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Minimum score

CEFR levelsListening section

From 5 to 495 points

Reading section

From 5 to 495 points

395 430 Procient user – Efective Operational Prociency C1

300 305 Independent user - Vantage B2

160 185 Independent user - Threshold B1

85 105 Basic user - Waystage A2

Identiy the minimum score nearest the achieved scoreConvert the achieved score

into the corresponding CEFR level

This table is an extract o the Report Research: “Mapping the Test de Français International ™ onto the Common European Framework o Reerence”. The standard-setting study o the TFI scores to the Common European Framework o Reerence (CEFR) was conducted by

Baron, P.A. & Tannenbaum, R.J. - 2010. The results o the standard setting are recommended minimum score requirements, or cut scores. The mapping o TF I scores to each CEFR level in this particular study is presented as guidelines or minimum thresholds or eachlevel. ETS does not recommend using the minimum cut scores strictly. TFI scores are reported in 5-point increments. The listening and the reading section do not add up. Sections are independent rom one another.

For more inormation about this study please contact us at cef@etsglobal.org

* CEFR: The Common European Framework o Reerence or Languages outlines an ascending series o common reerence levels or describing learner prociency. This CEFR describes both knowledge and skills in positive “can do”statements at six levels o prociency

or diferent language skills rom A1 l evel (Basic User - Breakthrough) to C2 level (Procient User - Mastery).

     tTurn the page to knowmore about your skills

Correlation TableTFI

 ™

Scores Descriptors and European CEFR * levels

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Copyright © 2010 by Educational Testing Service. All rights reserved. ETS, TOEIC, TOEFL and GRE are registered trademarks o Educational Testing Service (ETS) in the United States and other countries.

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CEFR levelsCEFR Common Reerence Levels

Listening section Reading section

Procient user – Efective Ope rationalProciency C1

■ I can understand extended speech even when it is not clearly structured and whenrelationships are only implied and not signalled explicitly.

■ I can understand television programmes and lms without too much efor t.

■ I can understand long and complex actual and literary texts, appreciatingdistinctions o style.

■ I can understand specialised articles and longer technical instructions, even whenthey do not relate to my eld.

Independent user - Vantage B2

■ I can understand extended speech and lectures and ollow even complex lines o argument provided the topic is reasonably amiliar.

■ I can understand most TV news and current afairs programmes.■ I can understand the majority o lms in standard dialect.

■ I can read articles and reports concerned with contemporary problems in which thewriters adopt particular attitudes or viewpoints.

■ I can understand contemporary literary prose.

Independent user - Threshold B1

■ I can understand the main points o clear standard speech on amiliar mattersregularly encountered in work, school, leisure, etc.

■ I can understand the main point o many radio or TV programmes on current afairsor topics o personal or proessional interest when the delivery is relatively slow andclear.

■ I can understand texts that consist mainly o high requency everyday or job-relatedlanguage.

■ I can understand the description o events, eelings and wishes in personal letters.

Basic user - Waystage A2

■ I can understand phrases and the highest requency vocabulary related to areas o most immediate personal relevance (e.g. very basic personal and amily inormation,shopping, local area, employment).

■ I can catch the main point in shor t, clear, simple messages and announcements.

■ I can read very short, simple texts.

■ I can nd specic, predictable inormation in simple everyday material such asadvertisements, prospectuses, menus and timetables and I can understand shortsimple personal letters.

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Copyright © 2010 by Educational Testing Service. All rights reserved. ETS, TOEIC, TOEFL and GRE are registered trademarks o Educational Testing Service (ETS) in the United States and other countries.

This table presents the common reerence levels o the C EFR or sel-assessment. It is an extract o the Council o Europe report: “Common European Framework o Reerence or Languages: learning, teaching, assessment”, p.26-27 Council o Europe language policy,

Strasbourg, ©Council O Europe/Les Editions Didier, Paris 200 1.

More inormation about CEFR, www.etsglobal.org, Areas o expertise section.

Self-assessment gridCommon Reference Levels

     M     A     R     0     6     9