如何才能得高分？托福考试评分标准有哪些

智课出品

 托福考试听力部分评分标准

托福听力分数是如何计算的？新托福听力一共是 6 篇文章，34 道题，在 6 篇文章中所

有回答正确的题目数量加起来就是你的“total points”。在表格题中，所有的项目都要回
答正确，这个表格题才算是拿到了 point。在双项选择题中，只有把两个正确答案都选出来
才算拿到了 point，少选、多选或者误选都不行。
详细对照分数请看下表：

 托福考试阅读部分评分标准

托福阅读评分标准.新托福阅读考试共三篇文章,每篇 12-14 道题,如果遇到加试时从考

试的五篇文章中随机选取三篇计分。在这三篇文章中所有回答正确的题目数量加起来就是
你的“total points”。 除重要观点题和归类题以外，每道题的分值都是 1 分。重要观点题
的分值可能是 2 分。归类题为 3 或 4 分。考试所得分数范围:：0-30 分。

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 托福口语评分标准

由于不同的题目（独立回答题与综合题）有着不同的测试要求，因此考生需要了解每
类题目所测试的能力，这一点很重要。

独立回答题旨在检验考生能否阐明并连贯地表达自己的观点、能否运用恰当的解释与
细节描述充实并支持论点，以及语言表达是否清晰流畅﹑易于理解。

综合题旨在检验考生能否根据 1 到 2 段材料传达相关信息，能否连贯地表达观点并通
过恰当的解释和细节描写充实论点，以及语言表达是否清晰流畅﹑易于理解。

如下表所示，评分人员并非要求考生的表现无可挑剔。出现少量的语法、单词错误并不
意味着你会得到一个较低的分数。考生需要具备的是能够在英语国家的大学中学习的综合
能力。详情如下：
独立问答题评分标准

●能圆满地回答问题，结构完整，表达连贯；

4 分 ●能准确使用语法和词汇，可能有少量语言错误，但不会影响整体内容；

●表达清楚，语言流畅，易于理解，可能存在少量语音、语调问题。

3 分 ●能够表达与话题有关的观点与信息，但结构不够完整，各个观点之间的衔接有时
不清晰；

●基本上能准确使用语法和词汇，可能有语言错误，但不会严重影响整体内容；

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 ●表达基本清楚，语言基本流畅，可能存在少量语音、语调、语速问题，偶尔可能会
给听者造成理解困难。

●回答切题，但结构不完整，各个观点之间的衔接不清晰；

2 分 ●语法和词汇掌握有限，使用能力较低；

●表达不够清楚，存在语音、语调、语速问题，可能会给听者造成较大的理解困难。

●观点不确切、有局限或含混不清，导致内容偏离主题；

●语法和词汇使用能力差，严重影响观点的表达和语言连贯性；
1分

●语言不完整，多次停顿，频繁出现语音、语调问题，严重影响语义表达，给听者造
成极大的理解困难。

●回答内容与主题无关；
0分
●没有答题。
综合题评分标准

●能圆满地回答问题，能根据听力和阅读材料表达相关的信息和恰当的细节；

4 分 ●观点表达连贯，语法和词汇准确得体，可能有少量语言错误；

●表达清楚，语言流畅，易于理解，可能存在少量语音、语调问题。

●能够表达与话题有关的信息，但表达不够完整、准确，或缺少细节；

●观点表达基本连贯，可能存在少量语法和词汇错误，但不会严重影响整体内容；
3分

●表达基本清楚，语言基本流畅，可能存在少量语音、语调或语速问题，偶尔可能会
给听者造成理解困难。

●表达的信息基本切题，却遗漏了主要观点，结构不完整，或错误理解主要观点；

●观点表达有局限，各观点之间的衔接不确切、不清晰，语法与词汇掌握有限、使用
2分
有误；

●表达不够清楚，存在语音、语调、语速问题，可能会给听者造成较大的理解困难。

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 ●观点表达不确切、有局限或含混不清，导致内容偏离主题；

●语法和词汇使用能力差，严重影响观点的表达和语言连贯性；
1分

●语言不完整，多次停顿，频繁出现语音、语调问题，严重影响语义表达，给听者造
成极大的理解困难。

●回答内容与主题无关；
0分
●没有答题。

 托福写作评分标准

托福写作总共分为两部分，独立写作（Independent Writing）和综合写作
(Integrated Writing),这两部分有着不同的考察点，所以了解每部分所测试的能力是非常
重要的。

独立写作旨在考察考生是否有效回应题目，阐明文章主题，文章逻辑是否条理清楚及
能否充分展开论证;内容是否连贯一致以及考生遣词造句的能力。

综合写作的考察在于总结归纳summarize和改写rewrite两个方面，总结归纳的能力是
说考察方希望考生能够在规定的时间内掌握一定长度和一定难度的阅读和听力材料中所涉
及到的重点信息和论证结构；改写能力则要求考生将两部分材料中的重点信息和论证方式
用新的语言和结构系统的进行展示和归纳。

独立写作评分标准（Independent Wring Rubrics）

SC TASK DESCRIPTION
ORE
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, exemplifi-cations, and/or

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 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
idiom-atic 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 generaliza-tions 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 con-nected to the topic, is written in a
foreign language, consists of keystroke characters, or is blank.

综合写作评分标准（Integrated Wring Rubrics）

SC TASK DESGRIPTION
ORE
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

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 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 incom-plete, 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 sig-nificant 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 lec-ture 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

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 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 notconnected to the topic, is written in
a foreign language, consists of keystroke characters, or is blank.

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