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This ETS research report demonstrates a structured argument for aligning TOEFL iBT test scores to China’s Standards of English Language Ability (CSE), while drawing on earlier alignment work. The study outlines steps including construct congruence, locally set cut scores, score collection (N=1,326), teacher-based proficiency evaluations, and consideration of CEFR–CSE level connections.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mapping-the-toefl-ibt-test-scores-to-chinas-standards-of-english-language-ability-implications-for-score-interpretation-and-use/488278/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mapping-the-toefl-ibt-test-scores-to-chinas-standards-of-english-language-ability-implications-for-score-interpretation-and-use/488278.png","ImageObject",300,407,{"name":92,"@type":93},"SundayMiles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core goal of this report?","Question",{"text":112,"@type":113},"To build and demonstrate an alignment argument linking TOEFL iBT scores to China’s Standards of English Language Ability (CSE), so that score interpretation matches CSE proficiency levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which steps does the alignment process include?",{"text":117,"@type":113},"It includes establishing construct congruence, setting recommended minimum cut scores by local experts, collecting TOEFL iBT scores and teacher-evaluated proficiency levels (N=1,326), and considering results from other local alignment studies plus CEFR–CSE links.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are multiple sources of evidence important for alignment claims?",{"text":121,"@type":113},"Because alignment is ultimately a claim about score interpretation, the report stresses using established procedures and collecting evidence from several sources to support that claim.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},488278,1790863860,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099529839202,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","TOEFL® Research Report  \nTOEFL–RR-89  \nETS Research Report No. RR–19-44  \nMapping the TOEFL iBT® Test Scores to China’s Standards of English Language Ability: Implications for Score Interpretation and Use  \nSpiros Papageorgiou Sha Wu  \nChing-Ni Hsieh Richard J. Tannenbaum  \nMengmeng Cheng  \nDecember 2019  \nThe TOEFL® test is the world’s most widely respected English language assessment, used for admissions purposes in more than 130 countries including Australia, Canada, New Zealand, the United Kingdom, and the United States. Since its initial launch in 1964, the TOEFL test has undergone several major revisions motivated by advances in theories of language ability and changes in English teaching practices. The most recent revision, the TOEFL iBT® test, contains a number of innovative design features, including integrated tasks that engage multiple skills to simulate language use in academic settings and test materials that reflect the reading, listening, speaking, and writing demands of real-world academic environments. In addition to the TOEFL iBT, the TOEFL Family of Assessments has expanded to provide high-quality English proficiency assessments for a variety of academic uses and contexts. The TOEFL Young Studentsin schoolSseeiteisng(YSS)s ThefeaTtuOEreFsLtheITPT®OEFL ®PrAssessmeimntaSryeandoffeTOEFL Jurs collegesn, ior®universsittsie, ds, esiangndedothhealpnateffachordearbsleandtestleaforrnpelrs oacemf Enentglaisnhd  \nprogress monitoring within English programs.  \nSince the 1970s, the TOEFL tests have had a rigorous, productive, and far-ranging research program. ETS has made the establishment of a strong research base a consistent feature of the development and evolution of the TOEFL tests, because only through a rigorous program of research can a testing company demonstrate its forward-looking vision and substantiate claims about what test takers know or can do based on their test scores. In addition to the 20-30 TOEFL-related research projects conducted by ETS Research & Development staff each year, the TOEFL Committee of Examiners (COE), composed of distinguished language-learning and testing experts from the academic community, funds an annual program of research supporting the TOEFL family of assessments, including projects carried out by external researchers from all over the world.  \nTo date, hundreds of studies on the TOEFL tests have been published in refereed academic journals and books. In addition, more than 300 peer-reviewed reports about TOEFL research have been published by ETS. These publications have appeared in several different series historically: TOEFL Monographs, TOEFL Technical Reports, TOEFL iBT Research Reports, and TOEFL Junior Research Reports. It is the purpose of the current TOEFL Research Report Series to serve as the primary venue for all ETS publications on research conducted in relation to all members of the TOEFL Family of Assessments.  \nCurrent (2019–2020) members of the TOEFL COE are:  \nLia Plakans – Chair  \nBeverly Baker April Ginther Claudia Harsch Lianzhen He Volker Hegelheimer Gerriet Janssen Lorena Llosa Carmen Mu˜noz Yasuyo Sawaki Randy Thrasher Dina Tsagari  \nThe University of Iowa  \nUniversity of Ottawa Purdue University University of Bremen Zhejiang University Iowa State University  \nUniversidad de los Andes-Colombia New York University The University of Barcelona Waseda University  \nInternational Christian University Oslo Metropolitan University  \nTo obtain more information about the TOEFL programs and services, use one of the following: E-mail: [toefl@ets.org](toefl@ets.org)  Web site: [www.ets.org/toefl](www.ets.org/toefl)  \nETS is an Equal Opportunity/Affirmative Action Employer.  \nAs part ofits educational and social mission and in fulfilling the organization’s non-profit Charter and Bylaws, ETS has and continues to learn from and also to lead research that furthers educational and measurement research to advance quality and equity in education and assessment for all users o","cbCaij0WXMkt5EOC","https://ap.wps.com/l/cbCaij0WXMkt5EOC","pdf",2854160,49,"English","# Background and purpose\n## Mapping test scores to external frameworks\n# Alignment methodology\n## Establishing construct congruence\n## Recommended minimum cut scores\n## Score and proficiency collection\n## Integrating prior alignment and CEFR–CSE links\n# Findings and implications","[{\"question\":\"What is the core goal of this report?\",\"answer\":\"To build and demonstrate an alignment argument linking TOEFL iBT scores to China’s Standards of English Language Ability (CSE), so that score interpretation matches CSE proficiency levels.\"},{\"question\":\"Which steps does the alignment process include?\",\"answer\":\"It includes establishing construct congruence, setting recommended minimum cut scores by local experts, collecting TOEFL iBT scores and teacher-evaluated proficiency levels (N=1,326), and considering results from other local alignment studies plus CEFR–CSE links.\"},{\"question\":\"Why are multiple sources of evidence important for alignment claims?\",\"answer\":\"Because alignment is ultimately a claim about score interpretation, the report stresses using established procedures and collecting evidence from several sources to support that claim.\"}]","Mapping the TOEFL iBT Test Scores to China’s Standards of English Language Ability - Implications for Score Interpretation and Use | PDF",1790812225,123]