oxford english testing.

com

Information for teachers about online TOEFL® iBT

practice tests from www.oxford english testing.com

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.

TOEFL iBT Information for teachers 1

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
customerservice.eltonline@oup.com.

TOEFL iBT Information for teachers 2

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 When a student has answered a question in the Reading and Listening
feedback 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 Students can go back and try to answer the question again, as many times
try again as they like.

Save and come back Students don’t have to complete a section or test at one time. Their answers
later 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 However much students have done of the practice test, they can mark it and
answers, a set, a see how well they’re doing. The Reading and Listening sections are marked
section, or the whole automatically.
test

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 Students can see Sample answers after they’ve written their own
the tasks in the Writing response. The sample answers have been written by real students, and will
section 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 Students get guidance and support on how to improve their responses. If
Speaking section 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 3

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 • questions with four choices and a single answer in
traditional multiple-choice format
• 3–5 passages, 12–14 questions each
• 60–100 minutes • 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 • traditional multiple-choice questions with four answer
choices and a single correct answer
• 4–6 lectures, 6 questions each
• 2–3 conversations, 5 questions each • multiple-choice questions with more than one answer
(e.g. two answers out of four or more choices)
• 60–90 minutes
• 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 4

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 This question asks the test taker to express and defend a Preparation time:
Preference personal choice from a given category – for example, important 15 seconds
people, places, events, or activities that the test taker enjoys.
Response time:
45 seconds

2 Choice This question asks the test taker to make and defend a personal Preparation time:
choice between two contrasting behaviors or courses of action. 15 seconds
Response time:
45 seconds

Integrated Tasks
Read/Listen/Speak

3 Campus • A reading passage (75–100 words) presents a campus-related Preparation time:

Situation issue. 30 seconds
Topic: Fit • A listening passage (60–80 seconds; 150–180 words) Response time:
and Explain comments on the issue in the reading passage. 60 seconds

• The question asks the test taker to summarize the speaker’s

opinion within the context of the reading passage.

4 Academic • A reading passage (75–100 words) broadly defines a term, Preparation time:
Course process, or idea from an academic subject. 30 seconds
Topic: • An excerpt from a lecture (60–90 seconds; 150–220 words) Response time:
General/ provides examples and specific information to illustrate the 60 seconds
Specific 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.

Listen/Speak

5 Campus • The listening passage (60–90 seconds; 180–220 words) Preparation time:
Situation is a conversation about a student-related problem and two 20 seconds
Topic: possible solutions. Response time:
Problem/ • The question asks the test taker to demonstrate an 60 seconds
Solution understanding of the problem and to express an opinion about
solving the problem.

6 Academic • The listening passage is an excerpt from a lecture (90–120 Preparation time:
Course seconds; 230–280 words) that explains a term or concept and 20 seconds
Topic: gives concrete examples to illustrate that term or concept. Response time:
Summary • The question asks the test taker to summarize the lecture and 60 seconds
demonstrate an understanding of the relationship between the
examples and the overall topic.

TOEFL iBT Information for teachers 5

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 • Test takers read a short text of about 230–300 words
Read/Listen/Write (reading time, 3 minutes) on an academic topic.
• Test takers may take notes on the reading passage.
Time: 20 minutes • 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 • Test takers write an essay that states, explains, and
Writing from Experience and supports their opinion on an issue. An effective essay will
Knowledge 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
Time: 30 minutes 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 6

Test scores
The TOEFL iBT provides scores in four skill areas:
Reading 0–30
Listening 0–30
Speaking 0–30
Writing 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 7

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 takers

The 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 8

 Independent Speaking Rubrics
Score General Description Delivery Language Use Topic Development
4 The response fulfills the demands of Generally well-paced flow (fluid The response demonstrates effective use Response is sustained and sufficient to
the task, with at most, minor lapses in expression). Speech is clear. It may of grammar and vocabulary. It exhibits the task. It is generally well developed
completeness. It is highly intelligible and include minor lapses, or minor difficulties a fairly high degree of automaticity and coherent; relationships between
exhibits sustained, coherent discourse. A with pronunciation or intonation patterns, with good control of basic and complex ideas are clear (or clear progression
response at this level is characterized by which do not affect overall intelligibility. structures (as appropriate). Some minor of ideas).
all of the following: (or systematic) errors are noticeable, but
do not obscure meaning.

3 The response addresses the task Speech is generally clear, with some The response demonstrates fairly Response is mostly coherent and
appropriately, but may fall short of being fluidity of expression, though minor automatic and effective use of grammar sustained and conveys relevant ideas/
fully developed. It is generally intelligible difficulties with pronunciation, intonation, and vocabulary, and fairly coherent information. Overall development
and coherent, with some fluidity of or pacing are noticeable and may expression of relevant ideas. Response is somewhat limited, usually lacks
expression, though it exhibits some require listener effort at times (though may exhibit some imprecise or inaccurate elaboration or specificity. Relationships
noticeable lapses in the expression overall intelligibility is not significantly use of vocabulary or grammatical between ideas may at times not be
of ideas. A response at this level is affected). structures or be somewhat limited in the immediately clear.
characterized by at least two of the range of structures used. This may affect
following: overall fluency, but it does not seriously
interfere with the communication of the
message.

2 The response addresses the task, but Speech is basically intelligible, though The response demonstrates limited The response is connected to the task,
development of the topic is limited. It listener effort is needed because of range and control of grammar and though the number of ideas presented
contains intelligible speech, although unclear articulation, awkward intonation, vocabulary. These limitations often or the development of ideas is limited.
problems with delivery and/or overall or choppy rhythm/pace; meaning may prevent full expression of ideas. For the Mostly basic ideas are expressed with
coherence occur; meaning may be be obscured in places. most part, only basic sentence structures limited elaboration (details and support).
obscured in places. A response at this are used successfully and spoken with At times relevant substance may be
level is characterized by at least two of fluidity. Structures and vocabulary may vaguely expressed or repetitious.
the following: express mainly simple (short) and/ Connections of ideas may be unclear.
or general propositions, with simple or
unclear connections made among them
(serial listing, conjunction, juxtaposition).

1 The response is very limited in content Consistent pronunciation, stress, and Range and control of grammar and Limited relevant content is expressed.
and/or coherence or is only minimally intonation difficulties cause considerable vocabulary severely limit or prevent The response generally lacks substance
connected to the task, or speech is listener effort; delivery is choppy, expression of ideas and connections beyond expression of very basic ideas.
largely unintelligible. A response at this fragmented, or telegraphic; frequent among ideas. Some low-level responses Speaker may be unable to sustain
level is characterized by at least two of pauses and hesitations. may rely heavily on practiced or speech to complete the task and may
the following: formulaic expressions. rely heavily on repetition of the prompt.

0 Speaker made no attempt to respond OR response is unrelated to the topic.

TOEFL iBT Information for teachers

9
 Integrated Speaking Rubrics
Score General Description Delivery Language Use Topic Development
4 The response fulfills the demands of Speech is generally clear, fluid, and The response demonstrates good control The response presents a clear progression
the task, with at most, minor lapses in sustained. It may include minor lapses of basic and complex grammatical of ideas and conveys the relevant
completeness. It is highly intelligible or minor difficulties with pronunciation structures that allow for coherent, efficient information required by the task. It includes
and exhibits sustained, coherent or intonation. Pace may vary at times (automatic) expression of relevant appropriate detail, though it may have minor
discourse. A response at this level is as the speaker attempts to recall ideas. Contains generally effective errors or minor omissions.
characterized by all of the following: information. Overall intelligibility word choice. Though some minor (or
remains high. systematic) errors or imprecise use may
be noticeable, they do not require listener
effort (or obscure meaning).

3 The response addresses the task Speech is generally clear, with some The response demonstrates fairly The response is sustained and conveys
appropriately, but may fall short of fluidity of expression, but it exhibits automatic and effective use of grammar relevant information required by the task.
being fully developed. It is generally minor difficulties with pronunciation, and vocabulary, and fairly coherent However, it exhibits some incompleteness,
intelligible and coherent, with some intonation, or pacing and may require expression of relevant ideas. Response inaccuracy, lack of specificity with respect to
fluidity of expression, though it some listener effort at times. Overall may exhibit some imprecise or inaccurate content, or choppiness in the progression of
exhibits some noticeable lapses in the intelligibility remains good, however. use of vocabulary or grammatical ideas.
expression of ideas. A response at structures or be somewhat limited in the
this level is characterized by at least range of structures used. Such limitations
two of the following: do not seriously interfere with the
communication of the message.

2 The response is connected to the Speech is clear at times, though it The response is limited in the range The response conveys some relevant
task, though it may be missing exhibits problems with pronunciation, and control of vocabulary and grammar information but is clearly incomplete or
some relevant information or contain intonation, or pacing and so may demonstrated (some complex structures inaccurate. It is incomplete if it omits key
inaccuracies. It contains some require significant listener effort. may be used, but typically contain ideas, makes vague reference to key ideas,
intelligible speech, but at times Speech may not be sustained at a errors). This results in limited or vague or demonstrates limited development of
problems with intelligibility and/ consistent level throughout. Problems expression of relevant ideas and important information. An inaccurate response
or overall coherence may obscure with intelligibility may obscure meaning imprecise or inaccurate connections. demonstrates misunderstanding of key ideas
meaning. A response at this level is in places (but not throughout). Automaticity of expression may only be from the stimulus. Typically, ideas expressed
characterized by at least two of the evident at the phrasal level. may not be well connected or cohesive so
following: that familiarity with the stimulus is necessary
to follow what is being discussed.

1 The response is very limited in content Consistent pronunciation and intonation Range and control of grammar and The response fails to provide much relevant
or coherence or is only minimally problems cause considerable listener vocabulary severely limit (or prevent) content. Ideas that are expressed are often
connected to the task. Speech may effort and frequently obscure meaning. expression of ideas and connections inaccurate, limited to vague utterances, or
be largely unintelligible. A response at Delivery is choppy, fragmented, or among ideas. Some very low-level repetitious (including repetition of prompt).
this level is characterized by at least telegraphic. Speech contains frequent responses may rely on isolated words or
two of the following: pauses and hesitations. short utterances to communicate ideas.

TOEFL iBT Information for teachers

0 Speaker makes no attempt to respond OR response is unrelated to the topic.

10
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 11

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 12

Converting Rubric Scores to Scaled Scores for the Writing and Speaking Sections
of the TOEFL iBT Test

WRITING SPEAKING
Writing Rubric Mean Scaled Score Speaking Rubric Mean Scaled Score
5.00 30 4.00 30

4.75 29 3.83 29

4.50 28 3.66 28

4.25 27 3.50 27

4.00 25 3.33 26

3.75 24 3.16 24

3.50 22 3.00 23

3.25 21 2.83 22

3.00 20 2.66 20

2.75 18 2.50 19

2.50 17 2.33 18

2.25 15 2.16 17

2.00 14 2.00 15

1.75 12 1.83 14

1.50 11 1.66 13

1.25 10 1.50 11

1.00 8 1.33 10
7 1.16 9
5 1.00 8
4 6
0 5
4
3
2
1
0

TOEFL iBT Information for teachers 13

 Reading Skills  Performance Feedback for Test Takers

LEVEL High (22–30) Intermediate (15–21) Low (0–14)

YOUR Test takers who receive a score at the Test takers who receive a score at the INTERMEDIATE level, Test takers who receive a score at the LOW level, as you did,
PERFORMANCE HIGH level, as you did, typically understand as you did, typically understand academic texts in English typically understand some of the information presented in
academic texts in English that require a wide that require a wide range of reading abilities, although their academic texts in English that require a wide range of reading
range of reading abilities regardless of the understanding of certain parts of the texts is limited. abilities, but their understanding is limited.
difficulty of the texts.
Test takers who receive a score at the INTERMEDIATE Test takers who receive a score at the LOW level typically:
Test takers who score at the HIGH level level typically: • have a command of basic academic vocabulary, but their
typically: • have a good command of common academic vocabulary, understanding of less common vocabulary is inconsistent;
• have a very good command of academic but still have some difficulty with high-level vocabulary; • have limited ability to understand and connect information, have
vocabulary and grammatical structure; • have a very good understanding of grammatical structure; difficulty recognizing paraphrases of text information, and often
• can understand and connect information, • can understand and connect information, make rely on particular words and phrases rather than a complete
make appropriate inferences and synthesize appropriate inferences, and synthesize information understanding of the text;
ideas, even when the text is conceptually in a range of texts, but have more difficulty when the • have difficulty identifying the author’s purpose, except when
dense and the language is complex; vocabulary is high level and the text is conceptually dense; that purpose is explicitly stated in the text or easy to infer from
• can recognize the expository organization of • can recognize the expository organization of a text and the text; and can sometimes recognize major ideas from a
a text and the role that specific information the role that specific information serves within a larger text when the information is clearly presented, memorable or
serves within the larger text, even when the text, but have some difficulty when these are not explicit or illustrated by examples, but have difficulty doing so when the
text is conceptually dense; and easy to infer from the text; and text is more demanding.
• can abstract major ideas from a text, even • can abstract major ideas from a text, but have more
when the text is conceptually dense and difficulty doing so when the text is conceptually dense.
contains complex language.

ADVICE FOR Read as much and as often as possible. Make Read as much and as often as possible. Read as much and as often as possible.
IMPROVEMENT sure to include academic texts on a variety
Study the organization of academic texts and overall Develop a system for recording unfamiliar words.
of topics written in different genres and with
structure of reading passages. Read an entire passage from • Group words into lists according to topic or meaning and review
different degrees of conceptual density as part
beginning to end. and study the words on a regular basis so that you remember
of your reading.
• Pay attention to the relationship between the main ideas them.
• Read major newspapers, such as The
New York Times or Science Times, and and the supporting details. • Increase your vocabulary by analyzing word parts; study
• Outline the text to test your understanding of the structure roots, prefixes and suffixes; study word families.
websites (National Public Radio [NPR] or
the BBC). of the reading passage. Study the organization of academic texts and overall structure of a
• Write summaries of texts, making sure • Write a summary of the entire passage. reading passage. Read an entire passage from beginning to end.
they incorporate the organizational – If the text is a comparison, be sure that your summary
pattern of the originals. reflects that. If the text argues two points of view, be • Look at connections between sentences; look at how the end of
one sentence relates to the beginning of the next sentence.
sure both points of view are reflected in your summary.
Continually expand your vocabulary. • Look for the main ideas and supporting details and pay
Continually practice using new words you Continually expand your vocabulary by developing a system attention to the relationship between them.
encounter in your reading. This will help you for recording unfamiliar words. • Outline a text to test your understanding of the structure of a
remember both the meaning and correct • Group words according to topic or meaning and study the reading passage.
usage of the new words. words as a list of related words. – Begin by grouping paragraphs that address the same
• Study roots, prefixes and suffixes; study word families. concept.
– Write one sentence summarizing the paragraphs that discuss

TOEFL iBT Information for teachers

• Use available vocabulary resources, such as a good
thesaurus or a dictionary of collocations (words commonly the same idea.
used together). – Write a summary of the entire passage.

14
 Listening Skills  Performance Feedback for Test Takers

LEVEL High (22–30) Intermediate (15–21) Low (0–14)

YOUR Test takers who receive a score at the HIGH level, Test takers who receive a score at the INTERMEDIATE Test takers who receive a score at the LOW level,
PERFORMANCE as you did, typically understand conversations and level, as you did, typically understand conversations and as you did, typically understand the main idea and
lectures in English that present a wide range of lectures in English that present a wide range of listening some important details of conversations. However,
listening demands. These demands can include demands. These demands can include difficult vocabulary test takers at the low level may have difficulty
difficult vocabulary (uncommon terms, or colloquial or (uncommon terms or colloquial or figurative language), understanding lectures and conversations in English
figurative language), complex grammatical structures, complex grammatical structures and/or abstract or that involve abstract or complex ideas and recognizing
abstract or complex ideas and/or making sense of complex ideas. However, lectures and conversations the relationship between those ideas. Test takers at
unexpected or seemingly contradictory information. that require the listener to make sense of unexpected this level also may not understand sections of lectures
or seemingly contradictory information may present and conversations that contain difficult vocabulary or
When listening to lectures and conversations like
some difficulty. complex grammatical structures.
these, test takers at the HIGH level typically can:
• understand main ideas and important details, When listening to conversations and lectures like these, Test takers at the LOW level typically can:
whether they are stated or implied; test takers at the INTERMEDIATE level typically can: • understand main ideas when they are stated
• distinguish more important ideas from less • understand explicitly stated main ideas and important explicitly or marked as important, but may have
important ones; details, especially if they are reinforced, but may have difficulty understanding main ideas if they are not
difficulty understanding main ideas that must be inferred stated explicitly;
• understand how information is being used (for or important details that are not reinforced;
example, to provide evidence for a claim or • understand important details when they are stated
describe a step in a complex process); • understand how information is being used (for example, explicitly or marked as important, but may have
to provide support or describe a step in a complex difficulty understanding details if they are not
• recognize how pieces of information are connected process); repeated or clearly marked as important, or if they
(for example, in a cause-and-effect relationship); are conveyed over several exchanges among
• recognize how pieces of information are connected
• understand many different ways that speakers (for example, in a cause-and-effect relationship); different speakers;
use language for purposes other than to give understand, though perhaps not consistently, ways that • understand ways that speakers use language
information (for example, to emphasize a point, speakers use language for purposes other than to give to emphasize a point or to indicate agreement
express agreement or disagreement, or convey information (for example, to emphasize a point, express or disagreement, but generally only when the
intentions indirectly); and agreement or disagreement, or convey intentions information is related to a central theme or is clearly
• synthesize information, even when it is not indirectly); and marked as important; and
presented in sequence, and make correct
• synthesize information from adjacent parts of a lecture • make connections between the key ideas in a
inferences on the basis of that information. or conversation and make correct inferences on conversation, particularly if the ideas are related to a
the basis of that information, but may have difficulty central theme or are repeated.
synthesizing information from separate parts of a
lecture or conversation.

TOEFL iBT Information for teachers

15
 Listening Skills  Performance Feedback for Test Takers
ADVICE FOR Further develop your listening ability with daily Practice listening in English daily. Gradually increase the Practice listening in English daily. Gradually increase
IMPROVEMENT practice in listening in English and by challenging amount of time that you spend listening, the length of the the amount of time that you spend listening, as well as
yourself with increasingly lengthy listening selections listening selections and the difficulty of the material. the length of the individual listening selections.
and more complex listening material. • Listen to different kinds of materials on a variety • Listen to different kinds of materials on a variety
• Listen to different kinds of materials on a variety of topics: of topics:
of topics: – Start with familiar topics; then move to topics that are – Listen to recordings on topics that are familiar to
– Focus on topics that are new to you. new to you. you.
– Listen to academic lectures and public talks. – Listen to audio and video material on tape/DVD or – Listen to recordings of English lessons.
– Listen to audio and video material on TV, radio recorded from TV, radio and the Internet. – Listen to audio and video material on tape/DVD
and the Internet. – Listen to programs with academic content, such as or recorded from TV, radio and the Internet.
– Listen to programs with academic content, such NOVA, BBC and NPR broadcasts. – Listen to short programs with some academic
as NOVA, BBC and NPR broadcasts. – Listen to conversations and phone recordings. content.
– Listen to conversations, phone calls and phone • Listen actively: – Listen to conversations and phone recordings.
recordings. – Take notes as you listen for main ideas and important • Listen actively:
– Take live and audio-recorded tours (e.g., of details. – Take notes as you listen for main ideas and
museums). – Ask yourself about basic information (Who? What? important details.
• Listen actively: When? Where? Why? How?). – Ask yourself about basic information (Who?
– Take notes as you listen for main ideas and – Make predictions about what you will hear next. What? When? Where? Why? How?).
important details. – Summarize. – Make predictions about what you will hear next.
– Make predictions about what you will hear next. – Write down new words and expressions. – Summarize.
– Summarize. • For more difficult material, listen several times: – Write down new words and expressions.
– Write down new words and expressions. • Listen several times to each recording:
1 First listen with English subtitles, if they are available;
• For the more difficult material you have chosen to 2 Then, without subtitles, listen for the main ideas and 1 First listen with English subtitles, if they are
listen to, listen several times: available;
key details;
1 First listen for the main ideas and key details; 2 Then, without subtitles, listen for the main ideas
3 Then listen again to fill in gaps in your basic
2 Then listen again to fill in gaps in your understanding and to understand the connections and key details;
understanding; to understand the connections between ideas, the structure of the talk and the 3 Then listen again to fill in gaps in your basic
between ideas, the structure of the talk and speaker’s attitude. understanding and to understand the connections
the speakers’ attitude; and to distinguish fact between ideas.
from opinion.

TOEFL iBT Information for teachers

16
 Speaking Skills  Performance Feedback for Test Takers
Speaking about Familiar Topics

LEVEL GOOD (3.5 –4.0) FAIR (2.5 –3.0) LIMITED (1.5 –2.0) WEAK (0–1.0)
YOUR Your responses indicate an Your responses indicate you are able to speak in Your responses indicate some Your responses are incomplete.
PERFORMANCE ability to communicate your English about your personal experiences and opinions difficulty speaking in English They contain little or no content
personal experiences and in a mostly clear and coherent manner. Your speech about everyday experiences and and are difficult for listeners to
opinions effectively in English. is mostly clear with only occasional errors. Grammar opinions. Listeners sometimes understand.
Overall, your speech is clear and and vocabulary are somewhat limited and include have trouble understanding you
fluent. Your use of vocabulary some errors. At times, the limitations prevent you because of noticeable problems
and grammar is effective with from elaborating fully on your ideas, but they do not with pronunciation, grammar
only minor errors. Your ideas are seriously interfere with overall communication. and vocabulary. While you are
generally well developed and able to respond partially to the
expressed coherently. questions, you are not able to
fully develop your ideas, possibly
due to limited vocabulary and
grammar.

ADVICE FOR Look for opportunities to speak Think about topics related to student life (what type Give yourself about 20 seconds Practice speaking about
IMPROVEMENT to native speakers of English. of classes you enjoy taking, what is the best place to think about what you did different topics without a lot of
Interaction with others will to study, where you would prefer to live [dorm or off yesterday. After 20 seconds, preparation.
improve your speaking ability. campus]). begin to recount what you did.
Write down several questions
• Ask a native speaker to • Write down two reasons to explain your preference; Try to talk for one minute.
about various topics (for
provide feedback on your practice speaking for one minute about each topic, • Pay attention to your use of example, about your family, your
pronunciation problems using connecting words or phrases to help explain the past tense. hobbies, your friends or your
(if any). your opinion (“the reason I prefer”, “this is important • Try to use connecting words school). Select a question and
to me because”). and phrases, such as “first”, answer it aloud.
Practice speaking for a limited time on different topics “then”, “while I was.”
Think of a story that you are
without a lot of preparation. Make a list of some Give yourself about 20 seconds familiar with. Tell the story to
general speaking topics (people you admire, places to think about what you will several different people. Try to
you enjoy visiting, things you enjoy doing). probably do tomorrow. Try to talk tell the story faster each time.
• Then think of a specific example for each topic (a for one minute. After 20 seconds,
parent, the market, reading books). begin to talk about what you are
• Talk about each one for one minute, explaining what planning to do.
you admire or enjoy about each.
• Repeat your responses to each topic two or three
times to build up fluency.

TOEFL iBT Information for teachers

17
 Speaking Skills  Performance Feedback for Test Takers
Speaking about Campus Situations

LEVEL GOOD (3.5 –4.0) FAIR (2.5–3.0) LIMITED (1.5 –2.0) WEAK (0–1.0)
YOUR Your responses indicate an Your responses demonstrate an ability to speak in Your responses indicate that you Your responses are incomplete.
PERFORMANCE ability to speak effectively English about reading material and experiences have some difficulty speaking in They include little or no
in English about reading typically encountered by university students. English about information from information about the topic.
material and conversations You are able to convey relevant information about conversations, newspaper articles, Your speech is often difficult for
typically encountered by conversations, newspaper articles and campus university publications and so on. listeners to understand, and the
university students. Overall, bulletins; however, some details are missing or While you are able to talk about meaning is unclear.
your responses are clear and inaccurate. Limitations of grammar, vocabulary some of the key information from
coherent, with only occasional and pronunciation at times cause difficulty for the these sources, limited grammar
errors of pronunciation, grammar listener. However, they do not seriously interfere and vocabulary may prevent you
or vocabulary. with overall communication. from fully expressing your ideas.
Problems with pronunciation
make it difficult for listeners to
understand you at times.

ADVICE FOR Look for opportunities to build Practice speaking English about everyday topics Develop friendships with people Take a conversation class. This
IMPROVEMENT your fluency in English. that are important to students’ lives. This will who want to speak English with will help improve your fluency and
• Take risks and engage others develop your fluency and confidence. you. Interaction with others will pronunciation in English.
in conversation in English • Find a speaking partner. Set aside time each improve your speaking ability.
whenever possible. week to practice speaking with your partner If you can’t find a native speaker,
in English. find a friend who wants to practice
• Join an Internet chat room. speaking English and promise to
• If you can’t find a native English speaker, find a speak only English for a certain
friend who wants to practice speaking English period of time.
and promise to speak only English for a certain
period of time.
• Read articles from campus newspapers that can
be found on the Internet. Discuss the articles
with a speaking partner or friend. Practice
summarizing the articles and expressing your
opinions about the articles.

TOEFL iBT Information for teachers

18
 Speaking Skills  Performance Feedback for Test Takers
Speaking about Academic Course Content

LEVEL GOOD (3.5 –4.0) FAIR (2.5 –3.0) LIMITED (1.5 –2.0) WEAK (0–1.0)
YOUR Your responses demonstrate an Your responses demonstrate that you are In your responses, you are able to use Your responses are incomplete.
PERFORMANCE ability to communicate effectively able to speak in English about academic English to talk about the basic ideas from They include little or no
in English about academic topics reading and lecture material, with only minor academic reading or lecture materials, information about the topic.
typical of first-year university communication problems. For the most part, but, in general, you include few relevant Your speech is often difficult for
studies. Your speech is mostly your speech is clear and easy to understand. or accurate details. It is sometimes listeners to understand, and the
clear and fluent. You are able to However, some problems with pronunciation difficult for listeners to understand your meaning is unclear.
use appropriate vocabulary and and intonation may occasionally cause responses because of problems with
grammar to explain concepts difficulty for the listener. Your use of grammar grammar, vocabulary and pronunciation.
and ideas from reading or and vocabulary is adequate to talk about Overall, you are able to respond in a
lecture material. You are able to the topics, but some ideas are not fully general way to the questions, but the
talk about key information and developed or are inaccurate. amount of information in your responses
relevant details with only minor is limited and the expression of ideas is
inaccuracies. often vague and unclear.

ADVICE FOR Record yourself and then listen Practice speaking for a limited time on Practice speaking about current events. Increase your vocabulary and
IMPROVEMENT and transcribe what you said. different academic topics. • Read newspaper articles, editorials improve your grammar in your
• Read a short article from a • Read a short article from a newspaper or and cultural events in English. Share speech.
newspaper or textbook. a textbook. Write down key content words the information that you read with a • Study basic grammar rules
Record yourself summarizing from the article. friend in English. so that your speech is
the article. • Write down 2 or 3 questions about the • Visit a university class and take notes grammatically correct.
• Transcribe the recording and article that include the content words. in the class. Then use your notes to tell • As you learn new words
review the transcription. Think • Practice answering the questions aloud. a friend about some of the information and expressions, practice
about other ways to say the Try to include the content words in your you heard in English. pronouncing them clearly.
same thing. response. • Develop your academic vocabulary. Record yourself as you practice.

• After practicing, record your answers to Write down important new words
the questions. that you come across while
reading or listening and practice
pronouncing them.
• Listen to a weather report and take
notes on what you heard. Then
give the weather report to a friend
in English.

TOEFL iBT Information for teachers

19
 Writing Skills  Performance Feedback for Test Takers
Writing Based on Listening and Reading

LEVEL GOOD (4.0–5.0) FAIR (2.5 –3.5) LIMITED (1.0–2.0)

YOUR You responded well to the task, relating the You responded to the task, relating the lecture Your response was judged as limited due to:
PERFORMANCE lecture to the reading. Weaknesses, if you have to the reading, but your response indicates • failure to understand the lecture or reading
any, might have to do with: weaknesses, such as: passage;
• slight imprecision in your summary of some of • an important idea or ideas may be missing, • deficiencies in relating the lecture to the
the main points, and/or unclear or inaccurate; and/or reading passage; and/or
• use of English that is occasionally • it may not be clear how the lecture and the • many grammatical errors and/or very unclear
ungrammatical or unclear. reading passage are related; and/or expressions and sentence structures.
• grammatical mistakes or vague/incorrect uses
of words may make the writing difficult to
understand.

ADVICE FOR Continue to improve your ability to relate and Practice finding main points. Read and listen to academic articles and other
IMPROVEMENT convey information from two or more sources. • Ask a friend to record news and informational material in your own language. Take notes
For example, practice analyzing reading programs in English from the television or about what you read and hear.
passages in English. radio, or download talks or lectures from • Begin by taking notes in your own language
• Read two articles or chapters on the same the Internet. and then take notes in English.
topic or issue, write a summary of each, and – Listen and take notes. Stop the recording • Summarize the points in complete English
then explain the ways they are similar and the about every 30 seconds to write out a short sentences.
ways they are different. summary of what you heard.
– Replay the recording to check your • Ask your teacher to review your writing and
• Practice combining listening and reading by help you correct your errors.
searching for readings related to talks and summary. Mark places where you are not
lectures with your teacher or a friend. sure if you have understood what was said • Gradually decrease the time it takes you to
or if you are not sure you have expressed read the material and write these summaries.
yourself well. • Practice typing on a standard English
(QWERTY) keyboard.

TOEFL iBT Information for teachers

20
 Writing Skills  Performance Feedback for Test Takers
Writing Based on Knowledge and Experience

LEVEL GOOD (4.0–5.0) FAIR (2.5 –3.5) LIMITED (1.0–2.0)

YOUR You responded with a well-organized and You expressed ideas with reasons, examples You attempted to express your opinion, but
PERFORMANCE developed essay. Weaknesses, if you have any, and details, but your response indicated your response indicates notable deficiencies,
might have to do with: weaknesses, such as: such as:
• use of English that is occasionally • you may not provide enough specific support • your response contains insufficient detail;
ungrammatical, unclear or unidiomatic, and/or and development for your main points; • your ideas and your connections of ideas
• elaboration of ideas or connection of ideas • your ideas may be difficult to follow because are difficult to understand because of many
that could have been stronger. of how you organize your essay or because grammatical errors and/or very unclear
of the language you use to connect your expressions and sentence structure; and/or
ideas; and/or • your response is only marginally related to
• grammatical mistakes or vague/incorrect uses the question that was asked.
of words may make the writing difficult to
understand.

ADVICE FOR Continue to improve your ability to express Write a response to an article or essay in Study the organization of good paragraphs
IMPROVEMENT opinions by studying the ways that published English, taking the opposite viewpoint. and essays. A good paragraph discusses ONE
writers express their opinions. • Outline your response. main idea. This idea is usually written in the first
• Read articles and essays written by sentence, which is called the topic sentence. In
• Note the methods you use to support your essay writing, each paragraph should discuss
professional writers that express opinions ideas.
about an issue (for example, a social, one aspect of the main idea of an essay.
environmental or educational issue). Reread what you have written. • Write paragraphs in English that focus on
– Identify the writer’s opinion or opinions. • Make sure your supporting ideas are clearly one main idea and contain several complete
– Notice how the writer addresses possible related to your main point. sentences that explain or support that idea.
objections to the opinions, if the writer • Ask your teacher to review your paragraphs
discusses these.
• Note what method you use to develop each of
your supporting points. for correctness.
• Make sure you have developed each of your
points in detail. Is there anything more you
could have said to strengthen your points?

TOEFL iBT Information for teachers

21