Administration Supplement for Test Takers with … · ETS — Listening. Learning. Leading. ® Administration Supplement for Test Takers with Disabilities TOEIC ® Test TOEIC Bridge

ETS — Listening. Learning. Leading.®

Administration Supplementfor Test Takers with DisabilitiesT O E I C ® Te s t T O E I C B r i d g e™ Te s t T F I ™ Te s t

Copyright © 2013 by Educational Testing Service. All rights reserved.

ETS, the ETS logo, LISTENING. LEARNING. LEADING., and TOEIC are registered trademarks of Educational Testing Service (ETS) in the United States of America and other countries throughout the world. TEST OF ENGLISH FOR INTERNATIONAL COMMUNICATION,

TEST DE FRANÇAIS INTERNATIONAL, TFI, and TOEIC Bridge are trademarks of ETS.

For more information, visit us on the Web at www.ets.org/toeic or contact your local ETS Preferred Associate. If there is no ETS Preferred Associate in your country, please contact us at:

MailTOEIC Program

Educational Testing ServiceRosedale Road

Princeton, NJ 08541Phone: 1-609-771-7170

Fax: 1-609-628-3722E-mail: [email protected]

INSIDE FRONT COVER

www.ets.org/toeic

mailto:TOEIC%40ets.org?subject=

Administration Supplement for Test Takers with Disabilities 1

Table of Contents

Overview of Nonstandard Test Administrations For the Test Center Supervisor . . . . . . . . . . . . . . 2General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Accommodations for Test Takers with Disabilities . . . . . . . 2Employment Qualifications and Restrictions . . . . . . . . . . 2 Selection of Staff for Nonstandard Administrations . . . . 2 Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Writers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Interpreters for Test Takers Who Are Deaf or Hard of Hearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Test Day Preparations . . . . . . . . . . . . . . . . . . . . . 6Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Preparing the Test Center, Staff, and Materials . . . . . . . . . 6Test Center Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . 6Standby Test Takers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Timing the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Absence of Test Takers from the Testing Room . . . . . . . . . 6

Instructions for Administering the Braille TOEIC ® Test . . . . . . . . . . . . . . . . . . . . 7About the Braille TOEIC Test . . . . . . . . . . . . . . . . . . . . . . 7Test Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Specialized Client Codes . . . . . . . . . . . . . . . . . . . . . . . . . . 7Instructions for Staff Who Administer the Test . . . . . . . . . 7Section I: Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Section II: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Instructions for Administering the Braille TOEIC Bridge™ Test . . . . . . . . . . . . . 11About the Braille TOEIC Bridge Test . . . . . . . . . . . . . . . . 11Test Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Specialized Client Codes . . . . . . . . . . . . . . . . . . . . . . . . . 11Instructions for Staff Who Administer the Test . . . . . . . . 11Section I: Listening Comprehension . . . . . . . . . . . . . . . . 13Section II: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Instructions for Administering the Audio TOEIC Test . . . . . . . . . . . . . . . . . . . . 15About the Audio TOEIC Test . . . . . . . . . . . . . . . . . . . . . 15Test Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Specialized Client Codes . . . . . . . . . . . . . . . . . . . . . . . . . 15Instructions for Staff Who Administer the Test . . . . . . . . 15Section I: Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Instructions for Administering the Audio TOEIC Bridge Test . . . . . . . . . . . . . 18About the Audio TOEIC Bridge Test . . . . . . . . . . . . . . . 18Test Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Specialized Client Codes . . . . . . . . . . . . . . . . . . . . . . . . . 18Instructions for Staff Who Administer the Test . . . . . . . . 18Section I: Listening Comprehension . . . . . . . . . . . . . . . . 20Section II: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Test Takers Who Are Deaf or Hard of Hearing . . . . . . . . . . . . . . . . . . . . . . . . . 22Instructions for Administering the TOEIC, TOEIC Bridge, or TFI™ Test to a Test Taker Who Is Deaf or Hard of Hearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22TOEIC Test Directions for Test Takers Who Are Deaf or Hard of Hearing . . . . . . . . . . . . . . . . . . . . . . . . . 22TOEIC Bridge Test Directions for Test Takers Who Are Deaf or Hard of Hearing . . . . . . . . . . . . . . . . . 24TFI Test Directions for Test Takers Who Are Deaf or Hard of Hearing . . . . . . . . . . . . . . . . . . . . . . . . . 25

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29TOEIC Background Questionnaire . . . . . . . . . . . . . . . . 30TOEIC Bridge Background Questionnaire . . . . . . . . . . . 32TFI Background Questionnaire . . . . . . . . . . . . . . . . . . . 34TOEIC Native Country Codes . . . . . . . . . . . . . . . . . . . . 35TOEIC Native Language Codes . . . . . . . . . . . . . . . . . . . 36

www.ets.org/disability 2 Overview

Accommodations for Test Takers with Disabilities The EPA may ask you to allow test takers with disabilities

to test in the standard testing room when extended testing time has not been approved (e .g ., a test taker who has visual impairments needs only large-print test materials) . NOTE: Test takers testing in the standard testing room with large-print test materials should be seated in the back of the room to reduce the opportunity for copying .

In choosing the testing room, consider accommodations such as wheelchair access to the building, an elevator to reach an upper floor, and rest rooms and water fountains that are nearby and accessible . It may be appropriate to provide drinking water in the testing room . Plan an exit route for use in the event of an emergency .

When a third-party reader is provided, the test taker and reader should sit side by side with a minimum separation of 1 .5 meters to eliminate unnecessary eye contact . The reader should not touch the pages of the test book as the questions and answer choices are being read . If needed, a ruler or index card can be used to mark the line being read .

Employment Qualifications and RestrictionsSelection of Staff for Nonstandard AdministrationsCare should be taken to select staff who:

can exercise sound judgment in understanding and adjusting for individual needs without deviating from essential testing procedures;

can read the test content;

are fluent in the language spoken during the test administration; and

are associated with the Office of Student Disability Services or Human Resources Office at your institution or employer .

To avoid a conflict of interest, or the appearance of any impro-priety for which you would be barred from administering ETS tests, you and your test center staff MUST NOT

be involved in any courses, workshops, or tutoring activities, whether public or private, that involve intensive drilling on test questions similar to those in the test you are administering, or any other coaching activity whose purpose is to address the content of secure ETS tests;

be involved in or handle materials for the administration of an ETS test that will be taken by a household or immediate family member, at any test center, on the day of the test or for 90 days prior to the administration of that test; or

General InformationThis manual is to be used in conjunction with the Test Administration Procedures for all nonstandard test adminis-trations where accommodations are granted for test takers with disabilities . Our need for space and staff at test centers to schedule nonstandard test administrations continues to increase . We ask your cooperation in testing test takers with disabilities on scheduled test days . (Note that test takers who have been approved for different accommodations should be tested in separate rooms .)

No manual can deal with all questions or situations that might arise during a test administration . For this reason, the ETS Preferred Associate (EPA) is prepared to help you with any questions or problems you may have before, during, and after an administration . If you have any questions that are not answered by this manual or questions regarding the accommodations you are to provide, please contact your local EPA .

While it is understood that not all test centers are equipped to provide all accommodations, it is critical that every effort be made to provide accommodations where practicable . Please contact your local EPA with questions or concerns .

If you are testing a test taker with a physical disability, the test taker has been informed that he or she must bring someone to the center if assistance is needed (e .g ., in using rest room facilities) . If a test taker with a physical disability needs help and has not made arrangements for someone to provide the needed assistance, you may cancel the test administration .

Some test takers may not be able to respond quickly to questions or directions because of impairments affecting their communication or motor skills . Speak in a natural tone of voice and give the person the necessary time to respond . If you do not understand what a test taker says, ask for clarification .

Verify the test taker’s Letter of Accommodation to ascertain the exact accommodations that are to be provided .

Test takers should receive ONLY those accommodations for which they have been approved . Standby or walk-in test takers requesting accommodations cannot be accepted .

Overview of Nonstandard Test Administrations For the Test Center Supervisor

Administration Supplement for Test Takers with Disabilities 3Overview

take any test for a period of 180 days following involve-ment in any aspect of the administration of test(s) in that testing program (including the handling of test materials) .

Readers

Special Requirements for Readers For TOEIC and TOEIC Bridge administrations, readers

MUST be fluent in English . For TFI administrations, readers MUST be fluent in

French .

Guidelines for Serving as a Test ReaderThe test center supervisor or room administrator will nor-mally serve as the reader unless specific knowledge of the test content is required to best serve the test taker . In such cases, the test center supervisor will make arrangements to retain an appropriate reader, who shall also function as a room administrator . If a test taker is taking more than one test in a day, a different test administration staff member may serve as the reader after the first or second test .

The following guidelines will assist in providing the test-taking accommodation of a reader for a test taker with disabilities . The reader should be thoroughly familiar with these guidelines as well as the Test Administration Procedures before the test begins . If you have any questions, please contact your local EPA .

Characteristics of a Good ReaderAbility to read aloud clearly, at a normal pace, and with

good pronunciationFamiliarity with the words, terms, symbols, or signs that

are specific to the test contentAbility to follow instructions to read verbatim only the

words in the test book and not change or add words or assist the test taker in selecting a response

Ability to work with the test taker comfortably and compatibly without creating unnecessary pressure or unrealistic expectations

General Information for ReadersYou should familiarize yourself with the test format,

subject matter, and sample test questions before the test administration . You and the test taker should discuss the testing process before the test begins . The test taker should be encouraged to discuss matters that will affect test performance (e .g ., how to determine the amount of remaining time and how to pace the test taker through the test) . The opportunity to discuss such questions and concerns before the test administration begins will

Overview (continued)

make the test administration more fair and effective, and will help to minimize misunderstandings and misinterpretations during the test administration . The most important consideration is for you, the reader, and the test taker to have the same set of expectations about what is to happen, how much time is allowed, and how all the tasks will be accomplished .

The test taker may require all or portions of the test to be read aloud . The test taker depends on the reader to dictate the test questions accurately, to pronounce words correctly, and to speak in a clear voice throughout the test, which may go on for several hours .

Drinking water should be available for you .Your task is only to read the test material . Do not try to

determine the correct answer as you read because this may result in an unconscious pause or change in inflection that could be misleading or disconcerting to the test taker . The expression on your face should remain neutral . Do not look at the test taker or smile or frown to indicate approval or disapproval .

Read each question as clearly as possible . Give special emphasis to words printed in boldface, italics, or capitals, and tell the test taker that those words are printed that way . Do not give your own emphasis to words not emphasized in print .

If you find a word that is unfamiliar to you or that you are not sure how to pronounce, advise the test taker that you are not certain how to pronounce the word and spell it .

When reading a word that is pronounced the same as another word with a different spelling, if there can be any doubt about which word is intended, spell the word after you have pronounced it .

Spell any words requested by the test taker .Avoid getting into conversation about the test questions,

but try to respond to the test taker’s questions by repeating the test question, specific words or phrases, or instructions as needed .

When reading passages, be alert to all punctuation marks . Indicate quotation marks and other relevant punctuation not apparent in the reading of the passage . Some test takers may prefer that all punctuation marks be read .

Special Considerations for Readers of Multiple-Choice TestsBe particularly careful to give equal stress to each answer

choice, and read all of the answer choices before waiting for a response . The test taker will record the answer or provide the answer to the test administrator or writer who will record it for the test taker .

www.ets.org/disability 4

If you, as the reader, are also recording answers, and if the test taker designates an answer choice by letter only (“D,” for example), ask if you should reread the complete response before the answer is recorded .

If the test taker chooses an answer before you have read all of the answer choices, ask if you should read the other answer choices .

Allow the test taker to pause before responding . However, if the test taker pauses for a considerable time following your reading of the answer choices, say: “Do you want me to read the question again…or any part of it?” In rereading questions, be careful to avoid any special emphasis on words not emphasized in the printed copy by boldface, italics or capitals .

Third-Party ReadersIn rare instances, the EPA may approve the use of a third-party reader to be selected by the test taker . Such approval must be obtained in advance of the test . In these instances, the following guidelines are also applicable:Any individual whose participation in the test

administration might create a potential conflict of interest may not serve as a reader . For example:

a family member or close friend of the test taker someone involved in academic tutoring of the test

taker or preparation for the test being administered someone who plans to take the test within six

months from the date of the test administrationAn approved third-party reader should be admitted to the

test center with the test taker; the reader’s photo-bearing identification should be checked .

The test administrator must be in attendance at all times during the test administration .

An approved third-party reader provided by the test taker is not present to function as an aide to the test center staff . It is inappropriate to ask a third-party reader to perform clerical duties of any kind . The third-party reader should not be asked to assume any responsibilities belonging to either the test center staff or the test taker .

Test center staff must ensure that proper test security is maintained at all times . If you suspect inappropriate communication of test content between the third-party reader and the test taker, ask questions, but avoid any hasty interpretation of the nature of the communication . The task requested by the test taker might be acceptable once understood . Extraneous discussions or communication concerning interpretation of test content is not permitted . If such discussion occurs and cannot be controlled, or if you observe anything you think unusual, report the

situation on the Irregularity Report and advise the test taker that you are going to do so .

You may also stop the test and dismiss the test taker if you have evidence that the third-party reader has provided the test taker with any unfair advantage . In such instances, the EPA reserves the right to cancel the test taker’s score .

Writers

Guidelines for WritersThe following guidelines will assist in providing the testing accommodation of a writer for a test taker with disabilities . If you have any questions, please contact your local EPA . NOTE: Only the test center supervisor or a room admin-istrator may serve as a writer for a test taker, if such accommodation has been approved.

Multiple-Choice QuestionsSometimes a test taker, because of his or her disability, has trouble speaking clearly or distinctly . The writer should con-firm the test taker’s response . If the writer cannot understand a test taker’s pattern of speech, or if it is barely audible, large cards — each indicating one of the three or four answer choices (A, B, C, or D) — can be used . The test taker can then choose the appropriate card to indicate the answer .

Interpreters for Test Takers Who Are Deaf or Hard of HearingDeaf and hard-of-hearing test takers are entitled to have equal access to any and all information about the test and the testing session that other test takers can hear while in a testing situation .

Sign Language InterpretersA test taker who is deaf or hard of hearing may use the ser-vices of a sign language interpreter . A sign language interpreter signs information about the test and the testing session . This information includes

spoken directions and instructions provided before the start of the test

comments such as “You have five more minutes until time is called”

clarification of directions pertaining to a specific portion of the test, completion of forms, etc .

spoken directions about handing in test materials at the end of the testing session, remaining seated, etc .

Under NO circumstances may a sign language interpreter interpret test questions or any portion of the test content itself.


Overview


Special Requirements for Sign Language InterpretersA sign language interpreter who assists a test taker at a TOEIC or TOEIC Bridge administration MUST

be able to communicate in the sign language used by the test taker;

be fluent in the local spoken language; and

be fluent in English .

A sign language interpreter who assists a test taker at a TFI administration MUST

be able to communicate in the sign language used by the test taker;

be fluent in the local spoken language; and

be fluent in French .

Guidelines For Sign Language InterpretersThe interpreter should arrive at the test center early in order to

provide identification and complete any paperwork;

consult with the test center supervisor and the test taker to determine the best location for the test taker to sit and for the interpreter to stand and/or sit in the testing room;

assess the environmental conditions of the room (e .g ., natural/artificial lighting) and discuss any concerns with the test center supervisor and test taker;

check with the test taker to verify the style of interpreting needed; and

ask the test center supervisor and/or the test taker any questions to clarify the interpreting task in the particular testing situation .

The Sign Language Interpreter’s RoleThe interpreter is to interpret everything that is audible to anyone else in the room before, during and after the testing session . The interpreter should stand and/or sit wherever the test taker will best be able to see the interpreter . The interpreter will interpret everything the test administrator says, including information about the answer sheet, the location of facilities (e .g ., rest rooms, water fountains), timing information and procedures and test instructions . The interpreter’s presence during the entire test administration also ensures the deaf or hard-of-hearing test taker’s safety and access to environmental sounds, such as fire alarms and sudden noises inside or outside the room .

When the test is completed, any test-related materials that were given to the interpreter must be returned to the test center supervisor before the interpreter leaves the room .

The interpreter is NOT to interpret or communicate any information about the actual test questions and test content to the test taker. If communication between the interpreter and the test taker is questionable for any reason, the questionable conduct should be recorded on the Irregularity Report .

The interpreter is not present to function as an aide to the test center staff . It is inappropriate to ask the interpreter to hand out forms or perform clerical duties of any kind . The interpreter should not be asked to assume any responsi-bilities belonging to either the test center staff or the test taker . Furthermore, the interpreter is not responsible for the test taker who is deaf or hard of hearing . A supervisor or room administrator is required to accompany the test taker if he or she goes to the rest room . Inquiries about the test taker who is deaf or hard of hearing should be directed to the test taker, not the interpreter . The interpreter is not per-mitted to provide any information about the test taker . Only the test taker can provide that information, and that is done with the interpreter interpreting .

Oral InterpretersA test taker who is deaf or hard of hearing may use the ser-vices of an approved oral interpreter . An oral interpreter interprets information about the test and the testing session for test takers who are able to speech-read (lip-read) .

An oral interpreter is generally approved to interpret spo-ken directions and other communications between the test taker and the test center staff, but not to interpret any por-tion of the test itself . Oral interpreters repeat all test-related information that is spoken to the test taker and, in cases where the test taker’s speech is not understandable to persons unfamiliar with the different quality of a deaf or hard-of-hearing person’s voice, the oral interpreter repeats what the test taker says . This role is similar to that of a sign language interpreter . Please consult the section for sign language inter-preters on pages 4 and 5 .

Unlike a sign language interpreter, an oral interpreter may, in some cases, be approved to read aloud to a test taker a script for the Listening section of the test . This is in addi-tion to interpreting test directions and instructions . The Listening section is the only part of the test for which an oral interpreter may be approved to interpret test content . Because this role involves communicating test content to the test taker, it is similar to the role of a reader . Please consult the section on readers on pages 3 and 4 . The oral interpreter will receive a special script to use during the testing session, and this script will include additional instructions .


Overview

www.ets.org/disability 6 Test Day Preparations

OverviewThis section provides procedures to prepare for the administration before admitting test takers with disabilities, and guidelines for interacting with test takers in an effective way .

Preparing the Test Center, Staff, and MaterialsTest takers with disabilities should be instructed to contact the test center supervisor at least one week before the test day to make final arrangements . These final arrangements should include the following:

Agree on a reporting time and provide the test taker with the reporting address if different from the test center’s published reporting address . If the test taker cannot be tested on the published test day, arrange an alternate day . It may be necessary to schedule more than one test day if the test taker is taking more than two tests or if the test taker’s disability warrants extended breaks or testing time . Every effort should be made to schedule test takers on the published test dates .

Determine any special needs the test taker may have when arriving at and entering the test center and reaching the testing room . Also determine if there is a need for special rest room facilities .

Ask the test taker to contact you if for some reason he or she is unable to attend the administration .

Confirm that all necessary special equipment or requests (e .g ., table, natural light) have been arranged .

If a reader or sign language interpreter or oral interpreter is to be used, confirm the reader or interpreter’s availability .

If the test taker does not contact you, use the telephone number or e-mail address provided by the EPA to contact the test taker directly to confirm the arrangements . If you cannot reach the test taker, contact the EPA .

Test Center RegulationsScratch WorkThe use of scratch paper is prohibited unless it has been approved by the EPA as an accommodation for test takers with disabilities . No credit will be given for answers marked in the test books for multiple-choice tests unless this option has been approved by the EPA as an accom-modation for test takers with disabilities. Test takers should not make unnecessary marks on their answer sheets because these documents are scored by an optical scanning machine that may misread stray marks .

Test takers may not remove pages or portions of a page from their test books for any purpose .

If you or your staff see anyone using scratch paper or tearing a page or part of a page out of the test book, collect the loose sheet of paper, attach it to the Irregularity Report, and return it to the EPA with the test taker’s test book and answer sheet .

Recording Answers Test takers with disabilities have several options for recording answers . The EPA will notify the test center supervisor of which option has been approved for each test taker. Test takers may complete either a standard or large-print answer sheet, or they may dictate answers to the supervisor/writer .

Standby Test TakersStandby or walk-in registration is not permitted for nonstandard test administrations since all requests must be approved prior to the test administration.

Timing the TestBased on the individual accommodations approved for each test taker, you may have to extend the actual testing time by 50 or 100 percent .

Any timing irregularity and the resultant action taken (if any), whether for an individual or a group, must be explained on the Irregularity Report .

Absence of Test Takers from the Testing RoomApproved Rest Breaks for Test Takers with DisabilitiesSome test takers with disabilities may receive rest breaks as an accommodation . These rest breaks are not counted in the actual testing time .

Step 1: A member of the staff collects the test book and answer sheet as the test taker leaves the room .

NOTE: If two or more test takers are given permis-sion to leave the testing room at the same time, a supervisor or room administrator should accompany them, if possible, to prevent consultation about the test . Under no circumstances, however, is the testing room to be left unattended by a member of the staff .

Step 2: When the test taker returns, a staff member checks his or her identification, and hands back the testing materials .

NOTE: It is not necessary to report unscheduled rest breaks on the Irregularity Report unless a test taker is absent for excessive or extended periods of time during the testing session .

Test Day Preparations

Administration Supplement for Test Takers with Disabilities 7Administering the Braille TOEIC Test

About the Braille TOEIC TestA test taker who is blind or visually impaired may be approved to take the Braille TOEIC Test . In a Braille TOEIC Test administration, the test taker uses a test book with test content presented in braille . The Braille TOEIC Test includes both the Listening and Reading sections of the TOEIC Test . However, part 1, which contains questions based on photographs, is omitted . Sometimes other test questions are also omitted, so it is important to review all Braille TOEIC Test materials before administering the test .

Test LengthThe actual testing time for the Braille TOEIC test is usually four hours . Additional time is required, however, to fill in biographical information and the TOEIC Background Questionnaire responses on the answer sheet before begin-ning the actual test . The test taker may also take one fifteen-minute break during the test . Allow at least four hours and forty-five minutes to administer the test.

Please note that part 1 of the TOEIC test, which contains questions based on photographs, is omitted from the Braille TOEIC test . The Braille TOEIC test begins with part 2 .

Section I: Listening, one hour

Section II: Reading, three hours (A fifteen-minute break may be taken after part 5 of the test . This break should not be counted as part of the testing time .)

Specialized Client Codes

Group CodesTo track the performance of certain TOEIC test takers or groups of test takers, the ETS Preferred Associate (EPA) may ask the test center supervisor to assign a five-digit group code to a specific group of test takers at a test administra-tion . The EPA will provide information concerning group codes in advance of the test administration . On the day of the test, a staff member may be asked to fill in the code on the answer sheet on behalf of the test taker .

Custom CodesTo track the performance of certain TOEIC test takers or groups of test takers, the EPA may ask the test center super-visor to assign one, two, or three specialized custom code(s) to a specific group or groups of test takers at a test adminis-tration . The EPA will provide information concerning custom codes in advance of the test administration . On the day of the test, a staff member may be asked to fill in one, two, or three unique three-digit code(s) on the answer sheet on behalf of the test taker .

Instructions for Staff Who Administer the Test

Before the Test Administration DayRead through these instructions to become familiar with the administration procedures . Listen to the recording for the Listening section to become familiar with the content and timing of the Listening section .

On the Test Administration DayOnly one test taker is allowed in the room during the administration of a Braille TOEIC test . You will administer the test to the test taker and at the same time serve as the test taker’s assistant . You will fill out the test taker’s background questionnaire, mark his or her answers on the answer sheet, and assist the test taker when he or she wishes to review parts of the test . You will need a soft black lead pencil (No . 2 or HB) and an eraser .

Be sure that the answers you mark on the test taker’s answer sheet match the numbers of the questions the test taker is answering. For any questions that are omitted from this version of the test, the corresponding rows on the answer sheet should be left blank. To ensure accurate scoring, be sure that all the answer marks are dark and heavy and completely fill the circles . Do not make any stray marks on the answer sheet . If you erase, do so completely to make clear which answer has been chosen .

Read aloud to the test taker all directions enclosed in the boxes on the following pages . Do not depart from these directions or answer any questions regarding the content of the test . If any discrepancy should occur between the direc-tions to the test taker printed in the test book and the corresponding directions in this manual, those in the test book should be given priority . Since the Braille TOEIC test takes about four hours, the test taker may take a fifteen- minute break after finishing part 5 of the test .

When the test taker has been seated, say:

Please remove everything from your desk.

After you have made sure that the test taker’s desk is clean, say:

I will now help you fill out your answer sheet and background questionnaire. I will ask you questions about your background and mark your answers on the answer sheet.

Answer any questions the test taker may have . Then help the test taker fill out the answer sheet and questionnaire .

Instructions for Administering the Braille TOEIC Test


First, find the section of the answer sheet marked “1. Name.” At the arrow, using one box for each letter, print the test taker’s last (family/surname) name(s) in the first area . If he or she has more than one last (family/surname) name, leave a space between names . In the second area, fill in the test taker’s first (given) name(s) . Below each box, fill in the circle containing the same letter . If the test taker’s name includes any accent marks, fill these in using the circles above the boxes . Where there is a blank box, do not fill in a circle .

If the test taker’s name contains a hyphen or an apostrophe, these characters are shown at the bottom of the alphabet, below the “Z .” Like letters, the hyphen and the apostrophe each take up one space in the name . Use one box for each hyphen or apostrophe and fill in the corresponding circle(s) . Be sure that no other circle in the same column is filled .

Next, in the top right corner of the answer sheet, in the section marked “2. Sex,” fill in the circle that corresponds to the test taker’s sex .

Next, in the section marked “3. Country Code,” write the code that corresponds to the test taker’s country of origin in the three boxes and fill in the appropriate circles . Refer to the list on page 35 of this manual to enter the appropriate code .

Next, complete the section marked “4. Language Code” in the same way, by writing the appropriate code for the test taker’s native language and filling in the corresponding circles . Refer to the list on page 36 of this manual to enter the appropriate code .

Next, in the section marked “5. Identification Number,” if you have been asked to use identification numbers for this testing session, write the test taker’s identification number from left to right and fill in the circles that correspond to the numbers .

If you have not been asked to use identification numbers, leave section 5 blank and go on to section 6 .

In the section marked “6. Date of Birth,” write the test taker’s date of birth in the boxes from left to right and fill in the corresponding circles . Fill in the month, then the day, and then the year . If the month or day has only one digit, fill in a “0” for the first digit . Fill in the full four-digit year . For example, July 8, 1983 should read “07/08/1983 .”

Next, in the section marked “7,” print the test taker’s job title, the name of the organization where he or she works, and the city where the organization is located .

In the section marked “8,” above “Testing Location,” print the name of the organization/institution where today’s TOEIC test is taking place . On the next line, print the name of the city or town where the test is taking place .

When you are finished with section 8, look on the front cover of the test taker’s test book and find the serial number .

Write that number in the box marked “9” at the bottom of the front page of the answer sheet, above “Test Book Serial Number .” [Be sure not to confuse the serial number with the test form designation printed in the upper-right corner of the test book.]

Next, in the section marked “10. Group Code,” if you have been asked to assign a group code for this testing session, enter the code that has been selected and fill in the corresponding circles .

If you have not been asked to assign a group code, leave section 10 blank and prepare to go on to section 11 .

Say:

I will now ask you a few questions about your educational, work, English-language and TOEIC test-taking experience. The responses help the TOEIC program to learn more about the people who take the test and the factors that affect TOEIC scores and improvement in English ability. You are encouraged to answer all of the questions. Your responses to the questionnaire are kept confidential and do not in any way affect your TOEIC test scores.

Following each question, I will read you some answer choices. Please choose the most accurate answer. I will explain anything you may find unclear.

Read the test taker the questions and the answer choices of the “TOEIC Background Questionnaire,” which you will find on pages 30–31 of this manual . In section 11 of the answer sheet, questions 1–14, fill in the circles that correspond to the test taker’s answer choices . If you have been instructed to use one of the local questions 15–18, complete these questions with the test taker as well .

If you have been asked to assign custom codes for this testing session, complete section “12” by entering the codes that have been selected in the corresponding boxes labeled “Custom 1,” “Custom 2,” and “Custom 3,” and fill in the corresponding circles .

If you have not been asked to assign custom codes, leave section 12 blank and go on to section 13 .

Now, have the test taker copy the certification statement and sign his or her name in the section marked “13.” If the test taker is unable to copy the certification statement and sign, sign the test taker’s name yourself, sign your name under it, and add the following note:

“This form has been signed by a TOEIC test administrator on behalf of the test taker .”

Then write the current date (first the month, then the day, and then the year) next to the signature(s) .

Administering the Braille TOEIC Test

Braille TOEIC (continued)


Section I: Listening When you and the test taker have finished filling in the information on the answer sheet, ask if the test taker has any questions about what you have completed together . After any questions have been answered, say:

I am now going to give you a test book. Do not open the test book until I tell you to do so.

Give the test taker the test book . Then say:

This is a test of your ability to use the English language. The total time for the test is four hours. The test is divided into two sections, Listening and Reading. Each part of the test begins with specific directions. Be sure you understand the directions before you begin work on each part.

Some of the questions are harder than others, but you should try your best to answer each question. Your score will be based on the number of questions you answer correctly. There is no penalty for guessing, so try to answer every question, even though you may not be sure of the answer.

I will tell you when each section starts and ends. Work carefully, but do not spend too much time on any one question.

I will mark your answers on the answer sheet. After you hear or read each question and its answer choices, tell me which answer choice — (A), (B), (C), or (D) — I should mark on the answer sheet for that question. I will record your answers as you give them to me and will make any changes you request. Do you have any questions?

Answer any questions the test taker may have about procedures . Next, tell the test taker to read the information on the first few pages of the test book .

NOTE: The first pages of the Braille TOEIC test book have page numbers that consist of the letter “t” and a number . Be sure to say the letter “t” and then the number when you say the page number – for example, “page t-1 .”

Say:

Now please open your test book and turn to page t-1. Pages t-1 through t-6 contain useful information about the symbols used in this test book. Read pages t-1 through t-6 now, and stop when you have finished.

Allow time for the test taker to read silently . When the test taker has finished reading to the end of page t-6, say:

The next page is page 1. Read the General Directions and information about the Listening section of the test on page 1, and stop when you have finished.

Allow time for the test taker to read silently . When the test taker has finished reading to the end of page 1, say:

Now please turn to page 2.

The first section of the test is the Listening section. It contains parts 2, 3, and 4 of the test. Specific directions for the Listening section are given on the recording that you will hear in a moment.

Prepare to play the audio recording . Say:

Listen carefully to the directions on the recording. If you cannot hear the directions clearly, raise your hand immediately so that the equipment can be adjusted.

I will start the recording now.

Start the recording . Make any necessary adjustments at this time so the test taker can hear the recording clearly . At the end of the Listening section, say:

This is the end of the Listening section. When you are ready, we will go on to the Reading section.




Section II: Reading

When the test taker is ready to begin work on the Reading section, say:

The next section of the test is the Reading section, and you will have three hours to work on it. It contains parts 5, 6, and 7 of the test.

Periodically during the test, I will tell you how much time remains. You may take a fifteen-minute break after finishing part 5. The break will not be counted in the three hours allotted for this section. Now read the directions and begin.

Make a note of the time when the test taker starts work on the Reading section . The test taker may take a fifteen-minute break after finishing part 5 . Be sure NOT to count the time of the break as part of the time allotted for the Reading section of the test . At regular intervals, inform the test taker of the time remaining by announcing the number of remaining minutes . As time diminishes, reduce the intervals at which you announce the remaining time until the final fifteen minutes . . . ten minutes . . . five minutes .

The test taker may review his or her answers at any point during the Reading section as long as there is time remaining .


When the time expires, say:

This is the end of the Reading section. Stop working. Close your test book and keep it closed.

I will now take your test book.

Take the test book . Then allow the test taker to ask any questions or communicate any concerns about the test administration .



About the Braille TOEIC Bridge TestA test taker who is blind or visually impaired may be approved to take the Braille TOEIC Bridge Test . In a Braille TOEIC Bridge Test administration, the test taker uses a test book with test content presented in braille . The Braille TOEIC Bridge Test includes both the Listening Comprehension and Reading sections of the TOEIC Bridge Test . However, part I, which contains questions based on photographs, is omitted . Sometimes other test questions are also omitted, so it is important to review all Braille TOEIC Bridge Test materials before administering the test .

Test LengthThe actual testing time for the Braille TOEIC Bridge test is usually one hour and thirty minutes . Additional time is required, however, to fill in biographical information and the TOEIC Bridge Background Questionnaire responses on the answer sheet before beginning the actual test . Allow at least two hours and fifteen minutes to administer the test.

Please note that part I of the TOEIC Bridge test, which contains questions based on photographs, is omitted from the Braille TOEIC Bridge test . The Braille TOEIC Bridge test begins with part II .

Section I: Listening Comprehension, twenty minutes

Section II: Reading, one hour and ten minutes


Group CodesTo track the performance of certain TOEIC Bridge test takers or groups of test takers, the ETS Preferred Associate (EPA) may ask the test center supervisor to assign a three-digit group code to a specific group of test takers at a test admin-istration . The EPA will provide information concerning group codes in advance of the test administration . On the day of the test, a staff member may be asked to fill in the code on the answer sheet on behalf of the test taker .

Custom CodesTo track the performance of certain TOEIC Bridge test takers or groups of test takers, the EPA may ask the test center supervisor to assign one, two, or three specialized custom code(s) to a specific group or groups of test takers at a test administration . The EPA will provide information concerning custom codes in advance of the test administration . On the day of the test, a staff member may be asked to fill in one, two, or three unique three-digit code(s) on the answer sheet on behalf of the test taker .


Before the Test Administration DayRead through these instructions to become familiar with the administration procedures . Listen to the recording for the Listening Comprehension section to become familiar with the content and timing of the Listening Comprehension section .

On the Test Administration DayOnly one test taker is allowed in the room during the administration of a Braille TOEIC Bridge test . You will administer the test to the test taker and at the same time serve as the test taker’s assistant . You will fill out the test taker’s background questionnaire, mark his or her answers on the answer sheet, and assist the test taker when he or she wishes to review parts of the test . You will need a soft black lead pencil (No . 2 or HB) and an eraser .


Read aloud to the test taker all directions enclosed in the boxes on the following pages . Do not depart from these directions or answer any questions regarding the content of the test . If any discrepancy should occur between the directions to the test taker printed in the test book and the corresponding directions in this manual, those in the test book should be given priority .






Administering the Braille TOEIC Bridge Test

Instructions for Administering the Braille TOEIC Bridge Test



If the test taker’s name contains a hyphen or an apostrophe, these characters are shown at the bottom of the alphabet, below the “Z .” Like letters, the hyphen and the apostrophe each take up one space in the name . Use one box for each hyphen or apostrophe and fill in the corresponding circle(s) . Be sure that no other circle in the same column is filled .





If you have not been asked to assign a group code, leave section 5 blank and go on to section 6 .

In the section marked “6. Identification Number,” if you have been asked to use identification numbers for this testing session, write the test taker’s identification number from left to right and fill in the circles that correspond to the numbers .




In the section marked “9,” above “Testing Location,” print the name of the organization/institution where today’s TOEIC Bridge test is taking place . On the next line, print the name of the city or town where the test is taking place .

When you are finished with section 9, look on the front cover of the test taker’s test book and find the serial number . Write that number in the box marked “10” at the bottom of the front page of the answer sheet, above “Test Book Serial Number .” [Be sure not to confuse the serial number with the test form designation printed in the upper-right corner of the test book.]

Then prepare to go on to section 11 .

Say:

I will now ask you a few questions about your educational and work experience. The answers help the TOEIC Bridge program to learn more about the people who take the test. Please answer all of the questions. Your answers are kept confidential and do not affect your TOEIC Bridge test scores.

After each question, I will read you some answer choices. Please choose the best answer for you.

Read the test taker the questions and the answer choices of the “TOEIC Bridge Background Questionnaire,” which you will find on pages 32–33 of this manual . In section 11 of the answer sheet, questions 1–13, fill in the circles that correspond to the test taker’s answer choices . If you have been instructed to use one of the local questions 14–17, complete these questions with the test taker as well .

If you have been asked to assign custom codes for this testing session, complete section 12 by entering the codes that have been selected in the corresponding boxes labeled “Custom 1,” “Custom 2,” and “Custom 3,” and fill in the corresponding circles .


Now, have the test taker copy the certification state-ment and sign his or her name in the section marked “13.” If the test taker is unable to copy the certification statement and sign, sign the test taker’s name yourself, sign your name under it, and add the following note:

“This form has been signed by a TOEIC Bridge test administrator on behalf of the test taker .”


Braille TOEIC Bridge Test (continued)


Administration Supplement for Test Takers with Disabilities 13Administering the Braille TOEIC Bridge Test

Section I: Listening Comprehension

When you and the test taker have finished filling in the information on the answer sheet, ask if the test taker has any questions about what you have completed together . After any questions have been answered, say:

I am now going to give you a test book. Do not open the test book until I tell you to do so.

Give the test taker the test book . Then say:

This is an English language test. The total time for the test is one hour and thirty minutes. The test is divided into two sections, Listening Comprehension and Reading. Be sure you understand the directions before you begin work on each part.

Try to answer all the questions. Your score will be based on the number of questions you answer correctly. There is no penalty for guessing, so try to answer every question.

I will tell you when each section starts and ends. Work carefully, but do not spend too much time on any one question.

I will mark your answers on the answer sheet. After you hear or read each question and its answer choices, tell me which answer choice — (A), (B), (C), or (D) — I should mark on the answer sheet for that question. I will record your answers as you give them to me and will make any changes you request. Do you have any questions?

Answer any questions the test taker may have about procedures . Next, tell the test taker to read the information on the first few pages of the test book .

NOTE: The first pages of the Braille TOEIC Bridge test book have page numbers that consist of the letter “t” and a number . Be sure to say the letter “t” and then the number when you say the page number – for example, “page t-1 .”


Say:

Now please open your test book and turn to page t-1. Pages t-1 through t-6 contain useful information about the symbols used in this test book. Read pages t-1 through t-6 now, and stop when you have finished.

Allow time for the test taker to read silently . When the test taker has finished reading to the end of page t-6, say:

The next page is page 1. Read the General Directions and information about the Listening Comprehension section of the test on page 1, and stop when you have finished.

Allow time for the test taker to read silently . When the test taker has finished reading to the end of page 1, say:

Now please turn to page 2.

The first section of the test is the Listening Comprehension section. It contains parts 2 and 3 of the test. Specific directions for the Listening Comprehension section are given on the recording that you will hear in a moment.




Start the recording . Make any necessary adjustments at this time so the test taker can hear the recording clearly . At the end of the Listening Comprehension section, say:

This is the end of the Listening Comprehension section. When you are ready, we will go on to the Reading section.


Section II: Reading


The next section of the test is the Reading section, and you will have one hour and ten minutes to work on it. It contains parts 4 and 5 of the test.

During the test, I will tell you how much time remains. Now read the directions and begin.

Make a note of the time when the test taker starts work on the Reading section . At regular intervals, inform the test taker of the time remaining by announcing the number of remaining minutes . As time diminishes, reduce the intervals at which you announce the remaining time until the final fifteen minutes . . . ten minutes . . . five minutes .





This is the end of the Reading section. Stop working. Close your test book and keep it closed.

I will now take your test book.

Take the test book . Then allow the test taker to ask any questions or communicate any concerns about the test administration .


These instructions are intended for administrations that use an audio recording.

About the Audio TOEIC TestA test taker who is blind or visually impaired may be approved to take the Audio TOEIC Test . In an Audio TOEIC Test administration, the test taker does not use a test book . All the test content is presented on an audio record-ing . The Audio TOEIC Test consists of parts 2, 3, and 4 of the standard TOEIC Listening section . Part 1 of the stan-dard TOEIC Listening section (questions 1-10) and all parts of the standard TOEIC Reading section are omitted from this version of the test . The test begins with part 2, question 11 . In parts 3 and 4 of the test, you may replay the conver-sations or talks and the questions and answer choices if the test taker asks you to do so, but in part 2 you should NOT replay any test material . It is important to review all Audio TOEIC Test materials before administering the test .

Test LengthThe actual testing time for the Audio TOEIC test is approximately one hour and thirty minutes . Additional time is required, however, to fill in biographical information and the TOEIC Background Questionnaire responses on the answer sheet before beginning the actual test . Allow at least two hours and fifteen minutes to administer the test.

Please note that part 1 of the TOEIC test, which contains questions based on photographs, is omitted from the Audio TOEIC test . The Reading section (parts 5-7) is also omitted . The Audio TOEIC test begins with part 2 .

Section I: Listening, approximately one hour and thirty minutes (In parts 3 and 4, the test taker may ask to hear test content a second time as needed . Not all test takers will ask to hear test content a second time . If the test taker finishes the test early, he or she may be dismissed early .)


Group CodesTo track the performance of certain TOEIC test takers or groups of test takers, the ETS Preferred Associate (EPA) may ask the test center supervisor to assign a five-digit group code to a specific group of test takers at a test administra-tion . The EPA will provide information concerning group codes in advance of the test administration . On the day of the test, a staff member may be asked to fill in the code on the answer sheet on behalf of the test taker .

Custom CodesTo track the performance of certain TOEIC test takers or groups of test takers, the EPA may ask the test center supervisor to assign one, two, or three specialized custom code(s) to a specific group or groups of test takers at a test administration . The EPA will provide information concern-ing custom codes in advance of the test administration . On the day of the test, a staff member may be asked to fill in one, two, or three unique three-digit code(s) on the answer sheet on behalf of the test taker .


Before the Test Administration DayRead through these instructions to become familiar with the administration procedures . Listen to the recording to become familiar with the content and timing of the test . Note that you may pause the recording between questions while the test is being administered so that the test taker can dictate the answer for each question. On the answer sheet, mark the test taker’s answer to one question before moving on to the next question .

On the Test Administration DayOnly one test taker is allowed in the room during the administration of an Audio TOEIC test . You will administer the test to the test taker and at the same time serve as the test taker’s assistant . You will fill out the test taker’s back-ground questionnaire, mark his or her answers on the answer sheet, and assist the test taker when he or she wishes to review parts of the test . You will need a soft black lead pencil (No . 2 or HB) and an eraser .


Read aloud to the test taker all directions enclosed in the boxes on the following pages . Do not depart from these directions or answer any questions regarding the content of the test . If any discrepancy should occur between the directions to the test taker on the audio recording and the corresponding directions in this manual, those on the recording should be given priority .

Administering the Audio TOEIC Test

Instructions for Administering the Audio TOEIC Test






Answer any questions the test taker may have . Then help the test taker fill out the answer sheet and questionnaire . First, find the section of the answer sheet marked “1. Name.” At the arrow, using one box for each letter, print the test taker’s last (family/surname) name(s) in the first area . If he or she has more than one last (family/surname) name, leave a space between names . In the second area, fill in the test taker’s first (given) name(s) . Below each box, fill in the circle containing the same letter . If the test taker’s name includes any accent marks, fill these in using the circles above the boxes . Where there is a blank box, do not fill in a circle . If the test taker’s name contains a hyphen or an apostro-phe, these characters are shown at the bottom of the alphabet, below the “Z .” Like letters, the hyphen and the apostrophe each take up one space in the name . Use one box for each hyphen or apostrophe and fill in the corresponding circle(s) . Be sure that no other circle in the same column is filled .




Next, in the section marked “5. Identification Number,” if you have been asked to use identification numbers for this testing session, write the test taker’s identification number from left to right and fill in the circles that correspond to the numbers .







If you have not been asked to assign a group code, leave section 10 blank and prepare to go on to section 11 .

Say:

I will now ask you a few questions about your educational, work, English-language, and TOEIC test-taking experience. The responses help the TOEIC program to learn more about the people who take the test and the factors that affect TOEIC scores and improvement in English ability. You are encouraged to answer all of the questions. Your responses to the questionnaire are kept confidential and do not in any way affect your TOEIC test score.

Following each question, I will read you some answer choices. Please choose the most accurate answer. I will explain anything you may find unclear.

Read the test taker the questions and the answer choices of the “TOEIC Background Questionnaire,” which you will find on pages 30–31 of this manual . In section 11 of the answer sheet, questions 1–14, fill in the circles that correspond to the test taker’s answer choices . If you have been instructed to use one of the local questions 15–18, complete these questions with the test taker as well .

Audio TOEIC Test (continued)



Audio TOEIC Test (continued)


If you have been asked to assign custom codes for this testing session, complete section “12” by entering the codes that have been selected in the corresponding boxes labeled “Custom 1,” “Custom 2,” and “Custom 3,” and fill in the corresponding circles .


Now, have the test taker copy the certification statement and sign his or her name in the section marked “13.” If the test taker is unable to copy the certification statement and sign, sign the test taker’s name yourself, sign your name under it, and add the following note:

“This form has been signed by a TOEIC test administrator on behalf of the test taker .”


Section I: Listening


This is a test of your ability to use the English language. The total time for the test is approximately one hour and thirty minutes. Each part of the test begins with specific directions. Be sure you understand the directions before you begin work on each part.

Some of the questions are harder than others, but you should try your best to answer each question. Your score will be based on the number of questions you answer correctly. There is no penalty for guessing, so try to answer every question, even though you may not be sure of the answer.

Work carefully, but do not spend too much time on any one question.

I will mark your answers on the answer sheet. After you hear each question and its answer choices, tell me which answer choice — (A), (B), (C), or (D) — I should mark on the answer sheet for that question. I will record your answers as you give them to me and will make any changes you request. In parts 3 and 4 of the test, if you need to hear something a second time, you may ask me to replay it. Do you have any questions?

Answer any questions the test taker may have about procedures .




Start the recording . Make any necessary adjustments at this time so the test taker can hear the recording clearly .

At the end of the Listening section, say:

This is the end of the Audio TOEIC test.

Allow the test taker to ask any questions or communicate any concerns about the test administration .


These instructions are intended for administrations that use an audio recording.

About the Audio TOEIC Bridge TestA test taker who is blind or visually impaired may be approved to take the Audio TOEIC Bridge Test . In an Audio TOEIC Bridge Test administration, the test taker does not use a test book . All the test content is presented on an audio recording . The Audio TOEIC Bridge Test includes both the Listening Comprehension and Reading sections of the TOEIC Bridge Test . However, part I, which contains ques-tions based on photographs, is omitted . Sometimes other test questions are also omitted . The test begins with part II, question 16 . In part III of the test, you may replay the conversations or talks and the questions and answer choices if the test taker asks you to do so, but in part II you should NOT replay any test material . It is important to review all Audio TOEIC Bridge Test materials before administering the test .

Test LengthThe actual testing time for the Audio TOEIC Bridge test is approximately two hours and thirty minutes . Additional time is required, however, to fill in biographical information and the TOEIC Bridge Background Questionnaire responses on the answer sheet before beginning the actual test . The test taker may also take one fifteen-minute break during the test . Allow at least three hours and fifteen minutes to administer the test.

Please note that part I of the TOEIC Bridge test, which contains questions based on photographs, is omitted from the Audio TOEIC Bridge test . The Audio TOEIC Bridge test begins with part II .

Section I: Listening Comprehension, approximately one hour (In part III, the test taker may ask to hear test content a second time as needed . Not all test takers will ask to hear test content a second time .)

Section II: Reading, up to one hour and thirty minutes (In parts IV and V, the test taker may ask to hear test content a second time as needed . A fifteen-minute break may be taken after part IV of the test . This break should not be counted as part of the testing time . If the test taker finishes the test early, he or she may be dismissed early .)


Group CodesTo track the performance of certain TOEIC Bridge test takers or groups of test takers, the ETS Preferred Associate (EPA)

may ask the test center supervisor to assign a three-digit group code to a specific group of test takers at a test adminis-tration . The EPA will provide information concerning group codes in advance of the test administration . On the day of the test, a staff member may be asked to fill in the code on the answer sheet on behalf of the test taker .

Custom CodesTo track the performance of certain TOEIC Bridge test takers or groups of test takers, the EPA may ask the test center supervisor to assign one, two, or three specialized custom code(s) to a specific group or groups of test takers at a test administration . The EPA will provide information concern-ing custom codes in advance of the test administration . On the day of the test, a staff member may be asked to fill in one, two, or three unique three-digit code(s) on the answer sheet on behalf of the test taker .


Before the Test Administration DayRead through these instructions to become familiar with the administration procedures . Listen to the recording to become familiar with the content and timing of the test . Note that you may pause the recording between questions while the test is being administered so that the test taker can dictate the answer for each question. On the answer sheet, mark the test taker’s answer to one question before moving on to the next question .

On the Test Administration DayOnly one test taker is allowed in the room during the administration of an Audio TOEIC Bridge test . You will administer the test to the test taker and at the same time serve as the test taker’s assistant . You will fill out the test taker’s background questionnaire, mark his or her answers on the answer sheet, and assist the test taker when he or she wishes to review parts of the test . You will need a soft black lead pencil (No . 2 or HB) and an eraser .


Read aloud to the test taker all directions enclosed in the boxes on the following pages . Do not depart from these directions or answer any questions regarding the content of the test . If any discrepancy should occur between the directions to the test taker on the audio recording and the corresponding directions in this manual, those on the

Administering the Audio TOEIC Bridge Test

Instructions for Administering the Audio TOEIC Bridge Test

Administration Supplement for Test Takers with Disabilities 19Administering the Audio TOEIC Bridge Test

Audio TOEIC Bridge Test (continued)

recording should be given priority . Since the administration of the Audio TOEIC Bridge test takes about two hours and thirty minutes, the test taker may take a fifteen-minute break after finishing part IV of the test .







If the test taker’s name contains a hyphen or an apostro-phe, these characters are shown at the bottom of the alphabet, below the “Z .” Like letters, the hyphen and the apostrophe each take up one space in the name . Use one box for each hyphen or apostrophe and fill in the corresponding circle(s) . Be sure that no other circle in the same column is filled .





If you have not been asked to assign a group code, leave section 5 blank and go on to section 6 .

In the section marked “6. Identification Number,” if you have been asked to use identification numbers for this testing session, write the test taker’s identification number from left to right and fill in the circles that correspond to the numbers .






Then prepare to go on to section 11 .

Say:

I will now ask you a few questions about your educational and work experience. The answers help the TOEIC Bridge program to learn more about the people who take the test. Please answer all of the questions. Your answers are kept confidential and do not affect your TOEIC Bridge test scores.

After each question, I will read you some answer choices. Please choose the best answer for you.

Read the test taker the questions and the answer choices of the “TOEIC Bridge Background Questionnaire,” which you will find on pages 32–33 of this manual . In section 11 of the answer sheet, questions 1–13, fill in the circles that correspond to the test taker’s answer choices . If you have been instructed to use one of the local questions 14–17, complete these questions with the test taker as well .


If you have been asked to assign custom codes for this testing session, complete section 12 by entering the codes that have been selected in the corresponding boxes labeled “Custom 1,” “Custom 2,” and “Custom 3,” and fill in the corresponding circles .


Now, have the test taker copy the certification state-ment and sign his or her name in the section marked “13.” If the test taker is unable to copy the certification statement and sign, sign the test taker’s name yourself, sign your name under it, and add the following note:

“This form has been signed by a TOEIC Bridge test administrator on behalf of the test taker .”


Section I: Listening Comprehension


This is an English language test. The total time for the test is two hours and thirty minutes. The test is divided into two sections, Listening Comprehension and Reading. Be sure you understand the directions before you begin work on each part.

Try to answer all the questions. Your score will be based on the number of questions you answer correctly. There is no penalty for guessing, so try to answer every question.

Work carefully, but do not spend too much time on any one question.

I will mark your answers on the answer sheet. After you hear each question and its answer choices, tell me which answer choice — (A), (B), (C), or (D) — I should mark on the answer sheet for that question. I will record your answers as you give them to me and will make any changes you request. In parts 3, 4, and 5 of the test, if you need to hear something a second time, you may ask me to replay it. Do you have any questions?


Answer any questions the test taker may have about procedures . Then say:

The first section of the test is the Listening Comprehension section, and you will have one hour to work on it. It contains parts 2 and 3 of the test. Directions are given on the recording that you will hear in a moment.




Start the recording . Make any necessary adjustments at this time so the test taker can hear the recording clearly .

At the end of the Listening Comprehension section, say:

This is the end of the Listening Comprehension section. When you are ready, we will go on to the Reading section.



Section II: ReadingAs you administer the Reading section of the test, be prepared to replay the recorded texts, questions, and answer choices as requested by the test taker within the time allowed .


The next section of the test is the Reading section, and you will have one hour and thirty minutes to work on it. It contains parts 4 and 5 of the test. Directions are given on the recording that you will hear in a moment.

During the test, I will tell you how much time remains. You may take a fifteen-minute break after finishing part 4. The break will not be counted in the time you are given to take the test.

In this section of the test, you may ask me to replay the texts, questions, and answer choices as needed, within the time allowed.

Now, listen to the directions and begin.

Start the recording .

Make a note of the time when the test taker starts work on the Reading section . The test taker may take a fifteen-minute break after finishing part IV . Be sure NOT to count the time of the break as part of the time allotted for the Reading section of the test .

At regular intervals, inform the test taker of the time remaining by announcing the number of remaining minutes . As time diminishes, reduce the intervals at which you announce the remaining time until the final fifteen minutes . . . ten minutes . . . five minutes .



This is the end of the Reading section.

Allow the test taker to ask any questions or communicate any concerns about the test administration .




Instructions for Administering the TOEIC, TOEIC Bridge, or TFI Test to a Test Taker Who Is Deaf or Hard of Hearing A test taker who is deaf or hard of hearing to an extent that makes it impossible to hear the recording for the Listening section will take only the Reading section of the test, unless the test taker has been approved to take the Listening section with the assistance of an oral interpreter.

Before administering the test to a test taker who is deaf or hard of hearing, you must read the standard corresponding Administration Supplement for the TOEIC test, TOEIC Bridge test, or TFI test, as well as the Test Administration Procedures . Those procedures outline security considerations, irregularity reporting, and other important administration instructions .

If the test taker is taking only the Reading section of the test and has not been approved for extended time, he or she may take the test in a regular session together with hearing test takers . In this case, the deaf or hard-of-hearing test taker should start the Reading section of the test at the same time that the other test takers start the Reading section .

If the test taker is taking both the Listening section (with an oral interpreter) and the Reading section of the test, and/or if the test taker has been approved for extended time, he or she must take the test in a separate room .

In either case, the test administrator will need to provide the test taker with special assistance .

Before beginning the test, the test taker must be given special printed directions . These special directions will be provided to you on separate sheets of paper so that you can give them to the test taker . These directions may be translated into the test taker’s native language. For your reference, these directions are also included in this manual . Directions for the TOEIC test begin on this page, directions for the TOEIC Bridge test begin on page 24 and directions for the TFI test begin on page 25 . Before the administration, you should become familiar with these directions so that you will be able to assist the test taker as needed . If the test taker will be taking the Reading section of the test in the same room with other test takers, he or she should complete these procedures before entering the testing room at the beginning of the Reading section .

Once the test taker starts reading the directions, give the test taker an answer sheet, a copy of the background ques-tionnaire, a copy of the “TOEIC Native Country Codes” list, and a copy of the “TOEIC Native Language Codes” list . Make sure that the test taker fills out the answer sheet cor-rectly . You may need to assist the test taker in filling out the sections pertaining to identification numbers, custom codes, and group codes . If the test taker is taking only the

Reading section of the test, be sure to cross out the box containing answer choices for the Listening section.

Answer any questions the test taker may have about filling out the answer sheet and completing the background questionnaire .

When the test taker has filled out the answer sheet and completed the background questionnaire, give the test taker a copy of the test book . Allow the test taker to read the directions on the back of the test book . Be prepared to answer any questions the test taker may have .

Let the test taker know when to start the test . If the test taker has been granted a time extension, inform the test taker of how much time he or she has to work on the test . During the test, ensure that the test taker is periodically reminded of how much time remains . As time diminishes, reduce the intervals at which the test taker is reminded until the final fifteen minutes . . . ten minutes . . . five minutes . When the time has expired, collect the test taker’s test book and answer sheet . Then allow the test taker to ask any questions or communicate any concerns about the test administration .

TOEIC Test Directions for Test Takers Who Are Deaf or Hard of Hearing(Give the test taker these printed directions on a separate sheet of paper. These directions may be translated into the test taker’s native language. Be ready to provide assistance as needed.)

Please read the following directions carefully .

First, remove everything from your desk except pencils and erasers . Place any other materials where they cannot be seen .

When you receive your answer sheet, turn it so that the title “TOEIC” is at the top left corner .

Find the section of the answer sheet marked “1. Name.” At the arrow, using one box for each letter, print your last (family/surname) name(s) in the first area . If you have more than one last (family/surname) name, leave a space between names . In the second area, fill in your first (given) name(s) . Below each box, fill in the circle containing the same letter . If your name includes any accent marks, fill these in using the circles above the boxes . Where there is a blank box, do not fill in a circle .

If your name contains a hyphen or an apostrophe, these characters are shown at the bottom of the alphabet, below the “Z .” Like letters, the hyphen and the apostrophe each take up one space in the name . Use one box for each hyphen or apostrophe and fill in the corresponding circle(s) . Be sure that no other circle in the same column is filled .

Next, in the top right corner of the answer sheet, in the section marked “2. Sex,” fill in the circle that corresponds to your sex .

Next, in the section marked “3. Country Code,” write the code that corresponds to your country of origin in

Test Takers Who Are Deaf or Hard of Hearing


Administration Supplement for Test Takers with Disabilities 23Test Takers Who Are Deaf or Hard of Hearing

the three boxes and fill in the appropriate circles . Refer to the “TOEIC Native Country Codes” list to enter the appropriate code .

Next, complete the section marked “4. Language Code” in the same way, by writing the appropriate code for your native language and filling in the corresponding circles . Refer to the “TOEIC Native Language Codes” list to enter the appropriate code .

Next, in the bottom left corner of the answer sheet, in the section marked “5. Identification Number,” write your identification number from left to right and fill in the circles that correspond to the numbers . For example, if your identification number was 12345, you would fill in from left to right “12345” in the first 5 boxes and leave the remaining boxes blank . [If you do not have an identification number, leave this section blank.]

In the section marked “6. Date of Birth,” write your date of birth in the boxes from left to right and fill in the corresponding circles . Fill in the month, then the day, and then the year . If the month or day has only one digit, fill in a “0” for the first digit . Fill in the full four-digit year . For example, July 8, 1983 should read “07/08/1983 .”

Next, in the section marked “7,” print your job title, the name of the organization where you work, and the city where the organization is located .


When you are finished with section 8, look on the front cover of the test book and find the serial number . Write that number in the section marked “9” at the bottom of the front page of the answer sheet, above “Test Book Serial Number .” [Be sure not to confuse the serial number with the test form designation printed in the upper-right corner of the test book.]

Next, in the section marked “10. Group Code,” if you have been assigned a group code for this testing session, enter the code that has been selected and fill in the corresponding circles .

If you have not been assigned a group code, leave section 10 blank and go on to section 11 .

Now find section “11. Questionnaire Responses.” The TOEIC Background Questionnaire asks about your educational, work, English-language, and TOEIC test-taking experience . The responses help the TOEIC Program to learn more about the people who take the test and the factors that affect TOEIC scores and improvement in English ability . You are encouraged to answer all of the questions . Your responses to the questionnaire are kept confidential and do not in any way affect your TOEIC test scores .

In section 11 of the answer sheet, fill in the circle beside the letter that corresponds to your answer choices for the background questionnaire . Fill in only one answer for each question . Unless instructed otherwise, please answer only questions 1–14 .

If you have questions about the questionnaire, ask your test administrator . The questionnaire should take about ten minutes to complete . When you have finished, you can review the questions and your answers .

When you are finished reviewing your answers to the questionnaire, please continue filling out the answer sheet .

If you have been assigned custom codes for this testing session, complete section “12” by entering the codes that have been selected in the corresponding boxes labeled “Custom 1,” “Custom 2,” and “Custom 3,” and fill in the corresponding circles .

If you have not been assigned custom codes, leave section 12 blank and go on to section 13 .

In section 13, copy the certification statement, add today’s date, and sign your name . You should sign your name as you would sign an official document .

General Instructions for Taking the TestPaper may not be used for taking notes during the test . Be certain to mark your answers on your answer sheet and not in your test book . You will receive credit only for answers marked in the proper places on your answer sheet .

Be sure that the answer you mark on your answer sheet matches the letter of the option you have chosen for that question. To ensure accurate scoring of your answer sheet, be sure that all your answer marks are dark and heavy and completely fill the circles . Do not make any stray marks on your answer sheet . If you erase, do so completely to make clear which answer you have chosen .

Some of the questions on the test are more difficult than others, but you should try your best to answer every question . Your score will be based on the number of questions you answer correctly . There is no penalty for guessing, so try to answer every question, even though you may not be sure of an answer .

If you will be taking only the Reading section of the test, you will have the standard one hour and fifteen minutes to work on the test, unless you have been granted a time extension . You may not omit any part of the Reading section . There will be no break during the test . Periodically during the test, you will be reminded of how much time remains . When you have finished the test, you must remain seated until all the testing materials have been collected and accounted for and you are dismissed . If you are taking the test together with other test takers, please remain in your seat if you finish early so that you do not disturb others who

Test Takers Who Are Deaf or Hard of Hearing (continued)


are still taking the test . You may not read aloud, talk, or ask any questions once the test has begun .

If you have received approval to take the Listening sec-tion (with the assistance of an oral interpreter) and the Reading section of the test, you will have the standard two hours to work on the test, unless you have been granted a time extension . You may not omit any part of the test . Periodically during the Reading section of the test, you will be reminded of how much time remains . When you have finished the entire test, you must remain seated until all test-ing materials have been collected and accounted for and you are dismissed .

If you have any questions, please ask the administrator now .

The administrator will give you a test book. Do not break the seal on the test book until you are given permission to do so.

When you receive your test book, read the directions on the back cover . After you finish reading the directions, turn to the front cover . Print your full name in the box at the top, beginning with your last name .

If you are taking the Reading section of the test only, you will start working on part 5 of the test .

If you have received approval to take the Listening sec-tion (with the assistance of an oral interpreter) and the Reading section of the test, you will start working on part 1 of the test .

The administrator will tell you when you can open the test book and begin work on the test.

TOEIC Bridge Test Directions for Test Takers Who Are Deaf or Hard of Hearing(Give the test taker these printed directions on a separate sheet of paper. These directions may be translated into the test taker’s native language. Be ready to provide assistance as needed.)



When you receive your answer sheet, turn it so that the title “TOEIC Bridge” is at the top left corner .

Find the section of the answer sheet marked “1. Name.” At the arrow, using one box for each letter, print your last (family/surname) name(s) in the first area . If you have more than one last (family/surname) name, leave a space between names . In the second area, fill in your first (given) name(s) . Below each box, fill in the circle containing the same letter . If your name includes any accent marks, fill these in using the circles above the boxes . Where there is a blank box, do not fill in a circle .


Next, in the top right corner of the answer sheet, in the section marked “2. Sex,” fill in the circle that corresponds to your sex .

Next, in the section marked “3. Country Code,” write the code that corresponds to your country of origin in the three boxes and fill in the appropriate circles . Refer to the “TOEIC Native Country Codes” list to enter the appropriate code .

Next, complete the section marked “4. Language Code” in the same way, by writing the appropriate code for your native language and filling in the corresponding circles . Refer to the “TOEIC Native Language Codes” list to enter the appropriate code .

Next, in the section marked “5. Group Code,” if you have been assigned a group code for this testing session, enter the code that has been selected and fill in the corresponding circles .


Next, in the bottom left corner of the answer sheet, in the section marked “6. Identification Number,” write your identification number from left to right and fill in the circles that correspond to the numbers . For example, if your identification number was 12345, you would fill in from left to right “12345” in the first 5 boxes and leave the remaining boxes blank . [If you do not have an identification number, leave this section blank.]

In the section marked “7. Date of Birth,” write your date of birth in the boxes from left to right and fill in the corresponding circles . Fill in the month, then the day, and then the year . If the month or day has only one digit, fill in a “0” for the first digit . Fill in the full four-digit year . For example, July 8, 1983 should read “07/08/1983 .”



When you are finished with section 9, look on the front cover of the test book and find the serial number . Write that number in the section marked “10” at the bottom of the front page of the answer sheet, above “Test Book Serial Number .” [Be sure not to confuse the serial number with the





test form designation printed in the upper-right corner of the test book.]

Now find section “11. Questionnaire Responses.” The TOEIC Bridge Background Questionnaire asks about your educational and work experience . The responses enable the TOEIC Bridge Program to learn more about the people who take the test . Please answer all of the questions . Your answers are kept confidential and do not affect your TOEIC Bridge test scores .




If you have been assigned custom codes for this testing session, complete section “12” by entering the codes that have been selected in the corresponding boxes labeled “Custom 1,” “Custom 2,” and “Custom 3,” and fill in the corresponding circles .

If you have not been assigned custom codes, go on to section 13 .




Some of the questions on the test are more difficult than others are, but you should try to answer every question . Your score will be based on the number of questions you answer correctly . There is no penalty for guessing. Therefore, it is to your advantage to attempt to answer every question, even though you may not be sure of an answer .

If you will be taking only the Reading section of the test, you will have the standard thirty-five minutes to work

on the test, unless you have been granted a time extension . You may not omit any part of the Reading section . There will be no break during the test . Periodically, during the test, you will be reminded of how much time remains . When you have finished the test, you must remain seated until all the testing materials have been collected and accounted for and you are dismissed . If you are taking the test together with other test takers, please remain in your seat if you finish early so that you do not disturb others who are still taking the test . You may not read aloud, talk, or ask any questions once the test has begun .

If you have received approval to take both the Listening Comprehension section (with the assistance of an oral interpreter) and the Reading section of the test, you will have the standard one hour to work on the test, unless you have been granted a time extension . You may not omit any part of the test . There will be no break during the test . Periodically, during the Reading section of the test, you will be reminded of how much time remains . When you have finished the test, you must remain seated until all the testing materials have been collected and accounted for and you are dismissed .




If you are taking the Reading section of the test only, you will start working on Part IV of the test .

If you have received approval to take both the Listening Comprehension section (with the assistance of an oral interpreter) and the Reading section, you will start working on Part I of the test .

The administrator will tell you when you can open the test book and begin work on the test.

TFI Test Directions for Test Takers Who Are Deaf or Hard of Hearing(Give the test taker these printed directions on a separate sheet of paper. These directions may be translated into the test taker’s native language. Be ready to provide assistance as needed.)



www.ets.org/disability 26 Test Takers Who Are Deaf or Hard of Hearing


When you receive your answer sheet, turn it so that the title “Test de français international” is at the top left corner .

Find the section of the answer sheet marked “1. Nom/Name.” At the arrow, using one box for each letter, print your last (family/surname) name(s) in the first area . If you have more than one last (family/surname) name, leave a space between names . In the second area, fill in your first (given) names(s) . Below each box, fill in the circle containing the same letter . If your name includes any accent marks, fill these in using the circles above the boxes . Where there is a blank box, do not fill in a circle .


Next, in the top right corner of the answer sheet, in the section marked “2. Sexe/Sex,” fill in the circle that corresponds to your sex .

Next, in the section marked “3. Code du Pays/Country Code,” write the code that corresponds to your country of origin in the three boxes and fill in the appropriate circles . Refer to the “TOEIC Native Country Codes” list to enter the appropriate code .

Next, complete the section marked “4. Code de la Langue/Language Code” in the same way, by writing the appropriate code for your native language and filling in the corresponding circles . Refer to the “TOEIC Native Language Codes” list to enter the appropriate code .

Next, in the section marked “5. Code du Groupe/Group Code,” if you have been assigned a group code for this test-ing session, enter the code that has been selected and fill in the corresponding circles .


Next, in the section marked “6. Numéro d’Identification/ Identification Number,” write your identification number from left to right and fill in the circles that correspond to the numbers . For example, if your identification number was 12345, you would fill in from left to right “12345” in the first 5 boxes and leave the remaining boxes blank . [If you do not have an identification number, leave this section blank.]

In the section marked “7. Date de Naissance/Date of Birth,” write your date of birth in the boxes from left to right and fill in the corresponding circles . Fill in the month, then the day, and then the year . If the month or day has only one digit, fill in a “0” for the first digit . Fill in the full four-digit year . For example, July 8, 1983 should read “07/08/1983 .”


In the section marked “9,” above “Lieu de Session du Test/Testing Location,” print the name of the organization/institution where today’s TFI test is taking place . On the next line, print the name of the city or town where the test is taking place .

When you are finished with section 9, look on the front cover of your test book and find the serial number . Write that number in the section marked “10” at the bottom of the front page of the answer sheet, above “Numéro de Série du Livret/Test Book Serial Number .” [Be sure not to confuse the serial number with the test form designation printed in the upper-right corner of the test book.]

Now find section “11. Réponses Au Questionnaire/ Questionnaire Responses.” The TFI Background Questionnaire asks about your education, work, French- language, and TFI test-taking experience . The responses enable the TFI Program to learn more about the people who take the test and the factors that affect TFI scores and improvement in French ability . You are encouraged to answer all of the questions . Your responses to the questionnaire are kept confidential and do not in any way affect your TFI test scores .




If you have been assigned code client/custom codes for this testing session, complete section “12” by entering the codes that have been selected in the corresponding boxes labeled “Code Client/Custom 1,” “Code Client/Custom 2,” and “Code Client/Custom 3,” and fill in the corresponding circles .

If you have not been assigned code client/custom codes, leave section 12 blank and go on to section 13 .






Some of the questions on the test are more difficult than others are, but you should try to answer every question . Your score will be based on the number of questions you answer correctly . There is no penalty for guessing. Therefore, it is to your advantage to attempt to answer every question, even though you may not be sure of an answer .

If you will be taking only the Reading Part of the test, you will have the standard sixty-eight minutes to work on the test, unless you have been granted a time extension . You may not omit any part of the Reading Part . There will be no break during the test . Periodically, during the test, you will be reminded of how much time remains . When you have finished the test, you must remain seated until all the testing materials have been collected and accounted for and you are dismissed . If you are taking the test together with other test takers, please remain in your seat if you finish early so that you do not disturb others who are still taking the test . You may not read aloud, talk, or ask any questions once the test has begun .

If you have received approval to take both the Listening Part (with the assistance of an oral interpreter) and the Reading Part of the test, you will have the standard one hour and fifty minutes to work on the test, unless you have been granted a time extension . You may not omit any part of the test . There will be no break during the test . Periodically, during the Reading Part of the test, you will be reminded of how much time remains . When you have finished the entire test, you must remain seated until all the testing materials have been collected and accounted for and you are dismissed .




If you are taking the Reading Part of the test only, you will start working on Section IV of the test .

If you have received approval to take both the Listening Part (with the assistance of an oral interpreter) and the Reading Part, you will start working on Section I of the test . The administrator will tell you when you can open the test book and begin work on the test.

BLANK PAGE


APPENDIX

Appendix


Copyright ©2008. EDUCATIONAL TESTING SERVICE, ETS, ETS logo and TOEIC are registered trademarks of Educational Testing Service.

Background Questionnaire

4. If you are currently employed, which industry best describes that of your current employer?

01. Agriculture/fishing/forestry/mining02. Construction/building design03. Manufacturing—food04. Manufacturing—pharmaceuticals05. Manufacturing—chemicals06. Manufacturing—fabric/paper07. Manufacturing—oil/petroleum/rubber08. Manufacturing—steel/other metals09. Manufacturing—machinery/fine machinery10. Manufacturing—electronic 11. Manufacturing—vehicles (includes

manufacturing of all modes of transportation)12. Manufacturing—cement/glass13. Manufacturing—clothing14. Manufacturing—other15. Service—education (high school equivalent

or below)16. Service—education (college equivalent or

above, assessment, research)17. Service—court/legislative/municipal/

prefecture18. Service—foreign affairs19. Service—armed forces20. Service—health/hospital/medical research 21. Service—hotel/recreation/restaurant/travel22. Service—other23. Public utilities production/management

(electricity/water supply)24. Broadcasting/mass media25. Telecommunication26. Retail/wholesale27. Trading28. Accounting/banking/finance/security29. Insurance30. Real estate31. Transportation32. Other

5. If you are currently employed, which of the following best describes the type of job you do? (The jobs shown in parentheses are examples only.)

A. Management (executive, manager, director)B. Scientific/technical professionals (engineer,

mathematician, programmer, researcher, scientist)

C. Teaching/training D. Professional specialist (accountant, broker,

financial specialist, lawyer)

Read the choices below each question and select the one best answer. Fill in only one answer for each question.

Section I. Your educational and/or work-related background

1. Choose either the level of education in which you are currently enrolled or the highest level that you have completed.

A. Elementary school (primary school)B. General secondary school (junior high

school)C. Secondary school for university entrance

qualification or equivalent (high school)D. Vocational/technical high schoolE. Vocational/technical school after high schoolF. Community/junior college (for associate

degree)G. Undergraduate college or university (for

bachelor’s degree)H. Graduate or professional school (for

master’s or doctoral degree)I. Language institution

2. Choose the major that you are currently enrolled in or the major of your highest degree. (The majors shown in parentheses are examples only.)

A. Liberal arts (education, fine arts, languages, literature, music, psychology)

B. Social studies/law (international studies, law studies, political science, sociology)

C. Accounting/business/economicsD. Finance/marketing/tradingE. Sciences (agriculture, computer science,

mathematics, physics, statistics)F. Health (medicine, nursing, pharmacy, public

health)G. Engineering/architectureH. Other/none

3. Which of the following best describes your current status?

A. I am employed full-time (including self-employed).

B. I am employed part-time and/or study part-time.

C. I am not employed. (Skip to Question #6.)D. I am a full-time student. (Skip to Question #6.)


E. Technician (carpenter, electrician, equipment operator, plumber)

F. Marketing/sales (foreign exchange broker, marketing analyst, real estate agent, sales representative, travel agent)

G. Clerical/administrative (office staff member, receptionist, secretary)

H. Services (customer service representative, human resources representative, hotel staff member, public relations representative)

I. Other

Section II.

Your English-language experience

6. How many years have you spent studying English?

A. Less than or equal to 4 yearsB. More than 4 years but less than or equal to

6 yearsC. More than 6 years but less than or equal to

10 yearsD. More than 10 years

7. Which of the following language skills are/were most emphasized?

A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing

8. How much time must you use English in your daily life?

A. None at allB. 1 to 10%C. 11 to 20% D. 21 to 50% E. 51 to 100%

9. Which of the following English-language skills do you use most often?

A. ListeningB. ReadingC. SpeakingD. WritingE. Listening and speakingF. Reading and writingG. Listening, reading, speaking, and writing

10. How often has difficulty with English affected your ability to communicate?

A. Almost neverB. SeldomC. SometimesD. FrequentlyE. Almost always

11. Have you ever lived in a country in which English is the main spoken language?

A. No (Skip to Question #13.)B. Yes, for less than 6 monthsC. Yes, for 6 to 12 monthsD. Yes, for more than 1 but less than or

equal to 2 yearsE. Yes, for more than 2 years

12. What was your main purpose for living in a country in which English is the main spoken language?

A. To study (in other than an English-language program)

B. To participate in an English-language program

C. To travel (not work related)D. To workE. Other

Section III.

Your experience in taking the TOEIC test

13. Before today, how many times have you taken the TOEIC test?

A. Never B. OnceC. TwiceD. Three times or more

14. What is your main purpose for taking today’s TOEIC test?

A. For a job applicationB. For promotionC. To assess the effectiveness of an English-

language programD. To assess future learning needsE. To graduate from a course of study

Background Questionnaire - Side 2


TOEIC Bridge Background Questionnaire

1. Which of the following best describes what you do now?

A. I am employed (full-time or part-time) B. I am a student (not employed)C. Other

2. Please choose the highest level of education listed below which you have completed.

A. Elementary school B. Junior high schoolC. High SchoolD. Technical/vocational schoolE. Some college/universityF. University (undergraduate)G. Graduate School

3. How old are you?

A. Under 15 B. 15 – 19C. 20 – 24D. 25 – 29E. 30 or older

4. How many years did you study English in school and university?

A. Less than 1 yearB. 1 – 2 yearsC. 2 – 5 yearsD. 5 – 10 yearsE. More than 10 years

How important is each of the following English skills for you at school or work? (Choose one answer for each skill.)

5. Listening

A. ImportantB. Somewhat importantC. Not important

6. Reading


7. Speaking

A. Important B. Somewhat importantC. Not important

8. Writing


Background Questionnaire

Copyright © 2008. EDUCATIONAL TESTING SERVICE, ETS, E T S logo, and TOEIC are registered trademarks of Educational Testing Service.

9. Before today, how many times have you taken the TOEIC Bridge test?

A. NeverB. One timeC. Two timesD. Three timesE. Four or more times

(IF YOU ARE A STUDENT OR UNEMPLOYED, PLEASE STOP HERE.)

(IF YOU ARE EMPLOYED, PLEASE CONTINUE WITH THE QUESTIONNAIRE ON THE NEXT PAGE.)


TOEIC Bridge Background Questionnaire

Background Questionnaire — Side 2

10. Which of the following categories best applies to your job?

A. Executive, Administrative, ManagerialB. Professional, Technical, ScientificC. Marketing and SalesD. Administrative Support and ClericalE. ServiceF. Mechanics, Installers, and RepairersG. Construction tradesH. ProductionI. Transportation and Material MovingJ. Handlers, Helpers, and laborers

(Unskilled Labor)K. Armed Forces

11. What is your level in your company?

A. Non-managerial/non-supervisoryB. SupervisoryC. Managerial

12. About how many years have you been with your company?

A. Less than 2 yearsB. 2 – 5 yearsC. 5 – 10 yearsD. More than 10 years

13. About how much of your time at work do you spend using English?

A. 0 to 10%B. 11 to 20%C. 21 to 50%D. 51 to 100%



1. Which of the following best describes what you do now?A. I am employed (full-time or part-time) .B. I am a student (not employed).C. Other

2. Please choose the highest level of education listed below which you have completed.A. High SchoolB. Technical/Vocational schoolC. Some college completedD. University (undergraduate)E. Graduate school

3. How old are you?A. Under 25 B. 25 – 29C. 30 – 34D. 35 – 39E. 40 or older

4. Before today, how many times have you taken the Test de français international?A. NeverB. 1 time beforeC. 2 times beforeD. 3 times beforeE. 4 or more times

5. When did you last take the Test de français international?A. Less than 6 months agoB. 6 months or more, but less than 1 year agoC. 1 year or more, but less than 2 years agoD. 2 or more years agoE. I have not taken the Test de français inter-

national before today.

6. Why are you taking the Test de français international? (Choose one only)A. To get a job (selection screen) B. To get a promotionC. For placement into a job level or type of

positionD. For placement into a language-training

courseE. For evaluation after or during a language-

training courseF. As part of a research projectG. Other

7. For how many years have you studied French?A. Less than 1 yearsB. 1 – 2 yearsC. 2 – 5 yearsD. 5 – 10 yearsE. More than 10 years

8. In what industry do you currently work? If you are a full-time student or are unemployed, please stop here.A. Agriculture, Mining, and ConstructionB. ManufacturingC. Transportation, Communication, and

Public UtilitiesD. Wholesale and Retail TradeE. Finance and InsuranceF. ServicesG. Government

9. About how many years have you been with your company?A. Less than 2 yearsB. 2 – 5 yearsC. 5 – 10 yearsD. More than 10 years

10. Which of the following categories best applies to your job?A. Executive, Administrative, ManagerialB. Professional, Technical, ScientificC. Marketing and SalesD. Administrative Support and ClericalE. ServiceF. Mechanics, Installers, and RepairersG. Construction TradesH. ProductionI. Transportation and Material MovingJ. Handlers, Helpers, and Laborers

(Unskilled Labor)K. Armed Forces

11. What is your level in your company?A. Non-supervisoryB. SupervisoryC. Managerial

Background QuestionnaireTest de français international



1 Afghanistan3 Albania5 Algeria7 American Samoa8 Andorra10 Angola11 Anguilla9 Antarctica12 Antigua and Barbuda15 Argentina16 Armenia17 Aruba20 Australia25 Austria29 Azerbaijan30 Azores35 Bahamas40 Bahrain45 Bangladesh50 Barbados94 Belarus55 Belgium56 Belize58 Benin60 Bermuda63 Bhutan65 Bolivia69 Bosnia and Herzegovina70 Botswana75 Brazil77 British Virgin Islands80 British West Indies81 Brunei Darussalam85 Bulgaria593 Burkina Faso92 Burundi307 Cambodia95 Cameroon100 Canada105 Canary Islands106 Cape Verde110 Cayman Islands113 Central African Republic114 Chad115 Chile457 China, People’s Republic120 Colombia122 Comoros630 Congo (formerly Zaire)125 Congo Republic126 Cook Islands123 Corsica130 Costa Rica290 Cote d’Ivoire (Ivory Coast)133 Croatia135 Cuba140 Cyprus142 Czech Republic150 Denmark153 Djibouti154 Dominica, Commonwealth of155 Dominican Republic165 Ecuador170 Egypt175 El Salvador180 England183 Equatorial Guinea182 Eritrea184 Estonia185 Ethiopia187 Faeroe Island190 Fiji195 Finland200 France203 French Guiana202 French Polynesia204 Gabon205 Gambia206 Gaza Strip, The208 Georgia

210 Germany215 Ghana217 Gibraltar219 Great Britain220 Greece225 Greenland (Kalaallit Nunaat)227 Grenada228 Guadeloupe229 Guam230 Guatemala233 Guinea234 Guinea-Bissau235 Guyana240 Haiti245 Honduras250 Hong Kong251 Hungary255 Iceland260 India265 Indonesia270 Iran273 Iraq275 Ireland277 Isle of Man280 Israel285 Italy295 Jamaica300 Japan305 Jordan308 Kazakstan310 Kenya312 Kiribati314 Korea (DPR)315 Korea (ROK)320 Kuwait311 Kwajalein323 Kyrgyzstan325 Laos328 Latvia330 Lebanon333 Lesotho335 Liberia340 Libya343 Liechtenstein344 Lithuania345 Luxembourg347 Macao348 Macedonia, Former Yugoslav Repub.350 Madagascar353 Madeira Islands355 Malawi360 Malaysia361 Maldives363 Mali365 Malta367 Mariana Islands, Northern368 Marshall Islands366 Martinique369 Mauritania370 Mauritius375 Mexico107 Micronesia, Federated States of377 Midway Islands376 Moldova378 Monaco379 Mongolia381 Monserrat380 Morocco385 Mozambique90 Myanmar (Burma)388 Namibia386 Nauru387 Nepal390 Netherlands395 Netherlands Antilles396 New Caledonia405 New Zealand420 Nicaragua425 Niger430 Nigeria

433 Niue434 Northern Ireland435 Norway440 Okinawa443 Oman445 Pakistan447 Palau450 Panama400 Papua New Guinea455 Paraguay460 Peru465 Philippines470 Poland475 Portugal474 Puerto Rico477 Qatar482 Reunion483 Romania484 Russia487 Rwanda620 Samoa (formerly Western Samoa)488 San Marino489 Sao Tome and Principe490 Saudi Arabia495 Scotland497 Senegal498 Seychelles500 Sierra Leone505 Singapore503 Slovakia504 Slovenia506 Solomon Islands507 Somalia510 South Africa515 Spain520 Sri Lanka486 St. Kitts and Nevis521 St. Lucia522 St. Vincent and the Grenadines525 Sudan527 Suriname530 Swaziland535 Sweden540 Switzerland545 Syria550 Tahiti555 Taiwan556 Tajikistan560 Tanzania565 Thailand567 Togo570 Tonga575 Trinidad and Tobago580 Tunisia585 Turkey584 Turkmenistan586 Turks and Caicos Islands587 Tuvalu590 Uganda589 Ukraine591 United Arab Emirates588 United Kingdom592 United States of America595 Uruguay607 US Virgin Islands594 Uzbekistan596 Vanuatu597 Vatican City600 Venezuela605 Vietnam610 Wales611 West Bank615 West Indies Assoc. States623 Yemen625 Yugoslavia635 Zambia480 Zimbabwe 999 Other

TOEIC NATIVE COUNTRY CODES


TOEIC NATIVE LANGUAGE CODES343 Lao452 Latvian145 Lingala453 Lithuanian148 Luba-Lulua153 Luo454 Macedonian375 Madurese156 Malagasy345 Malay346 Malayalam159 Malinke-Bambara-Dyula455 Maltese336 Mandarin348 Marathi607 Marshallese162 Mende362 Minankabau457 Moldovan341 Mongolian128 Moré351 Nepali456 Norwegian131 Nyanja353 Oriya127 Oromo (Galla)610 Palauan319 Panay-Hiligaynon357 Pashtu611 Pidgin459 Polish613 Ponapean461 Portuguese463 Provençal355 Punjabi358 Rajasthani464 Romanian141 Ruanda467 Russian365 Samar-Leyte616 Samoan372 Santali469 Serbian470 Serbo-Croatian166 Sesotho167 Setswana170 Shona360 Sindhi361 Sinhalese169 Siswati473 Slovak474 Slovene173 Somali478 Spanish364 Sundanese176 Swahili481 Swedish367 Tagalog619 Tahitian370 Tamil371 Tatar373 Telugu376 Thai379 Tibetian179 Tigrinya622 Tongan625 Trukese382 Tulu484 Turkish483 Turkmen182 Twi-Fante (Akan)

368 Uighur 487 Ukrainian 628 Ulithian 385 Urdu 495 Uzbek 388 Vietnamese 185 Wolof 178 Xhosa 631 Yapese 393 Yi 442 Yiddish 188 Yoruba 396 Zhuang 191 Zulu 999 Other

101 Afrikaans405 Albanian107 Amharic501 Arabic401 Armenian301 Assamese402 Azeri403 Bashkir404 Basque (Euskara)408 Belarussian111 Bemba305 Bengali113 Berber302 Bhili303 Bikol407 Bulgarian307 Burmese317 Buyi321 Cantonese410 Catalan312 Cebuano (Visayan)114 Chichewa315 Chinese412 Chuvash411 Corsican414 Croatian413 Czech416 Danish325 Dong419 Dutch116 Ef k-Ibibio422 English425 Estonian119 Ewe504 Farsi (Persian)601 Fijian428 Finnish434 French122 Fula (Peulh)436 Galician151 Ganda (Luganda)438 Georgian437 German440 Greek201 Guarani320 Gujarati133 Hausa507 Hebrew323 Hindi443 Hungarian (Magyar)136 Ibo (Igbo)447 Icelandic326 Ilocano328 Indonesian450 Italian331 Japanese332 Javanese335 Kannada (Kanarese)121 Kanuri338 Kashmiri339 Kazakh310 Khmer (Kampuchean)142 Kikuyu602 Kiribati149 Kirundi352 Konkani340 Korean342 Kurdish359 Kurukh (Oraon)604 Kusaiean451 Kyrgyz

INSIDE BACK COVER

ETS provides a comprehensive suite of English Language

Learning products and services that encourage learning, assess

progress and measure proficiency. Backed by years of research,

our programs support teachers and decision makers and help

individuals achieve academic, business and personal success.

To learn more, visit www.ets.org/ell

For more information about the TOEIC® test, contact:

Copyright © 2013 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING. and TOEIC are registered trademarks of Educational Testing Service (ETS) in the United States and other countries. TFI and TOEIC BRIDGE are trademarks of ETS. 16685

777017

101163-70398 • ??1113E.5 • Printed in U.S.A.

www.ets.org/ell

Documents

Administration Supplement for Test Takers with … · ETS — Listening. Learning. Leading. ® Administration Supplement for Test Takers with Disabilities TOEIC ® Test TOEIC Bridge