
ve a
sco
re a
t the
INT
ER
ME
DIA
TE
le
vel,
as y
ou d
id, t
ypic
ally
und
erst
and
conv
ersa
tions
and
le
ctur
es in
Eng
lish
that
pre
sent
a w
ide
rang
e of
list
enin
g de
man
ds. T
hese
dem
ands
can
incl
ude
diffi
cult
voca
bula
ry
(unc
omm
on te
rms
or c
ollo
quia
l or
figur
ativ
e la
ngua
ge),
co
mpl
ex g
ram
mat
ical
str
uctu
res
and/
or a
bstr
act o
r co
mpl
ex id
eas.
How
ever
, lec
ture
s an
d co
nver
satio
ns
that
req
uire
the
liste
ner
to m
ake
sens
e of
une
xpec
ted
or s
eem
ingl
y co
ntra
dict
ory
info
rmat
ion
may
pre
sent
so
me
diffi
culty
.
Whe
n lis
teni
ng to
con
vers
atio
ns a
nd le
ctur
es li
ke th
ese,
te
st ta
kers
at t
he IN
TE
RM
ED
IAT
E le
vel t
ypic
ally
can
:
• un
ders
tand
exp
licitl
y st
ated
mai
n id
eas
and
impo
rtan
t de
tails
, esp
ecia
lly if
they
are
rei
nfor
ced,
but
may
hav
e di
fficu
lty u
nder
stan
ding
mai
n id
eas
that
mus
t be
infe
rred
or
impo
rtan
t det
ails
that
are
not
rei
nfor
ced;
• un
ders
tand
how
info
rmat
ion
is b
eing
use
d (f
or e
xam
ple,
to
pro
vide
sup
port
or
desc
ribe
a st
ep in
a c
ompl
ex
proc
ess)
;
• re
cogn
ize
how
pie
ces
of in
form
atio
n ar
e co
nnec
ted
(for
exa
mpl
e, in
a c
ause
-and
-effe
ct r
elat
ions
hip)
; un
ders
tand
, tho
ugh
perh
aps
not c
onsi
sten
tly, w
ays
that
sp
eake
rs u
se la
ngua
ge fo
r pu
rpos
es o
ther
than
to g
ive
info
rmat
ion
(for
exa
mpl
e, to
em
phas
ize
a po
int,
expr
ess
agre
emen
t or
disa
gree
men
t, or
con
vey
inte
ntio
ns
indi
rect
ly);
and
• sy
nthe
size
info
rmat
ion
from
adj
acen
t par
ts o
f a le
ctur
e or
con
vers
atio
n an
d m
ake
corr
ect i
nfer
ence
s on
th
e ba
sis
of th
at in
form
atio
n, b
ut m
ay h
ave
diffi
culty
sy
nthe
sizi
ng in
form
atio
n fr
om s
epar
ate
part
s of
a
lect
ure
or c
onve
rsat
ion.
Test
take
rs w
ho r
ecei
ve a
sco
re a
t the
LO
W le
vel,
as y
ou d
id, t
ypic
ally
und
erst
and
the
mai
n id
ea a
nd
som
e im
port
ant d
etai
ls o
f con
vers
atio
ns. H
owev
er,
test
take
rs a
t the
low
leve
l may
hav
e di
fficu
lty
unde
rsta
ndin
g le
ctur
es a
nd c
onve
rsat
ions
in E
nglis
h th
at in
volv
e ab
stra
ct o
r co
mpl
ex id
eas
and
reco
gniz
ing
the
rela
tions
hip
betw
een
thos
e id
eas.
Tes
t tak
ers
at
this
leve
l als
o m
ay n
ot u
nder
stan
d se
ctio
ns o
f lec
ture
s an
d co
nver
satio
ns th
at c
onta
in d
iffic
ult v
ocab
ular
y or
co
mpl
ex g
ram
mat
ical
str
uctu
res.
Test
take
rs a
t the
LO
W le
vel t
ypic
ally
can
:
• un
ders
tand
mai
n id
eas
whe
n th
ey a
re s
tate
d ex
plic
itly
or m
arke
d as
impo
rtan
t, bu
t may
hav
e di
fficu
lty u
nder
stan
ding
mai
n id
eas
if th
ey a
re n
ot
stat
ed e
xplic
itly;
• un
ders
tand
impo
rtan
t det
ails
whe
n th
ey a
re s
tate
d ex
plic
itly
or m
arke
d as
impo
rtan
t, bu
t may
hav
e di
fficu
lty u
nder
stan
ding
det
ails
if th
ey a
re n
ot
repe
ated
or
clea
rly m
arke
d as
impo
rtan
t, or
if th
ey
are
conv
eyed
ove
r se
vera
l exc
hang
es a
mon
g di
ffere
nt s
peak
ers;
• un
ders
tand
way
s th
at s
peak
ers
use
lang
uage
to
em
phas
ize
a po
int o
r to
indi
cate
agr
eem
ent
or d
isag
reem
ent,
but g
ener
ally
onl
y w
hen
the
info
rmat
ion
is r
elat
ed to
a c
entr
al th
eme
or is
cle
arly
m
arke
d as
impo
rtan
t; an
d
• m
ake
conn
ectio
ns b
etw
een
the
key
idea
s in
a
conv
ersa
tion,
par
ticul
arly
if th
e id
eas
are
rela
ted
to a
ce
ntra
l the
me
or a
re r
epea
ted.
TOEFL iBT Information for teachers 16
AD
VIC
E F
OR
IM
PR
OV
EM
EN
TF
urth
er d
evel
op y
our
liste
ning
abi
lity
with
dai
ly
prac
tice
in li
sten
ing
in E
nglis
h an
d by
cha
lleng
ing
your
self
with
incr
easi
ngly
leng
thy
liste
ning
sel
ectio
ns
and
mor
e co
mpl
ex li
sten
ing
mat
eria
l.
• Li
sten
to d
iffer
ent k
inds
of m
ater
ials
on
a va
riety
of
topi
cs:
–
Foc
us o
n to
pics
that
are
new
to y
ou.
–
List
en to
aca
dem
ic le
ctur
es a
nd p
ublic
talk
s.
– Li
sten
to a
udio
and
vid
eo m
ater
ial o
n T
V, r
adio
an
d th
e In
tern
et.
–
List
en to
pro
gram
s w
ith a
cade
mic
con
tent
, suc
h as
NO
VA
, BB
C a
nd N
PR
bro
adca
sts.
–
List
en to
con
vers
atio
ns, p
hone
cal
ls a
nd p
hone
re
cord
ings
.
– Ta
ke li
ve a
nd a
udio
-rec
orde
d to
urs
(e.g
., of
m
useu
ms)
.
• Li
sten
act
ivel
y:
– Ta
ke n
otes
as
you
liste
n fo
r m
ain
idea
s an
d im
port
ant d
etai
ls.
–
Mak
e pr
edic
tions
abo
ut w
hat y
ou w
ill h
ear
next
.
– S
umm
ariz
e.
– W
rite
dow
n ne
w w
ords
and
exp
ress
ions
.
• F
or th
e m
ore
diffi
cult
mat
eria
l you
hav
e ch
osen
to
liste
n to
, lis
ten
seve
ral t
imes
:
1 F
irst l
iste
n fo
r th
e m
ain
idea
s an
d ke
y de
tails
;
2 T
hen
liste
n ag
ain
to fi
ll in
gap
s in
you
r un
ders
tand
ing;
to u
nder
stan
d th
e co
nnec
tions
be
twee
n id
eas,
the
stru
ctur
e of
the
talk
and
th
e sp
eake
rs’ a
ttitu
de; a
nd to
dis
tingu
ish
fact
fr
om o
pini
on.
Pra
ctic
e lis
teni
ng in
Eng
lish
daily
. Gra
dual
ly in
crea
se th
e am
ount
of t
ime
that
you
spe
nd li
sten
ing,
the
leng
th o
f the
lis
teni
ng s
elec
tions
and
the
diffi
culty
of t
he m
ater
ial.
• Li
sten
to d
iffer
ent k
inds
of m
ater
ials
on
a va
riety
of
topi
cs:
–
Sta
rt w
ith fa
mili
ar to
pics
; the
n m
ove
to to
pics
that
are
ne
w to
you
.
– Li
sten
to a
udio
and
vid
eo m
ater
ial o
n ta
pe/D
VD
or
reco
rded
from
TV,
rad
io a
nd th
e In
tern
et.
–
List
en to
pro
gram
s w
ith a
cade
mic
con
tent
, suc
h as
N
OV
A, B
BC
and
NP
R b
road
cast
s.
– Li
sten
to c
onve
rsat
ions
and
pho
ne r
ecor
ding
s.
• Li
sten
act
ivel
y:
– Ta
ke n
otes
as
you
liste
n fo
r m
ain
idea
s an
d im
port
ant
deta
ils.
–
Ask
you
rsel
f abo
ut b
asic
info
rmat
ion
(Who
? W
hat?
W
hen?
Whe
re?
Why
? H
ow?)
.
– M
ake
pred
ictio
ns a
bout
wha
t you
will
hea
r ne
xt.
–
Sum
mar
ize.
–
Writ
e do
wn
new
wor
ds a
nd e
xpre
ssio
ns.
• F
or m
ore
diffi
cult
mat
eria
l, lis
ten
seve
ral t
imes
:
1 F
irst l
iste
n w
ith E
nglis
h su
btitl
es, i
f the
y ar
e av
aila
ble;
2 T
hen,
with
out s
ubtit
les,
list
en fo
r th
e m
ain
idea
s an
d ke
y de
tails
;
3 T
hen
liste
n ag
ain
to fi
ll in
gap
s in
you
r ba
sic
unde
rsta
ndin
g an
d to
und
erst
and
the
conn
ectio
ns
betw
een
idea
s, th
e st
ruct
ure
of th
e ta
lk a
nd th
e sp
eake
r’s a
ttitu
de.
Pra
ctic
e lis
teni
ng in
Eng
lish
daily
. Gra
dual
ly in
crea
se
the
amou
nt o
f tim
e th
at y
ou s
pend
list
enin
g, a
s w
ell a
s th
e le
ngth
of t
he in
divi
dual
list
enin
g se
lect
ions
.
• Li
sten
to d
iffer
ent k
inds
of m
ater
ials
on
a va
riety
of
topi
cs:
–
List
en to
rec
ordi
ngs
on to
pics
that
are
fam
iliar
to
you.
–
List
en to
rec
ordi
ngs
of E
nglis
h le
sson
s.
– Li
sten
to a
udio
and
vid
eo m
ater
ial o
n ta
pe/D
VD
or
rec
orde
d fr
om T
V, r
adio
and
the
Inte
rnet
.
– Li
sten
to s
hort
pro
gram
s w
ith s
ome
acad
emic
co
nten
t.
– Li
sten
to c
onve
rsat
ions
and
pho
ne r
ecor
ding
s.
• Li
sten
act
ivel
y:
– Ta
ke n
otes
as
you
liste
n fo
r m
ain
idea
s an
d im
port
ant d
etai
ls.
–
Ask
you
rsel
f abo
ut b
asic
info
rmat
ion
(Who
? W
hat?
Whe
n? W
here
? W
hy?
How
?).
–
Mak
e pr
edic
tions
abo
ut w
hat y
ou w
ill h
ear
next
.
– S
umm
ariz
e.
– W
rite
dow
n ne
w w
ords
and
exp
ress
ions
.
• Li
sten
sev
eral
tim
es to
eac
h re
cord
ing:
1 F
irst l
iste
n w
ith E
nglis
h su
btitl
es, i
f the
y ar
e av
aila
ble;
2 T
hen,
with
out s
ubtit
les,
list
en fo
r th
e m
ain
idea
s an
d ke
y de
tails
;
3 T
hen
liste
n ag
ain
to fi
ll in
gap
s in
you
r ba
sic
unde
rsta
ndin
g an
d to
und
erst
and
the
conn
ectio
ns
betw
een
idea
s.
List
enin
g Sk
ills
Perf
orm
ance
Fee
dbac
k fo
r Te
st T
aker
s
TOEFL iBT Information for teachers 17
Spea
king
Ski
lls
Perf
orm
ance
Fee
dbac
k fo
r Te
st T
aker
s
Sp
eaki
ng
ab
ou
t Fam
iliar
To
pic
s
LEV
EL
GO
OD
(3.
5–
4.0)
FAIR
(2.
5–3
.0)
LIM
ITE
D (
1.5
–2.0
)W
EA
K (
0–1
.0)
YO
UR
P
ER
FOR
MA
NC
EY
our
resp
onse
s in
dica
te a
n ab
ility
to c
omm
unic
ate
your
pe
rson
al e
xper
ienc
es a
nd
opin
ions
effe
ctiv
ely
in E
nglis
h.
Ove
rall,
you
r sp
eech
is c
lear
and
flu
ent.
You
r us
e of
voc
abul
ary
and
gram
mar
is e
ffect
ive
with
on
ly m
inor
err
ors.
You
r id
eas
are
gene
rally
wel
l dev
elop
ed a
nd
expr
esse
d co
here
ntly
.
You
r re
spon
ses
indi
cate
you
are
abl
e to
spe
ak in
E
nglis
h ab
out y
our
pers
onal
exp
erie
nces
and
opi
nion
s in
a m
ostly
cle
ar a
nd c
oher
ent m
anne
r. Y
our
spee
ch
is m
ostly
cle
ar w
ith o
nly
occa
sion
al e
rror
s. G
ram
mar
an
d vo
cabu
lary
are
som
ewha
t lim
ited
and
incl
ude
som
e er
rors
. At t
imes
, the
lim
itatio
ns p
reve
nt y
ou
from
ela
bora
ting
fully
on
your
idea
s, b
ut th
ey d
o no
t se
rious
ly in
terf
ere
with
ove
rall
com
mun
icat
ion.
You
r re
spon
ses
indi
cate
som
e di
fficu
lty s
peak
ing
in E
nglis
h ab
out e
very
day
expe
rienc
es a
nd
opin
ions
. Lis
tene
rs s
omet
imes
ha
ve tr
oubl
e un
ders
tand
ing
you
beca
use
of n
otic
eabl
e pr
oble
ms
with
pro
nunc
iatio
n, g
ram
mar
an
d vo
cabu
lary
. Whi
le y
ou a
re
able
to r
espo
nd p
artia
lly to
the
ques
tions
, you
are
not
abl
e to
fu
lly d
evel
op y
our
idea
s, p
ossi
bly
due
to li
mite
d vo
cabu
lary
and
gr
amm
ar.
You
r re
spon
ses
are
inco
mpl
ete.
T
hey
cont
ain
little
or
no c
onte
nt
and
are
diffi
cult
for
liste
ners
to
unde
rsta
nd.
AD
VIC
E F
OR
IM
PR
OV
EM
EN
TLo
ok fo
r op
port
uniti
es to
spe
ak
to n
ativ
e sp
eake
rs o
f Eng
lish.
In
tera
ctio
n w
ith o
ther
s w
ill
impr
ove
your
spe
akin
g ab
ility
.
• A
sk a
nat
ive
spea
ker
to
prov
ide
feed
back
on
your
pr
onun
ciat
ion
prob
lem
s (if
any
).
Thi
nk a
bout
topi
cs r
elat
ed to
stu
dent
life
(w
hat t
ype
of c
lass
es y
ou e
njoy
taki
ng, w
hat i
s th
e be
st p
lace
to
stu
dy, w
here
you
wou
ld p
refe
r to
live
[dor
m o
r of
f ca
mpu
s]).
• W
rite
dow
n tw
o re
ason
s to
exp
lain
you
r pr
efer
ence
; pr
actic
e sp
eaki
ng fo
r on
e m
inut
e ab
out e
ach
topi
c,
usin
g co
nnec
ting
wor
ds o
r ph
rase
s to
hel
p ex
plai
n yo
ur o
pini
on (
“the
rea
son
I pre
fer”
, “th
is is
impo
rtan
t to
me
beca
use”
).
Pra
ctic
e sp
eaki
ng fo
r a
limite
d tim
e on
diff
eren
t top
ics
with
out a
lot o
f pre
para
tion.
Mak
e a
list o
f som
e ge
nera
l spe
akin
g to
pics
(pe
ople
you
adm
ire, p
lace
s yo
u en
joy
visi
ting,
thin
gs y
ou e
njoy
doi
ng).
• T
hen
thin
k of
a s
peci
fic e
xam
ple
for
each
topi
c (a
pa
rent
, the
mar
ket,
read
ing
book
s).
• Ta
lk a
bout
eac
h on
e fo
r on
e m
inut
e, e
xpla
inin
g w
hat
you
adm
ire o
r en
joy
abou
t eac
h.
• R
epea
t you
r re
spon
ses
to e
ach
topi
c tw
o or
thre
e tim
es to
bui
ld u
p flu
ency
.
Giv
e yo
urse
lf ab
out 2
0 se
cond
s to
thin
k ab
out w
hat y
ou d
id
yest
erda
y. A
fter
20 s
econ
ds,
begi
n to
rec
ount
wha
t you
did
. T
ry to
talk
for
one
min
ute.
• P
ay a
ttent
ion
to y
our
use
of
the
past
tens
e.
• T
ry to
use
con
nect
ing
wor
ds
and
phra
ses,
suc
h as
“fir
st”,
“t
hen”
, “w
hile
I w
as.”
Giv
e yo
urse
lf ab
out 2
0 se
cond
s to
thin
k ab
out w
hat y
ou w
ill
prob
ably
do
tom
orro
w. T
ry to
talk
fo
r on
e m
inut
e. A
fter
20 s
econ
ds,
begi
n to
talk
abo
ut w
hat y
ou a
re
plan
ning
to d
o.
Pra
ctic
e sp
eaki
ng a
bout
di
ffere
nt to
pics
with
out a
lot o
f pr
epar
atio
n.
Writ
e do
wn
seve
ral q
uest
ions
ab
out v
ario
us to
pics
(fo
r ex
ampl
e, a
bout
you
r fa
mily
, you
r ho
bbie
s, y
our
frie
nds
or y
our
scho
ol).
Sel
ect a
que
stio
n an
d an
swer
it a
loud
.
Thi
nk o
f a s
tory
that
you
are
fa
mili
ar w
ith. T
ell t
he s
tory
to
seve
ral d
iffer
ent p
eopl
e. T
ry to
te
ll th
e st
ory
fast
er e
ach
time.
TOEFL iBT Information for teachers 18
Spea
king
Ski
lls
Perf
orm
ance
Fee
dbac
k fo
r Te
st T
aker
s
Sp
eaki
ng
ab
ou
t Cam
pu
s S
ituat
ion
s
LEV
EL
GO
OD
(3.
5–
4.0)
FAIR
(2.
5–3
.0)
LIM
ITE
D (
1.5
–2.0
)W
EA
K (
0–1
.0)
YO
UR
P
ER
FOR
MA
NC
EY
our
resp
onse
s in
dica
te a
n ab
ility
to s
peak
effe
ctiv
ely
in E
nglis
h ab
out r
eadi
ng
mat
eria
l and
con
vers
atio
ns
typi
cally
enc
ount
ered
by
univ
ersi
ty s
tude
nts.
Ove
rall,
yo
ur r
espo
nses
are
cle
ar a
nd
cohe
rent
, with
onl
y oc
casi
onal
er
rors
of p
ronu
ncia
tion,
gra
mm
ar
or v
ocab
ular
y.
You
r re
spon
ses
dem
onst
rate
an
abili
ty to
spe
ak in
E
nglis
h ab
out r
eadi
ng m
ater
ial a
nd e
xper
ienc
es
typi
cally
enc
ount
ered
by
univ
ersi
ty s
tude
nts.
Y
ou a
re a
ble
to c
onve
y re
leva
nt in
form
atio
n ab
out
conv
ersa
tions
, new
spap
er a
rtic
les
and
cam
pus
bulle
tins;
how
ever
, som
e de
tails
are
mis
sing
or
inac
cura
te. L
imita
tions
of g
ram
mar
, voc
abul
ary
and
pron
unci
atio
n at
tim
es c
ause
diff
icul
ty fo
r th
e lis
tene
r. H
owev
er, t
hey
do n
ot s
erio
usly
inte
rfer
e w
ith o
vera
ll co
mm
unic
atio
n.
You
r re
spon
ses
indi
cate
that
you
ha
ve s
ome
diffi
culty
spe
akin
g in
E
nglis
h ab
out i
nfor
mat
ion
from
co
nver
satio
ns, n
ewsp
aper
art
icle
s,
univ
ersi
ty p
ublic
atio
ns a
nd s
o on
. W
hile
you
are
abl
e to
talk
abo
ut
som
e of
the
key
info
rmat
ion
from
th
ese
sour
ces,
lim
ited
gram
mar
an
d vo
cabu
lary
may
pre
vent
you
fr
om fu
lly e
xpre
ssin
g yo
ur id
eas.
P
robl
ems
with
pro
nunc
iatio
n m
ake
it di
fficu
lt fo
r lis
tene
rs to
un
ders
tand
you
at t
imes
.
You
r re
spon
ses
are
inco
mpl
ete.
T
hey
incl
ude
little
or
no
info
rmat
ion
abou
t the
topi
c.
You
r sp
eech
is o
ften
diffi
cult
for
liste
ners
to u
nder
stan
d, a
nd th
e m
eani
ng is
unc
lear
.
AD
VIC
E F
OR
IM
PR
OV
EM
EN
TLo
ok fo
r op
port
uniti
es to
bui
ld
your
flue
ncy
in E
nglis
h.
• Ta
ke r
isks
and
eng
age
othe
rs
in c
onve
rsat
ion
in E
nglis
h w
hene
ver
poss
ible
.
• Jo
in a
n In
tern
et c
hat r
oom
.
Pra
ctic
e sp
eaki
ng E
nglis
h ab
out e
very
day
topi
cs
that
are
impo
rtan
t to
stud
ents
’ liv
es. T
his
will
de
velo
p yo
ur fl
uenc
y an
d co
nfid
ence
.
• F
ind
a sp
eaki
ng p
artn
er. S
et a
side
tim
e ea
ch
wee
k to
pra
ctic
e sp
eaki
ng w
ith y
our
part
ner
in E
nglis
h.
• If
you
can’
t fin
d a
nativ
e E
nglis
h sp
eake
r, fin
d a
frie
nd w
ho w
ants
to p
ract
ice
spea
king
Eng
lish
and
prom
ise
to s
peak
onl
y E
nglis
h fo
r a
cert
ain
perio
d of
tim
e.
• R
ead
artic
les
from
cam
pus
new
spap
ers
that
can
be
foun
d on
the
Inte
rnet
. Dis
cuss
the
artic
les
with
a s
peak
ing
part
ner
or fr
iend
. Pra
ctic
e su
mm
ariz
ing
the
artic
les
and
expr
essi
ng y
our
opin
ions
abo
ut th
e ar
ticle
s.
Dev
elop
frie
ndsh
ips
with
peo
ple
who
wan
t to
spea
k E
nglis
h w
ith
you.
Inte
ract
ion
with
oth
ers
will
im
prov
e yo
ur s
peak
ing
abili
ty.
If yo
u ca
n’t f
ind
a na
tive
spea
ker,
find
a fr
iend
who
wan
ts to
pra
ctic
e sp
eaki
ng E
nglis
h an
d pr
omis
e to
sp
eak
only
Eng
lish
for
a ce
rtai
n pe
riod
of ti
me.
Take
a c
onve
rsat
ion
clas
s. T
his
will
hel
p im
prov
e yo
ur fl
uenc
y an
d pr
onun
ciat
ion
in E
nglis
h.
TOEFL iBT Information for teachers 19
Spea
king
Ski
lls
Perf
orm
ance
Fee
dbac
k fo
r Te
st T
aker
s
Sp
eaki
ng
ab
ou
t Aca
dem
ic C
ou
rse
Co
nte
nt
LEV
EL
GO
OD
(3.
5–
4.0)
FAIR
(2.
5–3
.0)
LIM
ITE
D (
1.5
–2.0
)W
EA
K (
0–1
.0)
YO
UR
P
ER
FOR
MA
NC
EY
our
resp
onse
s de
mon
stra
te a
n ab
ility
to c
omm
unic
ate
effe
ctiv
ely
in E
nglis
h ab
out a
cade
mic
topi
cs
typi
cal o
f firs
t-ye
ar u
nive
rsity
st
udie
s. Y
our
spee
ch is
mos
tly
clea
r an
d flu
ent.
You
are
abl
e to
us
e ap
prop
riate
voc
abul
ary
and
gram
mar
to e
xpla
in c
once
pts
and
idea
s fr
om r
eadi
ng o
r le
ctur
e m
ater
ial.
You
are
abl
e to
ta
lk a
bout
key
info
rmat
ion
and
rele
vant
det
ails
with
onl
y m
inor
in
accu
raci
es.
You
r re
spon
ses
dem
onst
rate
that
you
are
ab
le to
spe
ak in
Eng
lish
abou
t aca
dem
ic
read
ing
and
lect
ure
mat
eria
l, w
ith o
nly
min
or
com
mun
icat
ion
prob
lem
s. F
or th
e m
ost p
art,
your
spe
ech
is c
lear
and
eas
y to
und
erst
and.
H
owev
er, s
ome
prob
lem
s w
ith p
ronu
ncia
tion
and
into
natio
n m
ay o
ccas
iona
lly c
ause
di
fficu
lty fo
r th
e lis
tene
r. Y
our
use
of g
ram
mar
an
d vo
cabu
lary
is a
dequ
ate
to ta
lk a
bout
th
e to
pics
, but
som
e id
eas
are
not f
ully
de
velo
ped
or a
re in
accu
rate
.
In y
our
resp
onse
s, y
ou a
re a
ble
to u
se
Eng
lish
to ta
lk a
bout
the
basi
c id
eas
from
ac
adem
ic r
eadi
ng o
r le
ctur
e m
ater
ials
, bu
t, in
gen
eral
, you
incl
ude
few
rel
evan
t or
acc
urat
e de
tails
. It i
s so
met
imes
di
fficu
lt fo
r lis
tene
rs to
und
erst
and
your
re
spon
ses
beca
use
of p
robl
ems
with
gr
amm
ar, v
ocab
ular
y an
d pr
onun
ciat
ion.
O
vera
ll, y
ou a
re a
ble
to r
espo
nd in
a
gene
ral w
ay to
the
ques
tions
, but
the
amou
nt o
f inf
orm
atio
n in
you
r re
spon
ses
is li
mite
d an
d th
e ex
pres
sion
of i
deas
is
ofte
n va
gue
and
uncl
ear.
You
r re
spon
ses
are
inco
mpl
ete.
T
hey
incl
ude
little
or
no
info
rmat
ion
abou
t the
topi
c.
You
r sp
eech
is o
ften
diffi
cult
for
liste
ners
to u
nder
stan
d, a
nd th
e m
eani
ng is
unc
lear
.
AD
VIC
E F
OR
IM
PR
OV
EM
EN
TR
ecor
d yo
urse
lf an
d th
en li
sten
an
d tr
ansc
ribe
wha
t you
sai
d.
• R
ead
a sh
ort a
rtic
le fr
om a
ne
wsp
aper
or
text
book
. R
ecor
d yo
urse
lf su
mm
ariz
ing
the
artic
le.
• T
rans
crib
e th
e re
cord
ing
and
revi
ew th
e tr
ansc
riptio
n. T
hink
ab
out o
ther
way
s to
say
the
sam
e th
ing.
Pra
ctic
e sp
eaki
ng fo
r a
limite
d tim
e on
di
ffere
nt a
cade
mic
topi
cs.
• R
ead
a sh
ort a
rtic
le fr
om a
new
spap
er o
r a
text
book
. Writ
e do
wn
key
cont
ent w
ords
fr
om th
e ar
ticle
.
• W
rite
dow
n 2
or 3
que
stio
ns a
bout
the
artic
le th
at in
clud
e th
e co
nten
t wor
ds.
• P
ract
ice
answ
erin
g th
e qu
estio
ns a
loud
. T
ry to
incl
ude
the
cont
ent w
ords
in y
our
resp
onse
.
• A
fter
prac
ticin
g, r
ecor
d yo
ur a
nsw
ers
to
the
ques
tions
.
Pra
ctic
e sp
eaki
ng a
bout
cur
rent
eve
nts.
• R
ead
new
spap
er a
rtic
les,
edi
toria
ls
and
cultu
ral e
vent
s in
Eng
lish.
Sha
re
the
info
rmat
ion
that
you
rea
d w
ith a
fr
iend
in E
nglis
h.
• V
isit
a un
iver
sity
cla
ss a
nd ta
ke n
otes
in
the
clas
s. T
hen
use
your
not
es to
tell
a fr
iend
abo
ut s
ome
of th
e in
form
atio
n yo
u he
ard
in E
nglis
h.
• D
evel
op y
our
acad
emic
voc
abul
ary.
W
rite
dow
n im
port
ant n
ew w
ords
th
at y
ou c
ome
acro
ss w
hile
re
adin
g or
list
enin
g an
d pr
actic
e pr
onou
ncin
g th
em.
• Li
sten
to a
wea
ther
rep
ort a
nd ta
ke
note
s on
wha
t you
hea
rd. T
hen
give
the
wea
ther
rep
ort t
o a
frie
nd
in E
nglis
h.
Incr
ease
you
r vo
cabu
lary
and
im
prov
e yo
ur g
ram
mar
in y
our
spee
ch.
• S
tudy
bas
ic g
ram
mar
rul
es
so th
at y
our
spee
ch is
gr
amm
atic
ally
cor
rect
.
• A
s yo
u le
arn
new
wor
ds
and
expr
essi
ons,
pra
ctic
e pr
onou
ncin
g th
em c
lear
ly.
Rec
ord
your
self
as y
ou p
ract
ice.
TOEFL iBT Information for teachers 20
Wri
ting
Ski
lls
Perf
orm
ance
Fee
dbac
k fo
r Te
st T
aker
s
Wri
ting
Bas
ed o
n L
iste
nin
g a
nd
Rea
din
g
LEV
EL
GO
OD
(4.
0–5.
0)FA
IR (
2.5
–3.5
)LI
MIT
ED
(1.
0–2.
0)
YO
UR
P
ER
FOR
MA
NC
EY
ou r
espo
nded
wel
l to
the
task
, rel
atin
g th
e le
ctur
e to
the
read
ing.
Wea
knes
ses,
if y
ou h
ave
any,
mig
ht h
ave
to d
o w
ith:
• sl
ight
impr
ecis
ion
in y
our
sum
mar
y of
som
e of
th
e m
ain
poin
ts, a
nd/o
r
• us
e of
Eng
lish
that
is o
ccas
iona
lly
ungr
amm
atic
al o
r un
clea
r.
You
res
pond
ed to
the
task
, rel
atin
g th
e le
ctur
e to
the
read
ing,
but
you
r re
spon
se in
dica
tes
wea
knes
ses,
suc
h as
:
• an
impo
rtan
t ide
a or
idea
s m
ay b
e m
issi
ng,
uncl
ear
or in
accu
rate
; and
/or
• it
may
not
be
clea
r ho
w th
e le
ctur
e an
d th
e re
adin
g pa
ssag
e ar
e re
late
d; a
nd/o
r
• gr
amm
atic
al m
ista
kes
or v
ague
/inco
rrec
t use
s of
wor
ds m
ay m
ake
the
writ
ing
diffi
cult
to
unde
rsta
nd.
You
r re
spon
se w
as ju
dged
as
limite
d du
e to
:
• fa
ilure
to u
nder
stan
d th
e le
ctur
e or
rea
ding
pa
ssag
e;
• de
ficie
ncie
s in
rel
atin
g th
e le
ctur
e to
the
read
ing
pass
age;
and
/or
• m
any
gram
mat
ical
err
ors
and/
or v
ery
uncl
ear
expr
essi
ons
and
sent
ence
str
uctu
res.
AD
VIC
E F
OR
IM
PR
OV
EM
EN
TC
ontin
ue to
impr
ove
your
abi
lity
to r
elat
e an
d co
nvey
info
rmat
ion
from
two
or m
ore
sour
ces.
F
or e
xam
ple,
pra
ctic
e an
alyz
ing
read
ing
pass
ages
in E
nglis
h.
• R
ead
two
artic
les
or c
hapt
ers
on th
e sa
me
topi
c or
issu
e, w
rite
a su
mm
ary
of e
ach,
and
th
en e
xpla
in th
e w
ays
they
are
sim
ilar
and
the
way
s th
ey a
re d
iffer
ent.
• P
ract
ice
com
bini
ng li
sten
ing
and
read
ing
by
sear
chin
g fo
r re
adin
gs r
elat
ed to
talk
s an
d le
ctur
es w
ith y
our
teac
her
or a
frie
nd.
Pra
ctic
e fin
ding
mai
n po
ints
.
• A
sk a
frie
nd to
rec
ord
new
s an
d in
form
atio
nal
prog
ram
s in
Eng
lish
from
the
tele
visi
on o
r ra
dio,
or
dow
nloa
d ta
lks
or le
ctur
es fr
om
the
Inte
rnet
.
– Li
sten
and
take
not
es. S
top
the
reco
rdin
g ab
out e
very
30
seco
nds
to w
rite
out a
sho
rt
sum
mar
y of
wha
t you
hea
rd.
–
Rep
lay
the
reco
rdin
g to
che
ck y
our
sum
mar
y. M
ark
plac
es w
here
you
are
not
su
re if
you
hav
e un
ders
tood
wha
t was
sai
d or
if y
ou a
re n
ot s
ure
you
have
exp
ress
ed
your
self
wel
l.
Rea
d an
d lis
ten
to a
cade
mic
art
icle
s an
d ot
her
mat
eria
l in
your
ow
n la
ngua
ge. T
ake
note
s ab
out w
hat y
ou r
ead
and
hear
.
• B
egin
by
taki
ng n
otes
in y
our
own
lang
uage
an
d th
en ta
ke n
otes
in E
nglis
h.
• S
umm
ariz
e th
e po
ints
in c
ompl
ete
Eng
lish
sent
ence
s.
• A
sk y
our
teac
her
to r
evie
w y
our
writ
ing
and
help
you
cor
rect
you
r er
rors
.
• G
radu
ally
dec
reas
e th
e tim
e it
take
s yo
u to
re
ad th
e m
ater
ial a
nd w
rite
thes
e su
mm
arie
s.
• P
ract
ice
typi
ng o
n a
stan
dard
Eng
lish
(QW
ER
TY
) ke
yboa
rd.
TOEFL iBT Information for teachers 21
Wri
ting
Ski
lls
Perf
orm
ance
Fee
dbac
k fo
r Te
st T
aker
s
Wri
ting
Bas
ed o
n K
now
led
ge a
nd
Exp
erie
nce
LEV
EL
GO
OD
(4.
0–5.
0)FA
IR (
2.5
–3.5
)LI
MIT
ED
(1.
0–2.
0)
YO
UR
P
ER
FOR
MA
NC
EY
ou r
espo
nded
with
a w
ell-o
rgan
ized
and
de
velo
ped
essa
y. W
eakn
esse
s, if
you
hav
e an
y,
mig
ht h
ave
to d
o w
ith:
• us
e of
Eng
lish
that
is o
ccas
iona
lly
ungr
amm
atic
al, u
ncle
ar o
r un
idio
mat
ic, a
nd/o
r
• el
abor
atio
n of
idea
s or
con
nect
ion
of id
eas
that
cou
ld h
ave
been
str
onge
r.
You
exp
ress
ed id
eas
with
rea
sons
, exa
mpl
es
and
deta
ils, b
ut y
our
resp
onse
indi
cate
d w
eakn
esse
s, s
uch
as:
• yo
u m
ay n
ot p
rovi
de e
noug
h sp
ecifi
c su
ppor
t an
d de
velo
pmen
t for
you
r m
ain
poin
ts;
• yo
ur id
eas
may
be
diffi
cult
to fo
llow
bec
ause
of
how
you
org
aniz
e yo
ur e
ssay
or
beca
use
of th
e la
ngua
ge y
ou u
se to
con
nect
you
r id
eas;
and
/or
• gr
amm
atic
al m
ista
kes
or v
ague
/inco
rrec
t use
s of
wor
ds m
ay m
ake
the
writ
ing
diffi
cult
to
unde
rsta
nd.
You
atte
mpt
ed to
exp
ress
you
r op
inio
n, b
ut
your
res
pons
e in
dica
tes
nota
ble
defic
ienc
ies,
su
ch a
s:
• yo
ur r
espo
nse
cont
ains
insu
ffici
ent d
etai
l;
• yo
ur id
eas
and
your
con
nect
ions
of i
deas
ar
e di
fficu
lt to
und
erst
and
beca
use
of m
any
gram
mat
ical
err
ors
and/
or v
ery
uncl
ear
expr
essi
ons
and
sent
ence
str
uctu
re; a
nd/o
r
• yo
ur r
espo
nse
is o
nly
mar
gina
lly r
elat
ed to
th
e qu
estio
n th
at w
as a
sked
.
AD
VIC
E F
OR
IM
PR
OV
EM
EN
TC
ontin
ue to
impr
ove
your
abi
lity
to e
xpre
ss
opin
ions
by
stud
ying
the
way
s th
at p
ublis
hed
writ
ers
expr
ess
thei
r op
inio
ns.
• R
ead
artic
les
and
essa
ys w
ritte
n by
pr
ofes
sion
al w
riter
s th
at e
xpre
ss o
pini
ons
abou
t an
issu
e (f
or e
xam
ple,
a s
ocia
l, en
viro
nmen
tal o
r ed
ucat
iona
l iss
ue).
–
Iden
tify
the
writ
er’s
opi
nion
or
opin
ions
.
– N
otic
e ho
w th
e w
riter
add
ress
es p
ossi
ble
obje
ctio
ns to
the
opin
ions
, if t
he w
riter
di
scus
ses
thes
e.
Writ
e a
resp
onse
to a
n ar
ticle
or
essa
y in
E
nglis
h, ta
king
the
oppo
site
vie
wpo
int.
• O
utlin
e yo
ur r
espo
nse.
• N
ote
the
met
hods
you
use
to s
uppo
rt y
our
idea
s.
Rer
ead
wha
t you
hav
e w
ritte
n.
• M
ake
sure
you
r su
ppor
ting
idea
s ar
e cl
early
re
late
d to
you
r m
ain
poin
t.
• N
ote
wha
t met
hod
you
use
to d
evel
op e
ach
of
your
sup
port
ing
poin
ts.
• M
ake
sure
you
hav
e de
velo
ped
each
of y
our
poin
ts in
det
ail.
Is th
ere
anyt
hing
mor
e yo
u co
uld
have
sai
d to
str
engt
hen
your
poi
nts?
Stu
dy th
e or
gani
zatio
n of
goo
d pa
ragr
aphs
an
d es
says
. A g
ood
para
grap
h di
scus
ses
ON
E
mai
n id
ea. T
his
idea
is u
sual
ly w
ritte
n in
the
first
se
nten
ce, w
hich
is c
alle
d th
e to
pic
sent
ence
. In
essa
y w
ritin
g, e
ach
para
grap
h sh
ould
dis
cuss
on
e as
pect
of t
he m
ain
idea
of a
n es
say.
• W
rite
para
grap
hs in
Eng
lish
that
focu
s on
on
e m
ain
idea
and
con
tain
sev
eral
com
plet
e se
nten
ces
that
exp
lain
or
supp
ort t
hat i
dea.
• A
sk y
our
teac
her
to r
evie
w y
our
para
grap
hs
for
corr
ectn
ess.
