| Reading Skills |
Level |
Your Performance |
| Reading |
High(20-30) |
Test takers who receive a score at the HIGH level, as you did, typically understand academic texts in English that require a wide range of reading abilities regardless of the difficulty of the texts. Test takers who score at the HIGH level, typically
· have a very good command of academic vocabulary and grammatical structure;
· can understand and connect information, make appropriate inferences, and synthesize ideas, even when the text is conceptually dense and the language is complex;
· can recogniaze the expository organization of a text and the role that specific information serves within the larger text, even when the text is conceptually dense; and
· can abstract major ideas from a text, even when the text is conceptually dense and contains complex language. |
| Listening Skills |
Level |
Your Performance |
| Listening |
High(20-30) |
Test takers who receive a score at the HIGH level, as you did, typically understand conversations and lectures in English that present a wide range of listening demand. These demands can include difficult vocabulary (uncommon terms, or colloquial or figurative language), complex grammatical structures, abstract or complex ideas, and/or making sense of unexpected or seemingly conradictory information. When listening to lectures and conversations like these, test takers at the HIGH level typically can
· understand main ideas and important details, whether they are stated or implied;
· distinguish more important ideas from less important ones
· understand how information is being used (for example, to provide evidence for a claim or describe a step in a complex process);
· recognize how pieces of information are connected (for example, in a cause
-and-effect relationship);
· understand many different ways that speakers use language for purposes other than to give information(for example, to emphasize? a point, express agreement or disagreement, or convey intentions indirectly); and
· synthesize information, even when it is not presented in sequence, and make correct inferences on the basis of that information. |
| Speaking Skills |
Level |
Your Performance |
| Speaking about Familiar Topics |
Good(3.5-4.0) |
Your responses indicate you are able to speak in English about your personal experiences and opinions in a mostly clear and coherent manner. Your speech is clear with only occasional errors.
Grammar and vocabulary are strong and include only a few errors. You can elaborate fully on your ideas and have a strong overall communication. |
| Speaking about Campus Situations |
Good(3.5-4.0) |
Your responses indicate an ability to speak effectively in English about reading material and conversations typically encountered by university students. Overall, your responses are clear and coherent, with only occasional errors of pronunciation, grammar, or vocabulary. |
| Speaking about Academic Course content |
Good(3.5-4.0) |
Your response demonstrate that you are able to speak in English about academic reading and lecture material, with only minor communication problems. For the most part, your speech is clear and easy to understand. However, a few problems with pronunciation and intonation may occasionally cause difficulty for the listener. Your use of grammar and vocabulary is adequate to talk about the topics, but a few ideas are not fully developed or are inaccurate. |
| Writing Skills |
Level |
Your Performance |
| Writing based on Reading and Listening |
Good(4.0-5.0) |
You responded well to the task, relating the lecture ?to the reading. Weaknesses, if you have any, might have to do with
· slight impreciasion in your summary of some of the main points and/or
· Use of English that is occasionally ungrammatical or unclear. |
| Writing based on Knowledge and Experience |
Good(4.0-5.0) |
You responded with a well-oganized and developed essay. Weaknesses, if you have any, might have to do with
· use of English that is occasionally ungrammatical, unclear, or unidiomatic and/or
· elaboration of ideas or connection of ideas that could have been stronger. |
