(ebook english) TOEFL Preparing Students for the Computer Based Test

PREPARING
STUDENTS

for the

Computer-
Based Test

Test of English as a Foreign Language

TOEFL Tips: Preparing Students for the Computer-Based Test has been created for ESL/EFL instructors
and educational advisors so they can help students prepare for the computer-based TOEFL

test. It has been

prepared by Educational Testing Service (ETS), which develops and scores the TOEFL test. TOEFL Tips
can help students do their best on the test. However, it is not meant to replace the TOEFL Information
Bulletin for Computer-Based Testing, which contains information students need to make appointments
for and become familiar with the test. If you wish to download this booklet, visit the TOEFL Web site at
www.toefl.org. To join the TOEFL mailing list (Internet or postal), enter the requested information at
www.toefl.org/edindx.html.

Preparing Students

for the

Computer-Based Test

NOTE – This publication was prepared by TOEFL staff for educational purposes. It is available free of charge for
reprinting to nonprofit educational and research organizations under the following provisions:

● Reproduction must be in printed paper format. The publication is not for Web or software use.

● It must be reprinted in its entirety.

● Distribution must be free of charge and for educational purposes.

● “Reprinted by permission of the TOEFL program, Educational Testing Service” must be printed on the front cover

of the reprinted version.

Permission requests to reprint free of charge should be made online (www.toefl.org/copyrigh.html) or sent to:

Proprietary Rights Office
Educational Testing Service
Rosedale Road
Princeton, NJ 08541-0001

Educational Testing Service is an Equal Opportunity/Affirmative Action Employer.

EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, POWERPREP, TOEFL, the TOEFL logo, TSE, and TWE are

registered trademarks of Educational Testing Service. The modernized ETS logo is a trademark of Educational Testing Service.

SYLVAN is a registered trademark of Sylvan Learning Systems, Inc.

Table of Contents

Introduction

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Benefits of TOEFL on computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Section A: Steps in Preparing for the Computer-Based

TOEFL Test

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Step 1: Obtain TOEFL materials in order to begin test preparation . . . . . .

Step 2: Learn about the changes in the test format, how the test is

structured, and what each test section measures . . . . . . . . . . . . . . . .

User-friendly tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Timing of test sections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Test format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Listening section . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Structure section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reading section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Step 3: Learn how computer-based testing works and is scored . . . . . . . . . .

Computer-adaptive testing . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How the computer-adaptive sections are scored . . . . . . . . . . . .

Computerized nonadaptive testing . . . . . . . . . . . . . . . . . . . . . .

Step 4: Use test-taking strategies that will allow them to do their best . . . .

General test-taking strategies . . . . . . . . . . . . . . . . . . . . . . . . . .

Special strategies for each section . . . . . . . . . . . . . . . . . . . . . .

For the Listening section . . . . . . . . . . . . . . . . . . . . . . .

For the Structure section . . . . . . . . . . . . . . . . . . . . . . .

For the Reading section . . . . . . . . . . . . . . . . . . . . . . . .

For the Writing section . . . . . . . . . . . . . . . . . . . . . . . . .

Section B: Questions Frequently Asked by Students

. . . . . .

Section C: More About the Essay

. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Essay ratings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sample writing topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sample essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(continued)

Section D: About the Test Scores

. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Score scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

New score requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Score calculation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Calculation of the Structure/Writing score . . . . . . . . . . . . . . . . . . . . . . . . . . .

At the end of the exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concordance Tables

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using the concordance tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TOEFL Bulletins and Study Materials

. . . . . . . . . . . . . . . . . . . . . .

How to Contact the TOEFL Program

. . . . . . . . . . . . . . . . . . . . . . .

Table of Contents (continued)

Introduction

Educational Testing Service (ETS

) is a nonprofit organization committed to the development and

administration of testing programs, and the creation of advisory and instructional services. In addition to
developing tests, it supplies related services; for example, it scores the tests; records, stores, and reports test
results; performs validity and other statistical studies; and undertakes program research.

The Test of English as a Foreign Language (TOEFL

) is designed to evaluate the English proficiency

of people whose native language is not English. TOEFL scores are required for admissions purposes by
more than 2,400 colleges and universities in the United States, Canada, and eighty other countries. Because
the TOEFL test is independent of any curriculum or teaching method, the proficiency level of any test taker
can be compared with that of any other student or group of students regardless of academic background or
English training.

Since 1964, TOEFL test has been taken more than 11 million times in over 180 countries. In 1998

TOEFL began its switch to computer. Over the years, many institutions had asked ETS for additional
proficiency information, including an estimate of candidates’ productive skills and ability to perform more
cognitively challenging tasks. In redesigning the test for computer, the TOEFL program has taken an
important first step in that direction. The test consists of four sections: Listening, Structure, Reading, and
Writing. Two sections, Listening and Structure, are computer-adaptive, which means questions are tailored
to examinees’ proficiency levels. Therefore, students will receive fewer questions that are too easy or too
difficult in those sections and candidates’ ability can be estimated more accurately. While the Structure
section features the same types of questions used in the paper-based TOEFL test, the Listening and Reading
sections feature some new, innovative types of questions in addition to traditional multiple-choice questions.
The Writing section, which assesses the ability to compose a written response to an assigned essay topic, is
now a required part of the test.

In July 1998 students in these areas started taking the computer-based test (CBT):

Africa

North America

Mongolia

Australia

Some of Asia:

Nepal

Europe

Brunei Darussalam

Philippines

Latin America

Indonesia

Singapore

Middle East

Malaysia

Sri Lanka

As a result of its first year of experience, the TOEFL program has made adjustments to its original CBT

testing plans by reintroducing paper-based testing on a temporary basis in several of the areas listed above.
This helps provide access to the test in areas where it has been difficult to coordinate mobile computer-based
testing.

These “supplemental” paper-based administrations take place several times during the testing year; the

number of administrations at a given center is dependent on historical test-taker patterns and volumes. The
Test of Written English (TWE

) is offered at each supplemental administration.

The TOEFL Information Bulletin for Computer-Based Testing contains information on permanent and

supplemental testing centers. Because supplemental paper-based testing has been reintroduced to replace
mobile computer testing, a Supplemental Bulletin is available for the affected areas. Both Bulletins can be
downloaded from the TOEFL Web site or can be obtained from local educational advisors and other Bulletin
distribution offices.

In October 2000 the computer-based test will be introduced in the areas listed below.

Bangladesh

Japan

Pakistan

Cambodia

Korea

Taiwan

Hong Kong

Laos

Thailand

India/Bhutan

Macau

Vietnam

The computer test will be introduced in the People’s Republic of China in 2002-03.

Benefits of TOEFL on computer

By introducing the computer-based TOEFL test, ETS’s main goal is to provide a more complete picture
of a candidate’s proficiency in English:
● Assessment that is better tailored to each test taker’s ability level — a test that is appropriately

challenging, with fewer questions that are too easy or too difficult

● An essay with every test administration

● Context-setting visuals and topic orientation during the Listening section

● Individual headphones and volume control

● Listening and reading sections that require candidates to demonstrate their comprehension by

performing specific tasks

Additional benefits include:
● Year-round testing in many locations

● Scheduling of appointments by phone

● Testing in comfortable, computer-equipped testing stations

● Enhanced test security

● Smaller proctor/examinee ratios

● Immediate viewing of unofficial scores on screen (except for essays)

● Opportunity to choose score recipients after seeing unofficial scores

● Faster reporting of official scores if examinees type the essay — scores sent from ETS about two

weeks after testing

Section A: Steps in Preparing for the

Computer-Based TOEFL Test

No single school, textbook, or teaching method is best to help prepare someone for the TOEFL test because it
is not based on a special course of study. The test is designed to measure proficiency in English, which can
only be achieved after a relatively long period of study and practice.

Instructors and advisors can help students prepare for and do their best on the computer-based TOEFL

test by helping them understand what the new exam is like. The process can be broken down into four steps.

Steps in preparing for the computer-based TOEFL test

Students should
1. obtain TOEFL materials in order to begin test preparation
2. learn about the changes in the test format, how the test is structured, and what each test section

measures

3. learn how computer-based testing works and is scored
4. use test-taking strategies that will allow them to do their best

Step 1: Obtain TOEFL materials in order to begin test

preparation.

Students should obtain the TOEFL Information Bulletin for Computer-Based Testing. The Bulletin explains
test scheduling procedures and provides information about fees, test center locations, and identification
requirements. It also describes the computer tutorials that precede every test session and includes sample
test questions.

The TOEFL Sampler CD-ROM is also an important part of preparing for the test. It contains the

animated tutorials that precede the test and show test takers how to use a mouse, and the testing icons, and
how to scroll. Interactive test tutorials provide instructions for answering questions in the four sections of the
test. The Sampler also includes 67 practice questions
that cover each section of the test. These questions
familiarize examinees with the test directions, formats,
and question types.

POWERPREP

Software: Preparation for the

Computer-Based TOEFL Test will be available some
time in the year 2000. This product will simulate the
TOEFL computer testing experience. It will provide the
actual tutorials delivered in the testing center, as well as
two timed tests automatically created — based on the
user’s ability level — from a pool of more than 1,200
questions. At the end of each test, students will be able
to view their scores. POWERPREP will operate under
the same software used in actual test centers. This
package also will contain three essay topics for writing
practice and samples of actual essays written by TOEFL
test takers.

Most of the questions on the computer-based TOEFL test are similar to those found in the paper-based

test. Therefore, students can also practice with official TOEFL test preparation material designed for the
paper-based test: the TOEFL Test Preparation Kit and TOEFL Practice Tests, volumes 1 and 2. These products
contain official retired forms of the TOEFL test, with “real” TOEFL test questions.

See page 38 for information about how to order the TOEFL Bulletin, TOEFL Sampler, POWERPREP

software (in the year 2000), and other official TOEFL test preparation materials.

Step 2: Learn about the changes in the test format, how the

test is structured, and what each test section measures.

The test format consists of tutorials and four required sections: Listening, Structure, Reading, and Writing.

User-friendly tutorials

To help examinees feel comfortable with test taking on the computer, each test is preceded by computerized
tutorials. The first three tutorials show examinees basic computer skills: how to use a mouse to point and
click, how to scroll, and how to use the testing icons. A tutorial at the beginning of each test section demon-
strates how to answer the questions in that section. The Listening, Structure, and Reading tutorials are required.
For those who decide to type the essay in the Writing section, there is also a word processing tutorial.

The tutorials first present the skills needed to use the computer to answer questions by using simple

language and graphics, then demonstrate those skills with animation. Before they can go on, examinees must
successfully complete exercises to show they have mastered each skill.

Candidates can spend as much time as they need on these tutorials to feel comfortable with the test. At

any time during the test, examinees can click on the Help icon to review directions and information from the
tutorials. However, the test clock does NOT stop while students access this function.

The TOEFL program conducted an international research study on computer familiarity and found that

once examinees had completed these tutorials there was no meaningful relationship between level of computer
familiarity and performance on computer-based test questions. (The TOEFL Web site provides more
information about the computer familiarity study.)

Clicking

Press Enter to see an example.

How to Click

You must press a mouse button once, then release it.

Timing of test sections

Chart A shows the number of questions and the time limit for each section. Scores for all test takers are
based on the same number of questions. However, the number of questions in each section may vary
because additional, pretest questions may be randomly inserted for research purposes. The responses to these
pretest items do not count toward the test scores, but are used to estimate statistical properties for future
operational use. This explains why the number of questions is expressed as a range. The time limit for each
section varies according to the number of questions.

Chart A: Computer-Based TOEFL Test Format

Test Portion

# Questions

Time Limit

Tutorials

7 Tutorials

Untimed

Listening

30 to 50

40 to 60 minutes

Structure

20 to 25

15 to 20 minutes

BREAK

5 minutes

Reading

44 to 55

70 to 90 minutes

Writing

1 topic

30 minutes

The total time spent in the test center is approximately four hours, depending on how quickly examinees

work through the tutorials and the test and whether pretest questions are included. The time limits are
generous for most examinees and were determined after extensive research.

Directions given at the beginning of each test section specify the time allowed in that section. The time

remaining in the section is displayed on a clock in the upper left corner of the screen; the number of questions
remaining is displayed in the upper right corner. The title bar display changes as examinees proceed through
the section. For example, the title bar may show question 9 of 20 and 00:14 minutes, which means the test
taker is on the ninth question of 20 and 14 minutes remain for that section. (See the sample title bar screen
below.) Examinees should check the number of questions and time limit before they begin the test. They
should also check their progress as they move along and pace themselves to finish all questions in the section
before the time runs out. The clock can be displayed or hidden at any time, except during the last five minutes,
when the time remaining is displayed automatically.

The TOEFL Screens

The title bar shows the

• time remaining

• test or section

title

• question number

See More

Title Bar

9 of 20

This is question 9 out of a total
of 20 questions in this section.

Time

Help

Confirm

Answer

Next

This shows there are 14 minutes left.

TOEFL

00:14

Test format

The computer-based TOEFL test features many of the question types used on the paper-based test and adds
new question types that can be offered only on computer.

Listening section

The Listening section measures the candidate’s ability to understand English as it is spoken in North America.
This section includes various stimuli — such as dialogues, short conversations, academic discussions, and
excerpts from lectures (also called minilectures) — and poses questions that test comprehension of main
ideas, order of a process, supporting ideas, and important details, as well as the ability to make inferences and
categorize topics and objects. All stimuli are about academic topics and situations.

After each stimulus is played, examinees both see and hear each question before they see the answer

choices. This encourages examinees to listen for main ideas. Five types of questions are found in the Listening
section:

● traditional multiple-choice questions with four answer choices

● questions that require examinees to select a visual or part of a visual

● questions with more than one answer (e.g., two answers out of four choices)

● questions that require examinees to order events or steps in a process

● questions that require examinees to match objects or text to categories

Visuals accompany the listening stimuli to provide context and illustrate the topic. These visuals are

a new feature of the computer-based test that allow for varied and interactive stimuli that more closely
approximate actual listening experiences, such as classroom lectures and campus conversations.

The new question types require test takers to demonstrate their English proficiency by interacting with

the information presented to them. Examinees must use integrated language skills to manipulate graphics,
categorize information, and order elements in a process, tasks that are similar to those required of students in
the classroom.

The actual time needed to complete the Listening section is 40 to 60 minutes, but only 15 to 25 minutes

of that time is for answering questions. The rest is for listening to the stimuli. The clock runs while examinees
answer questions but not while they listen to the stimuli. The listening stimuli and questions are presented
only once, as in the paper-based test. However, the computer-based test is different from the paper-based test

Time

Help

Volume

Confirm

Answer

Next

Listening - Practice Questions & Review

Fossilization takes place.
An insect is trapped.

Resin is produced by a tree.
Resin becomes hard.

Resin is produced by a tree.

An insect is trapped.

Resin becomes hard.

Fossilization takes place.

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The professor briefly explains a process.

Summarize the process by putting the events in order.

Click on a sentence. Then click on the space where it belongs.

Use each sentence only once.

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in the following ways: examinees see the visual as they listen, and they both see and hear the question before
the answer choices appear. Also, the computer-based Listening section is self-paced. That is, examinees can
choose to go on to the next question when they are ready. This is different from the paper-based test, in which
the pace of the Listening section is determined by the pace of the prerecorded tape.

The Listening section consists of two parts: A and B. In Part A, examinees hear dialogues between two

people. In the dialogues, each speaker takes one to two turns. Each dialogue is followed by one multiple-
choice question with four answer choices. In Part B, examinees hear short conversations in which both of the
speakers take more than one turn. Each conversation lasts up to one minute and is followed by two to three
multiple-choice questions with four answer choices. Examinees should click on the best answer on the basis
of what is stated or implied by the speakers.

In Part B, examinees also hear academic discussions among two or more speakers, and minilectures

about a variety of topics. Test takers do not need special background knowledge to answer the questions
correctly; all the information needed to answer the questions is contained in the listening material presented.
The discussions are up to two minutes in length; the minilectures are up to two and one-half minutes long.
Both are followed by several questions. For most questions, examinees will click on the best of four possible
answers, but some of the new types of questions listed on page 10 are included as well.

Chart B: Listening Section Format

Part

Type of Stimulus

Number of Stimuli

Number of Questions

Dialogues

11-17

1 each

Short Conversations (up to 1 minute)

2-3

2-3 each

Minilectures (up to 2.5 minutes) and

4-6

3-6 each

Academic Discussions (up to 2 minutes)

Time

Help

Volume

Confirm

Answer

Next

Listening - Practice Questions & Review

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Structure section

The Structure section measures the candidate’s ability to recognize language that is appropriate for standard
written English. The language tested is formal, rather than conversational. The same two question types used
on the paper-based TOEFL test also appear on the computer-based test:

● questions in which examinees must complete a sentence using one of four choices provided

● questions in which they must identify one of four underlined words or phrases that is incorrect

Both question types are mixed randomly throughout the section rather than separated into two

subsections as in the paper-based test.

Reading section

The Reading section measures the candidate’s ability to understand short passages similar in topic and style to
academic texts used in North American colleges and universities. This section tests comprehension of main
ideas, factual information, inferences, and vocabulary (direct meaning, synonym, and antonym). It also
assesses the ability to understand the rhetorical organization of a passage.

Examinees read four to five passages of 250 to 350 words on academic subjects and answer 11 questions

about each passage. As in the Listening section, test takers do not need any special background knowledge to
answer the questions in the Reading section correctly; all the information needed to answer the questions is
contained in the passages. Examinees must read through or scroll to the end of each passage before receiving
questions on that passage. The 70 to 90 minutes allotted for this section include the time spent reading the
passages and answering the questions.

Chart C: Reading Section Format

Length of Passage

Number of Passages

Number of Questions

250-350 words

4-5

11 per passage

There are several question types in this section, most of them multiple-choice. New question types

include

● questions that require examinees to click on a word, phrase, sentence, or paragraph to answer

● questions that ask examinees to “insert a sentence” where it fits best

The new question types require examinees to demonstrate their comprehension of a passage by

performing the following tasks:

● highlighting information in a passage to demonstrate their comprehension of main ideas and supporting

details

● identifying paraphrases and inferences to demonstrate their ability to analyze meaning

● inserting an extra sentence into the appropriate part of a passage to demonstrate a more cognitively

complex aspect of comprehension: the ability to understand the organization of a passage, including
elements of coherence and cohesion. For example, examinees may be required to understand how
transitional words or pronouns are used to establish cohesion. Or examinees may be required to identify
the coherent, logical progression of ideas.

● identifying words or phrases with similar meanings, demonstrating an ability to comprehend discrete

language segments and use context clues

Writing section

The Writing section measures the candidate’s ability to write an essay in English on a single assigned topic,
including the ability to generate, organize, and develop ideas; to support those ideas with examples or
evidence; and to compose a response in standard written English. This section directly measures the test
taker’s ability to produce language and complements the information obtained from the Structure section.

The essay is required on the computer-based test, not optional, as the Test of Written English is with the

paper-based test. The essay topic is chosen by the computer from a pool of topics published in the Bulletin and
on the TOEFL Web site. Examinees must compose the essay in the 30-minute time limit and can either
handwrite the essay or type it on the computer. (The word-processing program used is Notepad-based and
does not include tab, spell-check, or grammar-check functions.) Examinees are given scratch paper on which
they can organize their thoughts. However, only essays written on the official answer sheet or typed into the
computer are scored. (See Section C for the rating scale used to grade the essay.)

Time

Help

Confirm

Answer

Next

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TOEFL - Writing

Writing Practice Topics

Read the question below and type your response in the box.

Do you agree or disagree with the following statement?
Teachers should make learning enjoyable and fun for their students.
Use reasons and specific examples to support your opinion.

Cut

Paste

Undo

Time

Help

Previous

Next

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Reading Comprehension - Practice Question & Review

6 of 20

Questions 1 to 6 More Available

But this was clearly not just a matter of the
physical advantages of early humans of erect
posture and having the hands free to carry something
else. Fetching branches for a fire implies that the
individuals concerned thought about what they were
doing, and knew why they were doing it. Keeping
a fire going implies foresight and care. Wood
had to be gathered, and perhaps even stored during
wet periods. Such activities did not come
naturally to early humans; they required learning and
discipline. Especially when humans began to
collect fuel over larger distances, they devoted part
of their energy to maintaining something outside
themselves, something beyond their own immediate
needs. This is not to say they were acting
“unselfishly.” Tending the fire was a form of
“deferred gratification” or putting off the satisfaction
of immediate need in planning for future needs, like
that which was later to become an essential
ingredient in agriculture and livestock-raising.

The following sentence can be added to
paragraph 2.

On the contrary, in caring for the
fire they were also caring for
themselves.

Where should it best fit in the paragraph?

Click on the square ( ) to add the
sentence to the paragraph.

Paragraph 2 is marked with an
arrow ( ).

Step 3: Learn how computer-based testing works

and is scored.

Computer-adaptive testing

The computer-adaptive sections of the TOEFL test, Listening and Structure, are tailored to the individual test
taker. Each examinee receives a set of questions that meets the test design and is generally appropriate for his
or her proficiency level. Test design determines the total number of questions and the variety of question
types, as well as the subject matter presented (i.e., variety of topics for listening stimuli and reading passages).

The computer-adaptive sections start with questions of moderate difficulty. As test takers answer each

question, the computer scores the question and uses that information, as well as the responses to previous
questions, to determine which question is presented next. As long as candidates respond correctly, the
computer typically selects a next question of greater or equal difficulty. In contrast, if they answer a question
incorrectly, the computer typically selects a question of lesser or equal difficulty. The computer is
programmed to choose questions that meet the test design as it continuously adjusts to find questions of
appropriate difficulty for test takers of all performance levels.

This means that different test takers will be given different, but comparable, questions. However,

examinees should not feel alarmed if they receive slightly easier questions than expected; it may mean that
the computer is meeting the test design. All examinees must answer a predetermined number of questions
from each of the specified content categories, and some of these categories naturally involve less difficult
material. Thus, even individuals who receive high scores are typically required to answer some relatively
easy questions.

However, with computer-adaptive testing, candidates receive fewer questions that are either too easy or

too difficult for them. The computer is constantly probing to confirm just how high each examinee can
perform; this means that the test is appropriately challenging to each test taker. More technically speaking, in
a computer-adaptive test, the computer is programmed to estimate an examinee’s ability and choose items that
will provide the most information to refine the ability estimate.

At the beginning of the test or section, the assumed ability is at the middle of the score range. The first

question is at a moderate level of difficulty, meaning that there is a high probability that examinees from
middle to high ability will answer it correctly and a lower probability that examinees at a low level of ability
will answer it correctly.

Naturally, at the beginning of a section, almost any question will add significantly to the information

about the examinee. Later in the section, more distinction between ability levels is possible. For instance, in
a 20-item section, suppose that after 10 items an examinee has answered four out of five above-average
difficulty questions correctly. The computer will assume the examinee’s ability level to be in the range of
medium to high; no useful information can be gained by administering easy questions to this candidate.
Conversely, if, after 10 questions an examinee answered four out of five questions of average difficulty
incorrectly, the computer assumes that the person is in the medium to low ability level and chooses easier
questions to find the candidate’s level of ability more accurately.

In the computer-adaptive sections, only one question is presented at a time. Because the computer scores

each question before selecting the next one, examinees must answer each question when it is presented. This
means test takers cannot skip questions, and once they have confirmed an answer, they cannot return to that
question. However, examinees are able to change their answer to a question as often they like until they have
made their final choice, confirmed their answer, and moved on to the next question.

Occasionally examinees may give an incorrect answer due to careless error or may answer correctly

with a lucky guess. However, the adaptive nature of the test generally will lead them back to questions of
appropriate difficulty. After they answer a question incorrectly, examinees still have the opportunity to receive
more difficult questions if they answer subsequent questions correctly. The computer tracks the pattern of
examinee responses and obtains substantial evidence before confirming an estimate of ability.

How the computer-adaptive sections are scored

The scores on the computer-adaptive Listening and Structure sections depend on the number of questions
examinees answer in the time allotted, the difficulty of the questions given, and the candidates’ performance
on those questions. (Pretest questions may be randomly inserted, but they do not count toward a score.

) More

credit is given for correctly answering a difficult question than for correctly answering an easy question. If
two test takers have the same number of correct responses, generally the person who answers more of the
difficult questions correctly will receive the higher score. Similarly, for two test takers who correctly answer
questions of equivalent difficulty on average, the person who proceeds slowly through the test and leaves
several questions unanswered at the end will receive a lower score than the one who answered every question.

The scoring of a computer-adaptive section is cumulative. If the last question in a section is relatively

easy and is answered incorrectly, it does not mean the examinee will receive a low score. Because adaptive
tests are tailored to the ability level of the examinee, it is expected that all examinees ultimately will answer
some questions incorrectly. The scoring process takes this into account and, consequently, it is possible to
earn a very high score even if several questions are answered incorrectly.

Computerized nonadaptive testing

The Reading section is not computer-adaptive. This section contains passages accompanied by several
questions covering the full range of difficulty. Because the selection of these passages and questions is not
based on cumulative performance, examinees are allowed to skip items or go back to previous questions. As
with the adaptive sections, the Reading section scores are based on the number of questions examinees answer
in the time allotted, as well as the difficulty level of and examinees’ performance on the questions given. The
fundamental difference between the Reading section and the adaptive Listening and Structure sections is in
how the questions are selected. In the Reading section, questions are selected to fit the test design; they are
not tailored to examinee ability level.

Step 4: Use test-taking strategies that will allow them to do

their best.

Students are strongly urged to review the following information as they prepare for the test.

General test-taking strategies

Long before the day of the test, examinees should:

● Learn about the test. It’s always best to know as much as possible about what to expect before arriving at

the test center. Test takers can use the free Bulletin or the TOEFL Web site to get started. These are valuable
resources for learning about the types of questions, test directions, and procedures to expect on test day.
They describe the number of questions in each section, the time allotted for each section, and the total test
time.

● Use TOEFL test preparation materials for more practice. At minimum students should do some sample

questions from each section of the test to become familiar with them. The TOEFL Sampler and POWERPREP
software (available in the year 2000) will help candidates practice for the computer-based test. Most of
the questions on the computer-based TOEFL test are similar to those in the paper-based test. Therefore,
examinees can also use exercises from paper-based TOEFL test preparation materials to prepare for the
computer-based test. See page 38 for information about how to obtain official TOEFL preparation
materials.

The administration of pretest questions ensures that each question provides reliable information about an examinee’s ability, a critical

part of the test-building process for future TOEFL tests.

● When practicing for the test, students should try to simulate actual test-taking conditions. Whenever

possible, they should try practice questions under timed conditions so that they get used to the pace of
the test. In other words, if there are 20 questions in a section and test takers have a total of 40 minutes to
complete the section, they should give themselves an average of two minutes to complete each sample
question. When practicing, they should keep in mind that if they spend too much time on one question, they
will have less time to spend on the rest. Also, when practicing for the test candidates should use scratch
paper only for the Writing section and use headphones during the Listening section.

On the day of the test, examinees should:

● Use the computer tutorials to their advantage. They can spend as much time as they need to make

themselves familiar and comfortable with the computer before they start the timed sections of the test.
They should start the test when they feel ready. Examinees can always click on the Help icon to review the
directions or a summary of the tutorials, but they should be aware that the test clock will NOT stop when
the “Help” function is being used. Therefore, examinees should use it only when absolutely necessary.

● Follow the directions carefully before beginning each section. Examinees should become familiar with

the directions before arriving at the test center. Throughout the test examinees should follow the directions
for each question type. For example, if a question requires two answers, test takers cannot move to the next
question until they have selected exactly two answers. All directions should be followed carefully to avoid
wasting time “fixing” errors.

● Understand that no skipping is allowed. In the computer-adaptive sections (Listening and Structure)

examinees are required to answer every question in the order it is presented. They cannot skip a question
and go back. The computer selects the next question from a large pool of available questions based upon
the examinee’s previous answers.

● Not panic if they do not know an answer.

— Concentrate on the current question. Test takers should avoid trying to identify which questions are

“easy” or “difficult” and should try not to worry about incorrect answers. They should concentrate on
doing the best they can on the current question. This is a habit that can be learned through practice.
Examinees should remember they can respond incorrectly to several questions and still receive
a high score.

— Test takers should avoid spending too much time on any one question. If, after examinees have

given it a reasonable amount of thought and they still don’t know the answer to a question, they
should eliminate as many answer choices as possible and then select the best choice. They should
keep going and aim to complete the each section rather than getting stuck on a tough question and
losing time.

● Pace themselves so they have enough time to answer every question. At the beginning of each section,

directions will indicate the number of questions and the time allowed. Examinees should try to budget
enough time for each question so they will be able to complete the section without having to rush at the
end. They should keep in mind the average amount of time they may want to spend per question. Once
examinees start the test, an onscreen clock will continuously count down the remaining time. Candidates
can hide this display if they want, but it is a good idea to check the clock periodically to monitor progress.
The clock will automatically alert them when five minutes remain in the allotted time for a section.

● If examinees are running out of time at the end of a section, they should make every effort to

complete it. Data indicate that most candidates get higher scores if they finish the test. In fact, based on an
analysis of test takers, a majority of them will score higher if they finish the test than if they do not attempt
to answer all the questions. However, there is a chance that random guessing at the end of a section can
seriously lower scores. The best strategy is to pace oneself so there is enough time to consider each test
question so guessing is not necessary.

● Understand how the test is scored and that it’s more than just correct answers. It is important to keep

in mind that computer-adaptive tests are scored differently than most paper-based tests. Scores on a
computer-adaptive test depend on a combination of factors, such as
— the number of questions answered within the allotted time
— performance on the questions answered throughout the test
— the level of difficulty of those questions in relation to overall performance

Special strategies for each section

For the Listening section

Before the day of the test, examinees should:

● Practice listening to radio, TV, and movies in order to become accustomed to North American English.

On the day of the test, examinees should:

● Remember that they do not need any special background knowledge to answer the questions. All the

information needed to answer the questions is contained in the listening material presented.

● Listen for the main idea in the academic discussions and minilectures. The narrator’s introductory

statement and the first screen establish the topic and setting.

● Use the visuals that accompany the listening stimuli. All stimuli are accompanied by visuals that help

test takers understand the context for each stimulus and the role of the speakers. In the academic
discussions, which include three or more speakers, the visuals can help test takers identify the various
speakers. Examinees should look at the visuals, but then concentrate on what is being said. The
minilectures sometimes have visuals that relate to the topics covered and contain important content
information. Therefore, examinees should look at these visuals while they listen carefully to the speaker.
(See examples of visuals below and on page 18.)

● Read the questions as well as listen to them. Questions appear on the screen in addition to being spoken.

● Try to predict the answer to each question. After listening to and reading a question, examinees can try

to guess the answer before looking at the options. Then they can scan the options to locate the one that
corresponds closest with their prediction.

Time

Help

Volume

Confirm

Answer

Next

Listening - Practice Questions & Review

File

䉷

● Try to answer the questions as quickly as they can so that the stimulus remains fresh in their minds.

On the paper-based TOEFL test, examinees have 12 seconds to respond to each question, but on the
computer-based test they set their own pace. Therefore, examinees may wish to leave the test clock turned
on during this section to help them budget their time.

Listening activities for the classroom

✔ Teachers could have their students listen to short excerpts (up to two and one-half minutes in length)

from academic material. Then students could
1. listen for the main idea(s) and important details without taking notes
2. listen to the excerpt again and, in groups, do the following:

(a) predict possible questions
(b) answer the questions
(c) review a transcript of the material and identify the correct answers.

✔ Listening to nonacademic materials such as radio, TV, and movies can help students become

accustomed to North American English. Teachers could have students
1. listen to selected material
2. summarize the main idea(s) and important details either orally or in writing.

For the Structure section

Examinees should:

● Use paper-based test preparation materials for practice in addition to computer-based preparation

materials. The computer-based test contains the same types of Structure questions featured in the paper-
based TOEFL test.

For the Reading section

Before the day of the test, examinees should:

● Become accustomed to scrolling techniques and reading on screen by

— using computer-assisted language learning software
— reading on the Internet
— reading electronic documents at the library
— reading passages in the TOEFL Sampler

TOEFL - Listening

Time

Help

Volume

Confirm

Answer

Next

On the day of the test, examinees should:

● Remember that they do not need any special background knowledge to answer the questions. All the

information needed to answer the questions is contained in the reading passage.

● Read each passage carefully before answering the accompanying questions. The passage always

remains on the left half of the computer screen, so examinees can always refer to it.

● Avoid skipping questions. In this section examinees can return to questions and change their answers.

They can also skip a question and return to it later. However, skipping around can waste time. An examinee
who skips the third question in a 50-item section must scroll back through 47 questions to reach it. The
most effective way to use the allotted time is to answer all the questions about one reading passage before
moving on to the next passage. The number of questions answered is incorporated into the calculation
of scores.

● Use the context of the passage as much as possible to answer vocabulary-related questions.

Reading activities for the classroom

✔ Teachers could introduce common ways of organizing text (e.g., main idea followed by supporting

detail, procedures followed by result) as well as cohesive devices (e.g., the primary reason, the three
types of, next, on the other hand). Then they could have their students read short excerpts from
academic passages (250-350 words in length or less depending on their level of proficiency), and read
on computer if possible. The students could
1. read for the main ideas and important details without taking notes
2. read the excerpt again and in groups do the following

(a) predict possible questions
(b) answer the questions
(c) review the passage and identify the correct answers.

✔ Teachers could also extract sentences from each passage and ask students to work in groups and

identify where to insert the text, and also explain why (e.g., identify cohesive devices or explain the
organizational flow of the passage).

✔ Teachers could also ask their students to underline vocabulary words and their synonyms in the

passage if they can be found.

For the Writing section

Before the day of the test, examinees should:

● Become familiar with the topics listed in the Bulletin and at www.toefl.org/cbprpmat.html#topics, and

practice writing several 30-minute draft essays using the topics.

● Decide whether to handwrite or type the essay.

— If examinees prefer to type, they can use the Sampler or POWERPREP software (the latter will be

available in the year 2000) to become familiar with the word processing program used in the test. Keep
in mind there are no tab, spell-check, or grammar-check functions in this program.

— If examinees decide to handwrite, they should practice handwriting some essays. Examinees should

duplicate testing conditions by using both sides of a sheet of lined paper. Handwriting should be neat
and legible. Examinees should not use large handwriting, skip lines, or leave wide margins to make their
essays look longer.

● Understand the criteria used to evaluate the essays. Test takers should become familiar with the rating

scale (see page 26 or the TOEFL Bulletin). Essays are evaluated on the basis of how the ideas are presented
and developed as well as on the use of language. Examples of essays at each score level are found on
pages 28-30.

— Examinees should make every effort to stay on the topic. An essay that is off topic will receive a score of

“0,” which will have a serious effect on the Structure/Writing and total scores.

— Examinees should organize the essay for a logical flow of ideas. If an essay is well organized, a reader

will be able to follow the train of thought from beginning to end without becoming confused.

— Examinees should develop their essays by using details, examples, and reasons to support or illustrate

their points.

— Examinees should attempt to use language effectively. Essays will be judged on the variety,

effectiveness, and appropriateness of sentence structure and vocabulary. The readers will also notice
grammatical and other errors and judge whether those errors obscure meaning.

— Examinees should keep in mind that raters expect to read first-draft essays, not highly polished final

products.

On the day of the test, examinees should:
● Keep in mind that there is no choice of topic. Candidates should realize that if they click on “Next” and

then “Answer Confirm” they will not see another topic, and they will have lost the opportunity to complete
the essay. The writing tutorial explains this procedure.

● Take some time to think about the topic before starting to write. Test takers are presented with one

essay topic from the pool of available topics. It is probably a good strategy for examinees to brainstorm
quickly and then organize the essay by drafting a brief outline on scratch paper.

● Respond in the mode (handwritten or typed) they have indicated on the computer screen. This will ensure

that their essays are correctly matched with the test records. Handwritten essays must be written on the
essay answer sheet distributed at the test center. NOTE: Examinees should be aware that if they choose
to type their essays they will receive their official score reports faster — within two weeks, rather
than five weeks for handwritten essays.

● Keep track of time and allow time at the end of this section to read over their essays and make any

necessary changes.

Writing activities for the classroom

✔ In addition to working with their students to improve English vocabulary, grammatical variety,

language accuracy, and language use in discourse context, teachers can introduce the different aspects
of writing that are reflected in the rating scale for the TOEFL essay. For example, they can work with
students on developing and elaborating on ideas related to a topic, and considering the reader’s
perception of the organization and coherence of the essay.

✔ Then students can

1. use TOEFL essay topics to practice writing both in-class 30-minute draft essays and out-of-class

essays including revisions

2. get together in groups to compare the ideas and elaborations they have generated on the same topic

and discuss how effective these are

3. practice typing and handwriting essays to see which mode is best for them to express their ideas

fully and accurately in 30 minutes.

Section B: Questions Frequently Asked

by Students

How can I get a copy of the TOEFL Bulletin?
The Bulletin can be ordered online or downloaded from the TOEFL Web site at www.toefl.org/infobull.html.
It can also be ordered by calling 1-609-771-7100. In addition, Bulletins are available from overseas
representatives, most educational advising centers, and many local colleges and universities.

How do I know if supplemental paper-based TOEFL is offered in my area?
The TOEFL Web site lists all the areas where supplemental paper-based TOEFL has been reintroduced on
a temporary basis to replace mobile computer-based testing. Supplemental Bulletins are available from
educational advisors and Bulletin distribution offices only in those areas where supplemental testing is
available.

How far in advance should I call to make a testing appointment?
Making a testing appointment is much like calling to make a doctor’s appointment. Appointments are
scheduled on a first-come, first-served basis. Therefore, consider your admission deadlines and call at least
four weeks early to increase the likelihood of getting your preferred test date at the most convenient center.
Select some alternative test dates before calling. The busiest testing months are October, November, Decem-
ber, April, and May, so it may be easier to schedule an appointment during the other months of the year.

Where are the test centers located?
A list of test center locations can be found in the Bulletin and on the TOEFL Web site. This list is updated
regularly as new test sites are added.

What computer skills do I need to take the test on computer?
You can take the test even if you have no previous computer experience. You are required to complete a series
of computer tutorials before the actual timed test begins. These untimed tutorials teach the very simple
computer skills you will need to take the test (e.g., how to use a mouse to point, click, scroll, and how to
answer the questions in each section).

How can I order official TOEFL test preparation materials?
You can order by calling 1-800-446-3319 (from the U.S.) or 1-609-771-7243 (from outside the U.S.).
Materials can also be ordered from www.ets.org/store.html, or by using the order form in the Bulletin.

What are the computer requirements needed to run the TOEFL Sampler?
The TOEFL Sampler is formatted for Windows or Macintosh on the same CD-ROM.
Windows: Personal computer with a 486 processor or higher; Windows 3.1 or higher; 8MB of RAM or higher;
CD-ROM drive; VGA, 256 color with 640 x 480 resolution; sound card; mouse; and keyboard with a Latin
alphabet (for the English writing exercises).
Macintosh: Macintosh System 7.0; 68040 processor or higher; 8 MB of RAM or higher; CD-ROM drive;
VGA color with 640 x 480 resolution; sound card; mouse; and keyboard with a Latin alphabet (for the English
writing exercises).

Is computer-adaptive testing fair?
Yes. The computer is constantly probing to verify your ability level. Occasionally you may give an incorrect
answer due to a careless error or answer correctly due to a lucky guess. However, in the computer-adaptive
sections even if you answer an easy question incorrectly, you still have the opportunity to receive more
difficult questions if you answer subsequent questions correctly.

Is the essay required?
Yes, all examinees are required to write an essay. The essay score is factored into the Structure/Writing score,
which also affects the total score. The essay rating and the Structure adaptive score each account for
approximately 50 percent of the reported Structure/Writing score. For more information about the essay, see
Section C. For information about score calculation and how scores are affected if the essay is not written, see
Section D.

How do scores on the computer-based TOEFL test compare to scores on the paper-based test?
Content and format changes in the computer-based TOEFL test required the creation of a new score scale.
Students who wish to know what scores on the computer-based test are comparable to those on the paper-
based test should consult the TOEFL concordance tables (in the Bulletin, on the TOEFL Web site at
www.toefl.org/concords1.html, and on pages 35-37 of this booklet).

How can test takers be compared if computer-adaptive sections are tailored to each individual?
As with the paper-based test, each version of the computer-based test meets the preestablished test design,
including the types of questions asked and the subject matter presented. Content is comparable across all
versions, and the scoring procedures take the difficulty of the questions into account. Therefore, individuals
who take different versions of the computer test can be compared in the same way as those who take different
versions of the paper-based test.

What steps are taken to ensure that test questions are fair?
Each TOEFL question is examined carefully to ensure that it is fair to all examinees and revised, if necessary,
until is it free of problematic language. It is then pretested to make sure that it performs well and discriminates
across ability levels. Examinees’ responses are routinely analyzed to ensure that the test continues to meet the
highest standards of comparability and reliability.

Do early questions in an adaptive section count more than later questions?
The questions in an adaptive section do not count more simply because of their position in the test. However,
the more difficult questions do count more toward the score. Because two sections are adaptive, your
responses to early questions do influence the selection of later questions. For example, the first question in
an adaptive section is of average difficulty; if you answer it correctly, the computer will generally deliver a
more difficult question next. As you move through the section answering more and more questions, the
influence of any one question diminishes somewhat, because all your questions and all your responses to
that point determine the difficulty of the next question, and subsequently, the test score.

In the adaptive sections, your best strategy is to budget your time, consider each question carefully, and

work at a steady pace. If you spend too much time on the early questions, you may be forced to rush through
the last questions in the section.

What are conditions like at the test center?
The test is given in individual testing stations, similar to partitioned study areas you might find in a library.
Each testing station is equipped with a computer, monitor, keyboard, mouse, good lighting, and a comfortable
chair. You are given volume-adjustable headphones for Listening. Scratch paper is provided for Writing. The
testing area is monitored by test center administrators and by video systems.

How often can I take the test?
You may take the test only once per calendar month, even if you’ve taken the test and canceled your scores.
For example, if you test in August, you must wait until September to test again. If you test more than once in
a calendar month, your new scores will not be reported and your second test fee will not be refunded.

What kind of identification should I take to the test center?
You must present proper photobearing identification, which in most cases is a passport. (See the Bulletin for
more information.) In addition, a digital photo will be taken of you at the test center. This photo is stored with
your test results and is transmitted with each official score report. You will also sign in and sign out when
entering or leaving the testing room, and your photo and signature will be checked every time.

What if I need help during the test?
You can click on the Help icon at any time during the test to review test directions or information from the
tutorials, although the test clock will NOT stop if you do so. If there is a problem with the computer
equipment during the test, you should raise your hand, and a test center administrator will assist you.

How are test takers with disabilities accommodated?
The TOEFL program is committed to serving test takers with currently documented visual, physical,
hearing, or learning disabilities, or temporary illness-related disabilities, by providing services and reasonable
accommodations considered appropriate given the purpose of the test. Accommodations that can be provided
include an amanuensis, extra time on the test, extra breaks, a separate room, wheelchair access, a reader or
signer (for sign-in process only), omission of the Listening section, screen magnification, and mouse
emulators.

Arrangements for nonstandard testing accommodations must be requested in writing. For specific

information, see the TOEFL Information Bulletin or www.toefl.org. Nonstandard administrations vary
widely, so test scores from such administrations are not comparable to scores on tests administered in the
standard manner.

How quickly are score reports sent out?
If test takers choose to type the essay, score reports are sent from ETS to them and their target institutions
approximately two weeks after the test date. If examinees choose to handwrite the essay, score reports will be
sent out approximately five weeks after the test date. Occasionally there are delays because of local mailing
service or computer transmission problems.

How can I order scores by phone?
Order scores by phone approximately two weeks (if the essay was typed; five weeks if the essay was
handwritten) after the test date by calling 1-888-TOEFL-44 from the U.S., Canada, Puerto Rico, and the
U.S. Virgin Islands and 1-609-771-7267 elsewhere. There is a fee to use this phone service, plus a fee
for each score report ordered. You can also order additional score reports for institutions for a fee. See
www.toefl.org/cbscrsvc.html#phonetoefl for more information about this service.

How long does ETS keep scores on file?
Test scores are held on file in a database and can be reported, on request, for two years after your test day.
Scores more than two years old cannot be reported.

Section C: More About the Essay

Rating Scale Used to Score the Essay

Each essay is assigned a rating of 0 to 6 by two independent readers. The average of these two ratings is
reported on a raw score scale in 0.5 increments (6.0, 5.5, 5.0, 4.5, 4.0, 3.5, 3.0, 2.5, 2.0, 1.5, 1.0, 0.5, 0.0).
If there is a discrepancy of more than one point between the first two readers, a third person reads the essay
independently and the three ratings are averaged. The final essay rating accounts for approximately 50 percent
of the composite Structure/Writing score; it is reported separately on the score report, for informational
purposes only. For more details about the calculation of the composite Structure/Writing score and the effect
that not writing an essay can have on a score, see Section D.

Essay ratings

An essay at this level
● effectively addresses the writing task

● is well organized and well developed

● uses clearly appropriate details to support a thesis or illustrate ideas

● displays consistent facility in the use of language

● demonstrates syntactic variety and appropriate word choice, though it may have occasional errors

An essay at this level
● may address some parts of the task more effectively than others

● is generally well organized and developed

● uses details to support a thesis or illustrate an idea

● displays facility in the use of the language

● demonstrates some syntactic variety and range of vocabulary, though it will probably have occasional

errors

An essay at this level
● addresses the writing topic adequately but may slight parts of the task

● is adequately organized and developed

● uses some details to support a thesis or illustrate an idea

● displays adequate but possibly inconsistent facility with syntax and usage

● may contain some errors that occasionally obscure meaning

An essay at this level may reveal one or more of the following weaknesses:
● inadequate organization or development

● inappropriate or insufficient details to support or illustrate generalizations

● a noticeably inappropriate choice of words or word forms

● an accumulation of errors in sentence structure and/or usage

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

● serious and frequent errors in sentence structure or usage

● serious problems with focus

An essay at this level
● may be incoherent

● may be undeveloped

● may contain severe and persistent writing errors

An essay will be rated 0 if it
● contains no response

● merely copies the topic

● is off topic, is written in a foreign language, or consists only of keystroke characters

Sample writing topics

Modern life is causing many traditions and beliefs to become less important. Choose one tradition or belief
and explain why you think it should be continued and maintained. Use specific reasons and examples to
support your answer.

Some people say that physical exercise should be a required part of every school day. Other people believe
that students should spend the whole day on academic studies. Which opinion do you agree with? Give
reasons to support your answer.

It has been said, “Not everything that is learned is contained in books.” Compare and contrast knowledge
gained from experience with knowledge gained from books. In your opinion, which source is more
important? Why?

Neighbors are people who live near us. In your opinion, what are the qualities of a good neighbor? Use
specific details and examples in your answer.

You need to travel from your home to a place 40 miles (64 kilometers) away. Compare the different kinds
of transportation you could use. Tell which method of travel you would choose. Give specific reasons for
your choice.

Your community has enough money to hire one new employee. Which one of the following (three choices
will be presented in the actual test) should your community hire?

a community health worker
a counselor
an emergency medical technician
a firefighter
a judge
a landscaper
a police officer
a recreation center director
a teacher

Use specific reasons and details to develop your essay.

Some young children spend a great amount of their time practicing sports. Discuss the advantages and
disadvantages of this. Use specific reasons and examples in your answer.

Read and think about the following statement:
Only people who earn a lot of money are successful. Do you agree or disagree with this definition of success?
Use specific reasons and examples to support your opinion.

What is the most important animal in your country? Why is this animal important? Use reasons and specific
details to explain your answer.

Do you agree or disagree with this statement?
Private companies should spend more money to clean up pollution in the environment. Use specific reasons
and details to develop your essay.

For a full list of the writing topics see the TOEFL Web site at www.toefl.org/cbprpmat.html or the
TOEFL Information Bulletin.

Sample essays

The following essays include samples from scores 1 to 6. Examples that earned a score of zero (0) are not
included. All the samples are reproduced with original syntax, spelling, and punctuation.

Sample topic:

Supporters of technology say that it solves problems and makes life better. Opponents argue that
technology creates new problems that may threaten or damage the quality of life. Using one or two
examples, discuss these two positions. Which view of technology do you support? Why?

Essay rating of 1

Now a days, in the life the technology it solves problems. But damage the quality of the life is very important.
Because the many people to the quality of life is very high than the yesterday socizat. They are use or buys
goods is more good then yesterday. So the many people to need the high quality are too many.

Essay rating of 2

The main point is tecnology, and what does tecnology, and what does tecnology do in our life, before anything
we should suggest to some tecnolgy’s working way in daily life.

Tecnology would be very useful but, in some condition for example as a nature distribting which it

would be very dangrouse, but it could be very important in other way for better live and make the life’s things
to do easier.

Supporthing tecnolgy is very important — and it would make the useful way of using tecnology,

because it needs the supporters and investing to find more and more progress in the tecnolgy.

But sometimes tecnology makes some problem that I mantion in the begining of essay and it would very

dangrous in some ways. For example factories trash makes some problems and makes the water dirty and it’s
damage wouldn’t be not quality easy.

At the end I would like to say that: supporthing of tecnolgy will be helpful and make life easier, but

tecnolgy must be very careful to not be a danger and risky.

Essay rating of 3

In my own points of view I support technology can solve problems and makes life better. Such as deveploment
of computer. Computer helps human solves thousand of problems espeaclly science. A lot of calculation was
so complex. It is impossible count them from normal method It should use a very fast computer in order to
compute it. Super conductor, one of the hot technology topic. A lot of sciencists study this kind of stuff. It is a
very important stuff. If we can use it in normal way. That is wnderful. We can easily solve the big problem,
“energy”. Because super conductor has a special mental. It can pass through the energy without lossing.
It is a Hi-technology’s symbol.

But technology also created a lot of problem. Such as industary unless thing. Human feel dizzy from

then. A lot of vehicles running on the road. Creating much CO2. Affect the earth’s nature condition Recently.
The weather was so bad. Because of the CO2. CO2 blocks the sun light. So the weather was inconsiderable.

Finally, I support technology. Because it is more benefit.

Essay rating of 4

I agree with the opponents of technology say that technology creates new problems that may threaten or
damage the quality of life. The most serious problem is the pollution. Toxic wastes are being dumped into
rivers, lakes and even out atmosphere. Fish and other marine live cannot survive in polluted rivers and oceans.
Also, toxic gases are being produced by cars, factories and planes. This is the main source which causes the
acid rain. Acid rain has done a great damage to the forest that the quanlity of trees are reducing day by day.
The ozone layer — a protective layer that surrounding us in the atmosphere is carring away by wasted
chemicals. That means we are lossing our protective layer and letting ultroviolet to pass through. And for
us, we are breathing in a lot of polluted air which may make us ill or sometimes may cause death.

Technology may solve a lot of problems but the point is the result of technology gives us disavantages

more than avantages. So I a on the side of the opponents.

Essay rating of 5

Technology by definetion refers to the improvement of the technical know how and advancement of
machinery to improve the working systems in the human society. In a away this looks a very good idea in
that mans’ work would be made much faster and less laborious. Machines which are the main implements
of technology have a major advantage to mans’ ways of life. Take for example an aeroplane, which being a
product of advance in tecnology has made all corners of the earth look like they are only centimetres apart. It
has made the means of communication which prior to its development was very difficult much easier and less
risky. Travelling to many parts of the world which are very many miles apart now only takes a few hours or
days where as this used to take days or even months.

On the other hand technology has created a number of new harzards to the health of societies.

The machines make life easy but also expose people to new problems. In the example considered above
transportation has become easier by planes but these planes also expose people to accidents which have
become so numerous and clam many lives daily. As we all know that a majority of these machines use fuel
and that to use the fuel it has to burn there are new products which we introduced into our enviroment. These
new products include gases from automobiles which pollute the air we breathe. These gases expose us to lung
diseases, cancers and number of new ailments which have not yet been fully explored.

In conclusion I think that although advances in technology may seem favorable there are alot

of harzards which it introduces into our ways of life.

Essay rating of 6

These are several viewpoints on the implications of technological change and advancement and such schools
of thought which considerably vary have their respective validity. Technological change has its advantages and
disadvantages. For one, it is true that it partly solves problems and makes life better. At the same time,
technological changes may likely create new problems thereby threatening or damaging quality of life. In the
developing economies, for instance, technological advantages has both its merits and demerits. The
introduction and seeming acceptability and usefulness of computers have somehow helped increase the
efficiency of several firms. It is not only in the industrial sector that technological change proven to be very
effective. In the agricultural sector, for example, the introduction of new technologies in increasing production
has been very effective in expanding agricultural produce. These are just a few examples to illustrate the
advantages of technological advancement.

On the other hand, countries should be more careful on their choice of technology since it must be noted

that while certain types of technology are adaptable to developed economies the same type of technology may
not fit the environment of developing countries due to differing economic, social, cultural, and political
factors. For example, infrastructure improvements such as a construction of irrigation dam in the mountains of
the Philippines where several natives reside may likely be resisted by the population due to cultural factors.

They may prefer not to have such improvements in view of traditional values. Another example is the
pollution impact of some technological improvements particularly in the industrial sectors.

The choice and adaptability of new technology should therefore be carefully studied. The

short, medium, and long term impact of such technology is very important particulary for developing
economies. The benefits should always be greater than the costs.

I am inclined to support both positions because both views have their own validity. However,

I am more convinced that technological advancement is heilly beneficial to countries so long as they are
aware of the disadvantages of such technology.

Section D: About the Test Scores

The TOEFL scoring process is fairly complex. Although it is very helpful for those who work with students to
understand the process, examinees do not need to understand it in order do well on the test.

Score scales

New score scales have been developed for the computer-based TOEFL test. In addition, the paper-based score
scales have been changed slightly so that they do not overlap with the computer-based scores. A quick look at
a score will indicate immediately which type of test the candidate has taken.

Computer-Based Test Score Scale

Paper-Based Test Score Scale

Sections

Listening

0 to 30

Listening Comprehension

31 to 68

Structure/Writing

0 to 30

Structure/Written Expression

31 to 68

Reading

0 to 30

Reading Comprehension

31 to 67

Total Score

0 to 300

Total Score

310 to 677

The total scale score for each examinee is determined by adding the scale scores for the all the sections

and multiplying that figure by ten thirds (10/3).

Sample calculation:
Listening + Structure/Writing + Reading = Total
21

213

The Structure adaptive score and the essay rating each contribute approximately 50 percent to the

Structure/Writing composite score.

New score requirements

Examinees taking the computer-based TOEFL test to fulfill an admissions requirement should consult their
target institutions to determine their particular score requirements. If students wish to know what scores on
the computer-based test are comparable to those on the paper-based test, they should consult the TOEFL
concordance tables (in the Bulletin, on the TOEFL Web site at www.toefl.org/concords1.html, and on
pages 35-37 of this booklet).

Score calculation

A TOEFL score is not just the number of correct answers. On the TOEFL the same number of correct
responses on different tests will not necessarily result in the same score because the difficulty levels of the
questions vary slightly. In other words, if one examinee receives a slightly easier test and another examinee
receives a slightly harder test, the same number of correct responses would result in different scores.

Historically, examinees taking the paper-based TOEFL exam on different test dates have received

different test forms. Scores calculated from different test forms are made comparable by means of a statistical
process known as score equating, which adjusts the scores for slight differences in overall difficulty.

Calculating reported scores for computer-based tests is similar, in that the number of questions answered

correctly is adjusted according to the difficulty level of the questions on every test. Furthermore, on an
adaptive test, questions are chosen sequentially to match an examinee’s ability level. Thus examinees with
different abilities will take tests that have different levels of difficulty. As with paper-based tests, the design of
the test ensures that different types of questions and a variety of subject matter are presented proportionally
the same for each examinee. As with paper-based scores, statistical adjustments are made to the scores so that
they can be compared. Item response theory provides the mathematical basis for this adjustment. The statistics
used in the process are derived from pretesting.

Scale scores on a computer-based test are derived from ability estimates.

● The computer estimates ability based on the difficulty of the question answered. This estimate is updated

after each question is answered.

● At the end of the test, an examinee’s ability estimate on each section is converted to a scale score that

enables one to compare the scale scores on different computer-based tests.

Calculation of the Structure/Writing score

The composite Structure/Writing score is not a combination of the number correct on Structure and a rating
on the essay. As stated in the section on adaptive testing, the score on the adaptive Structure section is
calculated as a function of the difficulty of the questions given and the examinee’s performance on those
questions. The essay rating is weighted to account for approximately 50 percent of the composite score.
Because these separate scores (adaptive Structure and essay) are both noninteger values (decimal), their sum
(the composite) is actually on a continuous scale, which is then converted to a scale score (also a decimal
value) and then rounded. As a result of this summing, scaling, and rounding, the same integer Structure-only
score and an unweighted essay rating can result in slightly different final composite scores. For this reason,
it is not possible to provide a table illustrating the exact conversion of Structure and Writing scores to
composite scores.

The maximum scale score on Structure is 13. This is the official score examinees would receive if they

had a perfect score on Structure and a zero (0) on the essay. An essay rating of 1 would add approximately 3
points to an examinee’s composite Structure/Writing scale score and approximately 10 points to the total scale
score. Each successive 0.5 increase in the essay rating adds approximately 1 to 2 points to the composite
Structure/Writing scale score and approximately 3 to 7 points to the total scale score. Thus, examinees’
scores on the essay greatly affect not only their Structure/Writing scores but also total scores. Scores
are most dramatically affected if examinees do not write an essay at all or if they write an essay that is
off topic.

The following example further illustrates how this procedure works. The examinee below viewed these

unofficial scores onscreen:

Sample of unofficial on-screen scores:

Listening

Structure/Writing

6 to 25

Reading

TOTAL

167 to 230

In this sample, the possible Structure/Writing score of 6 is based on the examinees’ performance on
Structure and an essay rating of 0. This would result in a total score of 167. The score of 25 is based on
the performance on Structure and an essay rating of 6. This would result in a total score of 230. The total
score represents the sum of the three section scores multiplied by 10/3.

Given this examinee’s performance on Structure, his or her official scores would be as follows for each

possible essay rating. Note that because of the rounding described above, two examinees with the same
unofficial Structure score and essay rating might receive different official scores once Structure and essay
scores are combined.

Essay rating

Structure/Writing scale score

Total scale score*

0.0

167

1.0

177

1.5

183

2.0

190

2.5

193

3.0

200

3.5

207

4.0

210

4.5

217

5.0

220

5.5

227

6.0

230

*Total scores end with 0, 3, or 7 only because of the averaging of the three section scores.

For a more technical explanation of this procedure, please contact the TOEFL statisticians at

toefl@ets.org.

At the end of the exam

After examinees finish the TOEFL exam at the test center and view their unofficial scores, they have the
option of canceling their scores if they wish.

Those who feel they did poorly on the test might prefer this

option. However, students should understand that once scores are canceled they cannot be reinstated and
official score reports will not be sent. Candidates will also have to wait until the next calendar month to take
the test again. Because the essay will not have been scored yet, examinees will see only ranges for the
Structure/Writing and total scores.

Examinees who do not cancel their scores must decide whether to order score reports for institutions.

● Examinees who are not satisfied with their scores can choose not to send them to institutions.

● Examinees who are satisfied with their scores can select up to four score recipients from an on-screen

pull-down list. Candidates must be careful to select institutions — and often specific colleges within those
institutions — and identify them correctly. Therefore, it is important that test takers know how to spell
the names of their target institutions as well as the states where the institutions are located. There is
no additional fee for selecting four score recipients.

In the example on page 32, the examinee’s total score will be somewhere between 167 and 230

depending on the essay rating. Suppose this examinee knows his or her target institution requires a minimum
score of 167. He or she may wish to order official score reports immediately. Suppose the required score is
210 and the student feels he or she did not do well on the essay. In this case, the student may wish to wait to
order institutional score reports until receiving in the mail the score report including the essay score, or the
student may wish to receive scores by phone. If this examinee received an essay rating of 1, the official total
scale score would be 177, which is below the institutional minimum of 210. On the other hand, if the student
feels he or she performed well on the essay, he or she might feel confident to order official score reports. For
example, if this examinee received an essay rating of 5, the official total scale score would be 220, which is
above the 210 score requirement.

Before July 2000, test takers have the option of canceling their scores before they view them. After July 2000, test takers

can cancel their scores after viewing them.

Concordance Tables

Using the Concordance Tables

The computer-based TOEFL test does not measure English language proficiency in the same manner as the
paper-based test. There is a separate score scale for each test: 0 to 300 for the computer-based test and 310
to 677 for the paper-based test. Students should contact their target institutions and find out what the score
requirements are for the computer-based TOEFL test. To determine which scores on the computer-based test
(total and section scores) are comparable to those on the paper-based test, find the paper-based scores in the
concordance tables and then look across the table to identify the comparable scores on the computer-based
test. To download the concordance tables, visit the TOEFL Web site at www.toefl.org/concords1.html.

Score Comparison

Paper-based

Computer-based

Total

660–677

287–300

640–657

273–283

620

–

637

260

–

270

600

–

617

250

–

260

580

–

597

237

–

247

560

–

577

220

–

233

540

–

557

207

–

220

520

–

537

190

–

203

500

–

517

173

–

187

480–497

157–170

460–477

140–153

440

–

457

123

–

137

420

–

437

110

–

123

400

–

417

–

107

380

–

397

–

360

–

377

–

340

–

357

–

320

–

337

–

310

–

317

–

Range Comparison

●

Concordance Table

Total Score

Paper-based

Total

Computer-based

Total

Paper-based

Total

Computer-based

Total

Paper-based

Total

Computer-based

Total

677
673
670
667
663
660
657
653
650
647
643
640
637
633
630
627
623
620
617
613
610
607
603
600
597
593
590
587
583
580
577
573
570
567
563
560
557
553
550
547
543
540
537
533
530
527

300
297
293
290
287
287
283
280
280
277
273
273
270
267
267
263
263
260
260
257
253
253
250
250
247
243
243
240
237
237
233
230
230
227
223
220
220
217
213
210
207
207
203
200
197
197

523
520
517
513
510
507
503
500
497
493
490
487
483
480
477
473
470
467
463
460
457
453
450
447
443
440
437
433
430
427
423
420
417
413
410
407
403
400
397
393
390
387
383
380
377
373

193
190
187
183
180
180
177
173
170
167
163
163
160
157
153
150
150
147
143
140
137
133
133
130
127
123
123
120
117
113
113
110
107
103
103
100
097
097
093
090
090
087
083
083
080
077

370
367
363
360
357
353
350
347
343
340
337
333
330
327
323
320
317
313
310

77
73
73
70
70
67
63
63
60
60
57
57
53
50
50
47
47
43
40

650

280

600

250

550

213

450

133

500

173

Listening

●

Concordance T

able

Section Scaled Scores

Reading

Structure/W

riting*

●

Paper

-based

Computer

-based

Structure and

Structure/W

riting

ritten Expression

–68

–30

–63

–27

–58

–24

–53

–20

–48

–17

–43

–13

–38

–

–33

–

Paper

-based

Computer

-based

Reading

Comprehension

–67

–30

–63

–27

–58

–24

–53

–20

–48

–16

–43

–12

–38

–

–33

–

Str

ucture/W

riting in the computer

-based test includes multiple-choice items and an essay

The Str

ucture and W

ritten Expression section in the paper

-based test consists of

multiple-choice items only

. Ther

efore, these section scor

es are derived dif

fer

ently

Range-to-Range

Paper

-based

Computer

-based

Listening

Comprehension

–68

–30

–63

–27

–58

–23

–53

–19

–48

–14

–43

–

–38

–

–33

–

Range-to-Range

Paper-based

Listening

Comprehension

Computer-based

Listening

Paper-based

Listening

Comprehension

Computer-based

Listening

Paper-based

Structure and

Written Expression

Computer-based

Structure/Writing

Paper-based

Structure and

Written Expression

Computer-based

Structure/Writing

Paper-based

Reading

Comprehension

Computer-based

Reading

Paper-based

Reading

Comprehension

Computer-based

Reading

Score-to-Score

TOEFL Bulletins and Study Materials

Bulletins

Bulletins are available from Educational Testing Service.
Go to the TOEFL Web site at www.toefl.org/infobull.html

● Order online

● Download

Or call 1-609-771-7100

Information Bulletins are also usually available from
● TOEFL overseas representatives

● local colleges and universities

● United States educational commissions and foundations

● United States Information Service (USIS) offices

● binational centers

● private educational organizations

● overseas locations listed on the Web site

TOEFL Study Materials

It’s easy to order TOEFL study materials.
● Order online at www.toefl.org/cbprpmat.html or www.ets.org/store.html. Delivery takes

three to four weeks domestically; allow more time for overseas delivery.

● Call 1-800-446-3319 (from the U.S.) or 1-609-771-7243 (from outside the U.S.).

● Mail the order form found in the Bulletin.

● Order from the overseas locations listed in the Bulletin and on the Web site.

How to Contact the TOEFL Program

TOEFL Web site

For the following information, please visit the TOEFL Web site at www.toefl.org or obtain or download
a copy of the TOEFL Information Bulletin at www.toefl.org/infobull.html:

● Study materials and writing topics

● Test registration/scheduling

● Test center list

● Accommodations for test takers with disabilities

● Concordance tables

Other TOEFL addresses

Before the Test
General inquiries
TOEFL Services
Educational Testing Service
P.O. Box 6151
Princeton, NJ 08541-6151, USA
1-609-771-7100, Monday-Friday, 8 a.m.-9:45 p.m., New York Time
Fax: 1-609-771-7500

Scheduling a testing appointment:
In the U.S., Canada, America Samoa, Guam,

U.S. Virgin Islands, or Puerto Rico: 1-800-GO-TOEFL (1-800-468-6335)

Elsewhere: call the appropriate Regional Registration Center listed

in the Bulletin or on the Web site.

Candidates must obtain and read the TOEFL Information Bulletin before calling.

TOEFL study materials
In the U.S., Canada, America Samoa, Guam,

U.S. Virgin Islands or Puerto Rico: 1-800-446-3319

Elsewhere: 1-609-771-7243
For more information, see page 38.

After the Test
Scores by phone (scores available approximately 14 days after the test date)
In the U.S., Canada, America Samoa, Guam,

U.S. Virgin Islands, or Puerto Rico: 1-888-TOEFL-44

Elsewhere: 1-609-771-7267
Also, see the TOEFL Web site at www.toefl.org/cbscrsvc.html#phonetoefl for more information
on this service.

The International Standard for 35 Years

Test of English as a Foreign Language

57328-16522 • U119M200 • Printed in U.S.A.

I.N. 281030

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