The listening section and grammar, vocabulary, and reading (GVR) section of the ECCE are scored electronically at CaMLA using Item Response Theory (IRT). The mathematical model used to produce IRT scores provides accuracy in equating and flexibility in incorporating information from all items across different forms.
Read more about scaled scoring in Answers to Frequently Asked Questions about Scaled Scores on the ECCE and ECPE (PDF)
The speaking and writing sections are graded according to rating scales established by CaMLA. The speaking ratings are assigned by trained raters who conduct the speaking section of the exam (see Speaking Test Examiner Qualifications [PDF]). The writing ratings are assigned by raters trained and certified according to CaMLA standards. All writing responses are scored by at least two raters.
Test taker scores on the four sections of the exam are taken into consideration in determining who passes the exam and receives a certificate. Test takers must achieve at least a Low Pass in three sections of the exam and no less than a Borderline Fail in any one section to pass the exam and receive a certificate.
Procedures for Reporting Scores
Listening section and grammar, vocabulary, and reading (GVR) section scores are reported as scaled scores ranging from 1000 to 0. Speaking and writing section scores are reported as band scores ranging from A to E. All test takers receive an examination report that shows their overall performance as well as the levels for each test section. This report helps test takers determine how well they have done in each area as well as where they may need to improve.
ECCE section scores are reported in five bands. These levels of performance, from highest to lowest, are:
|Listening & GVR||Writing & Speaking|
|High Pass (HP)||840 –1000||A|
|Pass (P)||750 – 835||B|
|Low Pass (LP)||650 –745||C|
|Borderline Fail (BF)||610 – 645||D|
|Fail (F)||0 – 605||E|
Interpreting Your Results
The Common European Framework of Reference (CEFR) includes six common reference levels, ranging from basic user to master as defined by the Council of Europe (2001). The ECCE is aimed at the B2 (Vantage) level of the CEFR. Language users at this competency level:
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. (Council of Europe, 2001: 24)
When interpreting an ECCE score report, it is important to remember that the ECCE estimates the test taker's true competency by approximating the kinds of tasks that may be encountered in real life. Also, temporary factors, such as fatigue, anxiety, or illness, may affect exam results.
If you wish to have your exam rescored, you can get a rescore request form from the test center where you took the test. Please fill out the form and turn it in at your test center, along with the corresponding fee.
- You have up to one month after your test results have been issued to request a rescore
- You will receive your rescore after we have processed the request and returned the information to your test center
- A fee of $25 U.S. is assessed for each section you want rescored
Using Test Scores for Decision Making
When using test scores for decision making, check the date the test was taken. While the certificate is valid for the holder’s lifetime, language ability changes over time. This ability can improve with active use and further study of the language, or it may diminish if the holder does not continue to study or to use English on a regular basis. It is also important to remember that test performance is only one aspect to be considered. Communicative language ability consists of both knowledge of language and knowledge of the world. Therefore, one would need to consider how factors other than language affect how well someone can communicate.