CAE

CAE stands for Certificate in Advanced English.

This test measures the ability to“use English effectively in social and professional situations and in higher education”.

Developed by Cambridge ESOL - one of three major exam boards which form Cambridge Assessment Group (Cambridge Assessment). Cambridge Assessment, a not-for-profit department of the University of Cambridge, is Europe’s largest assessment agency.

The Common European Framework of Reference for Languages: (CEFR) is a system for describing what learners can do in a foreign language at each of six levels, from A1 (the lowest) to C2 (the highest).Cambridge English exams are developed in accordance with the principles and approach of the CEFR

Settings that use this test: employers, universities, government departments etc.

CAEL

CAEL stands for Canadian Academic English Language Assessment.

This test “is designed to describe the level of English language of test takers planning to study in English-medium colleges and universities.”

“The CAEL Assessment tests ability to use English as it is used in Canadian universities and colleges.”

This test may also be used as a placement tool for students who need to attend English language courses after their admission to university/college programs.

Developed at Carleton University in 1987 as an alternative to other standardized tests which used only multiple-choice constructs.

Settings that use this test: English-medium universities, colleges, some professional organizations.

CanTEST

CanTEST stands for Canadian Test of English for Scholars and Trainees.
This test is a “standardized English proficiency test used to determine if test takers are able to meet the admission requirements of Canadian post-secondary institutions or the fluency requirements of Canadian professional associations.“

Developed at University of Ottawa.

Settings that use this test: English-medium universities, colleges, some professional organizations.

CELBAN

CELBAN stands for Canadian Language Benchmark Assessment for Nurses.This test “is an assessment tool designed to assess the English language proficiency of internationally-educated nurses who are applying for licensure in the nursing profession in Canada.”

The CELBAN was developed in consultation with members of the nursing community from regulatory bodies, associations, unions, nursing refresher programs as well as internationally-educated nurses. It was developed to help ease the current nursing shortage in Canada is to access the pool of internationally-educated nurses who have arrived in Canada, but have encountered obstacles to obtaining employment, such as:recognition of international credentialsrelevant assessment of English language skills in a nursing context. This test was a multi-phase project by CCLB (Centre for Canadian Language Benchmarks) and was funded by the governments of Alberta, BC, Ontario, and Manitoba, as well as the Department of Citizenship and Immigration Canada.

Settings that use this test: Nursing licensing bodies across Canada.

CLBA

CLBA stands for Canadian Language Benchmark Assessment.This test is a “task-based assessment instrument for adult newcomers to Canada” and measures English language proficiency in all four language skills on the scale of the Canadian Language Benchmarks 1 to 8. The CLBA is to be used for “providing learner recognition for the level of English ability including rate or degree of progress”. This test also“assists agencies in determining the level of language proficiency for purposes of eligibility determination for language training programs; needs assessment; referral to appropriate training; and provides assistance to employers in the development of appropriate training programs for their ESL learner employees”.CLB PT(CLB placement test) is a shorter version of the test.

The CLBA was developed by the Peel Board of Education, Community Education, in Ontario and was commissioned by Citizenship and Immigration Canada in 1995-96. The CLBA is administered by certified assessors in test centres across Canada. It is offered through federally contracted CLBA Assessment Centres and is also provided through Boards of Education, Immigrant Referral Agencies and Colleges in Alberta, Manitoba and Ontario.

Settings that use this test: Language Instruction for Newcomers to Canada (LINC), Enhanced Language Training (ELT) programs, many TESL/TESOL teacher-training programs,employment and training programs, some colleges and universities, community and workplace settings.

CPE

CPE stands for Certificate of Proficiency in English.
This test “is aimed at people who use English for professional or study purposes.” This test is the highest level Cambridge ESOL exam and is intended for test takers who “can functioneffectively in almost any English-speaking context and are approaching a standard of English similar to that of a native speaker.”

Settings that use this test: Educational organizations, accountancy and finance, governments, healthcare, corporations etc.

IELTS

IELTS stands for International English Language Testing System.This test “measures ability to communicate in English across all four language skills (listening, reading, writing and speaking) for people who intend to study or work where English is the language of communication”.In use since 1989. IELTS is jointly managed by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL).

Settings that use this test: English-medium universities, colleges, professional organizations, Immigration Canada (proof of English language ability).

MELAB

MELAB stands for Michigan English Language Assessment Battery.

This test “evaluates advanced-level English language competence of adult nonnative speakers of English such as: students applying to educational

institutions where the language of instruction is English; professionals who need English for work or training purposes”.

Developed by the English Language Institute (ELI) at the University of Michigan.

Settings that use this test: English-medium universities, colleges, some professional organizations.

TOEFL IBT

TOEFL IBT stands for Test of English as a Foreign Language -Internet-based Test.

This test “ measures the ability of nonnative speakers of English to use and understand English as it is spoken, written, and heard in college and

university settings. This test also “emphasizes integrated skills and provides better information to institutions about students' ability to communicate

in an academic setting and their readiness for academic coursework”.

Developed by ETS in response to the need for greater authenticity in test materials and test tasks. Test was first administered in September 2005

and replaced the TOEFL CBT which was discontinued.

Settings that use this test: English-medium universities, colleges, professional organizations.

TOEFL PBT

TOEFL PBT stands for Test of English as a Foreign Language- Paper-based Test.

This test “ measures the ability of nonnative speakers of English to use and understand English as it is spoken, written, and heard in college and

university settings.

Developed by ETS. Test was first administered in 1964.

Settings that use this test: English-medium universities, colleges, professional organizations.

TOEIC

TOEIC stands for Test of English for International Communication.

This test “measures the everyday English skills of people working in an international environment”.

Developed by ETS in 1979 for the Japanese Ministry of Trade and Industry.

Settings that use this test: International employers, corporations (for promotion / new positions), nursing professions.

CAE

The CAE is comprised of five papers:

Reading: 1 hour 15 minutes. 4 parts / 34 questions. Shows you can deal confidently with different types of text. Part 1 - three themed texts with two multiple-choice questions on each text. Part 2 - gapped text task – paragraphs removed. Part 3 - multiple choice. Part 4 - multiple matching.

Writing: 1 hour 30 minutes. 2 Parts. Part 1 - compulsory task from: article, report, proposal, letter (180-220 words). Part 2 - Q.2-4 choice of one task from the following: article, letter, report, proposal, review, competition entry, contribution, to a longer piece, essay, information sheet. Q.5 task-based on set texts –task types from: essay, review, article, report; two set books to be used, with a question on each text (220-260 words).
Use of English: 1 hour. 50 questions. Part 1 - multiple-choice cloze. Part 2 - open cloze. Part 3 - word formation. Part 4 - gapped sentences.Part 5 - key word transformations.

Listening: 40 minutes. 30 questions. Part 1 - multiple choice – three short unrelated extracts; exchanges between interacting speakers; two questions per text Part 2 - sentence completion – a monologue (could be introduced by a presenter). Part 3 - multiple choice – a conversation between interacting speakers.

Part 4 - multiple matching – five short themed monologues. Two linked tasks, requiring selection from list of eight options. All texts will be heard twice.
Speaking: 15 minutes. Part 1 - conversation between the interlocutor and each candidate (spoken questions). Part 2 - individual one-minute ‘long turn’ for each candidate with brief response from second candidate; each candidate is given three visual stimuli, with questions. Part 3 - two-way conversation betweenthe candidates (visual and written stimuli, with spoken instructions). Part 4 - discussion on topics related to Part 3 (spoken questions). The speaking test is taken with one or two other candidates.

Overall test time: approx. 4 hours 40 min.

CAEL

The CAEL is a topic-based performance test. It is comprised of an integrated set of language activities: test takers read articles, listen to a lecture,

answer questions and write a short essay - all on one subject. The test uses constructed response rather than multiple-choice items. Tasks and

activities are sampled from those commonly encountered within an academic setting. The content is drawn from introductory university courses,

at times when professors are introducing new topics, with the expectation that the students know little or nothing about the content.

Listening: Test takers listen to a pre-recorded lecture on the same topic as the reading and writing section. While listening test takers take notes

and respond to tasks related to the lecture. 6 different task types incl. identifying main ideas, completing charts, sequencing information etc.

Reading:Two readings on the same topic as listening and writing section. Drawn from university textbooks, academic journals, brochures etc.

5 different task types incl. identifying main ideas, understanding vocab. in context, extracting specific information, etc.

Writing: Final task of the test. Essay topic is provided at the beginning of test. Test takers should use information from reading and listening

section to answer the essay question.

Speaking: Oral Language Test (OLT). 25 min. Tape-mediated test of spoken English for academic purposes. 5 tasks incl. making short

presentations, relaying information, explaining choices, listening and responding to group discussions, summarizing main points.

Overall test time: Written test lasts approx. 2 hours. The Oral Language Test is 25 min.

CanTEST

Listening: 50 min. Listening passages vary in length from 1 to 5 minutes. 40 multiple-choice or short-answer questions. Includes dialogues, announcements, interviews, and short lectures.The entire listening section is played twice so that test takers can double-check their answers.Reading: approx 60 min. Two sections: skimming and scanning (10 to 20 questions) and reading comprehension (50 min). Short answer questions, multiple-choice, cloze test. Texts include newspapers, university calendars, web pages, bibliographies etc.
Writing: 45 min. Short essay of 250-300 words on assigned topic, which may include a graph or diagram.Speaking: Optional. ca. 15 min. Face-to-face oral interview with two evaluators. Questions on topics of personal, professional, general interest.Overall test time: Approx. 2 ½ hours.

CELBAN

The context and content of all tasks in the CELBAN are based on data collected from the analysis of the English language demands of the nursing profession across Canada. Tasks were created by the test developers with input from nursing instructors/consultants to ensure authenticity. Note: CELBAN offers a free on-line CELBAN readiness self-assessment designed to assist test takers in determining their readiness to take the official test.

Speaking: 30 min. Includes an oral interview and two role plays. Two assessors carry out the assessment, which is also tape-recorded for future reference if needed. During the two role plays the test taker is asked to interact with the “patient” (one of the assessors) by asking questions to obtain information, to give instructions and to offer explanations. Test takers are asked to answer questions to demonstrate their ability to narrate, describe, summarize, synthesize, state and support opinion, and advise.Listening: 45 min. Multiple-choice, some charts. There are five video scenarios (in various settings including hospital, home, clinic, and medical office) and four audio scenarios (phone calls and shift-to-shift report). Scenarios include interactions between nurses and patients, family members, and other professionals.Reading: Two sections: skimming and scanning (10 min.) and reading comprehension (40 min.). Short answer questions, multiple-choice questions, cloze exercise. Text includes various formats, such as charts, patient notes, manuals, and information texts related to health issues.Writing: Two sections. 1. Form-filling (10 minutes): Candidate views a video scenario and fills in a form based on that scenario. 2. Report writing (20 minutes): Candidate writes a narrative report based on information provided.Overall test time: 3 hours (group assessment) plus 20-30 minutes for the speaking assessment (individual assessment).

CLBA

The CLBA is a task-based assessment instrument.

Listening and Speaking: 15-35 min. One-on-one, progressive interview with a CLBA assessor . Prompts include assessor questions, photographs, video task, audio tasks. Task types include following and responding to questions and instructions, taking part in a short conversation, telling a story, relating video-mediated information, discussing concrete information on a familiar topic, synthesizing abstract ideas on a familiar topic.Reading: 45 min – 1h 45 min. A series of tasks in two test packages: Stage I (Benchmarks 1 - 4), Stage II (Benchmarks 5 – 8). Multiple-choice and short answer questions. Task types include instructions, formatted text, unformatted text, information.Writing:45 min – 1h 45 min. A series of tasks in two test stages: Stage I (Benchmarks 1 - 4), Stage II (Benchmarks 5 – 8). Task types include copying / reproducing information , fill out simple/complex forms, describing personal situations, conveying formal messages, writing a letter, composing a memo.

Overall test time: varies from 1h 45 min – over 3 hours depending on test taker language ability.

CPE

The CPE is comprised of five papers:

Listening: approx. 40 min. 4 parts. Speaking texts are taken from a variety of text types including interviews, discussions, lectures and conversations. It tests the ability to understand the meaning of spoken English, to extract information from a spoken text and to understand speakers' attitudes and opinions.Task types incl. Multiple-choice questions, sentence completion, multiple matching.
Reading: 1 hour 30 min. 4 parts. Task types incl multiple-choice questions, lexical cloze, gapped text.Texts taken from a wide range of sources, including fiction and non-fiction books, journals, newspapers and magazines. It includes understanding of text content, organisation and structure, and the development of ideas, opinions and attitudes.
Use of English: 1 hour 30 min. 5 parts. Grammar and vocabulary questions. Task types incl. gap-filling and word formation exercises, comprehension questions and a summary writing task.
Writing: 2 hours. 2 parts. 1. Write article, essay, proposal, letter in response to text extract taken from newspapers, magazines, letters, quotations etc. 300-350 words. 2. Write article, essay, proposal, review, report on either a contextualized writing task or prescribed list of two books (prescribed fiction novel that candidate has read before the exam) 300-350 words.
Speaking: approx. 19 min. Contains three parts, which take the form of an interview section, a collaborative task and individual long turns with follow-up discussion. Candidates are provided with picture and written stimuli and they normally take the Speaking Test in pairs.

Overall test time: approx. 6 hours.

IELTS

Listening: Four sections of recorded texts which increase in difficulty as the test progresses; mixture of conversation and dialogues. 7 differenttask types incl. forms, notes, table,matching, multiple-choice, classification, etc.Reading: Three passages which are based on authentic texts drawn from books, magazines, journals. 10 different task types incl. multiple-choice,short answer, sentence completion, labelling a diagram etc.Writing: Two tasks: 1. Write a 150 word report based on material found in a table or diagram, demonstrating ability to describe and explain.2. Short essay of 250 words in response to an opinion or problem. Expected to demonstrate ability to discuss issues, construct an argument,and use appropriate tone and register.Speaking: 10 -15 min. One-on-one interaction between test taker and examiner. Requires test taker to describe, narrate, and provideexplanations on personal and general interest topics.

Overall test time: 2 hours 45 min.

MELAB

Composition: 30-minute writing task. Test takers may choose from one of two prompts and are expected to write between 200 to 300 words.

Listening: multiple-choice, tape-recorded test which contains 50 questions and lasts about 30 min. There are approx. 25-35 short questions,statements or dialogues and two longer discourse segments (3-5 min each), followed by 5-14 questions each.

GCVR (Grammar/Cloze/Vocabulary/Reading): consists of 100 multiple-choice items and lasts 75 min. There are 30 grammar items,

20 cloze items, 30 vocabulary items, and 20 reading items. The reading comprehension passages are adapted from books, magazines,

internet sources.

Speaking: Optional. Face-to-face interactive oral interview lasting 10-15 minutes. Examiner asks questions about background,

future plans, opinions on certain issues etc.

Overall test time: 2 ½ to 3 ½ hours.

TOEFL IBT

The TOEFL ibt (internet-based test) has replaced the TOEFL cbt (computer-based test), which was discontinued in Sept. 2006.

Reading: 3-5 passages from academic texts (approx. 700 words long). 12-14 comprehension questions per passage.

Listening: contains 2-3 conversations with two speakers; each 3 minutes long with 5 questions each.4-6 lectures, some with classroom

dialogue; each lecture is 3-5 minutes long with 6 questions each.

Speaking: consists of 6 tasks. Two tasks require test takers to speak about familiar topics; two tasks require test takers to listen to spoken information

and respond to it; and two require test takers to read a short text, listen to spoken information that pertains to the reading and respond to what they

have read and heard. Of the latter four tasks, two are set in campus situations, and two tasks contain academic content.

Writing: consists of 2 tasks. The first requires the test taker to read a short academic text, listen to a short lecture on a related topic, and

then write a response that integrates information from both sources. The second task requires the test taker to write about a familiar topic.

Overall test time: approx. 4 ½ hours.

TOEFL PBT

The TOEFL pbt (paper-based test) pre-dates the computer-based and internet-based exams.

Listening: 50 multiple-choice questions divided into three parts: 1. 30 questions about short conversations. 2. 8 questions about longer

conversations. 3. 12 questions about lectures or talks.

Structure and Written Expression: 40 multiple-choice questions including sentence completion (15 items) and error identification (25 items).

Reading: 50 multiple-choice questions.

Test of Written English (TWE): 30 minutes. Test takers are asked to write a 250-300 word essay on an assigned topic.

Overall test time: approx. 4 hours.

TOEIC

Test content is based on a great variety of workplace topics incl. corporate development, entertainment, health, manufacturing, finance,

technical areas, travel etc.

Listening: 100 multiple-choice questions. Test-takers listen to statements, questions, conversations, and talks and then answer questions

about them. Divided into four parts: photographs (10 questions), question-response (30 questions), conversations (30 questions), talks (30 questions).

Reading: 100 multiple-choice questions. There are 40 incomplete sentence items, 12 text completion items, 28 single reading passage items,

20 double passage items.

Overall test time: 2 hours.

There are new optional speaking and writing components to the TOEIC that are delivered via the internet.

Speaking: 11 questions, 20 minutes. Test tasks include: reading a text aloud, describing a picture, responding to questions, proposing a

solution, and giving an opinion.

Writing: 8 questions, 60 minutes. Test tasks include: writing a sentence based on a picture, responding to a written request, and writing

an opinion essay.

CAE

The five CAE papers total 200 marks, after weighting. Papers 1 to 5 are weighted to 40 marks. A candidate’s CPE grade is based on the total score gained by the candidate across all five papers. Participants do not pass or fail in a particular paper or component but rather in the examination as a whole. There are three pass grades (A, B and C); certificates are awarded to candidates who achieve these grades. There are two failing grades (D and E). Every candidate is provided with a statement of results, which includes a graphical display of the candidate’s performance in each component, shown against the scale Exceptional-Good-Borderline-Weak. The statement also includes a standardized score out of 100 which allows candidates to see exactly how they performed. Grade A: 80% and above Grade B: 75% to 79% Grade C: 60% to 74% Grade D: 55-59 Grade E: 54 marks or below.

The Common European Framework of Reference for Languages: (CEFR) is a system for describing what learners can do in a foreign language at each of six levels, from A1 (the lowest) to C2 (the highest). Cambridge English exams are developed in accordance with the principles and approach of the CEFR. Candidates achieving Grades B and C at Cambridge English: Advanced will receive certificates at Level C1. Exceptional candidates sometimes display ability beyond the C1 level. To recognise this, candidates achieving Grade A will receive a Cambridge English: Advanced certificate, which indicates that their performance is at C2 Level.

CAEL

The CAEL score report provides a profile of English proficiency in the four skills of academic listening, reading, writing and speaking.Results range from band level 10 to 90. Each band score corresponds to a descriptive statement summarizing the level of English of a test taker. The writing section is marked by a team of three raters in a "collaborative read-aloud marking protocol". The listening and reading sections are marked by raters using detailed marking keys. The speaking section is scored using a detailed analytic scoring criterion.The overall result reported to test takers is neither an average nor summation of the four sub-tests. A placement team meets to consider the entire score profile as well as factors such as performance in specific sub-tests before assigning an overall result. After completing the CAEL, test takers can request a Diagnostic Interview which includes an analysis of their results, detailed feedback on the writing section, and generalized comments on listening, reading, and speaking sections.

CanTEST

CanTEST scores are reported as Bands from 1.0 to 5.0. Occasionally Band 5.0+ is awarded for an exceptional performance. Half bands are also reported. Descriptions of the levels of performance corresponding to each band are printed on the official score report and in the Information Booklet for Test Candidates. Separate descriptions of Writing and Oral Bands are also available.

CELBAN

CELBAN scores are assigned as CLB (Canadian Language Benchmark) levels (1-12). Criteria for scoring speaking tasks is based on CLB descriptors: General use of English language, intelligibility, organization, fluency, use of cohesive devices, adequacy of vocabulary for purpose, grammar, use of strategies, speaking tasks demonstrated. Criteria for scoring writing tasks is based on CLB descriptors: Criteria for form-filling:conventions of form filling (spelling, legibility, point form), necessary information included (main points & supporting details). Criteria for report writing: effectiveness, grammar, discourse/fluency, vocabulary for purpose/content. Scores in each of speaking, listening, reading, and writing are assigned as CLB levels. Feedback on strengths and weaknesses in speaking and writing is provided on the score report that is mailed to candidate.

Nursing licensing bodies in Canada require candidates to meet the following minimum language requirements: Speaking CLB 8, Listening CLB 9, Reading CLB 8, Writing CLB 7.

CLBA

CLBA scores are reported as Benchmarks from 1 to 8. The scoring of the Speaking and Listening portion of the assessment takes place during administration of the test. The assessor uses an Assessment Form to record and comment on the test taker's performance as well as an Assessment Guide which includes scoring criteria. The interview continues until a 'performance threshold' is reached and a score assigned in accordance with 8 Benchmark descriptors. Test taker performance in each task of the reading section is converted into a 'performance indicator' of 1 (unsuccessful performance), 2 (marginal success), or 3 (successful performance), totalled into a composite score from 4 to 12, and then converted into a Benchmark. Test taker performance in each of the writing tasks is assigned a performance indicator of 1, 2, 3 or 4, which are determined with reference to a 'Decision Tree' which outlines the primary and secondary objectives of each task, totalled into a composite score from 4 to 16, and then converted to a Benchmark. Test takers receive a separate Benchmark score for Listening/Speaking, Reading, and Writing.

CLB PT is conducted and reported in a similar way, but is a shorter test.

CPE

The five CPE papers total 200 marks, after weighting. Papers 1 to 5 are weighted to 40 marks. A candidate’s CPE grade is based on the total score gained by the candidate across all five papers. Participants do not pass or fail in a particular paper or component but rather in the examination as a whole. There are three pass grades (A, B and C); certificates are awarded to candidates who achieve these grades. There are two failing grades (D and E). Every candidate is provided with a statement of results, which includes a graphical display of the candidate’s performance in each component, shown against the scale Exceptional-Good-Borderline-Weak. The statement also includes a standardized score out of 100 which allows candidates to see exactly how they performed. Grade A: 80% and above Grade B: 75% to 79% Grade C: 60% to 74% Grade D: 55-59 Grade E: 54 marks or below.

The Common European Framework of Reference for Languages: (CEFR) is an internationally recognized system for describing what learners can do in a foreign language at each of six levels, from A1 (the lowest) to C2 (the highest). Cambridge English exams are developed in accordance with the principles and approach of the CEFR. Candidates who achieve pass grades on the CPE are at level C2 of the CEFR.Once awarded, Cambridge ESOL CPE certificates are valid for life.

IELTS

IELTS Listening and Reading papers contain 40 items and each correct item is awarded one mark;the maximum raw score a candidate can achieve on a paper is 40. Band scores ranging from Band 1 to Band 9 are awarded to candidates on the basis of their raw scores. When marking the Writing and Speaking sub-tests, examiners use detailed performance descriptors which describe written and spoken performance at each of the 9 IELTS bands. Candidates receive a Test Report Form setting out their Overall Band Score and their scores on each of the four sub-tests: Listening, Reading, Writing and Speaking. Each of the sub-test scores is equally weighted. The Overall Band Score is calculated by taking the mean of the total of the four individual sub-test scores.

MELAB

The final MELAB score is an average of the three test components (composition, listening, and grammar/cloze/vocabulary/reading comprehension) and ranges from 49 to 94+. Compositions are rated according to a ten-point holistic scale ranging from 53 (lowest) to 97 (highest). Scores are assigned in increments of 6 points. In addition to a number score, test takers are also given one or more letter codes, indicating a particular area of strength or weakness. The speaking component (optional) is rated according to a four-point scale ranging from 1-poor/weak speaker to 4-excellent speaker. Raters also evaluate “salient features” of the speaker, including fluency, intelligibility, interaction, vocabulary, and grammar.

TOEFL IBT

Each section in the TOEFL IBT is reported on a scale that ranges from 0-30 and the total score is the sum of the four section scaled scores.The maximum score is 120. Reading and listening sections are computer-scored. ETS test raters rate each of the six speaking task responses on a scale of 0-4. The average of all speaking scores is converted to a scaled score of 0-30. ETS test raters evaluate the two writing tasks on a scale of 0-5. The average of the writing tasks is converted to a scaled score of 0-30. The separate test sections are not scaled against each other because each section assesses a different language ability. Thus, a score of 20 in reading cannot be considered in any sense “equivalent” to a score of 20 in writing. Test takers can interpret their results with the help of a performance feedback brochure, which also includes advice for improvement. This document provides three performance descriptors (low, medium, high) for reading and listening; four descriptors for speaking (weak, limited, fair, good); and three descriptors for writing (limited, fair, good).

TOEFL PBT

The final TOEFL PBT score ranges from 310 to 677 and is based on three sub-scores (listening, structure, reading). The TWE score is reported separately on a scale from 0-6.Test takers are required to write the Test of Written English (TWE).

TOEIC

The final TOEIC score is determined by the number of correct answers, which are then converted to a scaled score ranging from 10-990.Listening and Reading are reported as sub-scores, each ranging from 5-495. Score descriptors are provided (three descriptors for listening;four descriptors for reading) highlighting strengths and weaknesses in different score ranges.T he rating process for the speaking and writing components takes place over an online-scoring network, where they are scored by ETS test raters. Results for the speaking section are reported on a scale from 0-200 and are divided into 8 proficiency levels. Results for the writing section are reported on a scale of 0-200 and are divided into 9 proficiency levels.

Score requirement

Note: Test developers do not set “passing scores”. Each university, college, institution, etc. is called upon to set their own acceptance

scores depending on their needs.