In tro d u c t io n to th e T O EF L(b Test

TOEFL iBT Test Format

Reading 3-5 12-14 60-1 0 minutes

Listening 4-6 lectures 6 60-90 minutes
2-3 conversations 5
Speaking 6 20 minutes
Writing 2 50 minutes

Scoring information
Each section of the TOEFL iBT test is scored separately. The number of points received
for each section is converted to a scaled score of 0-30 for a combined total possible score
of 120, as shown below.
Heading 0-30
Listening 0-30
Speaking 0-30
Writing_______0-30
Total Score 0-120

Calculating scores for Practice Tests

Follow the guidelines below to calculate your scores for the Practice Tests in this
book. The rubrics for scoring the Speaking and Writing sections of these tests are the
rubrics used by ETS. The guidelines for scoring the Reading and Listening sections are
a simplified version of the scoring system used by ETS. Note that the actual scores for
each TOEFL test administered by ETS are adjusted slightly based on the raw scores
received by the students who took the test.

Reading and Listening sections

In the Reading and Listening sections, most questions are worth one point. Chart and
summary questions are worth more than one point. The test will indicate the number
of points for questions that are worth more than one point. To calculate your score for
chart or summary questions, use the charts below.

Number of Number of Number of Number of

Correct Matches Points Correct Matches Points
0 0 0 0
1 0 1 0
2 1 2 1
3 1 3 2
4
5 2
6 3
7 4

X X I 11
In tro d u c tio n to the T O E FL& Test

To calculate your score in the Reading and Listening sections, total the number of points
for all your correct answers in each section/ calculate the percentage correct, and find
your converted scores in the chart below.
For example, if you received 38 points out of a possible total of 42 points in the Reading
section you would divide 38 by 42 to get 90 percent. Look at the chart to find the range
that includes 90 percent. Your converted scaled score is 27.
If you had 24 points out of a possible 25 in the Listening section, you would divide 24 by
25 to get 96 percent. Look at the chart to find the range that includes 96 percent. Your
converted scaled score is 29.
Converting Reading and Listening scores to scaled scores
: _v h
J l.!   ^i
98.3- 100% 30 45-48.2% 14
95-98.2% 29 41.7-44.9% 13
917-94.9% 28 38.3-41,6% 12
88.3-91.6% 27 35-38.2% 11
85-88.2% 26 31.7-34.9% 10
81.7-84.9% 25 28.3-31.6% 9
78.3-81.6% 24 25 - 28.2% 8
75 - 78.2% 23 21 7-24.9% 7
71.7-74.9% 22 18.3-21.6% 6
68.3 - 71.6% 21 15-18.2% 5
65-68.2% 20 11.7-14.9% 4
617 - 64.9% 19 8.3-11.6% 3
58.3-61.6% 18 5 - 8.2% 2
55-58.2% 17 17 -4.9% 1
51.7-54.9% 16 0-1 .6% 0
48.3-51.6% 15

Speaking and Writing sections

Each Speaking task is worth 4 points and each Writing task is worth 5 points. The
rubrics below show the ETS scoring standards for the independent and integrated tasks
in the Speaking and Writing sections. Use these rubrics to calculate raw scores for your
speaking and writing responses. The ETS scorers who evaluate the Speaking and Writing
sections of the TOEFL iBT test follow these rubrics as well.

X X IV

TOEFL iBT Test
Independent Speaking Rubrics (Scoring Standards)
1 '
4 T h e re sp o n se f u lf ills
th e d e m an d s of the t a s k
w ith at m o st m in o r
la p se s in c o m p le te n e ss.
It is h ig h ly in tellig ib le
an d e x h ib its su sta in e d
coherent d isc o u rse , A
re sp o n se at lev el is
ch ara c te riz e d by a ll of
the follow ing:
3 T h e re sp o n se ad d re sse s
the t a sk ap prop riately
b ut m a y fa ll sh o rt of
b e in g fu lly developed. It
is g e n erally in te llig ib le
an d coherent, w ith so m e
flu id ity o f ex p ressio n ,
th ou g h it ex h ib its so m e
n o tic eab le la p s e s in the
e x p re ss io n of id eas. A
re sp o n se at th is lev el is
c h ara cteriz ed by at le a st
tw o of the follow ing :
2 T h e re sp o n se
a d d re sse s the task ,
b ut d evelopm ent of
th e topic is lim ite d . It
c o n ta in s in te llig ib le
speech, alth o ugh
p ro b le m s w ith delivery
an d /o r o v era ll co herence
o c cu r m e an in g m a y be
o b scu red in p la ce s. A
re sp o n se at th is lev e l is
ch ara cteriz e d by at le a st
tw o of th e follo w in g:
G e n e ra lly w ell-p ac ed
flo w [fluid exp ression ).
S p eech is cle ar. It m ay
in c lud e m in o r la p s e s
or m in o r d iffic u ltie s
w ith p ro n un ciatio n or
in to n a tio n p a tte r n s/
w h ich do n o t affe c t
o v erall in te llig ib ility .
S p eech is gen erally
clear, w ith so m e flu id ity
of ex pre ssio n , th o u g h
m in o r d if fic u ltie s
w ith p ro n un ciatio n ,
in to n atio n , or p ac in g
are n o tice ab le and m ay
re q u ire liste n e r effort at
tim e s (th o u gh ov erall
in te llig ib ility is not
sig n ific a n tly affected ).
S p eech is b a s ica lly
in tellig ib le , th o u g h
liste n e r effo rt is n eeded
b e c a u s e of u n c le a r
articulation^ aw k w ard
in to n ation / or choppy
rh y th m /p a c e m e a n in g
m a y be o b sc u red in
p lace s.
T h e re sp o n s e
d e m o n strate s effe ctiv e
u se of g r a m m ar and
vo cabu lary* It e x h ib its
a fa irly h ig h degree
of a u to m atic ity w ith
goo d co n tro l of b asic
and co m p le x str u c tu re s
(as app ropriate). So m e
m in o r (or sy stem atic )
errors a rc n o tic eab le bu t
do n o t o b scu re m e a n in g .
T h e resp o n se
d em on strates fa irly
a u to m a tic an d effectiv e
u se of g ra m m ar and
v o cab ulary and fairly
coherent e x p re ssio n of
relevan t id eas. R e sp o n se
m a y e x h ib it so m e
im p re cise or in ac c u rate
u se of v o c a b u lary or
g ra m m atic a l stru c tu re s
or be so m ew h at lim ite d
in the ran ge stru c tu re s
u sed , T h is m a y a ffe ct
overall fluency, but it does
n o t se rio u sly interfere
w ith the co m m u n ica tio n
o f the m e ssag e.
T h e re sp o n s e
d e m o n strate s lim ite d
ran ge an d co ntro l
of g r am m a r and
vo cab u lary . T h e se
lim ita tio n s often
p rev en t fu ll ex p re ssio n
of id e as. For the m o st
p a rty on ly b a sic se n ten ce
stru c tu r e s are u se d
su c c e s s fu lly a n d sp o k en
w ith fluid ity . S tru c tu re s
and v o c ab u la ry m ay
e x p re ss m a in ly sim p le
(short) and /o r general
p ro p o sitio n s, w ith
sim p le or u n cle ar
c o n n e ctio n s m ad e
am o n g tlaem [serial
listin g / co n ju n ctio n,
ju xtap o sitio n ).
In tro d u c t io n to th e TO EFL® Test
j .i ^ ij! i i'i sif* )-i^ 
R e sp o n se is su sta in e d
an d su ffic ie n t to the
ta s k . It is g e n e ra lly w e ll
d evelo ped an d co h eren t
re la tio n s h ip s b etw een
id e as are c le ar (or cle a r
p ro g re ssio n of id eas).
R e s p o n se is m o stly
co h eren t an d su sta in e d
an d co n v ey s relev an t
id e a s /in f o rm a tio n .
O v e ra ll d e v e lo p m e n t is
so m e w h a t lim ite d and
u su a lly la c k s ela b o ratio n
or sp ec ific ity.
R e la tio n sh ip s b e tw e e n
id e as m ay at tim e s not
b e im m e d iate ly clear.
T h e re sp o n se is
c o n n e cte d to th e ta sk v
th ou g h th e n um b e r of
id e a s p re se n te d or the
d e v e lo p m e n t of id e a s is
lim ite d . M o s tly b asic
id e a s are e x p re sse d w ith
lim ite d e lab o ratio n
[d e ta ils an d su p p o rt)* A t
tim e s re le v an t su b sta n c e
m a y b e v a g uely
e x p r e sse d or re p e titio u s.
C o n n e c tio n s of id e as
m ay be u n clear.
XXV
In tro d u c tio n to th e TO EFL® Te st
1 i1-:ii s  . :!. »t .!' f: i i J''
l T h e re sp o n se is very
lim ite d in co n te n t an d /
or coh eren ce or is only
m in im a lly co n n ecte d
to th e ta sk , or sp e e c h is
large ly u n in te llig ib le . A
re sp o n se at th is lev e l is
c h a rac terize d b y at le a st
tw o of th e fo llo w in g :
0 S p e ak er m a k e s no a tte m p t to resp on d O R re sp o n se is u n re la te d to the topic*
TOEFL iBT Test
Integrated Speaking Rubrics (Scoring Standards)
V:ic y(  d i-! t    !p51Hf0^1
4 T h e re sp o n se fu lf ills
th e d e m an d s of th e ta sk ,
w ith at m o st m in o r
la p se s in co m p le ten ess*
It is h ig h ly in tellig ib le
an d e x h ib its s u s ta in e d
coheren t d isc o u rse . A
re sp o n se at th is lev el is
c h a ra c te r ise d by a ll of
th e follow in g :
3 T h e resp o n se ad d re sse s
th e ta sk ap prop riately
b u t m ay f a ll sh ort of
b ein g fu lly developed. It
is ge n e rally in tellig ib le
an d coheren t, w ith so m e
flu id ity of exp ression ,
th oug h it ex h ib its so m e
n o tic eab le la p se s in th e
ex p re ssio n o f id eas, A
re sp o n se at th is leve l is
c h ara c teriz ed by a t le a st
tw o of the follo w in g :
XXVI
C o n siste n t
p ron un ciation , stresSj
an d in to n a tio n
d iffic u ltie s c a u se
co n sid erab le liste n e r
effo rt d eliv ery is
choppy^ fragm ented/ or
te leg rap h ic fre quen t
p au se s and h e sitatio n s.
Sp eech is ge ne rally
clear, fluid , an d
su sta in e d . It m ay
in c lu d e m in o r la p se s
or m in o r d iffic u ltie s
w ith p ro n un ciatio n
or in to n atio n . Pace
m a y v ary at tim e s a s
th e sp e a k e r atte m p ts
to re c a ll in fo rm a tio n .
O v e rall in te llig ib ility
re m a in s h igh .
S p e ec h is gen erally
clear w ith so m e
flu id ity o f expression^
b u t it ex h ib its
m in o r d iffic u ltie s
w ith p ron u n ciatio n ,
in to n a tio n , or p acin g
and m ay re qu ire so m e
lis te n e r effort at tim e s.
O v e rall in te llig ib ility
re m a in s good, however*
R a n g e an d co n trol
of g r am m a r and
v o c ab u la ry severely
lim it (or prevent]
e x p re ssio n of id e a s an d
c o n n ectio n s a m o n g
id e as . So m e low -level
re sp o n se s m ay rely
h e av ily on p racticed or
fo rm u laic ex p re ssio n s.
! g \| (j (   -  ! ;* (
T h e re sp o n se
d e m o n strate s goo d
co n tro l of b a sic and
co m p lex g r am m a tic al
stru c tu re s th a t a llo w
for co h erent, efficien t
(au to m a tic) e x p re ssio n of
relev an t ideas* C o n ta in s
g en erally effe ctiv e word
choice. T h o u gh so m e
m in o r (or sy ste m a tic)
erro rs or im p re c ise u se
m a y b e noticeable^ they
do n ot re q u ire lis te n e r
effort (or o bscu re
m ean in g).
T h e re sp o n se
d e m o n strate s fairly
a u to m a tic and effectiv e
u se of g ra m m a r and
v o c a b u la ry and fairly
co heren t e x p re ssio n of
relev an t id eas. R e sp o n se
m a y ex h ib it so m e
im p r ecise or in a c c u r ate
u se o f v o c a b u la ry or
g ra m m a tic a l str u c tu re s
or be so m ew h at
lim ite d in th e ran g e of
stru c tu re s u sed . Such
lim ita tio n s do n ot
se rio u sly in terfere w ith
th e c o m m u n ic a tio n of
th e m e ssa g e,
f i-iri
L im ite d relevan t
co n ten t is e x p r e s s e d
T h e re sp o n se g en erally
la c k s su b sta n c e beyond
e x p re ssio n of v ery b a sic
id e as . S p e ak e r m a y be
u n ab le to su s ta in sp eech
to co m p lete th e ta sk
a n d m ay rely h e a v ily on
rep e titio n of th e prom pt.
|
T h e re sp o n se p re sen ts
a c le ar p ro g re ssio n of
id e a s and co n v e y s the
relev an t in fo rm a tio n
req u ired by th e ta sk .
It in c lu d e s ap p rop riate
d e tail, th o u gh it m ay
h ave m in o r erro rs or
m in o r o m issio n s*
T h e re sp o n se is
su st ain e d an d co n v ey s
relev an t in fo r m a tio n
re q u ire d b y th e task *
H ow ever, it e x h ib its
so m e in c o m ple te n e ss,
in acc uracy , la c k of
sp e c ific ity w ith re s p ec t
to contend or ch oppiness
in th e p ro g re ssio n of
ideas.

 iT'Vi i 1 i. if '  '
T h e re sp o n se is
co n n e cte d to the task ,
th o u gh it m a y be
m iss in g so m e relevan t
in fo r m a tio n or co n tain
in a c c u rac ie s. It c o n ta in s
so m e in te llig ib le sp eech ,
bu t at tim e s p rob lem s
w ith in te llig ib ility and/
or over-all co herence
m a y o b sc u re m ean in g .
A re sp o n s e at th is
lev el is ch arac te riz ed
by at le a st tw o of the
follow ing :
T h e re sp o n se is very
lim ite d in co nten t or
co h eren ce or is on ly
m in im a lly c o n n e cted to
th e ta sk . S peech m a y b e
la rge ly u n in te llig ib le . A
re sp o n se at th is level is
c h a ra cte r iz e d by at le a st
tw o of th e follo w in g:
0 S p e a k e r m a k e s no atte m p t to re sp o n d O R re sp o n s e is u n re la te d to the topic.
I::
S p eech i s c le ar at
tim es, th o ug h it
e x h ib its p ro b lem s
w ith p ro n un ciatio n ,
intonation^ or p ac in g
and so m a y req u ire
sig n if ic a n t listen er
effort. S peech m ay
n ot be s u sta in e d at
c o n siste n t level
th ro ug h o u t. P rob lem s
w ith in te llig ib ility
m a y o bsc ure m e a n in g
in p la c e s {but not
th rou gh out).
C o n s iste n t
p ro n un ciatio n an d
in to n atio n p ro b lem s
c au se co nsid erable
liste n e r effo rt and
fre qu en tly o b scu re
m e a n in g . D e liv e ry is
choppy, fragm en ted /
or telegraph ic . Sp eech
c o n tain s fre qu en t p au se s
and hesitation s^
T h e re sp o n se is lim ite d
in th e ran ge and co ntrol
o f v o c ab u la ry a n d ,
g ra m m a r d em on strate d
(som e com plex stru c tu re s
m ay be used, but they
typically co n ta in errors).
T h is results in lim ited or
vague e x p re ssio n of
re levan t id e as and
im p re c ise or in a cc u rate
co n n ectio n s.
A u to m a tic ity of
e x p re ssio n aaay only
be evid en t at the
p h r a sa l le v e l
R an ge a n d co ntrol
of g ra m m a r and
v o ca b u la ry severely
lim it (or prevent]
e x p re ssio n of id e as and
c o n n e c tio n s am on g
id eas. So m e very low-
le ve l re sp o n se s m a y
rely on iso la te d w ords
or sh o rt u tte ra n c e s to
c o m m u n ic ate id eas.
In tr o d u c tio n to th e TO E FL® Test
T h e re sp o n se co nveys
so m e relev an t
in fo r m a tio n but is
cle arly in co m p le te
or in a c c u rate . It is
in c o m p le te if it o m its
key id e as, m a k e s
v a gu e reference to key
id e a s or d e m o n str ate s
lim ite d d eve lo pm e n t of
im p o rta n t in fo rm atio n .
A n in a c c u r ate
re sp o n se d e m o n strate s
m isu n d e rsta n d in g of
k ey id e as fro m th e
stim u lu s . T yp ically ,
id e as ex p re sse d m ay
n o t b e w e ll c o a n e c te d
or co h esiv e s o th at
fa m ilia rity w ith the
stim u lu s is n e c e ssa ry
to fo llo w w h at is b ein g
d isc u sse d .
T h e re sp o n se f a ils to
provide m u ch relevan t
con ten t. Id e as th a t are
e x p re sse d are often
in a c c u rate , lim ite d to
v ag u e utterances^ or
re p e titio n s (in clu d in g
re p e titio n of prom pt).
X X V II
in t ro d u c tio n to th e TO EFL0 Test

TOEFL iBTTest
independent Writing Rubrics (Scoring Standards)
i::—

5 A n e ssa y at th is le v e l la rg e iy a c c o m p lis h e r a ll o f th e fo llo w in g :

a effectiv ely a d d re sse s th e to p ic a n d ta sk
° is w ell o rg an iz ed an d w e ll develo ped , u sin g clear ly a pp ro p riate e x p la n a tio n s, e x e m p lific a tio n s, a n d /o r
d e ta ils
® d isp lay s unity, p ro g re ssio n , and co h eren ce
° d isp lay s c o n siste n t fa c ility in th e u se o f la n g u a g e , d em o n str atin g sy n ta c tic v ariety ap p ro p riate w ord
ch oice, an d id io m aticity , th o u g h it m ay h av e m in o r le x ic a l or g ra m m a tic a l errors

4 A n e ssa y a t th is lev e l la rg e ly a c c o m p lish e s a ll th e fo llo w in g :

®a d d r e sse s th e to p ic an d ta s k w ell, th o u g h so m e p o in ts m a y n o t be fu lly elab o rate d
^ is ge n erally w e ll o rg a n iz e d and w e ll developed, u sin g a pp ro p riate an d su ffic ie n t ex p la n a tio n s/
exem plificatio ns^ an d /o r d e ta ils
®d isp la y s un ity, p ro gre ss io n , a n d coherence^ th o u g h it m ay c o n ta in o c c a sio n a l redundancy^ d ig re ssio n , or
u n cle ar co n n ectio n s
^ d isp la y s fa c ility in th e u se o f lan g u ag e , d e m o n s tratin g sy n ta c tic v arie ty an d ran ge of vocabulary^ th o ugh
it w ill p ro bab ly h av e o c c a sio n al n o tic eab le m in o r errors in s tru ctu re w ord form , or u se o f id io m a tic
la n g u a g e th at do n o t in te rfe re w ith m e a n in g

3 A n e ssa y at th is le v e l i s m ark e d b y o ne or m o re of th e fo llo w in g :

® a d d r e sse s th e to pic an d t a s k u sin g so m e w h at d evelo p ed ex p lan a tio n s , e x e m p lific a tio n ^ a n d /o r d e ta ils
® d isp la y s un ity, p ro gre ss io n , and c oh eren ce7 th o u gh co n n ectio n of id e a s m ay be o c c a sio n ally o b sc u re d
®m a y d e m o n strate in c o n sis te n t f a c ilit y in se n te n c e fo rm atio n an d w o rd ch o ice th a t m a y r e s u lt in la c k of
c la rity an d o c c a sio n a lly o b scu re m e a n in g
* m ay d isp la y a c c u r ate but lim it e d ran g e of sy n ta c tic str u c tu re s and v o c a b u la ry

2 A n e ssa y at th is leve l m a y re v e a l o ne or m o re th e fo llo w in g w e a k n e sse s:

®lim ite d d e ve lo pm e n t in re sp o n se to th e to p ic an d ta sk
a in ad e q u a te oirgan ization or c o n n e c tio n of id e a s
* in ap p ro p riate or in su ffic ie n t e x e m p lific a tio n ^ e x p lan a tio n s, or d e ta ils to su p po rt or illu str a te
g e n e raliz atio n s in re sp o n se to th e ta s k
° a n otice ab ly in a p p ro p riate ch o ice of w o rd s or w ord fo rm s
° a n a cc u m u la tio n of er ro rs in se n te n c e s tru c tu re an d /o r u sa ge

1 A n essa y at th is le v e l i s se rio u sly flaw e d by o n e or m o re o f th e fo llo w in g w e a k n e ss e s :

« se rio u s d iso rg a n iz a tio n or u n d erd ev e lo pm en t
® little or no detail^ or irre le v a n t sp e c ific s, or q u es tio n a b le re sp o n siv e n e ss to th e ta sk
® serio u s an d frequ en t e rrors in se n te n ce s tr u c tu r e or u sa g e

0 A n es sa y a t th is lev el m erely co p ie s w o rd s fro m th e topic, re jec ts the to p ic or is o th e rw ise n ot c o n n ecte d

to the topic, is w ritte n in a fo re ign la n g u a g e , c o n s ists of k ey stro ke ch aracters/ or is b la n k .

X X V Ili
 fn trb d u c tio n to th e TOE FL® Test

TOEFL iBT Test

integrated Writing Rubrics (Scoring Standards)
1 i\:.
1
5 A re sp o n s e at th is lev e l su c c e s sfu lly se le c ts th e im p o rta n t in fo rm a tio n fro m th e le c tu re an d co h eren tly
and acc u ra te ly p re se n ts th is in fo r m a tio n in re latio n to th e relevan t in fo rm a tio n p rese n te d in the read ing.
T h e re sp o n se is w e ll organized^ an d o c c a sio n al lan g u a g e errors th at a re p resen t do n o t re su lt in in a c c u r ate
or im p re c ise p re se n ta tio n of co n ten t or co n n ectio n s.

4 A re sp o n se at th is lev e l is g e n erally g oo d in se le c tin g th e im p o rta n t in fo r m atio n from the lec tu re an d

in co h eren tly an d acc u ra tely p resen tin g th is in fo rm a tio n in re latio n to the rele v an t in fo r m a tio n in the
read in g , but it m a y h av e m in o r o m is s io n in accu rac y , v a g u e n e ss or im p re c isio n o f so m e co n ten t fro m the
le c tu re or in co n n ection to p o in ts m ade in the reading. A re sp o n se is a lso sc o re d at th is lev e l if it h a s m o re
fre qu en t or n o tic eab le m in o r lan g u a g e errorSj as lo n g as su c h u sag e an d g r a m m a tic a l s tru c tu r e s do n ot
re su lt in an y th in g m ore t h a n an o c c a sio n a l la p se of c la rity or in th e c o n n e ctio n of id e as.

3 A r e sp o n se at th is level c o n tain s so m e im p o rta n t in fo rm a tio n from the lec tu re an d co n v e y s so m e relevan t

co n n ectio n to the read in g, b u t it is m ark e d b y on e or m o re of th e fo llo w in g :
« A lth o u g h the o v era ll re sp o n se is d e fin ite ly orien ted to th e ta sk , it co n v ey s o n ly vague^ glo b al, un clear, or
som fewhat im p re c ise c o n n e c tio n o f th e p o in ts m a d e in th e le c tu r e to p o in ts m a d e in th e re ad ing.
®T h e resp o n se m a y o m it one m a jo r k ey p o in t m ad e in th e lec tu re.
® So m e k ey p o in ts m a d e in th e le c tu r e or th e re ad in g / or c o n n e ctio n s be tw e en th e tw o/ m ay b e incom plete^
in a cc u rate , or im p recise,
« E rrors of u sa g e an d /o r g ra m m a r m a y b e m o re freq u en t or m ay re s u lt in n o tic ea b ly v ag u e e x p re ssio n s or
o b scu red m e a n in g s in co n v e y in g id e as an d c o n n e ctio n s.

2 A re sp o n se at th is level c o n tain s so m e re le v an t in fo r m a tio n fro m th e lec tu re, b ut it is m ark e d by

sig n ific a n t la n g u a g e d iffic u ltie s or b y sig n ific a n t o m iss io n or in a c c u rac y of im p o rta n t id e as fro m th e
le c tu re or in th e co n n e ctio n s b etw e en th e lec tu re an d th e reading* A re sp o n s e a t th is lev el is m a rk e d by
one or m o re of th e fo llo w in g :
« T h e re sp o n se s ig n ific an tly m isr e p r e se n ts or co m p le te ly o m its th e o v erall c o n n e ctio n b etw een the
lec tu re and th e re adin g .
®T h e r e sp o n se s ig n ific a n tly o m its or sig n ific a n tly m isre p re se n ts im p o rta n t p o in ts m ad e in th e lectu re.
* T h e re sp o n s e c o n tain s la n g u a g e errors or e x p re ss io n s th at larg e ly o b sc u re c o n n e c tio n s or m e a n in g at k ey
ju n c tu r e s or th a t w ou ld lik e ly o b sc u re u n d ers ta n d in g o f k e y id e as for a re ader n ot alre a d y fa m ilia r w ith
the re ad in g and the lec tu re .

1 A re sp o n s e at th is level is m ark e d by o ne or m o re of th e fo llo w in g :

* T h e re sp o n se p ro v id es little or n o m e a n in g fu l or rele v an t co h eren t co n ten t fro m
the lectu re.
« T h e la n g u a g e lev e l of the re sp o n s e is so lo w th a t it is d iffic u lt to d erive m ea n in g .

0 A re sp o n s e at th is level m erely co pies se n te n c e s fro m th e read in g, re je c ts the to p ic or i s o th e rw ise not

co n n ecte d to the topic^ is w ritte n in a foreig n lan g u age, co n sists o f k ey stro k e characters^ or is b lank *

X X IX
In tro d u c tio n to th e TO EFL0 Test

Converting rubric scores to scaled scores for Speaking and Writing

After you have evaluated your speaking and writing tasks, find your scaled scores as
described below.
Add your six scores for the speaking tasks and divide by 6. This will give you your
mean score for speaking. Then look at the chart below to find the scaled score for that
mean. For example, if you scored 4 on three of your speaking taslcs^ 3 on two tasks
and 2 on one task, you would add 4 + 4 + 4 + 3 + 3 + 2 to get 20. Divide 20 by 6 to get
3.33. Look at the chart below and find 3.33 in the Speaking Rubric Mean coliimn.
Your scaled score would be 26.
Add your two scores for the writing tasks and divide that score by 2. This will give
you your mean score for writing. For example, if you scored a 5 on one writing task
and a 4 on the other, add 5 + 4 to get 9. Divide 9 by 2 to get 4.5. Then look at the chart
below to find 4.5 in the Writing Rubric Mean column. Your scaled score would be 28.
TOEFL® iBT Test
Converting Rubric Scores to Scaled Scores
   !> =    :: ::W if-:

4.00 30 5.00 30
3.83 29 4.75 29
3.66 28 4.50 28
3.50 27 4.25 27
3.33 26   4.00 25
3.16 24 3.75 24
3.00 23 3.50 22
2.83 22 3.25 21
2.66 20 3.00 20
2.50 19 275 18
2*33 18 2.50 17
2.16 15 2.25 15
2.00 14 2.00 14
1.83 13 175 12
1.66 11 1.50 11
1.50 10 1.25 10
1.33 9 1.00 8
1.16 8 7
1.00 6 5
5 4
4 0
3
1
0

XXX