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TOEFL iBT®

The premier test of academic English communication

TOEFL® Score Scale Update: A Guide for Institutions

Overview of the 1 – 6 TOEFL iBT Score Scale

On January 21, 2026, TOEFL will introduce an updated score scale (from 1 – 6 in increments of 0.5) to achieve a few key goals:

  • Provide more intuitive alignment with CEFR – By aligning TOEFL iBT scores to the Common European Framework of Reference for Languages (CEFR) – the global standard for language proficiency – we’ll ease the interpretation of TOEFL results, providing a clear, fair, and intuitive report of English proficiency.
  • Connection to prior learning – This scale gives a clearer connection to many students’ prior English learning and assessment experiences, which are often guided by CEFR.
  • Deliver consistent scores across each section – While 0 – 30 section scores vary across CEFR proficiency levels, under the 1 – 6 scale – to use one common example – a score of 5 on any section aligns with C1 proficiency for that particular section.

To ease the transition for students and institutions, we will provide comparable scores on the 0 – 120 score scale on score reports for two years. The updated scale will look like this:
 

CEFR Total Reading Listening Speaking Writing
C2 6 6 6 6 6
C1 5.5 5.5 5.5 5.5 5.5
C1 5 5 5 5 5
B2 4.5 4.5 4.5 4.5 4.5
B2 4 4 4 4 4
B1 3.5 3.5 3.5 3.5 3.5
B1 3 3 3 3 3
A2 2.5 2.5 2.5 2.5 2.5
A2 2 2 2 2 2
A1 1.5 1.5 1.5 1.5 1.5
A1 1 1 1 1 1


Under the 1 – 6 scale:

  • Total score. A student’s overall score is the average of the four section scores, rounded to the nearest half band. This differs from the 0 – 120 scale, in which the overall score is the sum of the section scores.
  • Nearest half band calculation. To give two examples: If the average of a student’s four individual section scores is 5.125, their overall score will be a 5. If the average of the four sections is a 5.25, that student will receive a 5.5.

Setting TOEFL Requirements Under the 1 – 6 Scale

Over the next several months, the TOEFL team will provide robust support as you set your score requirements. We recommend first identifying the appropriate CEFR level for your program and setting your score requirements accordingly.

The chart below also shows a list of the most common overall TOEFL score requirements under the 0 – 120 scale, alongside the overall TOEFL requirements we recommend establishing under the 1- 6 scale that launches on January 21, 2026.
 

Current TOEFL Score
Requirement (0-120)		 Recommended TOEFL
Score Requirement (1-6)
100 5
90 4.5
80 4
70 3.5

Comparing TOEFL Scores Across the 1 – 6 and 0 – 120 Scales

To help you interpret scores from TOEFL exams taken before January 21, 2026 – and since TOEFL scores stay active for two years, you may see a handful of these scores through late 2027 – the chart below compares the two sets of scores.
 

Total (1-6) Reading Listening Writing Speaking Est. Total (0–120)
6 29-30 28-30 29-30 28-30 114
5.5 27-28 26-27 27-28 27 107+
5 24-26 22-25 24-26 25-26 95+
4.5 22-23 20-21 21-23 23-24 86+
4 18-21 17-19 17-20 20-22 72+
3.5 12-17 13-16 15-16 18-19 58+
3 6-11 9-12 13-14 16-17 44+
2.5 4-5 6-8 10-12 13-15 34+
2 3 4-5 5-9 11-12 24+
1.5 2 2-3 3-6 5-9 12+
1 0-1 0-1 0-4 0-2 0+

Note: Estimated total scores under the 0 – 120 scale are the sum of the section scores and can be obtained with different section score combinations.

In the chart above, the 1 – 6 scores (in increments of 0.5) align with a range of scores under the 0 – 120 scale – for example, a 5 on TOEFL iBT is equivalent to a 95 and up (through 106). This may raise questions for institutions who today require, to use one example, a 100 or above.

In this scenario, setting a minimum score threshold of 5.5 might reduce the chances of accepting applicants with an equivalent score of less than 100, but it will increase the chances of not accepting qualified candidates with an equivalent score of 100 or even higher.

Therefore, choosing a band score of 5 should work well for institutions that previously required a total score of 100. We would also recommend that the same requirement is also established for the section scores.

This same analysis applies for institutions, to use a few more common examples, that accept a TOEFL score of 90 (which is now equivalent to a 4.5 on the updated scale), as well as those that accept a TOEFL score of 80 (now equivalent to a 4).

What Will I See on Score Reports After January 21?

To ease the transition for both institutions and students, we will be providing three scores on every score report for the next two years: (1) CEFR level; (2) 1 – 6 overall and section scores; and (3) a comparable 0 – 120 overall score.

Score Comparison Tables

To aid your institution’s efforts to set appropriate score thresholds and train your staff – as well as inform students – we’ve offered four comparative charts below, including:

  • A comparison of the 1 – 6 scale (across both total and section scores) with the corresponding CEFR levels. We recommend that you begin with this chart as you set your score requirements.
  • A comparison of the 1 – 6 scale with the 0 – 120 scale for tests taken before January 21, 2026, the date on which we will launch the 1 – 6 scale. This will be relevant for two years, although you will receive fewer scores under this scale as time passes.
  • A score-by-score comparison across the 1 – 6 and 0 – 30 section score scales for Reading, Listening, Writing, and Speaking.
  • A comparison of the 1 – 6 scale (across both total and section scores) with the comparable IELTS scores.

CEFR Total Reading Listening Speaking Writing
C2 6 6 6 6 6
C1 5.5 5.5 5.5 5.5 5.5
C1 5 5 5 5 5
B2 4.5 4.5 4.5 4.5 4.5
B2 4 4 4 4 4
B1 3.5 3.5 3.5 3.5 3.5
B1 3 3 3 3 3
A2 2.5 2.5 2.5 2.5 2.5
A2 2 2 2 2 2
A1 1.5 1.5 1.5 1.5 1.5
A1 1 1 1 1 1

Total (1-6) Reading Listening Writing Speaking Est. Total (0–120)
6 29-30 28-30 29-30 28-30 114
5.5 27-28 26-27 27-28 27 107+
5 24-26 22-25 24-26 25-26 95+
4.5 22-23 20-21 21-23 23-24 86+
4 18-21 17-19 17-20 20-22 72+
3.5 12-17 13-16 15-16 18-19 58+
3 6-11 9-12 13-14 16-17 44+
2.5 4-5 6-8 10-12 13-15 34+
2 3 4-5 5-9 11-12 24+
1.5 2 2-3 3-6 5-9 12+
1 0-1 0-1 0-4 0-2 0+

Reading
(0-30 v. 1-6)		 Listening
(0-30 v. 1-6)		 Speaking
(0-30 v. 1-6)		 Writing
(0-30 v. 1-6)

30

6

30

6

30

6

30

6

29

6

29

6

29

6

29

6

28

5.5

28

6

28

6

28

5.5

27

5.5

27

5.5

27

5.5

27

5.5

26

5

26

5.5

26

5

26

5

25

5

25

5

25

5

25

5

24

5

24

5

24

4.5

24

5

23

4.5

23

5

23

4.5

23

4.5

22

4.5

22

5

22

4

22

4.5

21

4

21

4.5

21

4

21

4.5

20

4

20

4.5

20

4

20

4

19

4

19

4

19

3.5

19

4

18

4

18

4

18

3.5

18

4

17

3.5

17

4

17

3

17

4

16

3.5

16

3.5

16

3

16

3.5

15

3.5

15

3.5

15

2.5

15

3.5

14

3.5

14

3.5

14

2.5

14

3

13

3.5

13

3.5

13

2.5

13

3

12

3.5

12

3

12

2

12

2.5

11

3

11

3

11

2

11

2.5

10

3

10

3

10

2

10

2

9

3

9

3

9

1.5

9

2

8

3

8

2.5

8

1.5

8

2

7

3

7

2.5

7

1.5

7

2

6

3

6

2.5

6

1.5

6

1.5

5

2.5

5

2

5

1.5

5

1.5

4

2.5

4

2

4

1

4

1.5

3

2

3

1.5

3

1

3

1.5

2

1.5

2

1.5

2

1

2

1

1

1

1

1

1

1

1

1

0

1

0

1

0

1

0

1

IELTS
(1-9)		 TOEFL
Reading (1-6)		 TOEFL
Listening (1-6)		 TOEFL
Speaking (1-6)		 TOEFL
Writing (1-6)		 TOEFL
Total (1-6)
9 6 6 6 6 6
8.5 5.5 6 6 6 6
8 5.5 5.5 6 6 6
7.5 5 5 5 5.5 5.5
7 4.5 5 4.5 5 5
6.5 4 4.5 4 4.5 4.5
6 3.5 3.5 3.5 4 4
5.5 3.5 3 3 3 3.5
5 3 2.5 2.5 2 2.5
4.5 2.5 1.5 2 1.5 2
4 1 1 1.5 1 1.5

 
Note: Total scores in the table are based on the average of the sections scores, rounded up to the next highest half band, to minimize false positive classifications. Total scores awarded to test takers can be obtained with different section score combinations.

Frequently Asked Questions

The first step to setting relevant and useful score requirements for your institution is to identify the appropriate CEFR level and use the equivalent score on the 1-6 score scale.

We also recommend these additional steps to ensure that score requirements serve your institution well:

  • Use all score information, not only the total score. Section scores can distinguish one applicant from another and provide a more complete picture.
  • Review section scores routinely and consider setting minimum section score requirements for the language skills that are most important to success in your program.
  • Conduct periodic reviews of your score requirements.
  • Consider whether English-language learning support is available at your institution. If it isn’t, you may need an initial higher level of proficiency.
  • After selecting your CEFR level and corresponding 1 – 6 score requirement, you can also validate this decision by comparing the 1 – 6 score to your institution’s current IELTS requirements.

To ease the transition for both institutions and students, we will be providing three scores on every score report for the next two years: (1) CEFR level; (2) 1 – 6 overall and section scores; and (3) a comparable 0 – 120 overall score.

Score comparison tables for the section and total scores are provided for IELTS in the Score Comparison Tables section. The tables are based on a score concordance study between the previous TOEFL iBT and IELTS, and vertical linking research which connected the reading and listening scores from the 0-30 section score scale to an earlier version of the 1-6 score scale.

We have not conducted a score concordance study with the Duolingo English Test (DET). To determine the best TOEFL score, we recommend you select the TOEFL score based on your desired CEFR level, rather than a direct comparison to DET.

Choosing a score of 5.5 might reduce the chances of accepting applicants with an equivalent score of less than 100, but it will increase the chances of not accepting qualified candidates with an equivalent score of 100 or even higher.

In addition, score comparison tables are useful as general guiding tools, but they cannot predict the exact score each individual test taker would receive on two different language tests.

The two score scales also follow different approaches when it comes to the range of the reported total scores (1-6 with half-band increments, as opposed to 0-120). As a result, multiple scores from the 0-120 scale will correspond to the same half band on the 1-6 scale.

Based on score concordance analysis, a band score of 5 corresponds to a range of scores, specifically 95 – 106. A score closer to the middle of the range of scores for the same half band is a more reliable indicator of the same level of ability.

Therefore, choosing a band score of 5 should work well for institutions that previous required a total score of 100.We would also recommend that the same requirement is established for the section scores, not just the total score, to help ensure that the requirement is met across all language skills. 

Note: This same analysis applies for institutions that accept a TOEFL score of 90 (which is now equivalent to a 4.5 on the updated scale), as well as those that accept a TOEFL score of 80 (now equivalent to a 4 on the updated scale).

The mapping of TOEFL section test scores was established by combining information from several separate steps. For reading and listening, we conducted a vertical linking study, whereby test takers participating in a field test responded to questions from the updated TOEFL iBT and the previous version of the test, whose score had already been mapped to the CEFR level. Through this vertical linking, we established CEFR score mapping for the reading and listening sections of the updated TOEFL iBT.

For the Speaking and Writing sections, we first compared task requirements and scoring rubrics to CEFR subscales and level descriptors for different aspects of language to confirm that the content of the test was relevant to language ability as described in the CEFR, and therefore that alignment of test scores to CEFR levels was justified (Davis et al., 2023).

This was followed by an ETS-internal standard setting study that identified minimum scores for each CEFR level, using the performance profile method (Fleckenstein et al., 2020). In this exercise, we selected test takers representing different levels of performance and then created a portfolio for each individual which contained the responses they produced in the test.

ETS language experts then compared the portfolios to performance descriptors from relevant CEFR scales to establish the minimum score for each CEFR level (Davis et al., 2023). Finally, the score profiles of the test takers in the field test were examined statistically to establish the relationship between the CEFR levels of the students across the selected-response sections (Reading and Listening) and the CEFR levels of the same students across the constructed response sections (Speaking and Writing).

The TOEFL iBT 1-6 scores were aligned to the 0-120 score scale through various statistical methods. For the reading and listening scores, we conducted a vertical linking study, whereby test takers participating in a field test responded to questions from the updated TOEFL iBT and the previous version of the test.

This combination of questions allowed for direct linking of the reading and listening score scales. For the speaking and writing scores, we examined the score profiles of test takers in the field to inform the relationship between the selected-response section scores (Reading and Listening) and the constructed response section scores (Speaking and Writing). These statistical analyses also consider previous research on mapping TOEFL iBT scores to the CEFR levels.

It should be noted that the statistical methods do not assume equal interval score points. This means that two half bands on the 1-6 score scale can contain different numbers of score points on the 0-120 score scale.

For two years after January 2026, in any student-facing messaging, including on your admissions website(s), we recommend maintaining your current TOEFL score requirements under the 0 – 120 scale with a qualifier that this guidance only applies to “TOEFL exams taken before January 21, 2026.”

In addition, this fall, we recommend adding the new score requirements under the 1 – 6 scale, including both the total score and individual section scores (if applicable) that you will be requiring for your program. This will give students ample time to prepare.

The TOEFL team is happy to help you determine your score requirements under the 1 – 6 scale. We’ll be hosting webinars and one-on-one conversations through the summer and fall.

Students will receive detailed messaging, including updated test prep resources (e.g., digital guidebooks and practice tests) and guidance on the updated score scale, in July 2025.

In the interface for TOEFL Access, our new score reporting system and replacement for TOEFL EDM, institutions will be able to control how scores are delivered to their Slate or CRM systems. ETS will continue to deliver all score digitally in the existing format. We will soon provide extensive documentation and guidance to help universities manage this transition smoothly.

Not until January 2028. For the two-year period between January 2026 and January 2028, each score report will show: (1) CEFR level; (2) 1 – 6 overall and section scores; and (3) a comparable 1 – 120 overall score.

Starting in January 2026, TOEFL will only provide digital, user-friendly methods to receive scores and will retire paper score reports.

Performance Descriptors

Performance descriptors illustrate the knowledge, skills and abilities displayed by TOEFL iBT test takers. These descriptors have been selected from the CEFR (2001, 2020) with minor modifications. Test takers receiving higher scores are also expected to be able to demonstrate the performance described at lower scores.
 

CEFR

Section Score

Listening

Reading

Writing

Speaking

C2

6

Can make appropriate inferences when links or implications are not made explicit in a listening sample.

Can understand a broad range of long and complex texts, appreciating subtle distinctions of style and identifying both implicit and explicit meaning.

Can use a comprehensive & unrestricted mastery of a wide range of language to formulate thoughts precisely, give emphasis, and eliminate ambiguity.

Can convey finer shades of meaning by using, with reasonable accuracy, a wide range of qualifying devices (e.g., adverbs showing degree or clauses showing limitations).

Has strong command of a broad lexical repertoire, including idiomatic expressions. Shows awareness of connotative levels of meaning.

Can express themselves at length with a natural, effortless, smooth flow. Pauses only to reflect on precisely the right words or find an appropriate example.

Can use a full and reliable mastery of a broad range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity. No signs of having to restrict what they want to say.

Can provide clear, smoothly flowing, elaborate and often memorable descriptions.

C1

5 – 5.5

Skilled at using contextual, grammatical and lexical cues to infer attitude, mood & intentions and anticipate what’s next.

Can recognize a wide range of idiomatic expressions, but may need to confirm occasional details, especially if the accent is unfamiliar.

Can follow most lectures and discussions with ease.

Skilled at using contextual, grammatical and lexical cues to infer attitude, mood & intentions and anticipate what’s next.

Can understand lengthy, complex texts from social, professional or academic life, identifying finer points of detail, including attitudes & implied and stated opinions.

Can use a broad range of complex grammatical structures appropriately and with flexibility.

Layout, paragraphing and punctuation are consistent and helpful.

Can precisely qualify opinions in relation to degrees of certainty / uncertainty.

Can express strong disagreement diplomatically.

Can express themselves fluently and spontaneously, almost effortlessly. Only a difficult subject can hinder a smooth flow of language.

Can use a broad range of complex grammatical structures and less common vocabulary appropriately.

Can use the full range of phonological features in the target language with sufficient control to ensure intelligibility.

B2

4 – 4.5

Can follow extended discourse and complex lines of argument, provided the topic is reasonably familiar and the argument is guided by explicit markers.

Can distinguish main themes from asides, as long as the lecture is delivered in standard or familiar language.

Can recognize the point of view expressed and distinguishes this from facts being reported.

Can identify the main reasons for and against an argument or idea in a discussion conducted in clear standard or familiar language.

Can use several strategies, including identifying main points and using context clues.

Can adapt style and speed of reading to different texts and using appropriate reference sources selectively.

Has a broad active vocabulary, but may have some difficulty with uncommon idioms.

Can understand articles concerned with contemporary problems in which specific viewpoints are adopted.

Can recognize when a text provides factual information and when it makes an argument.

Can produce text that is well-organized and coherent, using a range of linking expressions and devices.

Has a good command of simple language structures and some complex grammatical forms, although tends to use complex structures rigidly with some inaccuracy.

Can develop a clear description or narrative, expanding and supporting main points with relevant supporting detail and examples.

Lexical accuracy is generally high; occasional incorrect word choice doesn’t hinder communication.

Can produce stretches of language with an even tempo, but can be hesitant while searching for patterns and expressions. Few noticeably long pauses.

Shows a fairly high degree of grammatical control. Does not make mistakes that lead to misunderstanding; intelligible throughout, despite a few systematic mispronunciations.

Can explain a viewpoint on a topical issue, giving the pros and cons of various options.

Can develop a clear description or narrative, expanding and supporting main points with relevant detail and examples.

B1

3 – 3.5

Can understand the main points made in clear standard language on familiar matters.

Can extrapolate the meaning of unknown words from the context and deduces sentence meaning, if the topic is familiar.

Can understand clear factual information about common topics, identifying general messages and specific details, if speaker articulates clearly in a familiar manner.

Can follow a lecture within their own field, if the subject matter is familiar and clearly structured.

Can follow much of everyday conversation, if clearly articulated in standard language.

Can follow a line of argumentation or the sequence of events in a story by focusing on common logical and temporal connectors.

Can deduce the probable meaning of unknown words by identifying their parts (e.g., roots, lexical elements, suffixes and prefixes).

Can understand descriptions of places, events, explicitly expressed feelings and perspectives in narratives, guides and magazine articles that use everyday language.

Can find and understand relevant information in everyday material (letters, brochures and short official documents).

Can write basic emails/ letters of a factual nature (e.g., to request information or ask for and give confirmation).

Can use a wide range of simple language to flexibly express most intended meanings.

 

Can express the main point comprehensibly.

Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations.

Can speak comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.

Can express a main point comprehensibly. Is generally intelligible, despite regular mispronunciation of individual sounds and less familiar words.

Can give brief explanations for opinions, plans and actions.

Has sufficient vocabulary to express themselves with some circumlocutions on most topics relevant to everyday life, like family, hobbies and interests, work, travel and current events.

A2

2 – 2.5

Can understand phrases related to areas of immediate priority (e.g., basic personal and family information, shopping, local geography, jobs), if speaker articulates clearly and slowly.

Can understand the essential information from short, recorded passages dealing with predictable everyday matters.

Can use their recognition of known words to deduce the meaning of unfamiliar words in short expressions used in routine contexts.

Can understand texts describing people, places, everyday life etc., if given in simple language.

Can find specific, predictable information in everyday material, like advertisements, menus, reference lists and timetables.

Can use recognition of known words to deduce the meaning of unfamiliar words in short expressions used in routine contexts.

Can understand short, simple texts on familiar matters of a concrete type, which consist of common or job-related language.

Can write brief, everyday expressions to satisfy simple needs of a concrete type (e.g., personal details, daily routines, wants and needs, requests for information).

Can use some simple structures correctly, but still makes basic mistakes; nevertheless, it is usually clear what they are trying to communicate.

Has sufficient vocabulary for the expression of basic communicative needs.

Can construct phrases on familiar topics with enough ease to handle short exchanges, despite noticeable hesitation and false starts.

Pronunciation is generally intelligible when communicating in simple everyday situations.

Can give short, basic descriptions of events and activities.

Can explain likes or dislikes about something and why they prefer one thing over another, making simple, direct comparisons.

A1

1 – 1.5

Can recognize concrete information (e.g., places and times) on familiar topics encountered in everyday life, provided the information is delivered slowly and clearly.

Has a basic vocabulary repertoire of words and phrases related to particular concrete situations.

Can get an idea of the content of simpler informational material and short, simple descriptions, especially if there is visual support.

Recognizes familiar names, words and very basic phrases on simple notices in the most common everyday situations.

Finds and understands simple, important information in short texts.

Can compose a short, very simple message (e.g., a text message) to friends to give them a piece of information or ask them a question.

Has a very basic range of simple expressions about personal details and needs of a concrete type.

Can produce simple isolated phrases and sentences.

Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words and repair communication.

Has a very basic range of simple expressions about personal details and needs of a concrete type.

Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by those used to dealing with speakers of the language group.