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Test and Score Data

Summary

Contents

History of the TOEFL Program . . . . . 2

The Computer-Based TOEFL Test. . . 3

Computer-Based Test Data

for 2002-03. . . . . . . . . . . . . . . . . . 4

The Paper-Based TOEFL Test. . . . . 10

Paper-Based Test Data

for 2002-03. . . . . . . . . . . . . . . . . 11This edition of the TOEFL Test And

Score Data Summarycontains data

on the performance of examinees who took the computer-based TOEFL test and those who took the paper-based

TOEFL test between July 2002 and

June 2003. Data from previous testing

periods can be found on the Web site at www.ets.org/toefl.Test and Score Data

Summary

www.ets.org/toefl

2002-03 Test Year Data

Test of English as a Foreign Language

Listening.

Learning.

Leading.

History of the TOEFL Program

The Test of English as a Foreign Language, better known as TOEFL, is designed to measure the English profi- ciency of people whose native language is not English. Colleges and universities in the United States and Canada require TOEFL test scores from their international applicants. Academic institutions in other countries, as well as certain independent organizations, agencies, and foreign governments, have also found the test scores useful. In addition, several medical certification and licensing agencies require TOEFL test scores. Oversight of the Program - A national council on the testing of English as a foreign language was formed in

1962; its members were representatives of more than

30 private organizations and government agencies con-

cerned with the English proficiency of nonnative speakers of English who wished to study at colleges and universities in the United

States. The council supported

the development of the TOEFL test for use starting in 1963-64.

Financed by grants from the

Ford and Danforth Founda-

tions, the TOEFL program was administered, at first, by the

Modern Language Association.

In 1965, the College Board

and Educational Testing

Service

(ETS ) assumed joint responsibility for the program. Because many who take the TOEFL test are potential graduate students, a coop- erative arrangement for the operation of the program was entered into by ETS, the College Board, and the

Graduate Record Examinations

Board in 1973. Underthis arrangement, ETS is responsible for administering the TOEFL program with oversight from the TOEFL Board.

The TOEFL Board is comprised of 15 members. Some

are affiliated with such institutions and agencies as undergraduate and graduate schools, community col- leges, nonprofit educational exchange organizations, and other public and private agencies with an interest in international education. Other members are specialists in the field of English as a foreign or second language. Development of the Test - The test originally contained five sections. As a result of extensive research, a three- section test was developed and introduced in 1976. In July 1995, the test item format was modified somewhat within the same three-section structure. In recent years, various constituencies called for a new TOEFL test that would (1) be more reflective of communicative compe- tence models; (2) include more constructed-response tasks and direct measures of writing and speaking; (3) include tasks that inte- grate the language modali- ties tested; and (4) provide more information than the paper-based TOEFL test about the ability of interna- tional students to use English in an academic environment. Accordingly, the TOEFL Board initiated a broad effort under which language testing will evolve in the twenty- first century. The introduction of the computer-based TOEFL test in 1998 was the first incremental step in this broad test-improvement effort. Copyright © 2003 by Educational Testing Service. All rights reserved.

EDUCATIONAL TESTING SERVICE, ETS, the ETS logos, GRADUATE RECORD EXAMINATIONS, POWERPREP, TOEFL, the TOEFL logo, and TWE are registered trademarks of

Educational Testing Service. TEST OF ENGLISH AS A FOREIGN LANGUAGE and TEST OF WRITTEN ENGLISH are trademarks of Educational Testing Service. COLLEGE

BOARD is a registered trademark of the College Entrance Examination Board. Prometric is a registered trademark of Thomson Learning.

No part of this publication may be reproduced or transmitted in any form or by any means without permission in writing from the publisher. Violators will be

prosecuted in accordance with all applicable copyright and trademark laws.

Permission requests may be made online at www.toefl.org/copyrigh.html or sent to the Proprietary Rights Office, Educational Testing Service, Rosedale Road,

Princeton, NJ 08541-0001, USA.

For additional information about the Test of English as a Foreign Language, see the TOEFL Score User Guide.

Order this publication in print form or download it at www.ets.org/toefl. Also visit the TOEFL program's Web

library for a complete list of downloadable publications.

The Computer-Based TOEFL Test

In July 1998, ETS

introduced the com- puter-based TOEFL test in many areas of the world. This move was the first critical step toward a long- term goal of enhanc- ing assessments by using electronic technology to test more complex skills. This new testing platform provides improved services to examinees in many ways. •Tests are given by appointment, when examinees are ready. •Testing is available year-round in many locations. •Tests are given in comfortable, private, computer- equipped cubicles. •Fewer examinees test at one time. •Unofficial score ranges appear on screen immediately following the test. •Examinees can retest by appointment once every calendar month. •Test security is enhanced. •Official score reports are mailed faster - within two weeks after testing. (Note: Score reports are mailed approximately five weeks after the test date to those who handwrite their essays.)

The computer-based TOEFL test is offered at

Prometric

testing centers, specified colleges and uni- versities, and selected US State Department advising centers overseas.

A primary goal of the TOEFL program is to provide

more extensive information than it has in the past about candidates' English proficiency. In response to institutions' requests to include a productive measure of writing, the program added a Writing section (essay) as part of each test administration. This addition was one step toward a more communicative test. Essay ratings are integrated into section and total scores, but are also reported separately on official score reports for informational purposes. New types of questions were added to the Listening and Reading sections; these new question types move beyond multiple-choice questions.

Visuals were also added to the Listening section,

providing a significant enhancement to that portion of the test.Two sections of the test - Listening and Structure - are computer adaptive, meaning the test is tailored to each examinee's performance level. The test starts with ques- tions of moderate difficulty. As an examinee answers each question, the computer scores the question and uses that information, as well as the responses to previous questions, to determine the question it will present next. As long as examinees respond correctly, the computer typically selects questions of greater or equal difficulty. In contrast, if examinees answer questions incorrectly, the computer typically selects questions of lesser or equal difficulty. The computer is programmed to continuously find questions of an appropriate difficulty for test takers of all performance levels. Test Preparation - The TOEFL program has taken steps to ensure that an individual's test performance is not influenced by a lack of computer experience. A set of tutorials, designed especially for nonnative speakers of English, was developed to teach the skills needed to take the test on computer. The interactive tutorials are pre- sented at the beginning of each test session. They pro- vide instruction and practice in using a mouse, scroll- ing text, answering the various types of questions in the four test sections, and typing the essay using a standard word processing system for those examinees who elect to type their essay instead of handwriting it. Everyone registered to take the TOEFL test receives test preparation materials free of charge. Examinees who are registered to take the computer-based test receive TOEFL POWERPREP software, which contains two complete computer-based tests. In addition, the TOEFL Sampler, which contains tutorials as well as sample test questions, TOEFL POWERPREP, and sample questions are downloadable for free from the TOEFL

Web site.

Several other test prepara-

tion products are available for purchase. For more informa- tion about these products and how to order them, visit www.ets.org/toefl.

Computer-Based Test Data for 2002-03

The data presented in the tables below are based on

577,038 candidates who took the computer-based

TOEFL test between July 2002 and June 2003.

The tables summarize the performance of self-

selected groups of examinees; they are not necessarily representative of the general TOEFL population. In some countries, for example, virtually any high school, university, or graduate student who aspires to study in the United States or Canada may take the test. In

Table 3. Percentile Ranks for TOEFL CBT Scores -

Graduate Level Students*

30 98 99 97 300

28 93 91 90 280 94

26 81 76 73 260 80

24 65 55 53 240 60

22 49 39 36 220 41

20 34 26 23 200 26

18 23 16 14 180 16

16 15 10 8 160 9

149651405

125321202

103211001

81 1 80

61 60
440
220

Mean 21.4 22.5 23.0 Mean 223

S.D.5.1 4.7 4.5 S.D. 43

*Based on 272,081 examinees who indicated that they were applying for admission to colleges or universities as graduate students.

Table 2. Percentile Ranks for TOEFL CBT Scores -

Total Group*

30 99 99 98 300

28 94 93 93 280 96

26 83 80 80 260 83

24 68 61 62 240 66

22 52 45 46 220 49

20 38 32 32 200 33

18 27 22 21 180 21

16 18 14 13 160 13

14 12 8 8 140 7

127541204

104321002

8211801

61 1 60

440
220

Mean 20.9 21.7 21.8 Mean 215

S.D.5.3 5.0 4.9 S.D. 46

*Based on the total group of 577,038 examinees tested between July 2002 and June 2003 in CBT test centers. (Total group includes 66,460 examinees not included in Tables 3-6 who did not indicate a "reason for taking TOEFL" or who indicated reasons other than those given in Tables 3-6.)

Scale Score

Section 1

Listening

Section 2

Structure/Writing

Section 3

Reading

Total Scale Score

Percentile Rank

Scale Score

Section 1

Listening

Section 2

Structure/Writing

Section 3

Reading

Total Scale Score

Percentile Rank

Table 1. Minimum and Maximum

Observed TOEFL CBT Section and Total Scores

Section Min. Max.

1. Listening 0 30

2. Structure/Writing 0 30

3. Reading 0 30

Total 7 300

other countries, government policies may regulate who takes the test. Table 1 gives actual ranges of observed scores for the period from July 2002 through June 2003. The percentile ranks for section and total scale scores are shown in Table 2 for the total group. In Tables 3-6, examinees have been classified by their reason for taking the test (information supplied by them at the test center).

Table 6. Percentile Ranks for TOEFL CBT Scores -

Applicants for Professional License*

30 98 99 97 300

28 91 90 90 280 93

26 75 75 76 260 77

24 56 52 57 240 58

22 38 35 39 220 38

20 24 22 24 200 21

18 15 13 13 180 11

169871606

146441403

124321202

102111001

81 1 80

61 60
440
220

Mean 22.6 22.9 22.8 Mean 228

S.D.4.8 4.5 4.3 S.D. 41

*Based on 41,666 examinees who indicated that they were taking TOEFL to become licensed to practice their professions in the United States or Canada.

Table 5. Percentile Ranks for TOEFL CBT Scores -

Other Students*

30 99 99 300

28 97 97 97 280 98

26 89 89 90 260 92

24 79 77 79 240 81

22 68 65 68 220 69

20 57 54 55 200 57

18 47 43 43 180 44

16 37 33 32 160 33

14 28 24 22 140 23

12 20 17 14 120 15

10 13 10 8 100 9

8764804

6332601

4240
2120

Mean 18.1 18.6 18.8 Mean 185

S.D.6.3 6.3 5.7 S.D. 57

*Based on 17,026 examinees who indicated that they were applying for admission to schools other than colleges or universities, e.g., secondary schools.

Scale Score

Section 1

Listening

Section 2

Structure/Writing

Section 3

Reading

Total Scale Score

Percentile Rank

Table 4. Percentile Ranks for TOEFL CBT Scores -

Undergraduate-Level Students*

30 99 99 99 300

28 95 94 96 280 97

26 85 83 88 260 88

24 71 67 75 240 74

22 56 53 60 220 58

20 43 39 45 200 42

18 31 28 31 180 29

16 21 18 20 160 18

14 14 11 11 140 10

129661205

105331002

8221801

61 1 60

440
220

Mean 20.4 20.9 20.3 Mean 205

S.D.5.4 5.2 4.9 S.D. 47

*Based on 179,805 examinees who indicated that they were applying for admission to colleges or universities as undergraduate students.

Scale Score

Section 1

Listening

Section 2

Structure/Writing

Section 3

Reading

Total Scale Score

Percentile Rank

Scale Score

Section 1

Listening

Section 2

Structure/Writing

Section 3

Reading

Total Scale Score

Percentile Rank

Tables 7 and 8 present means and standard deviations of section and total scores separately for male and female examinees tested between July 2002 and June 2003. Table 7. Means and Standard Deviations for TOEFL CBT Section and Total Scores, Males*

Section 2 Total

Section 1 Structure/ Section 3 Scale

GroupNumber Listening Writing Reading Score

Total Group† 296,703 21.1 21.9 22.3 218

5.4 5.0 4.9 46

Graduate Level 157,057 21.6 22.7 23.3 225

5.1 4.6 4.4 42

Undergraduate Level 87,786 20.5 20.9 20.5 207

5.5 5.3 5.0 48

Other Students 7,986 18.6 19.0 19.4 190

6.5 6.4 5.9 58

Applicants for 14,818 23.3 23.1 23.8 234

Professional License 4.9 4.8 4.4 43

*Based on examinees tested from July 2002 through June 2003 who responded to a question about gender group membership.

†Total group includes 29,056 examinees not included in the four succeeding groups. Table 8. Means and Standard Deviations for TOEFL CBT Section and Total Scores, Females*

Section 2 Total

Section 1 Structure/ Section 3 Scale

GroupNumber Listening Writing Reading Score

Total Group† 270,718 20.8 21.6 21.4 213

5.3 5.0 4.8 46

Graduate Level 112,772 21.3 22.3 22.5 220

5.0 4.7 4.6 43

Undergraduate Level 90,175 20.3 20.9 20.1 204

5.3 5.1 4.8 46

Other Students 8,741 17.7 18.3 18.3 181

6.2 6.2 5.6 55

Applicants for 26,483 22.2 22.8 22.3 224

Professional License 4.6 4.3 4.2 39

*Based on examinees tested from July 2002 through June 2003 who responded to a question about gender group membership.

†Total group includes 32,547 examinees not included in the four succeeding groups.

1. Because of the unreliability of statistics based on small samples, means are not reported for subgroups of fewer than 30.

2. Because of changes in region and/or country boundaries, certain languages may have been added or deleted since the previous table was published.

3. Includes 58,600 students whose native languages could not be determined.

Native LanguageNative LanguageNumber of

Examinees

Listening

Structure/Writing

Reading

Total Score Mean

Macedonian 256 22 22 21 216Madurese 132 19 19 19 189

Malagasy 21 * * * *

Malay 1,272 23 23 23 230Malayalam 4,086 24 25 25 246

Malinke-Bambara-Dyula 38 18 19 19 188

Maltese 3 * * * *Marathi 3,541 25 26 26 256

Marshallese 7 * * * *

Mende 32 19 21 20 202Minangkabau 0 * * * *

Mongolian 288 20 18 18 188

More 19 * * * *

Nauran 0 * * * *

Nepali 3,208 21 23 21 219

Norwegian 363 26 25 25 253Nyanja 14 * * * *

Oriya 357 23 26 25 246

Oromo 52 20 22 20 206

Palauan 5 * * * *Panay-Hiligaynon 666 23 23 22 227

Pashtu 252 22 23 22 225

Pidgin 15 * * * *Polish 2,296 24 22 22 227

Ponapean 1 * * * *

Portuguese 7,593 23 22 24 230Punjabi 1,901 24 25 24 241

Romanian 2,952 25 24 25 246

Russian 7,342 23 23 23 230

Samoan 5 * * * *Santali 2 * * * *

Serbo-Croatian 862 25 23 23 235

Sesotho 46 21 24 21 221Setswana 161 22 24 22 226

Shona 181 24 26 24 248

Sindhi 379 24 26 24 248Sinhala 1,070 23 23 22 227

Siswati 19 * * * *

Slovak 479 24 23 23 235Slovenian 109 25 24 24 240

Somali 123 22 20 20 205

Spanish 35,390 23 22 23 229Sundanese 25 * * * *

Swahili 784 21 24 22 224

Swedish 1,002 26 24 24 246

Tagalog 11,727 23 23 22 230

Tajik 0 * * * *

Tamil 8,221 24 25 25 248Tatar 17 * * * *

Telugu 13,042 23 24 23 236

Thai 10,830 20 20 20 199Tibetan 74 22 24 22 225

Tigrinya 68 22 22 22 222

Tongan 14 * * * *Trukese 3 * * * *

Tulu 120 26 27 26 261

Turkish 11,016 22 22 22 219Turkmen 37 21 23 21 216

Twi 343 23 25 23 235

Ukrainian 1,254 23 22 23 225

Ulithian 2 * * * *Urdu 7,994 23 24 23 234

Uzbek 198 21 22 21 215

Vietnamese 1,963 20 21 21 206

Wolof 115 19 20 20 196

Xhosa 32 18 24 21 207

Yapese 4 * * * *

Yiddish 0 * * * *

Yoruba 2,558 22 24 23 229

Zulu 43 21 24 21 220Afrikaans 384 21 23 21 218

Albanian 745 22 22 21 217Amharic 779 22 21 21 214

Arabic 23,245 21 20 19 202

Armenian 703 22 23 22 219Assamese 194 22 24 24 235

Azeri 252 21 22 21 214

Bashkir 2 * * * *Basque (Euskara) 48 21 22 24 222

Belarusian 169 22 23 22 224

Bemba 89 22 24 22 225Bengali 4,474 23 24 24 238

Berber 35 19 20 21 200

Bhili 2 * * * *Bikol 185 23 23 22 228

Bulgarian 3,300 24 24 24 240

Burmese 331 21 22 22 218

Catalan 333 23 24 25 240Cebuano (Visayan) 2,064 23 23 23 230

Chichewa 51 20 22 20 207

Chinese 61,456 20 21 21 208Chuvash 2 * * * *

Czech 949 24 23 24 235

Danish 748 27 26 26 259Dutch 1,354 27 26 26 260

Efik - Ibibio 175 22 24 22 227

English 10,453 23 24 23 236Estonian 84 25 23 22 234

Ewe 161 22 24 22 228

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