雅思測驗評分概要

雅思測驗沒有及格或不及格。 每個評級分數 (Band Score) 對應一個英語能力水平。測驗的所有部份與總評級分數會以整數級分或 0.5 個級分表示，例如：雅思 7.0 或雅思 7.5。

考生會收到一個總評級分數與聽力、閱讀、寫作和口說個別的部分分數 (profile score)。每個部分分數的權重相同，總評級分數是透過取四個單獨部分分數的平均值來計算的。

總評級分數會以最接近的整數級分或 0.5 級分表示。採用以下進位方式：如果四項技能的平均值以 0.25 結尾，則向上捨入 到下一個 0.5 級分，如果它以 0.75 結尾，則向上捨入到下一個整數級分。

雅思口說評分標準

雅思口說佔總評級分數的 25%。測驗分為三個部分，每個部份在互動方式、任務投入和考生產出方面都發揮著特定的作用。 雅思口說是與經過訓練的雅思考官面對面進行。 每個測驗都被數位化錄音，且由三個部分組成：

考官先自我介紹並確認考生的身份。 然後，他會就一些熟悉的話題，例如：家庭、家人、工作、學習和興趣，向考生提出一些一般性的問題。 為確保一致性，這些問題取自腳本，與考官的對話持續 4-5 分鐘。

這部分的雅思口說測驗著重在藉由考生回答一系列的問題，評估考生交流對日常話題的意見與資訊、常見經歷或情況的能力。

在這部分，考官會給考生一張任務卡，要求考生談論一個特定的話題，包括他談話中要涵蓋的要點，並指示考生解釋這個話題的一個面向。 考生有一分鐘的時間準備他的談話，並給了一支鉛筆和一張紙來做筆記。 考官讓考生談 1 到 2 分鐘，然後就同一主題提出一兩個問題。 這部分雅思口說測驗的重點是在評估考生在給定主題上長篇大論（無需考官進一步提示）、使用適當的語言和連貫地組織思想的能力。

在第 3 部分中，考官和考生以更籠統和抽象的方式討論與第 2 部分中的主題相關的議題，並在適當的情況下進行更深入的討論。 這部分的雅思口說測驗側重於評估考生表達和證明觀點，以及分析、討論和推測議題的能力。

雅思口說如何評分？

雅思口說表現是透過使用“表現敘詞”來評估的，該敘詞描述了雅思九個級分下的口說表現。 敘詞包括 1.) 連續性， 2.) 字彙， 3.) 文法， 4.) 發音。 雅思口說級分數是根據這四個標準授予的，每個標準的權重均等。 雅思口說部分沒有負分。

這是指以正常語速說話的能力。 考官在尋找句子的邏輯順序，討論裡階段的清楚標記，以及句子內和句子之間的凝聚手法（例如連接詞、代詞和連詞）的使用。

這是指使用的單字的多樣性，使用的單字的適當性以及繞開（透過使用其他單字繞過詞彙缺口）的能力，無論是否有明顯的猶豫。

這是指口說句子的長度和複雜性、從屬句的使用以及文法錯誤的數量。 準確性為評分焦點。

該標準是指產出可理解語音的能力，通過對聽者造成的壓力量和無法理解的語音量來衡量。

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

雅思寫作評分標準

雅思寫作包括兩項任務，考生需要 60 分鐘才能完成。答案應該完整書寫，不接受要點或註釋的形式作答。

任務 1 - 圖形、表格或圖表 (雅思寫作學術組)

在雅思寫作第一個任務中，考生將看到一張表格、圖形、圖表或流程圖，他們必須對其進行總結、描述或解釋。 他們可能會被要求解釋和描述數據、任何流程的各個階段、事物如何運作，甚至撰寫一個事件 / 物件。 要完成任務，答案至少要有 150 個單字，並在 20 分鐘內完成。 該任務評估辨別圖形、圖表、表格或流程圖中最重要和攸關資訊與趨勢的能力，以及以學術風格精確地使用語言給予它組織良好的概述的能力。

任務 1 - 書信 (雅思寫作一般訓練組)

你被要求寫一封信，須提供資訊或解釋任何特定情況。 這可能是一封個人的、半正式的或正式的信件。

雅思寫作任務一如何評分？

分數取決於回答有多適當、精確和攸關地滿足任務中規定的要求，最少使用 150 個單字。 任務 1 的回答評分依據為 1.)任務達成， 2.)連貫性， 3.)字彙和 4.)文法。

這評估最少使用 150 個單字的回答有多適當、精確和攸關地滿足任務中規定的要求。分數將取決於回答多令人滿意地關聯或解釋圖表的事實內容，以及說明不超出給定的數據。

這是指回答有多清楚地組織和連結資訊、想法和語言。 透過邏輯順序將想法聯繫起來尤為重要，就像使用連接詞一樣。

這是指使用字詞的多樣性，使用字詞的適當性。

這是指所書寫句子的長度和複雜度，從屬句的使用以及文法錯誤的數量。 準確性為評分焦點。

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

任務 2 - 論文 (雅思寫作學術或一般訓練組)

在雅思寫作任務 2 中，要求考生寫一篇文章作為對論點、觀點或問題的回應。 回答應以學術或半正式/中性風格撰寫，提出清晰、相關、組織良好的論點，提供證據或範例以支持觀點並精確地使用語言。 此任務分配時間為 40 分鐘，回答至少應為 250 個單字。

雅思寫作任務二如何評分？

分數取決於回答有多適當、精確和攸關地滿足任務中規定的要求，最少使用 250 個單字。 任務 2 的回答評分依據為1.) 任務達成， 2.) 連貫性， 3.）字彙和 4.) 文法。

這評估最少使用 250個單字的回答有多適當、精確和攸關地滿足任務中規定的要求。

這是指回答有多清楚地組織和連結資訊、想法和語言。 透過邏輯順序將想法聯繫起來尤為重要，就像使用連接詞一樣。

這是指使用字詞的多樣性，使用字詞的適當性。

這是指所書寫句子的長度和複雜度，從屬句的使用以及文法錯誤的數量。 準確性為評分焦點。

請注意，雅思寫作任務 2 對最後的寫作分數的貢獻是任務 1 的兩倍。如果回答偏離主題或沒有寫成完整的、連續的內容（例如，在回答的任何部分使用項目符號或註釋格式等），考生將因不相關而受到處罰。 他們將因剽竊（即複製其他來源）而受到嚴厲處罰。

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

學術組雅思閱讀測驗

學術組雅思閱讀測驗包括三篇長篇文章，範圍從描述性和事實性到論述性和分析性。 這些文本來自書籍、雜誌、期刊和報紙，適合那些註冊於研究所/大學課程的人。

閱讀文章後，考生將收到 40 個問題來衡量其閱讀能力。 這些問題將涵蓋閱讀主旨、要點和細節，理解邏輯論點，認識作者的態度、目的和觀點，以及略讀。 涉及各種類的問題類型，涵蓋作者聲明/觀點的辨別、標題配對、資訊配對、特徵配對、句子完成、句子結尾配對、摘要完成、註解完成、流程圖完成、表格完成、圖表標籤和簡短回答的問題。

我們在這裡詳細檢閱所有的雅思閱讀問題類型。

雅思閱讀如何評分？

每個問題都值一分。 這部分的測驗是電腦計分的。

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

雅思聽力測驗

雅思聽力測驗有 4 個以英語為母語的錄音，各伴隨一系列的 10 個問題：

  • 錄音 1 - 兩個人在日常社交環境中的對話。
  • 錄音 2 - 在日常社交環境中設置的獨白，例如：關於當地設施的演講。
  • 錄音 3 - 在教育或培訓環境中設置的最多四個人之間的對話，例如：大學導師和學生討論作業。
  • 錄音 4 - 關於學術主題的獨白，例如：大學講座。

錄音只能聽一次。 它們包括一系列口音，包括英國、澳大利亞、紐西蘭、美國和加拿大。

這些雅思聽力問題旨在評估考生的能力於了解主要觀點和詳細的事實資訊、演講者的觀點和態度、發言的目的，以及考生有能力跟上觀點發展的證明。 雅思聽力測驗使用了多種問題類型，從下列選擇：多項選擇，配對，平面圖 / 地圖 / 圖表標註，申請表 / 筆記 / 表格 / 流程圖 / 總結完成，句子完成，簡答題。

我們在這裡詳細檢閱所有的雅思聽力問題類型。

雅思聽力如何評分？

每個問題都值一分。 這部分的測驗是電腦計分的。

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