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It details item counts, CEFR proficiency ranges, language use contexts, and whether tasks are machine-scored or AI-scored. 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Their purpose is typically to gather data on item performance for future use in scored sections of the test.  \n2 In terms of proficiency levels described in the Common European Framework of Reference (CEFR; Council of Europe, 2001, 2020), the TOEFL test is designed to cover the full range from A1 to C2 (See Section III: Scoring and Score Reporting of the Technical Manual for more information.)  \n3 The TOEFL test is designed to efficiently measure foundational language skills and general communication abilities relevant to academic and general (daily life) contexts. These contexts coincide with language use domains described in the CEFR, with emphasis on the educational and public domains. (See section I-2. Target Population, Language Domains, and Intended Uses of the Technical Manual for more information.)  \n4 Machine Scored task types use rule-based algorithms to evaluate selected-response formats (e.g., multiple choice), based on exact matches or predefined scoring logic. AI Scored task types involve constructed responses (e.g., speaking and writing) and are evaluated using natural language processing and machine learning to assess features like fluency, coherence, and grammar.  \n5 To measure language proficiency efficiently, both the Reading and Listening sections are designed as two-stage adaptive tests. The TOEFL Writing and Speaking sections are linear, where all test takers of a specific form receive the same set of tasks. Total timing estimates should include the router plus the lower or upper module.  \nNote on Specification Finalization  \nPlease be advised that the test specifications outlined in this document are subject to minor revisions as part of the ongoing development and validation process until the official launch of the assessment.  \nReading Section  \n\n| Claim / Score Reporting Category | Skill | Subskill | Language Use Context | Task Types | CEFR Level Target | Items | Item Type |  | Total Items by Claim | Estimated Time |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  |  |  | Machine Scored | AI Scored |  | Router | Lower / Upper Module |\n| Reading | Process academic written texts for meaning and form | Can use word-ordering rules, lexical knowledge, and reading comprehension to construct meaningful text | Academic lan","cbCaia6NpJYw6yVa","https://ap.wps.com/l/cbCaia6NpJYw6yVa","pdf",517367,18,"English","# Blueprint Table\n## Blueprint Table Notes\n# Reading Section\n## Reading task types and targets\n# Listening Section\n## Listening task types and targets\n# Writing Section","[{\"question\":\"What scoring approach does the TOEFL iBT 2026 update specify for different task types?\",\"answer\":\"Machine-scored tasks use rule-based algorithms for selected-response formats, while AI-scored tasks evaluate constructed responses such as speaking and writing using natural language processing and machine learning.\"},{\"question\":\"How do Reading and Listening measure proficiency efficiently?\",\"answer\":\"Both sections use two-stage adaptive test design, with timing that includes the router plus the lower or upper module.\"},{\"question\":\"What is the purpose of non-scored items in Reading and Listening?\",\"answer\":\"Non-scored items are included to gather data on item performance for future use in scored sections of the test.\"}]","TOEFL iBT Test - 2026 Update - Test Blueprint and Specifications | PDF",1790810561,45]