Handbook - AMIDEAST
Handbookfor the TOEFL Junior TestsHandbookfor the TOEFL Junior TestsDiscover your students’ full potential.Guide them on their English-language journey.Updated 07/12/2020
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Table of ContentsTest Overview .2About the TOEFL Junior Speaking Test .28The TOEFL Junior Tests. 2TOEFL Junior Standard Test . 2TOEFL Junior Speaking Test . 2Test Purpose . 2Test Structure . 28Test Content . 28During the Test . 28Getting Ready for the Test .29Before Test Day .3How to Get Ready to Take the TOEFL JuniorSpeaking Test . 29Registering for the TOEFL Junior Tests . 3Consent Form. 3Identification Document (ID). 3Test Takers with Disabilities . 3TOEFL Junior Speaking Test Scores .30Score Reports . 30Interpreting Scores . 30Acceptable Scores . 30How Your Test is Scored . 30Reliability of Scores . 31Validity of Scores . 31TOEFL Junior Speaking Test . 31Common European Framework of Reference. 31Certificate of Achievement . 31On Test Day .4Procedures at Testing Site . 4TOEFL Junior Standard Test . 4About the TOEFL Junior Standard Test. 5Test Structure . 5Test Content . 5During the Test . 5Policy and Guidelines for the Use ofTOEFL Junior Scores .33Getting Ready for the Test .6How to Get Ready to Take the TOEFL JuniorStandard Test. 6How to Complete the Answer Sheet . 6Answer Sheet . 8Sample Questions Answer Sheet . 10Listening Comprehension . 10Language Form and Meaning . 10Reading Comprehension . 10Introduction. 33Release of Test Results . 33Test Fairness and Score Use . 33Test Score Retention . 33Testing Irregularities . 33Policies . 33Guidelines . 34Normally Appropriate Uses and Misuses ofTOEFL Junior Scores. 34Appropriate Uses . 34Misuses. 34Test Taker Comments . 34Sample Questions .11Listening Comprehension Section. 11Language Form and Meaning Section . 15Reading Comprehension Section . 18Appendix.35TOEFL Junior Standard Test Scores .23TOEFL Junior Consent Form . . . 37TOEFL Junior Standard Performance Descriptors . 39TOEFL Junior Speaking Performance Descriptors. 41Score Reports . 23Interpreting Scores . 23Acceptable Scores . 23How Your Test is Scored . 23Reliability of Scores . 24Validity of Scores . 24TOEFL Junior Standard Test . 24Overall Score Levels . 26Common European Framework of Reference. 26Lexile Measure . 26Certificate of Achievement . 2711
Test OverviewThe TOEFL Junior TestsThe TOEFL Junior tests: Provide parents, students and teachers withobjective information about student progressin developing English-language skills over time Serve as measurement tools to supportplacement of students into programmesdesigned to increase English-languageproficiency levels Measure developing English communicationskills in preparation for future studies inEnglish Offer useful information that can be used forinstructional purposesTOEFL Junior Standard TestDelivered on paper, the TOEFL Junior Standard testmeasures listening comprehension, language form andmeaning, and reading comprehension.TOEFL Junior Speaking TestA digitally delivered test that measures your abilityto communicate orally in English in a classroomsetting, for students in middle-school or lower-levelhigh school.Refer to page 28 for information about the TOEFLJunior Speaking test.The TOEFL Junior tests are NOT:Test PurposeThe TOEFL Junior tests are an objective and reliablemeasure of your English communication skills. Whilethe ETS university-level TOEFL test continues to setthe standard for English proficiency worldwide, theTOEFL Junior tests measure the degree to whichstudents in middle school and lower levels of highschool have attained proficiency in the academic andsocial English-language skills representative ofEnglish-medium instructional environments.Usually these students are ages 11 . However, thetests may be appropriate for other students. Theappropriateness is based on the English-languageproficiency of the students. The TOEFL Junior testsare not based on or limited to any specific curriculum.The tests may not be appropriate for students whohave not yet attained a basic level of proficiency.22 Based on any specific curriculum Directly linked to TOEFL iBT test scores Intended to predict performance on theTOEFL iBT test To be used to support high-stakes decisionssuch as for admissions purposes orcriterion-based exit testing A substitute for TOEFL iBT, TOEFL PBT, orTOEFL ITP tests
Before Test DayIdentification Document (ID)Registering for the TOEFLJunior TestsYou may be required to provide identification (ID)before you test. If you have a passport, that would bethe best ID document to use.The TOEFL Junior tests are available throughout theworld. Testing can be arranged through institutions thatask students to take the tests. If testing has not beenarranged through your institution, you can contactyour local ETS TOEFL Junior associate to find outmore about the availability of the tests in your area.If you do not have a passport, or if your passport doesnot contain your signature and photograph, an officialletter from the school you attend is an acceptable IDdocument. The letter must have your photographglued (not stapled) to it, and the title, signature, andseal of the official who issued the letter must overlapthe photograph, as shown here. Student letters arevalid for one year from the date of issue.The price to take the TOEFL Junior tests variesworldwide. To inquire about pricing in your area,contact your local ETS TOEFL Junior associate.Consent FormYou will be asked to submit a consent form signedby your parent or legal guardian in order to take aTOEFL Junior test. The form will be provided toyou before the test date.By signing the consent form, you agree that allinformation you provide, including demographic andbackground information, your answers to the testquestions, and your scores, may be used for research,development, and marketing purposes relating to theTOEFL Junior tests. (See Appendix pages 37–39 forthe consent forms.)Test Takers with DisabilitiesThe TOEFL Junior programme and its local ETSTOEFL Junior associate, in response to requestsfrom individuals with disabilities or health-relatedneeds, will make special arrangements with testcenter administrators to administer the TOEFLJunior tests with accommodations.Among the accommodations that can be provided areextended testing times, extra breaks, large print, orother aids customarily used by the test taker. See theSupplement to the Handbook for the TOEFL Juniortests, titled Young Student Series HandbookSupplement for Test Takers with Disabilities orHealth-Related Needs. All requests foraccommodations must be approved in advance, inaccordance with ETS policies and procedures locatedon the website at www.ets.org/disabilities.33
On Test DayProcedures at Testing SiteIf it is necessary for you to take a break during testing,you will not be allowed access to cell phones,electronic devices, or any unauthorised aid duringyour break. You will not be given extra testing time tomake up for a rest room absence.The tests are given in one session on the date and atthe time and place announced by your teacher or by anofficial of the institution administering the test. Besure to arrive at the testing room on time.Because of the need to maintain order as well assecurity during testing, as a test taker you should not:You will have an assigned seat at the testing site. Youare not allowed to change seats after you have beenseated. All test takers must be facing the samedirection. If you are left-handed, please inform thetest administrator before the start of the test.The following items are not allowed in the testing room: Backpacks, bags or briefcases Books, pamphlets, or dictionaries Calculator watches or watch alarms (especiallywith flashing lights or alarm sounds) Calculators Cell phones or smart phones Food or beverages (unless approved due to adisability or health-related need) Hats or headwear (unless by religiousrequirement) Highlighter pens or mechanical pencils ofany kind Listening devices, personal stereos, radioswith headphones, or recorders Nonmedical electronic devices (laptopcomputers, digital assistants, etc.) Papers of any kind Copying, scanning, or photographic devices Transmitting or receiving devices Give or receive assistance of any kind to orfrom another test taker Use any prohibited item (see previous list) Disturb other test takers Remove your note-taking paper from thetesting room Refuse to obey any policy or procedureYou may be asked to leave the room, and your test willnot be scored, if you fail to comply with these rules.The test administrator has the right to request thatETS not score your test or not release your scores ifyou did not follow instructions or if there is reason tobelieve you cheated.TOEFL Junior Standard TestBring with you to the test administration: No. 2 or HB black-lead pencils with erasersDuring the test administration, you will be provided with:44 A clock in the room Blank note-taking paper for the Listeningsection of the TOEFL Junior Standard test
About the TOEFL Junior Standard TestTest StructureDuring the TestThe TOEFL Junior Standard test consists of 126multiple-choice questions. It includes three sections—Listening Comprehension, Language Form andMeaning, and Reading Comprehension. Each sectioncontains 42 four-choice questions with a total testingtime of 1 hour 55 minutes.Each section of the test has a time limit. The testadministrator will tell you when to start and stop eachsection. During each time period, you may read orwork only on the section of the test you are told towork on. If you finish one section early, you may notgo on to the next section before you are told to do so,and you may not go back to a section you have alreadyworked on. Failure to follow this rule will beconsidered cheating, and your scores will be canceled.Some of the questions in the test may not counttoward the section or total scores. Of the questionsthat count, each correct answer counts equally towardthe score for that section.When you take the test, you should work rapidly butcarefully. Do not spend too much time on any onequestion, but try to answer every one. Some questionsare harder than others. Your score will be based on thenumber of questions you answer correctly. It is to youradvantage to answer every question, even if you haveto guess.The table below summarises the structure of the 0 minutesLanguage Formand Meaning4225 minutesReadingComprehension4250 minutesTotal1261 hour55 minutesTest ContentThe Listening Comprehension section measuresyour ability to listen to and understand English forinterpersonal purposes, navigational purposes, andacademic purposes.The Language Form and Meaning section measuresyour ability to demonstrate proficiency in key enablingEnglish skills such as grammar and vocabulary incontext.The Reading Comprehension section measuresyour ability to read and understand academic and nonacademic texts written in English.55
Getting Ready for the TestHow to Get Ready to Take theTOEFL Junior Standard TestHow to Complete the Answer SheetWhen you take the test, you will be given an answersheet like the one shown on pages 8–9. It is importantthat you fill out the information very carefully.No single school, textbook, or method of study is bestto help prepare a person for the test, since it is notbased on a specific course of instruction. Stronglanguage proficiency can be achieved only after arelatively long period of study and practice. Anattempt to study English for the first time shortlybefore taking the test will not be helpful.There are three sections on the Answer Sheet:Identifying Information – This includes informationabout you, such as name, student number, date ofbirth, native country and native language. Your namein area 1 should be filled out the same way eachtime you take the test. You will also be asked to fillin the test center name, form code and other codes asdirected by the test administrator.The TOEFL Junior Standard test is not a “pass/fail”test. You are not expected to answer all of thequestions correctly. The test is designed to be a toolthat measures improvement over time.Background Information Questions – These questionsare located in the lower right-hand corner of theanswer sheet. They are asked for statistical purposesand should be answered to the best of your ability.Students taking a regular English curriculum shouldshow gains in their scores if they take a form of theTOEFL Junior Standard test every 6 months or so.Before taking the TOEFL Junior Standard test, thereare several things you can do to prepare for the testand improve your English proficiency: Become familiar with the test format and howto mark your answers on the answer sheet.You can then focus your attention on thequestions themselves, rather than on theformat.Review carefully the test directions, theanswer sheet including the backgroundquestions (in sections 6–12 of the answersheet), and the sample questions onpages 11–22.Immerse yourself in the language as frequentlyas possible and in as many ways as possible.Reading, watching TV and videos, listening torecordings, taking an English course, andspeaking to others in English are some of theways to practice. What is your current grade level? How many times have you taken the TOEFLJunior Standard test in the past? Including this year, how many years have youbeen studying English at a school? How many hours per week do you studyEnglish in your regular school? How many hours per week do you studyEnglish outside of your regular school? Have you lived in an English-speakingcountry?Responses to Test Questions – Located on page 2 ofthe answer sheet. This is where you will record youranswers to the test questions.The marks you make on the answer sheet will be readby an electronic scoring machine. The machine canread only one mark in each row of four circles. Themachine-scoring process is subject to frequent, carefulquality control checks, including hand scoring of asample of the answer sheets from each testadministration. Every effort is made to ensureaccurate scoring. However, you are responsible formarking your answer sheet properly.Visit the TOEFL Junior website for additionalresources that you may find helpful tofamiliarise yourself with the test66
Getting Ready for the Test (continued)Follow these directions: Use only No. 2 or HB black-lead pencils. These are the only pencils permitted. Other writing instruments,such as pens, are not permitted as they may make the answers bleed over or stain the answer sheets in a waythat causes errors in scanning. Be careful to mark the space that corresponds to the answer you choose for each question. Make sure youmark your answer in the row with the same number as the number of the question you are answering. Youwill not be allowed to make any corrections after time is called. Mark only one answer to each question. Completely fill the circle with a heavy, dark mark so you cannot see the letter inside the circle. Light or partialmarks may not be read properly by the machine. Erase any extra marks completely.The examples below show you the correct way and some wrong ways to mark your answer sheet. Be sure to fill in thecircles the correct way.Look at the answer sheet on page 8 and then read “Part of Tomiko Saito’s Answer Sheet.”①EXAMPLE: PART OF TOMIKO SAITO’S ANSWER SHEET②③ELPMAS①②③In area 1 (NAME), Tomiko Saito printed her name in theboxes. She printed her family name first (SAITO), left aspace blank, then printed her first name (TOMIKO), lefta space blank, then printed her middle initial. Under eachbox she filled in the circle corresponding to the letter sheplaced in that box.In area 2 (STUDENT NUMBER), she entered the studentnumber assigned by her institution and then filled in thecorresponding circle beneath each number. (If you are notgiven a student number, you will leave this area blank.)④⑤④⑤In area 3 (DATE OF BIRTH), she copied her birth dateand then filled in the corresponding circle beneath eachnumber.In area 4 (NATIVE COUNTRY CODE), she entered thenumber provided by the Test Administrator and thenfilled in the corresponding circle beneath each number.In area 5 (NATIVE LANGUAGE CODE), she entered thenumber provided by the test administrator and then filledin the corresponding circle beneath each number.Next, practice filling in the sample answer sheet on page 8. When you take the test, you will mark your answers on theanswer sheet. Each row of four circles corresponds to the four answer choices for that question; only one of theanswer choices is correct.77
Answer SheetELPMAS88
Answer SheetELPMAS99
Sample Questions Answer SheetUse the answer sheet below for the sample test questions that begin on page 11.Tear here to detachListening ComprehensionReading D17ABCD18ABCD19ABCD20ABCDLanguage Form and CD10ABCD1010
Sample QuestionsListening Comprehension SectionThe students see in their test books:1. What is the subject of the announcement?The Listening Comprehension section tests yourability to listen for basic interpersonal, navigationaland academic purposes. There will be 42 questions inthis section of the test.(A) The school will be adding new classes.(B) Three new teachers will be workingat the school.(C) Some students have received an award.(D) The school is getting its own newspaper.Students are asked to answer questions based on avariety of conversations and talks recorded in English.The testing time for this section is 35–40 minutes.Sample Item BThe first type of talk will have a teacher or otherschool staff member talking to students. Each talk isfollowed by one question. You will be asked to choosethe best answer to each question and mark the letterof the correct answer on the answer sheet. You willhear each talk only one time.The students hear:(Narrator):Listen to a teacher making anannouncement at the end of the day.(Man):Remember that a team of painters iscoming in tomorrow to paint thewalls. In this box on my desk aresheets of plastic that I want you toslip over your desks. Make sure youcover your desks completely so thatno paint gets on them. Everything willbe finished and the plastic will beremoved by the time we return onMonday.What does the teacher want thestudents to do?Below are two samples of this type of talk. The audiofiles may be accessed through the following link:http://www.ets.org/toefl junior/prepare/standard sample questions/listeningcomprehension.Sample Item AThe students hear:(Narrator):Listen to a high school principaltalking to the school’s students(Narrator):(Man):I have a very special announcementto make. This year, not just one, butthree of our students will be receivingnational awards for their academicachievements. Krista Conner, MartinChan, and Shriya Patel have all beenchosen for their hard work andconsistently high marks. It is veryunusual for one school to have somany students receive this award ina single year.The students see in their test books:(Narrator):2. What does the teacher want the studentsto do?(A)(B)(C)(D)What is the subject of theannouncement?1111Take everything out of their desksPut the painting supplies in plastic bagsBring paints with them to school on MondayPut covers on their desks to keep the paint off
Sample Questions (continued)The second type of talk will contain shortconversations. Each conversation is followed bythree or more questions. You will be asked tochoose the best answer to each question. Theconversation will be heard only one time.(Boy):That makes sense—they’ve beenplanting so many trees and plantsalong the streets and in the park.(Girl):If you’re interested you should talkwith Mr. Jennings.Sample Set A(Boy):This could be so much fun. Maybe I’lltry to visit the zoo this weekend . youknow, to see the wild animals and getsome ideas, something to inspire me!(Girl):Well maybe you should go to the artroom first to get more informationfrom Mr. Jennings.(Boy):Oh yeah. Good idea. Thanks forletting me know, Lisa! I’ll go thereright away.(Narrator):Now answer the questions.The students hear:(Narrator):Listen to a conversation between twofriends at school.(Boy):Hi, Lisa.(Girl):Hi, Jeff. Hey, have you been to the artroom today?(Boy):No, why?(Girl):Well, Mr. Jennings hung up a noticeabout a big project that’s going ondowntown. You know how the city’sbeen doing a lot of work to fix upMain Street you know, to make it looknicer? Well, they’re going to createa mural.(Boy):You mean, like, make a painting onthe entire wall of a building?(Girl):Exactly!(Boy):But where?(Girl):It’s that big wall on the side of thepublic library. And students from thisschool are going to do the wholething . create a design, and paint it,and everything. I wish I could be apart of it, but I’m too busy.(Boy):Cool! I’d love to help design a mural.Imagine everyone in town walkingpast that wall and seeing my artwork,every day.(Girl):I thought you’d be interested. Theywant the mural to be about nature, soI guess all the design ideas studentscome up with should have a naturetheme.1212
Sample Questions (continued)5. Where does the boy say he may go thisweekend?The students see in their testbooks:3. What are the speakers mainly discussing?(A)(B)(C)(D)(A)(B)(C)(D)A new art project in the cityAn assignment for their art classAn art display inside the public libraryA painting that the girl saw downtown6. Why does the girl suggest that the boy go tothe art room?4. Why is the boy excited?(A)(B)(C)(D)To the zooTo an art storeTo Main StreetTo the public libraryA famous artist is going to visit his class.His artwork might be seen by many people.His class might visit an art museum.He is getting a good grade in his art class.(A)(B)(C)(D)So that he can hand in his homeworkSo that he can sign up for a class tripSo that he can see a new paintingSo that he can talk to the teacherThe third type of talk will be talks or discussions about academic topics. Each talk or discussion will be followed byfour or more questions. You will be asked to choose the best answer to each question and mark the letter of thecorrect answer on your answer sheet. The talk or discussion will be heard only one time.Below are sample questions based on a talk or discussion about academic topics.Sample Set BThe students hear:(Narrator):Listen to a teacher talking in a biology class.(Woman):We’ve talked before about how ants live and work together in huge communities. Well, one particularkind of ant community also grows its own food. So you could say these ants are like people—likefarmers. And what do these ants grow? They grow fungi [FUN-guy]. Fungi are kind of like plants—mushrooms are a kind of fungi. These ants have gardens, you could say, in their underground nests.This is where the fungi are grown.Now, this particular kind of ant is called a leafcutter ant. Because of their name, people often thinkthat leafcutter ants eat leaves. If they cut up leaves they must eat them, right? Well, they don’t! Theyactually use the leaves as a kind of fertiliser. Leafcutter ants go out of their nests looking for leavesfrom plants or trees. They cut the leaves off and carry them underground . and then feed the leavesto the fungi—the fungi are able to absorb nutrients from the leaves. What the ants eat are the fungithat they grow. In that way, they are like farmers!The amazing thing about these ants is that the leaves they get are often larger and heavier than theants themselves. If a leaf is too large, leafcutter ants will often cut it up into smaller pieces—but notall the time. Some ants carry whole leaves back into the nest. In fact, some experiments have beendone to measure the heaviest leaf a leafcutter ant can lift without cutting it. It turns out, it depends onthe individual ant. Some are stronger than others. The experiments showed that some “super ants”can lift leaves about 100 times the weight of their body!(Narrator):Now answer the questions.1313
Sample Questions (continued)9. What does the teacher say many people thinkmust be true about leafcutter ants?The students see in their test books:7. What is the main topic of the talk?(A)(B)(C)(D)(A) A newly discovered type of ant(B) A type of ant with unusual skills(C) An increase in the population of one typeof ant(D) A type of ant that could be dangerous tohumans10. What did the experiments show aboutleafcutter ants?(A)(B)(C)(D)8. According to the teacher, what is one activitythat both leafcutter ants and people do?(A)(B)(C)(D)They eat leaves.They live in plants.They have sharp teeth.They are especially large.Clean their foodGrow their own foodEat several times a dayFeed their young special foodHow fast they growWhich plants they eatWhere they look for leavesHow much weight they can carryListening Comprehension Answer Key1.2.3.4.5.1414CDABA6.7.8.9.10.DBBAD
Sample Questions (continued)Language Form and Meaning SectionThe Language Form and Meaning section tests your ability to demonstrate proficiency in key English-language skillssuch as grammar and vocabulary in context. The section contains 42 questions. Within each question are boxes thatcontain four possible ways to complete a sentence. You will be asked to choose the word or words in each box thatcorrectly completes the sentence. The testing time for this section is 25 minutes.Below are sample Language Form and Meaning questions.Questions 1-4 refer to the following email.Hi, Linda!Thanks for your last email! I know you like art, just like I do, so I wanted1.2.(A)(B)(C)(D)telltoldto telltellingyou about the special trip my class went on last week. We tooka bus into the city and spent two hours at the art museum,(A)(B)(C)(D)if there wasthat there waswhich we hadwhere we hadour own tour guide. The guide told us about the different artist
The TOEFL Junior Tests TOEFL Junior Standard Test Delivered on paper, the TOEFL Junior Standard test measures listening comprehension, language form and meaning, and reading comprehension. TOEFL Junior Speaking Test A digitally delivered test that measures you
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