Mapping Table TOEIC ® LISTENING AND READING

TEST SCORES AND THE CEFR LEVELS*

1 IDENTIFY THE TOTAL MINIMUM SCORE NEAREST TO THE ACHIEVED SCORE 2 TRANSLATE THE ACHIEVED SCORE INTO THE CORRESPONDING CEFR LEVEL2 3 FIND THE GENERAL DESCRIPTION RELATED TO THE ACHIEVED SCORE

TOTAL MINIMUM TOEIC® LISTENING TOEIC® READING

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SCORES1 CEFR LEVELS CEFR GENERAL DESCRIPTION
MINIMUM SCORE MINIMUM SCORE
(10 TO 990 PTS)
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself
Proficient user - fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively
945 pts 490 455 3
Effective Operational C1 for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects,
TOTAL Proficiency showing controlled use of organizational patterns, connectors and cohesive devices.
MINIMUM
SCORE

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Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions
FREQUENTLY
Independent user - in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction
t

REQUIRED BY
HIGHER
785 pts 400 385 Vantage B2 with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range
EDUCATION of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
AND
COMPANIES Can understand the main points of clear standard input on familiar matters regularly encountered in work, school,
Independent user - leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can
550 pts 275 275 Threshold B1 produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and
events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very
Basic user - basic personal and family information, shopping, local geography, employment). Can communicate in simple and
225 pts 110 115 Waystage A2 routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in
simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a
Basic user - concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such
120 pts 60 60 Breakthrough A1 as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other
person talks slowly and clearly and is prepared to help.
1 The range of total scores associated with each CEFR level is estimated by adding the 2 CEFR: The Common European Framework of Reference for Languages outlines an The benchmarking study of the TOEIC Listening and Reading scores to the Common
relevant cut scores from the Listening and Reading test section CEFR mappings. ascending series of common reference levels for describing learner proficiency. European Framework of Reference (CEFR) was conducted by Tannenbaum, R.J., &
Whenever possible, ETS encourages score users to consider CEFR levels separately This CEFR describes both knowledge and skills in positive “can-do” statements Wylie, E.C-2006. The results of the standard setting are recommended minimum
for Listening and Reading rather than using a single overall estimate based on the at six levels of proficiency for different language skills from A1 level (Basic User score requirements, or cut scores. The mapping of TOEIC test scores to each CEFR
total score. This approach is more precise and considers a test taker’s language - Breakthrough) to C2 level (Proficient User - Mastery). For more information see level in this particular study are presented as guidelines for minimum thresholds for
profile, which may differ between listening and reading comprehension. https://www.ets.org/pdfs/toeic/toeic-mapping-cefr-reference.pdf each level. ETS does not recommend to use the minimum cut scores strictly. For
N.B: For A1 to B1 levels ETS advises to take the TOEIC Bridge® tests. TOEIC Listening and 3 TOEIC® Reading C1 minimum score is based on 45 percent of the panellists. more information about this study please contact us at [email protected].
Reading scores are reported in 5-point increments.

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t
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 Mapping Table TOEIC ® SPEAKING AND WRITING TESTS
SCORES AND THE CEFR LEVELS*
1 IDENTIFY THE MINIMUM SCORE NEAREST TO THE ACHIEVED SCORE 2 TRANSLATE THE ACHIEVED SCORE INTO THE CORRESPONDING CEFR LEVEL* 3 FIND THE GENERAL DESCRIPTION RELATED TO THE ACHIEVED SCORE

TOEIC® SPEAKING TOEIC® WRITING CEFR LEVELS CEFR GENERAL DESCRIPTION

MINIMUM SCORE MINIMUM SCORE

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Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/
Proficient user -
1 1 herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly
180 180 Effective Operational C1 and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on
Proficiency complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
MINIMUM
SCORE
FREQUENTLY Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions
REQUIRED BY Independent user - in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction
160 150 B2

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t

HIGHER Vantage with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range
EDUCATION
AND of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
COMPANIES
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school,
Independent user - leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
120 120 Threshold B1 Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences
and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very
basic personal and family information, shopping, local geography, employment). Can communicate in simple and
90 70 Basic user - Waystage A2 routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe
in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of
Basic user - a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details
50 30 Breakthrough A1 such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the
other person talks slowly and clearly and is prepared to help.

* CEFR: The Common European Framework of Reference for Languages outlines an ascending series of common reference levels TOEIC Speaking and Writing scores are reported in 10-point increments. No total score is reported.
for describing learner proficiency. This CEFR describes both knowledge and skills in positive “can-do” statements at six levels of The benchmarking study of the TOEIC Speaking and Writing scores to the Common European Framework of Reference (CEFR)
proficiency for different language skills from A1 level (Basic User - Breakthrough) to C2 level (Proficient User - Mastery). For more was conducted by Tannenbaum, R.J., & Wylie, E.C-2006. The results of the standard setting are recommended minimum score
information see https://www.ets.org/pdfs/toeic/toeic-mapping-cefr-reference.pdf requirements, or cut scores. The mapping of TOEIC test scores to each CEFR level in this particular study are presented as guidelines
1
These cut scores were adjusted from the recommended study values. for minimum thresholds for each level. ETS does not recommend to use the minimum cut scores strictly.
N.B: For A1 to B1 levels ETS advises to take the TOEIC Bridge® tests. For more information about this study please contact us at [email protected].

For more information about the TOEIC Speaking and Writing tests: TURN THE PAGE TO KNOW

t
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 TOEIC® LISTENING AND READING TEST SCORE DESCRIPTORS
LISTENING TOTAL TOEIC Listening and Reading score (from 10 to 990 points) =
Listening part
(from 5 to 495 points) t
+ Reading part
t (from 5 to 495 points)
READING
LEVEL STRENGTHS WEAKNESSES LEVEL STRENGTHS WEAKNESSES

≈ 400 TEST TAKERS WHO SCORE AROUND 400 TYPICALLY HAVE TEST TAKERS WHO RECEIVE A SCORE AT THIS LEVEL ≈ 450 TEST TAKERS WHO SCORE AROUND 450 TYPICALLY HAVE THE TEST TAKERS WHO SCORE AROUND 450 TYPICALLY HAVE
points THE FOLLOWING STRENGTHS: TYPICALLY HAVE WEAKNESSES ONLY WHEN UNCOMMON FOLLOWING STRENGTHS: WEAKNESSES ONLY WHEN THE INFORMATION TESTED IS
points
•exchanges
They can infer the central idea, purpose, and basic context of short spoken
across a broad range of vocabulary, even when conversational
GRAMMAR OR VOCABULARY IS USED. •inferences
They can infer the central idea and purpose of a written text, and they can make
about details.
PARTICULARLY DENSE OR INVOLVES DIFFICULT VOCABULARY.

responses are indirect or not easy to predict. •is paraphrased.

They can read for meaning. They can understand factual information, even when it
• They can infer the central idea, purpose, and basic context of extended
spoken texts across a broad range of vocabulary. They can do this even when •between
They can connect information across an entire text, and they can make connections
the information is not supported by repetition or paraphrase and when it is two related texts.
necessary to connect information across the text. •words,
They can understand a broad range of vocabulary, unusual meanings of common
• They can understand details in short spoken exchanges, even when
negative constructions are present, when the language is syntactically
and idiomatic usage. They can also make distinctions between the meanings of
closely related words.
complex, or when difficult vocabulary is used. • They can understand rule-based grammatical structures. They can also understand
• They can understand details in extended spoken texts, even when it is
necessary to connect information across the text and when this information is
difficult, complex, and uncommon grammatical constructions.

not supported by repetition. They can understand details when the information ≈ 350 TEST TAKERS WHO SCORE AROUND 350 TYPICALLY HAVE THE TEST TAKERS WHO SCORE AROUND 350 TYPICALLY HAVE THE
is paraphrased or when negative constructions are present. FOLLOWING STRENGTHS: FOLLOWING WEAKNESSES:
points
•inferences
They can infer the central idea and purpose of a written text, and they can make • They do not connect information across a wide area within a text.
≈ 300
points
TEST TAKERS WHO SCORE AROUND 300 TYPICALLY HAVE
THE FOLLOWING STRENGTHS:
TEST TAKERS WHO SCORE AROUND 300 TYPICALLY HAVE THE
FOLLOWING WEAKNESSES: •is paraphrased.
about details.
• They do not consistently understand difficult vocabulary, unusual meanings of com-
They can read for meaning. They can understand factual information, even when it mon words, or idiomatic usage. They usually cannot make distinctions between the
•shortThey can sometimes infer the central idea, purpose, and basic context of • They have difficulty understanding the central idea, purpose, and basic context

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meanings of closely related words.
spoken exchanges, especially when the vocabulary is not difficult. of short spoken exchanges when conversational responses are indirect or difficult •vocabulary
They can connect information across a small area within a text, even when the
•extended
They can understand the central idea, purpose, and basic context of to predict or when the vocabulary is difficult.
spoken texts when this information is supported by repetition or • They do not understand the central idea, purpose, and basic context of •difficult
and grammar of the text are difficult.
They can understand medium-level vocabulary. They can sometimes understand
paraphrase. vocabulary in context, unusual meanings of common words, and idiomatic
extended spoken texts when it is necessary to connect information within the
•medium-level
They can understand details in short spoken exchanges when easy or text or when difficult vocabulary is used.
usage.
•difficult,
vocabulary is used. • They do not understand details in short spoken exchanges when language is They can understand rule-based grammatical structures. They can also understand
complex, and uncommon grammatical constructions.
•information
They can understand details in extended spoken texts when the syntactically complex or when difficult vocabulary is used. They do not usually
is supported by repetition and when the requested information understand details that include negative constructions. TEST TAKERS WHO SCORE AROUND 250 TYPICALLY HAVE THE TEST TAKERS WHO SCORE AROUND 250 TYPICALLY HAVE THE
≈ 250
comes at the beginning or end of the spoken text. They can understand details
•toThey

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do not understand details in extended spoken texts when it is necessary FOLLOWING STRENGTHS: FOLLOWING WEAKNESSES:
points
when the information is slightly paraphrased. connect information across the text or when the information is not supported
• They can make simple inferences based on a limited amount of text. • They do not understand inferences that require paraphrase or connecting information.
They can locate the correct answer to a factual question when the language of the text • They have a very limited ability to understand factual information expressed as a
by repetition. They do not understand most paraphrased information or difficult
grammatical constructions. •matches the information that is required. They can sometimes answer a factual question paraphrase using difficult vocabulary. They often depend on finding words and phrases
when the answer is a simple paraphrase of the information in the text. in the text that match the same words and phrases in the question.
≈ 200 TEST TAKERS WHO SCORE AROUND 200 TYPICALLY HAVE TEST TAKERS WHO SCORE AROUND 200 TYPICALLY HAVE THE
• They can sometimes connect information within one or two sentences. • They usually do not connect information beyond two sentences.
points THE FOLLOWING STRENGTHS: FOLLOWING WEAKNESSES:
understand short (single-sentence) descriptions of the central • They do not understand the central idea, purpose, or basic context of short
•ideaTheyof acanphotograph. • They can understand easy vocabulary, and they can sometimes understand medium-
level vocabulary.
• They do not understand difficult vocabulary, unusual meanings of common words,
or idiomatic usage. They usually cannot make distinctions between the meanings of

•ofTheyextended
spoken exchanges, even when the language is direct and no unexpected
can sometimes understand the central idea, purpose, and basic context information is present.
• They can understand common, rule-based grammatical structures. They can make
correct grammatical choices, even when other features of language, such as difficult
closely related words.
• They do not understand more-difficult, complex, or uncommon grammatical
spoken texts when this information is supported by a lot of • They do not understand the central idea, purpose, and basic context of vocabulary or the need to connect information, are present. constructions.
repetition and easy vocabulary. extended spoken texts when it is necessary to connect information across the
•ofThey can understand details in short spoken exchanges and descriptions text or when the vocabulary is somewhat difficult.
photographs when the vocabulary is easy and when there is only a small • They do not understand details in short spoken exchanges when somewhat
≈ 150 TEST TAKERS WHO SCORE AROUND 150 TYPICALLY HAVE THE
FOLLOWING STRENGTHS:
TEST TAKERS WHO SCORE AROUND 150 TYPICALLY HAVE THE
FOLLOWING WEAKNESSES:
points
amount of text that must be understood.
•information
difficult vocabulary is used or when the language is syntactically complex. They
They can understand details in extended spoken texts when the requested do not understand details that include negative constructions.
•is necessary
They can locate the correct answer to a factual question when not very much reading • They cannot make inferences about information in written texts.
and when the language of the text matches the information that is required. • They do not understand paraphrased factual information. They rely on matching
comes at the beginning or end of the text and when it matches
•requested
They do not understand details in extended spoken texts when the • They can understand easy vocabulary and common phrases. words and phrases in the text to answer questions.
the words in the spoken text. information is heard in the middle of the text. They do not understand •notTheyverycanmuchunderstand the most-common, rule-based grammatical constructions when • They are often unable to connect information even within a single sentence.
paraphrased information or difficult grammatical constructions. reading is necessary. • They understand only a limited range of vocabulary.
•features,
They do not understand even easy grammatical constructions when other language
such as difficult vocabulary or the need to connect information, are also
required.
 TOEIC® SPEAKING AND WRITING TESTS
SPEAKING PROFICIENCY LEVEL DESCRIPTORS WRITING
SCALED SCORE Typically, test takers at Level 8 can create connected, sustained Test takers at Level 8 can also use spoken language to answer SCALED SCORE Typically, test takers at Level 9 can communicate straightforward informa- When using reasons, examples or explanations to support an opinion,
190-200 discourse appropriate to the typical workplace. When they ex- questions and give basic information. 200 tion effectively and use reasons, examples or explanations to support an their writing is well-organized and well-developed. The use of English is
Level 8 press opinions or respond to complicated requests, their speech Their pronunciation, intonation and stress are at all times highly Level 9 opinion. natural, with a variety of sentence structures and appropriate word choic-
is highly intelligible. Their use of basic and complex grammar is intelligible. When giving straightforward information, asking questions, giving in- es, and is grammatically accurate.
good, and their use of vocabulary is accurate and precise. structions or making requests, their writing is clear, coherent and effective.

SCALED SCORE Typically, test takers at Level 7 can create connected, sustained when creating language SCALED SCORE Typically, test takers at Level 8 can communicate straightforward informa- their writing is generally good. It is generally well-organized and uses a
160-180
Level 7
discourse appropriate to the typical workplace. They can express
opinions and respond to complicated requests effectively. In
••some errors when using complex grammatical structures
some imprecise vocabulary
170-190 tion effectively and use reasons, examples or explanations to support an
opinion.
variety of sentence structures and appropriate vocabulary. It may also in-
clude one of the following weaknesses:
Level 8
extended responses, some of the following weaknesses may
sometimes occur, but they do not interfere with the message:
Test takers at Level 7 can also use spoken language to answer
questions and give basic information. When reading aloud, test
When giving straightforward information, asking questions, giving in-
structions or making requests, their writing is clear, coherent and effective.
• occasional unnecessary repetition of ideas or unclear connections
between ideas
• minor difficulties with pronunciation, intonation or hesitation takers at Level 7 are highly intelligible. When using reasons, examples or explanations to support an opinion, • noticeable minor grammatical mistakes or incorrect word choices

SCALED SCORE Typically, test takers at Level 6 are able to create a relevant re-
130-150 sponse when asked to express an opinion or respond to a com-
•• mistakes in grammar
a limited range of vocabulary
SCALED SCORE Typically, test takers at Level 7 can effectively give straightforward informa-
140-160 tion, ask questions, give instructions or make requests but are only partially
When attempting to explain an opinion, their writing presents relevant
ideas and some support. Typical weaknesses at this level include:
Level 6 plicated request. However, at least part of the time, the reasons
for or explanations of the opinion are unclear to a listener. This
Most of the time, test takers at Level 6 can answer questions and
give basic information. However, sometimes their responses are
Level 7 successful when using reasons, examples or explanations to support an
opinion.
• not providing enough specific support and development for the main
points
may be because of the following: difficult to understand or interpret. When reading aloud, test tak- When giving straightforward information, asking questions, giving in- ••unclear connections between the points that are made
• unclear pronunciation or inappropriate intonation or stress
when the speaker must create language
ers at Level 6 are intelligible. structions or making requests, their writing is clear, coherent and effective. grammatical mistakes or incorrect word choices

SCALED SCORE Typically, test takers at Level 6 are partially successful when giving straight- When attempting to explain an opinion, their writing presents relevant
SCALED SCORE Typically, test takers at Level 5 have limited success at expressing •Mosta limited range of vocabulary 110-130 forward information or supporting an opinion with reasons, examples or ideas and some support. Typical weaknesses at this level include:
110-120
Level 5
an opinion or responding to a complicated request. Responses
include problems such as:
of the time, test takers at Level 5 can answer questions and
give basic information. However, sometimes their responses are
Level 6 explanations.
When giving straightforward information, asking questions, giving in-
• not providing enough specific support and development for the main
points
••language that is inaccurate, vague or repetitive
minimal or no awareness of audience
difficult to understand or interpret. When reading aloud, test
takers at Level 5 are generally intelligible. However, when creat-
structions or making requests, their message omits important information
or is partly unintelligible.
••unclear connections between the points that are made
grammatical mistakes or incorrect word choices
••
long pauses and frequent hesitations ing language, their pronunciation, intonation and stress may be
SCALED SCORE Typically, test takers at Level 5 are at least partially successful when giving weaknesses that interfere with communication occur, such as:
limited expression of ideas and connections between ideas inconsistent.
90-100 straightforward information. However, when supporting an opinion with •tonotsupport
providing enough or appropriate examples, explanations or details
SCALED SCORE Typically, test takers at Level 4 are unsuccessful when attempt-
80-100 ing to explain an opinion or respond to a complicated request.
•Mostseverely limited vocabulary
of the time, test takers at Level 4 cannot answer questions
Level 5 reasons, examples or explanations, they are mostly unsuccessful.
When giving straightforward information, asking questions, giving in- •• inadequate
the opinion
organization or connection of ideas

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Level 4 The response may be limited to a single sentence or part of a or give basic information. When reading aloud, test takers at structions or making requests, their message omits important information limited development of ideas
sentence. Other problems may include: Level 4 vary in intelligibility. However, when they are creating lan- or is partly unintelligible. • serious grammatical mistakes or incorrect word choices
• severely limited language use guage, speakers at Level 4 usually have problems with pronun- When test takers at this level attempt to explain an opinion, significant
••minimal or no awareness of audience
consistent pronunciation, stress and intonation difficulties
ciation, intonation and stress. For more information, check the
“Read-Aloud Pronunciation and Intonation and Stress Ratings.” SCALED SCORE Typically, test takers at Level 4 have some developing ability to express an When test takers at this level attempt to explain an opinion, significant
•long pauses and frequent hesitations 70-80
Level 4
opinion and to give straightforward information. However, communica-
tion is limited.
weaknesses that interfere with communication occur, such as:
• not providing enough or appropriate examples, explanations or details
SCALED SCORE Typically, test takers at Level 3 can with some difficulty state an have insufficient vocabulary or grammar skills to create simple When giving straightforward information, asking questions, giving in- to support the opinion
60-70
Level 3
opinion, but they cannot support the opinion. Any response to a
complicated request is severely limited.
descriptions.
When reading aloud, speakers at Level 3 may be difficult to un-
structions or making requests, their responses do not successfully com-
plete the task because of one or more of the following:
••inadequate organization or connection of ideas
limited development of ideas
•• •

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Most of the time, test takers at Level 3 cannot answer ques- derstand. For more information, check the “Read-Aloud Pronun- missing information serious grammatical mistakes or incorrect word choices
tions and give basic information. Typically, test takers at Level 3 ciation and Intonation and Stress Ratings.” missing or obscure connections between sentences At Level 4, test takers have some ability to produce grammatically correct

SCALED SCORE Typically, test takers at Level 2 cannot state an opinion or support are difficult to understand.
•many grammatical mistakes or incorrect word choices sentences but cannot consistently do so.

40-50 it. They either do not respond to complicated requests or the When reading aloud, speakers at Level 2 may be difficult to un- SCALED SCORE Typically, test takers at Level 3 have limited ability to express an opinion When attempting to explain an opinion, test takers at this level show one
Level 2 response is not at all relevant. derstand. For more information, check the “Read-Aloud Pronun- 50-60 and to give straightforward information. When giving straightforward or more of the following serious flaws:
In routine social and occupational interactions, such as answer-
ing questions and giving basic information, test takers at Level 2
ciation and Intonation and Stress Ratings.” Level 3 infor- mation, asking questions, giving instructions or making requests,
they do not successfully complete the task because of one or more of the
••serious disorganization or underdevelopment of ideas
little or no detail, or irrelevant specifics
following: •serious and frequent grammatical mistakes or incorrect word choices
SCALED SCORE Typically, test takers at Level 1 leave a significant part of the not have the listening or reading skills in English necessary to • missing information At Level 3, test takers have some ability to produce grammatically correct
0-30
Level 1
TOEIC® Speaking Test unanswered. Test takers at Level 1 may understand the test directions and/or questions. ••missing or obscure connections between sentences
many grammatical mistakes or incorrect word choices
sentences but cannot consistently do so.

SCALED SCORE Typically, test takers at Level 2 have only very limited ability to express When attempting to explain an opinion, test takers at this level show one
40 an opinion and give straightforward information. At Level 2, test takers or more of the following serious flaws:
LEVEL PRONUNCIATION INTONATION AND STRESS
Level 2 cannot give straightforward information. Typical weaknesses at this level
include:
••serious disorganization or underdevelopment of ideas
little or no detail, or irrelevant specifics
High When reading aloud, pronunciation is highly intelligible.
When reading aloud, use of intonation and stress is highly
effective.
••not including any of the important information
missing or obscure connections between ideas
•serious and frequent grammatical mistakes or incorrect word choices
At Level 2, test takers are unable to produce grammatically correct sen-

Medium
When reading aloud, pronunciation is generally intelligible with When reading aloud, use of intonation and stress is generally •frequent grammatical mistakes or incorrect word choices tences.
some lapses effective. SCALED SCORE Typically, test takers at Level 1 leave a significant part of the TOEIC® Writing English necessary to understand the test directions and/or questions.
0-30 Test unanswered. Test takers at Level 1 may not have the reading skills in
When reading aloud, use of intonation and stress is generally not
Low When reading aloud, pronunciation is not generally intelligible.
effective. Level 1