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Scoring and Reporting for TOEFL® Primary™ Reading and Listening Test – Step 1

Scoring

Scoring and Reporting for TOEFL® Primary™ Reading and Listening Test — Step 1 Scoring

The TOEFL® Primary™ Reading and Listening test ��������� Step 1 is scored locally by ETS Preferred Network offices and features fast turnaround times.

Reading and Listening test — Step 1 scores are determined by the number of questions a student has answered correctly. There is no penalty for wrong answers. The number of correct responses in each section is converted to a level of 1–4 Stars and a scale score of 101–109. Step 1 does not assess content in the scale range of 110–115. Proficiency descriptors and recommended next steps for learning are provided for each score. The descriptors and next steps are appropriate for typical students at that score but may not apply to all students. Student ability for each score includes the skills from lower scores.

For more information, download Understanding TOEFL Primary Reading and Listening Score Reports (PDF). This document includes tables outlining proficiency descriptors, Star score levels, scale scores, Common European Framework of Reference (CEFR) levels and corresponding MetaMetrics® Lexile® measures.

Score Reports

Each Step 1 score report provides:

  • Information about the student’s current level of English proficiency
  • Recommendations about next steps that students should take to improve their English-language abilities
  • The CEFR level ��� each student’s language proficiency in relation to a widely accepted international standard
  • Lexile reading measures to help students, teachers and parents select reading material appropriate for a particular student’s English reading ability.

View a sample score report (PDF).

Step 1 Level Descriptors

Reading Comprehension

Level Abilities
4 Out of 4 Stars Students understand short descriptions, information in signs and short messages.

They can:

  • Understand common words and some less common words about objects, places, people, actions and ideas (examples: ring, adventures, whisper, double)
  • Comprehend the meaning of complex sentences (examples: This is a friendly thing to do when you say goodbye. People do this when they talk quietly.)
  • Connect information in longer sentences and across different sentences to infer information, identify main ideas and understand the meaning of unfamiliar words
  • Locate key information in texts
3 Out of 4 Stars Students understand short descriptions and find information in signs, forms and schedules.

They can:

  • Understand common words and social expressions (examples: play a game, go to a museum, wave goodbye)
  • Comprehend simple descriptions of current and past events (examples: The mouse is on top of the table. He is washing his hands.)
  • Recognize relationships among words and phrases within familiar categories (examples: food, fruit, strawberries; rain, sky, clouds; one more time, again)
  • Make connections across simple sentences (example: Clouds are in the sky. Rain comes from them. Sometimes they cover the sun.)
2 Out of 4 Stars Students begin to understand words and some short descriptions.

They can:

  • Understand common words in familiar categories such as home, school, family, colors, body parts, animals and actions
  • Recognize key words for understanding simple sentences; understand everyday actions in the present (examples: The children play. She is eating.)
1 Out of 4 Stars Students begin to recognize some basic words.

They may be able to:

  • Identify basic vocabulary with visual support


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