[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-488186-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-488186-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","mapping-toefl-ibt-on-the-common-european-framework-of-reference-notes-and-executive-summary","Mapping TOEFL iBT on the Common European Framework of Reference - Notes and Executive Summary","","Mapping of TOEFL iBT scores onto the CEFR proficiency bands for the ICNALE project is presented as informational notes, with a disclaimer that the mapping is no longer effective because ETS proposed a new approach. The document explains CEFR’s six-level framework (A1–C2) and outlines ETS’s goals for TOEFL iBT, describing standard-setting, expert panel composition, and how recommended minimum (cut) scores were derived across reading, listening, speaking, and writing modalities. Results emphasize best discrimination at B1–C1, with institutions and learners advised to treat thresholds as guidelines.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/mapping-toefl-ibt-on-the-common-european-framework-of-reference-notes-and-executive-summary/488186/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/mapping-toefl-ibt-on-the-common-european-framework-of-reference-notes-and-executive-summary/488186.png","ImageObject",300,407,{"name":42,"@type":43},"Aria","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of mapping TOEFL iBT scores to CEFR levels?","Question",{"text":63,"@type":64},"The study identifies minimum TOEFL iBT scores corresponding to each CEFR level across reading, listening, speaking, and writing. It helps clarify what a test score means in practical proficiency terms within the CEFR framework.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the minimum TOEFL iBT scores (cut scores) determined?",{"text":68,"@type":64},"A standard-setting process was used, where expert panels recommended score requirements matching the knowledge and proficiency needed for each CEFR level. The table presents lower limits for each modality at each CEFR level.",{"name":70,"@type":61,"acceptedAnswer":71},"Are the recommended cut scores meant to be used as rigid thresholds?",{"text":72,"@type":64},"No. The document states the results should be treated as guidelines and that ETS does not recommend using rigid cut scores.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},488186,1793047538,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":96,"preview_page_count":4},2336464648322,"https://ap-avatar.wpscdn.com/avatar/2200025388227c56fec?_k=1778556882303663488","Mapping TOEFL® iBT on the Common  \nEuropean Framework of Reference  \nNotes: Mapping of the TOEFL scores on the CEFR bands in the the ICNALE project is based on the data presented in this file. However, this mapping is NOT effective now, as ETS has proposed a new mapping. This file is presented FYI purpose only. Back to ICNALE website [http://language.sakura.ne.jp/icnale/](http://language.sakura.ne.jp/icnale/)  \nExecutive Summary  \nBackground  \nThe Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) provides a common basis for describing the skills needed to reach different levels of language proficiency, and is used by language instructors, educators, curriculum designers and agencies working in the field of language development. The CEFR describes language proficiency in reading, writing, speaking and listening on a six-level scale:  \n• A1–A2 (Basic User)  \n• B1–B2 (Independent User)  \n• C1–C2 (Proficient User)  \nThe CEFR provides a descriptive context that may be used to interpret the meaning and practical significance of scores on language tests. If a test score can be one of the levels of the CEFR, what that score means and what candidates with at least that score are likely to be able to do becomes clear.  \nETS’s Goal  \nThe Internet-based TOEFL® iBT (Test of English as a Foreign Language™) measures the ability to use and combine listening, reading, speaking and writing skills to communicate in an academic environment. The purpose of this mapping study was to identify the minimum scores on the TOEFL iBT corresponding to each level of the CEFR. Minimum scores were identified separately for speaking, listening, writing and reading.  \nStandard-setting Study  \nStandard setting is the process by which a panel of informed experts makes score requirement recommendations that correspond with the level of knowledge, skill, proficiency, mastery or readiness candidates need in order to be placed in a certain category. The end result of standard setting is a recommended minimum score requirement, or cut score. The minimum scores for each CEFR level in this particular study are presented as lower limits of the level for each modality.  \n[www.ets.org/ell](www.ets.org/ell)  \nFor this study, the panel consisted of 23 experts (Englishlanguage instructors, administrators or directors of language programs and language testing experts) from 16 different European countries.  \nResults  \nThe expert panel was able to make connections between the construct of the test and the CEFR. The table below presents the recommended score ranges and the minimum score for each modality at each CEFR proficiency level.  \nThe panel determined the TOEFL iBT Speaking section spans the widest range of proficiency (from A1 level to C1 level) and the Reading section was the only section that reached the C2 level. Overall, the results suggest that the TOEFL iBT is best used to discriminate at the B1 to C1 levels of the CEFR, which is consistent with the claims of the test.  \nInterpreting Results  \nInstitutions, English programs and learners can interpret the recommended minimum scores on the TOEFL iBT by referring to the global descriptors and other tables in [the CEFR at](the CEFR at www.ets.org/results/cefr.html. The)[ www.ets.org/results/cefr.html](the CEFR at www.ets.org/results/cefr.html. The)[. The](the CEFR at www.ets.org/results/cefr.html. The) results represent the recommendations of informed experts using recognized standard-setting approaches. However, they should be considered guidelines as ETS does not recommend the use of rigid cut scores.  \nTechnical Report  \nThis standard-setting study was conducted by ETS researchers Richard J. Tannenbaum, Ph. D. , and E. Caroline Wylie, Ph. D. , in October 2006.  \n[www.ets.org/ell](www.ets.org/ell)  \n\n| Test Section | Total Score\u003Cbr>Scale Range | Minimum Score |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | A1 | A2 | B1 | B2 | C1 | C2 |\n| TOEFL iBT To","cbCaipLF0J8kEPFN","https://ap.wps.com/l/cbCaipLF0J8kEPFN","pdf",227658,"English","# Executive Summary\n## Background\n## ETS’s Goal\n## Standard-setting Study\n## Results\n## Interpreting Results\n# Technical Report","[{\"question\":\"What is the purpose of mapping TOEFL iBT scores to CEFR levels?\",\"answer\":\"The study identifies minimum TOEFL iBT scores corresponding to each CEFR level across reading, listening, speaking, and writing. It helps clarify what a test score means in practical proficiency terms within the CEFR framework.\"},{\"question\":\"How were the minimum TOEFL iBT scores (cut scores) determined?\",\"answer\":\"A standard-setting process was used, where expert panels recommended score requirements matching the knowledge and proficiency needed for each CEFR level. The table presents lower limits for each modality at each CEFR level.\"},{\"question\":\"Are the recommended cut scores meant to be used as rigid thresholds?\",\"answer\":\"No. The document states the results should be treated as guidelines and that ETS does not recommend using rigid cut scores.\"}]","Mapping TOEFL iBT on the Common European Framework of Reference - Notes and Executive Summary | PDF",1790811294]