IELTS Scoring General Information

There is no pass or fail in IELTS. Each band corresponds to a level of competence in English. All parts of the test and the overall band score are reported in whole or half bands, e.g. 7.0, 8.5.

Test takers receive an overall band score as well as individual “profile score” for each test part (Listening, Reading, Writing and Speaking). Each of the profile scores is equally weighted and the overall band score is calculated by taking the mean of the total of the four individual section scores.

Overall band scores are reported to the nearest whole or half band. The following rounding convention applies; if the average across the four skills ends in .25, it is rounded up to the next half band, and if it ends in .75, it is rounded up to the next whole band.

IELTS Speaking Scoring

IELTS Speaking accounts for 25% of your total Band Score. There are three parts to the Speaking section and each part fulfils a specific function in terms of interaction pattern, task input and test takers output. The Speaking test is carried out face-to-face with a trained IELTS examiner. Every test is digitally recorded and consists of three parts:

The examiner introduces him/herself and confirms test takers' identity. He/She then asks the test takers some general questions on some familiar topics such as home, family, work, studies and interests. To ensure consistency, questions are taken from a script and the conversation lasts for 4—5 minutes.

This part of the test focuses on test takers' ability to communicate opinions and information on everyday topics and common experiences or situations by answering a range of questions.

In this part, the examiner will give test takers a task card which asks the test takers to talk about a particular topic, includes points to cover in their talk and instructs the test takers to explain one aspect of the topic. Test takers are given one minute to prepare their talk, and are given a pencil and paper to make notes. The examiner you the test takers to talk for 1 to 2 minutes and then asks one or two questions on the same topic. This part of the test focuses on the ability to speak at length on a given topic (without further prompts from the examiner), using appropriate language and organising ideas coherently.

In Part 3, the examiner and the test takers discuss issues related to the topic in Part 2 in a more general and abstract way and, where appropriate, in greater depth. This part of the test focuses on the ability to express and justify opinions and to analyse, discuss and speculate about issues.

How Is IELTS Speaking Scored?

Speaking performances is assessed by using “performance descriptors” which describe spoken performance at the nine IELTS bands. The descriptors include 1.) Continuity, 2.) Vocabulary, 3.) Grammar and 4.) Pronunciation. The Speaking Band Score is awarded based on these four criteria and each of the criteria is weighted equally. There is no negative marking for the speaking part of IELTS.

This refers to the ability to talk with at a normal rate of speaking. The examiner is looking for the logical sequencing of sentences, clear marking of stages in a discussion, and the use of cohesive devices (e.g. connectors, pronouns and conjunctions) within and between sentences.

This refers to the variety of words used, appropriacy of the words used and the ability to circumlocute (get round a vocabulary gap by using other words) with or without noticeable hesitation.

This refers to the length and complexity of the spoken sentences, the use of subordinate clauses, and number of grammatical errors made. There is a focus on accuracy.

This criterion refers to the ability to produce comprehensible speech as measured by the amount of strain caused to the listener and the amount of the speech which is unintelligible.

BandFluency and coherenceLexical resourceGrammatical range and AccuracyPronunciation
9
  • speaks fluently with only rare repetition or self-correction; any hesitation is content-related, rather than to find words or grammar
  • speaks coherently with fully appropriate cohesive features
  • develops topics fully and appropriately
  • uses vocabulary with full flexibility and precision in all topics
  • uses idiomatic language naturally and accurately
  • uses a full range of structures naturally and appropriately
  • produces consistently accurate structures apart from ‘slips’ characteristic of native speaker speech
  • uses a full range of pronunciation features with precision and subtlety
  • sustains flexible use of features throughout
  • is effortless to understand
8
  • speaks fluently with only occasional repetition or self-correction; hesitation is usually content-related and only rarely to search for language
  • develops topics coherently and appropriately
  • uses a wide vocabulary resource readily and flexibly to convey precise meaning
  • uses less common and idiomatic vocabulary skillfully, with occasional inaccuracies
  • uses paraphrase effectively as required
  • uses a wide range of structures flexibly
  • produces a majority of error-free sentences with only very occasional inappropriacies or basic/ nonsystematic errors
  • uses a wide range of pronunciation features
  • sustains flexible use of features, with only occasional lapses
  • is easy to understand throughout; L1 accent has minimal effect on intelligibility
7
  • speaks at length without noticeable effort or loss of coherence
  • may demonstrate language-related hesitation at times, or some repetition and/ or self-correction
  • uses a range of connectives and discourse markers with some flexibility
  • uses vocabulary resource flexibly to discuss a variety of topics
  • uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices
  • uses paraphrase effectively
  • uses a range of complex structures with some flexibility
  • frequently produces error-free sentences, though some grammatical mistakes persist
  • shows all the positive features of Band 6 and some, but not all, of the positive features of Band 8
6
  • is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation
  • uses a range of connectives and discourse markers but not always appropriately
  • has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies
  • generally paraphrases successfully
  • uses a mix of simple and complex structures, but with limited flexibility
  • may make frequent mistakes with complex structures, though these rarely cause comprehension problems
  • uses a range of pronunciation features with mixed control
  • shows some effective use of features but this is not sustained
  • can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times
5
  • usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going
  • may over-use certain connectives and discourse markers
  • produces simple speech fluently, but more complex communication causes fluency problems
  • manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility
  • attempts to use paraphrase but with mixed success
  • produces basic sentence forms with reasonable accuracy
  • uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems
  • shows all the positive features of Band 4 and some, but not all, of the positive features of Band 6
4
  • cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction
  • links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence
  • is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice
  • rarely attempts paraphrase
  • produces basic sentence forms and some correct simple sentences but subordinate structures are rare
  • errors are frequent and may lead to misunderstanding
  • uses a limited range of pronunciation features
  • attempts to control features but lapses are frequent
  • mispronunciations are frequent and cause some difficulty for the listener
3
  • speaks with long pauses
  • has limited ability to link simple sentences
  • gives only simple responses and is frequently unable to convey basic message
  • uses simple vocabulary to convey personal information
  • has insufficient vocabulary for less familiar topics
  • attempts basic sentence forms but with limited success, or relies on apparently memorised utterances
  • makes numerous errors except in memorised expressions
  • shows some of the features of Band 2 and some, but not all, of the positive features of Band 4
2
  • pauses lengthily before most words
  • little communication possible
  • only produces isolated words or memorised utterances
  • cannot produce basic sentence forms
  • speech is often unintelligible
1
  • no communication possible
  • no relatable language
0
  • does not attend

IELTS Writing Scoring

This consists of two tasks which should take test takers 60 minutes to complete. Answers should be fully written and bullet points or notes are not acceptable in the form of answers.

Task 1 - Graph, Table or Chart (Academic)

In the first task, test takers will be presented with a table, graph, chart, or diagram, and they will have to summarize, describe, or explain it. They may be asked to explain and describe data, stages of any process, how something functions, or even write an event/object. To complete the task, the answer must be at least 150 words in length and completed in 20 minutes. This task assesses the ability to identify the most important and relevant information and trends in a graph, chart, table or diagram, and to give a well-organised overview of it using language accurately in an academic style.

Task 1 - Letter (General Training)

Test takers are asked to write a letter which requests information or explains any particular situation. This may be a personal, semi-formal, or formal letter.

How Is IELTS Writing Task 1 Scored

The score is determined by how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. Task 1 responses are assessed on 1.) Task achievement, 2.) Coherence, 3.) Vocabulary and 4.) Grammar.

This assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. The score will be determined by how well the answer is related to or paraphrased from the factual content of the diagram and not to explanations that lie outside the given data.

This refers to how clearly the response is organised and linked to information, ideas and language. The linking of ideas through logical sequencing is particularly important as is the use of linking words.

This refers to the variety of words used, appropriacy of the words used.

This refers to the length and complexity of the written sentences, the use of subordinate clauses, and number of grammatical errors made. There is a focus on accuracy.

BandTask AchievementCoherence and CohesionLexical ResourceGrammatical Range and Accuracy
9
  • fully satisfies all the requirements of the task
  • clearly presents a fully developed response
  • uses cohesion in such a way that it attracts no attention
  • skilfully manages paragraphing
  • uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
  • uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
8
  • covers all requirements of the task sufficiently
  • presents, highlights and illustrates key features / bullet points clearly and appropriately
  • sequences information and ideas logically
  • manages all aspects of cohesion well
  • uses paragraphing sufficiently and appropriately
  • uses a wide range of vocabulary fluently and flexibly to convey precise meanings
  • skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
  • produces rare errors in spelling and/or word formation
  • uses a wide range of structures
  • the majority of sentences are error- free
  • makes only very occasional errors or inappropriacies
7
  • covers the requirements of the task
  • (Academic) presents a clear overview of main trends, differences or stages
  • (General Training) presents a clear purpose, with the tone consistent and appropriate
  • clearly presents and highlights key features / bullet points but could be more fully extended
  • logically organizes information and ideas; there is clear progression throughout
  • uses a range of cohesive devices appropriately although there may be some under-/over-use
  • uses a sufficient range of vocabulary to allow some flexibility and precision
  • uses less common lexical items with some awareness of style and collocation
  • may produce occasional errors in word choice, spelling and/or word formation
  • uses a variety of complex structures
  • produces frequent error-free sentences
  • has good control of grammar and punctuation but may make a few errors
6
  • addresses the requirements of the task
  • (Academic) presents an overview with information appropriately selected
  • (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone
  • presents and adequately highlights key features / bullet points but details may be irrelevant, inappropriate or inaccurate
  • arranges information and ideas coherently and there is a clear overall progression
  • uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
  • may not always use referencing clearly or appropriately
  • uses an adequate range of vocabulary for the task
  • attempts to use less common vocabulary but with some inaccuracy
  • makes some errors in spelling and/or word formation, but they do not impede communication
  • uses a mix of simple and complex sentence forms
  • makes some errors in grammar and punctuation but they rarely reduce communication
5
  • generally addresses the task; the format may be inappropriate in places
  • (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description
  • (General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate
  • presents, but inadequately covers, key features / bullet points; there may be a tendency to focus on details
  • presents information with some organisation but there may be a lack of overall progression
  • makes inadequate, inaccurate or over-use of cohesive devices
  • may be repetitive because of lack of referencing and substitution
  • uses a limited range of vocabulary, but this is minimally adequate for the task
  • may make noticeable errors in spelling and/ or word formation that may cause some difficulty for the reader
  • uses only a limited range of structures
  • attempts complex sentences but these tend to be less accurate than simple sentences
  • may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader
4
  • attempts to address the task but does not cover all key features / bullet points; the format may be inappropriate
  • (General Training) fails to clearly explain the purpose of the letter; the tone may be inappropriate
  • may confuse key features / bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate
  • presents information and ideas but these are not arranged coherently and there is no clear progression in the response
  • uses some basic cohesive devices but these may be inaccurate or repetitive
  • uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
  • has limited control of word formation and/or spelling;
  • errors may cause strain for the reader
  • uses only a very limited range of structures with only rare use of subordinate clauses
  • some structures are accurate but errors predominate, and punctuation is often faulty
3
  • fails to address the task, which may have been completely misunderstood
  • presents limited ideas which may be largely irrelevant/ repetitive
  • does not organise ideas logically
  • may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas
  • uses only a very limited range of words and expressions with very limited control of word formation and/or spelling
  • errors may severely distort the message
  • attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
2
  • answer is barely related to the task
  • has very little control of organisational features
  • uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling
  • cannot use sentence forms except in memorised phrases
1
  • answer is completely unrelated to the task
  • fails to communicate any message
  • can only use a few isolated words
  • cannot use sentence forms at all
0
  • does not attend
  • does not attempt the task in any way
  • writes a totally memorised response

Task 2 - Essay (Academic and General Training)

In Writing Task 2, test takers are asked to write an essay as a response to an argument, point of view, or problem. The response should be written in an academic or semi-formal/neutral style present a clear, relevant, well-organised argument, giving evidence or examples to support ideas and use language accurately. This task is allotted 40 minutes and the response should be a minimum of 250 words in length.

How Is IELTS Writing Task 2 Scored

The score is determined by how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 250 words. Task 2 responses are assessed on 1.) Task achievement, 2.) Coherence, 3.) Vocabulary and 4.) Grammar.

This assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 250 words.

This refers to how clearly the response is organised and linked to information, ideas and language. The linking of ideas through logical sequencing is particularly important as is the use of linking words.

This refers to the variety of words used, appropriacy of the words used.

This refers to the length and complexity of the written sentences, the use of subordinate clauses, and number of grammatical errors made. There is a focus on accuracy.

Please note that Task 2 contributes twice as much to the final Writing band score as Task 1. Test takers will be penalised for irrelevance if the response is off-topic or is not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.). They will be severely penalised for plagiarism (i.e. copying from another source).

BandTask AchievementCoherence and CohesionLexical ResourceGrammatical Range and Accuracy
9
  • fully addresses all parts of the task
  • presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas
  • uses cohesion in such a way that it attracts no attention
  • skilfully manages paragraphing
  • uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’
  • uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
8
  • sufficiently addresses all parts of the task
  • presents a well-developed response to the question with relevant, extended and supported ideas
  • sequences information and ideas logically
  • manages all aspects of cohesion well
  • uses paragraphing sufficiently and appropriately
  • uses a wide range of vocabulary
  • fluently and flexibly to convey precise meanings
  • skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
  • produces rare errors in spelling and/or word formation
  • uses a wide range of structures
  • the majority of sentences are error- free
  • makes only very occasional errors or inappropriacies
7
  • addresses all parts of the task
  • presents a clear position throughout the response
  • presents, extends and supports main ideas, but there may be a tendency to overgeneralise and/ or supporting ideas may lack focus
  • logically organises information and ideas; there is clear progression throughout
  • uses a range of cohesive devices appropriately although there may be some under-/over-use
  • presents a clear central topic within each paragraph
  • uses a sufficient range of vocabulary to allow some flexibility and precision
  • uses less common lexical items with some awareness of style and collocation
  • may produce occasional errors in word choice, spelling and/or word formation
  • uses a variety of complex structures
  • produces frequent error-free sentences
  • has good control of grammar and punctuation but may make a few errors
6
  • addresses all parts of the task although some parts may be more fully covered than others
  • presents a relevant position although the conclusions may become unclear or repetitive
  • presents relevant main ideas but some may be inadequately developed/ unclear
  • arranges information and ideas coherently and there is a clear overall progression
  • uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical
  • may not always use referencing clearly or appropriately
  • uses paragraphing, but not always logically
  • uses an adequate range of vocabulary for the task
  • attempts to use less common vocabulary but with some inaccuracy
  • makes some errors in spelling and/or word formation, but they do not impede communication
  • uses a mix of simple and complex sentence forms
  • makes some errors in grammar and punctuation but they rarely reduce communication
5
  • addresses the task only partially; the format may be inappropriate in places
  • expresses a position but the development is not always clear and there may be no conclusions drawn
  • presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail
  • presents information with some organisation but there may be a lack of overall progression
  • makes inadequate, inaccurate or over use of cohesive devices
  • may be repetitive because of lack of referencing and substitution
  • may not write in paragraphs, or paragraphing may be inadequate
  • uses a limited range of vocabulary, but this is minimally adequate for the task
  • may make noticeable errors in spelling and/ or word formation that may cause some difficulty for the reader
  • uses only a limited range of structures
  • attempts complex sentences but these tend to be less accurate than simple sentences
  • may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader
4
  • responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate
  • presents a position but this is unclear
  • presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported
  • presents information and ideas but these are not arranged coherently and there is no clear progression in the response
  • uses some basic cohesive devices but these may be inaccurate or repetitive
  • may not write in paragraphs or their use may be confusing
  • uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task
  • has limited control of word formation and/ or spelling; errors may cause strain for the reader
  • uses only a very limited range of structures with only rare use of subordinate clauses
  • some structures are accurate but errors predominate, and punctuation is often faulty
3
  • does not adequately address any part of the task
  • does not express a clear position
  • presents few ideas, which are largely undeveloped or irrelevant
  • does not organise ideas logically
  • may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas
  • uses only a very limited range of words and expressions with very limited control of word formation and/or spelling
  • errors may severely distort the message
  • attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
2
  • barely responds to the task
  • does not express a position
  • may attempt to present one or two ideas but there is no development
  • has very little control of organisational features
  • uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling
  • cannot use sentence forms except in memorised phrases
1
  • answer is completely unrelated to the task
  • fails to communicate any message
  • can only use a few isolated words
  • cannot use sentence forms at all
0
  • does not attend
  • does not attempt the task in any way
  • writes a totally memorised response

IELTS Academic Reading Test

The Academic test includes three long texts which range from the descriptive and factual to the discursive and analytical. The texts are sourced from books, magazines, journals, and newspapers and are suitably appropriate for those enrolling in postgraduate/undergraduate courses.

After reading the passages, test takers will be presented with 40 questions to gauge their reading abilities. These questions will cover reading for main ideas, gist, and detail, understanding logical arguments, recognizing attitudes, purpose, and opinions of writers, and skimming. Several types of question types apply, covering identification of writer claims/views, matching headings, matching information, matching features, completing sentences, matching endings of sentences, completing summaries, completing notes, completing flowcharts, completing tables, labelling diagrams, and short-answer questions.

We review all of the question types in detail here.

How Is IELTS Reading Scored (Academic)

Every question is worth one mark. This section of the test is computer graded.

BandCorrect Answers (Academic)
939-40
8.537-38
835-36
7.533-34
730-32
6.527-29
623-26
5.519-22
515-18
4.513-14
410-12

IELTS Academic Listening Test

There are four recordings of native English speakers followed by a series of 10 questions:

  • Recording 1 — a conversation between two people set in an everyday social context.
  • Recording 2 — a monologue set in an everyday social context, e.g. a speech about local facilities.
  • Recording 3 — a conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.
  • Recording 4 — a monologue on an academic subject, e.g. a university lecture.

The recordings are heard only once. They include a range of accents, including British, Australian, New Zealand, American and Canadian.

The questions are intended to assess test takers’ ability to understand the main ideas and detailed factual information, the opinions and attitudes of speakers, the purpose of an utterance and evidence of test takers’ ability to follow the development of ideas. A variety of question types are used, chosen from the following: multiple choice, matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion, sentence completion, short-answer questions.

We review all of the question types in detail here.

How Is IELTS Listening Scored

Every question is worth one mark. This section of the test is computer graded.

BandCorrect Answers
939-40
8.537-38
835-36
7.532-34
730-31
6.526-29
623-25
5.518-22
516-17
4.513-15
410-12