English Language Proficiency Suggested Reference Scores Guide*
(From TESL Canada web site)
iBT
PBT
IELTS CAEL
TOEFL TOEFL
120
110
105
100
92
84
80
71
61
677
630
615
600
580
560
550
530
500
9
8
7.5
7
6.5
6
6
5.5
5
90
85
80
70
70
70
60
60
50
Can
TEST
5
5
5
4.5
4.5
4.5
4.5
4
4
CAE
A
B
C
CPE
MELAB CEF
A
B
C
99
91
90
85
78
76
70
60
C2
C2
C2
C2
C2
C1
C1
B2
B1
CLB
12
11
10
9
8
7
6
6
5
*Please note that the English Language Proficiency Tests listed in the above chart have varied test constructs,
testing methods, content, and weightings as reflected in the final score. This chart is thus intended only to provide
a general suggested guide of different test scores for easy referencing. This reference chart is not to be quoted or
used for official English language proficiency test score comparison purposes.
Overview of English Language Proficiency Tests
The following chart presents an alphabetical overview of commonly used English Language Proficiency Tests in
Canada. The chart is divided into four sections, including: purpose, content, scoring, and context of use. For more
information about individual tests, please refer to the testing websites link. Note: The amount of information provided
for each test varies according to the information made publicly available by the test developer.
Purpose
What is the test to be used for?
CAEL
CAEL stands for Canadian Academic English Language Assessment.
This test “is designed to describe the level of English language of test takers planning to study
in English-medium colleges and universities.” “The CAEL Assessment tests ability to use
English as it is used in Canadian universities and colleges.”This test is also used as a
placement tool for students who need to attend English language courses after their admission
to university/college programs.
Settings that use this test: English-medium universities, colleges, some professional
organizations.
CanTEST
CanTEST stands for Canadian Test of English for Scholars and Trainees.
This test “measures English language knowledge and skills in reading, writing, listening, and
speaking.”
Settings that use this test: English-medium universities, colleges, some professional
organizations.
CELBAN
CELBAN stands for Canadian Language Benchmark Assessment for Nurses.
This test “is an assessment tool designed to assess the English language proficiency of
internationally-educated nurses who are applying for licensure in the nursing profession in
Canada.”
Settings that use this test: Nursing licensing bodies across Canada.
CLBA
CLBA stands for Canadian Language Benchmark Assessment.
This test is a “task-based assessment instrument for adult newcomers to Canada” and
measures English language proficiency in all four language skills on the scale of the Canadian
Language Benchmarks 1 to 8. The CLBA is to be used for “providing learner recognition for
the level of English ability including rate or degree of progress “. This test also “assists
agencies in determining the level of language proficiency for purposes of eligibility
determination for language training programs; needs assessment; referral to appropriate
training; and provides assistance to employers in the development of appropriate training
programs for their ESL learner employees”.
Settings that use this test: Language Instruction for Newcomers to Canada (LINC),
Enhanced Language Training (ELT) programs, many TESL/TESOL teacher- training
programs, employment and training programs, some colleges and universities, community
and workplace settings.
IELTS
IELTS stands for International English Language Testing System.
This test “measures the ability to communicate in English across all four language skills –
listening, reading, writing and speaking – for people who intend to study or work where
English is the language of communication.”
Settings that use this test: English-medium universities, colleges, professional organizations,
Immigration Canada (proof of English language ability).
MELAB
MELAB stands for Michigan English Language Assessment Battery.
This test “evaluates advanced-level English language competence of adult non-native
speakers of English such as: students applying to educational institutions where the language
of instruction is English; professionals who need English for work or training purposes”.
Settings that use this test: English-medium universities, colleges, some professional
organizations.
TOEFL ibt
TOEFL ibt stands for Test of English as a Foreign Language - Internet-based Test.
This test “measures the ability of non-native speakers of English to use and understand
English as it is spoken, written, and heard in college and university settings. This test also
“emphasizes integrated skills and provides better information to institutions about students'
ability to communicate in an academic setting and their readiness for academic coursework”.
Settings that use this test: English-medium universities, colleges, professional organizations.
TOEFL pbt
TOEFL pbt stands for Test of English as a Foreign Language- Paper-based Test.
This test “ measures the ability of non-native speakers of English to use and understand
English as it is spoken, written, and heard in college and university settings.
Settings that use this test: English-medium universities, colleges, professional organizations.
TOEIC
TOEIC stands for Test of English for International Communication.
This test “measures the everyday English skills of people working in an international
environment”.
Settings that use this test: International employers, corporations (for promotion / new
positions), nursing professions.
Content
What are the characteristics of the test items?
CAEL
The CAEL is a topic-based performance test. It is comprised of an integrated set of language
activities: test takers read articles, listen to a lecture, answer questions and write a short essay - all
on one subject. The test uses constructed response rather than multiple-choice items. Tasks and
activities are sampled from those commonly encountered within an academic setting. The content
is drawn from introductory university courses, at times when professors are introducing new
topics, with the expectation that the students know little or nothing about the content.
Listening: Test takers listen to a pre-recorded lecture on the same topic as the reading and
writing section. While listening test takers take notes and respond to tasks related to the lecture. 6
diff. tasks types incl. identifying main ideas, completing charts, sequencing information etc.
Reading: Two readings on the same topic as listening and writing section. Drawn from university
textbooks, academic journals, brochures etc. 5 diff. tasks types incl. identifying main ideas,
understanding vocab. in context, extracting specific information, etc.
Writing: Final task of the test. Essay topic is provided at the beginning of test. Test takers should
use information from reading and listening section to answer the essay question.
Speaking: Oral Language Test (OLT). 25 min. Tape-mediated test of spoken English for
academic purposes. 5 tasks incl. making short presentations, relaying information, explaining
choices, listening and responding to group discussions, summarizing main points.
Overall test time: Written test lasts approx. 2 hours. The Oral Language Test is 25 min.
CanTEST
Listening: multiple-choice. Consists of dialogues and interviews. The entire listening section is
played twice so that test takers can double-check their answers.
Reading: multiple-choice. Includes comprehension questions on reading passages, skimming and
scanning section, and cloze task
Speaking: Optional. Face-to-face oral interview.
Overall test time: Approx. 2 ½ hours.
CELBAN
The context and content of all tasks in the CELBAN are based on data collected from the analysis
of the English language demands of the nursing profession across Canada. Tasks were created by
the test developers with input from nursing instructors/consultants to ensure authenticity. Note:
CELBAN offers a free on-line CELBAN readiness self-assessment designed to assist test takers
in determining their readiness to take the official test.
Speaking: 30 min. Includes an oral interview and two role plays. Two assessors carry out the
assessment, which is also tape-recorded for future reference if needed. During the two role plays
the test taker is asked to interact with the “patient” (one of the assessors) by asking questions to
obtain information, to give instructions and offer explanations. Test takers are asked to answer
questions to demonstrate their ability to narrate, describe, summarize, synthesize, state and
support opinion, and advise.
Listening: 45 min. Multiple-choice, some charts. There are five video scenarios (in various
settings including hospital, home, clinic, and medical office)and four audio scenarios (phone calls
and shift-to-shift report). Scenarios include interactions between nurses and patients, family
members, and other professionals.
Reading: Two sections: skimming and scanning (10 min.) and reading comprehension (40 min.).
Short answer questions, multiple-choice questions, cloze exercise. Text includes various formats
such as charts, patient notes, manuals, and information texts related to health issues.
Writing: Two sections. 1. Form-filling (10 minutes): Candidate views a video scenario and fills
in a form based on that scenario. 2. Report writing
(20 minutes): Candidate writes a narrative report based on information provided.
Overall test time: 3 hours (group assessment) plus 20-30 minutes for the speaking assessment
(individual assessment).
CLBA
The CLBA is a task-based assessment instrument.
Listening and Speaking: 15-35 min. One-on-one, progressive interview with a CLBA assessor .
Prompts include assessor questions, photographs, video task, audio tasks. Task types include
following and responding to questions and instructions, taking part in a short conversation, telling
a story, relating video-mediated information, discussing concrete information on a familiar topic,
synthesizing abstract ideas on a familiar topic.
Reading: 45 min – 1h 45 min. A series of tasks in two test packages: Stage I (Benchmarks 1 - 4),
Stage II (Benchmarks 5 – 8). Multiple-choice and short answer questions. Task types include
instructions, formatted text, unformatted text, information.
Writing: 45 min – 1h 45 min. A series of tasks in two test stages: Stage I (Benchmarks 1 - 4),
Stage II (Benchmarks 5 – 8). Task types include copying / reproducing information, fill out
simple/complex forms, describing personal situations, conveying formal messages, writing a
letter, composing a memo.
Overall test time: varies from 1h 45 min – over 3 hours depending on test taker language ability.
IELTS
Listening: Four sections of recorded texts which increase in difficulty as the test progresses;
mixture of conversation and dialogues. 7 different
task types incl. forms, notes, table, matching, m.c., classification, etc.
Reading: Three passages which based on authentic texts drawn from books, magazines, journals.
10 different task types include:
short answer, sentence completion., labelling a diagram etc.
Writing: Two tasks: 1. Write a 150 word report based on material found in a table or diagram,
demonstrating ability to describe and explain.
2. Short essay of 250 words in response to an opinion or problem. Expected to demonstrate ability
to discuss issues, construct an argument,
and use appropriate tone and register.
Speaking: 10 -15 min. One-on-one interaction between test taker and examiner. Requires test
taker to describe, narrate, and provide
explanations on personal and general interest topics.
Overall test time: 2 hours 45 min.
MELAB
Composition: 30-minute writing task. Test takers may choose from one of two prompts and are
expected to write between 200 to 300 words.
Listening: multiple-choice, tape-recorded test which contains 50 questions and lasts about 30
min. There are approx. 25-35 short questions,
statements or dialogues and two longer discourse segments (3-5 min each), followed by 5-14
questions each.
GCVR (Grammar/Cloze/Vocabulary/Reading): consists of 100 multiple-choice items and lasts
75 min. There are 30 grammar items, 20 cloze items, 30 vocabulary items, and 20 reading items.
The reading comprehension passages are adapted from books, magazines, internet sources.
Speaking: Optional. Face-to-face interactive oral interview and lasts 10-15 minutes. Examiner
asks questions about background, future plans, opinions on certain issues etc.
Overall test time: 2 ½ to 3 ½ hours.
TOEFL ibt
The TOEFL ibt has replaced the TOEFL cbt (computer-based test), which was discontinued in
Sept. 2006.
Reading:3-5 passages from academic texts (approx. 700 words long). 12-14 comprehension
questions per passage.
Listening: contains 2-3 conversations with two speakers; each 3 minutes long with 5 questions
each. 4-6 lectures, some with classroom dialogue; each lecture is 3-5 minutes long with 6
questions each.
Speaking: consists of 6 tasks. Two tasks require test taker to speak about familiar topics; two
tasks require test takers to listen to spoken information and respond to it; and two require test
takers to read a short text, listen to spoken information that pertains to the reading and respond to
what they have read and heard. Of the latter four tasks, two are set in campus situations, and two
tasks contain academic content. Writing: consists of 2 tasks. The first requires the test taker to
read a short academic text, listen to a short lecture on a related topic, and then write a response
that integrates information from both sources. The second task requires the test taker to write
about a familiar topic.
Overall test time: approx. 4 ½ hours.
TOEFL pbt
Listening: 50 multiple-choice questions divided into three parts: 1. 30 questions about short
conversations. 2. 8 questions about longer conversations. 3. 12 questions about lectures or talks.
Structure and Written Expression: 40 multiple-choice questions including sentence completion
(15 items) and error identification (25 items).
Reading: 50 multiple-choice questions.
Test of Written English (TWE): 30 minutes. Test takers are asked to write a 250-300 word
essay on an assigned topic.
Overall test time: approx. 4 hours.
TOEIC
Test content is based on a great variety of workplace topics incl.: corporate development,
entertainment, health, manufacturing, finance, technical areas, travel etc.
Listening: 100 multiple-choice questions. Test-takers listen to a statements, questions,
conversations, and talks and then answer questions about them. Divided into four parts:
photographs (10 q.), question-response (30 q.), conversations (30 q.), talks (30 q.).
Reading: 100 multiple-choice questions. There are 40 incomplete sentence items, 12 text
completion items, 28 single reading passage items, 20 double passage items.
Overall test time: 2 hours.
There are new optional speaking and writing components to the TOEIC that are delivered via the
internet.
Speaking: 11 questions, 20 minutes. Test tasks include: reading a text aloud, describing a picture,
responding to questions, proposing a solution, and giving an opinion.
Writing: 8 questions, 60 minutes. Test tasks include: writing a sentence based on a picture,
responding to a written request, and writing an opinion essay.
Scoring
How are performances rated?
CAEL
The CAEL score report provides a profile of English proficiency in the four skills of academic
listening, reading, writing and speaking. Results range from band level 10 to 90. Each band score
corresponds to a descriptive statement summarizing the level of English of a test taker. The
writing section is marked by a team of three raters in a "collaborative read-aloud marking
protocol". The listening and reading sections are marked by raters using detailed marking keys.
The speaking section is scored using a detailed analytic scoring criterion. The overall result
reported to test takers is neither an average nor summation of the four sub-tests. A placement
team meets to consider the entire score profile as well as factors such as performance in specific
sub-tests before assigning an overall result. After completing the CAEL, Test takers can request a
Diagnostic Interview which includes an analysis of their results, detailed feedback on the writing
section, generalized comments on listening, reading, and speaking sections.
CanTEST
CanTEST scores are reported as Bands from 1.0 to 5.0. Occasionally Band 5.0+ is awarded for an
exceptional performance. Half bands are
also reported. Descriptions of the levels of performance corresponding to each band are printed
on the official score report and in the Information Booklet for Test Candidates. Separate
descriptions of Writing and Oral Bands are also available.
CELBAN
CELBAN scores are assigned as CLB (Canadian Language Benchmark) levels (1-12). Criteria for
scoring speaking tasks is based on CLB descriptors: General use of English language,
intelligibility, organization , fluency, use of cohesive devices, adequacy of vocabulary for
purpose, grammar, use of strategies, speaking tasks demonstrated. Criteria for scoring writing
tasks is based on CLB descriptors: Criteria for form-filling: conventions of form filling (spelling,
legibility, point form),necessary information included (main points & supporting details).Criteria
for report writing: effectiveness, grammar, discourse/fluency, vocabulary for purpose/content.
Scores in each of speaking, listening, reading, and writing are assigned as CLB levels. Feedback
on strengths and weaknesses in speaking and writing is provided on the score report that is mailed
to candidate.
Nursing licensing bodies in Canada require candidates to meet the following minimum language
requirements: Speaking CLB 8, Listening CLB 9, Reading CLB 8, Writing CLB 7.
CLBA
CLBA scores are reported as Benchmarks from 1 to 8. The scoring of the Speaking and
Listening portion of the assessment takes place during administration of the test. The assessor
uses an Assessment Form to record and comment on the test taker's performance as well as an
Assessment Guide which includes scoring criteria. The interview continues until a
'performance threshold' is reached and a score assigned in accordance with 8 Benchmark
descriptors. Test taker performance in each task of the reading section is converted into a
'performance indicator' of 1 (unsuccessful performance), 2 (marginal success), or 3 (successful
performance), totalled into a composite score from 4 to 12, and then converted into a
Benchmark. Test taker performance in each of the writing tasks is assigned a performance
indicator of 1,2, 3 or 4, which are determined with reference to a
'Decision Tree' which outlines the primary and secondary objectives of each task, totalled into
a composite score from 4 to 16, and then converted to a Benchmark. Test takers receive a
separate Benchmark score for Listening/Speaking, Reading, and Writing.
IELTS
IELTS Listening and Reading papers contain 40 items and each correct item is awarded one
mark; the maximum raw score a candidate can
achieve on a paper is 40. Band scores ranging from Band 1 to Band 9 are awarded to
candidates on the basis of their raw scores.
When marking the Writing and Speaking sub-tests, examiners use detailed performance
descriptors which describe written and spoken performance
at each of the 9 IELTS bands. Candidates receive a Test Report Form setting out their Overall
Band Score and their scores on each of the four
sub-tests: Listening, Reading, Writing and Speaking. Each of the sub-test scores is equally
weighted. The Overall Band Score is calculated
taking the mean of the total of the four individual sub-test scores.
MELAB
The final MELAB score is an average of the three test components (composition, listening,
and grammar/cloze/vocabulary/reading comprehension) and ranges from 49 to 94+.
Compositions are rated according to a ten-point holistic scale ranging from 53 (lowest) to 97
(highest). Scores are assigned in increments of 6 points. In addition to a number score, test
takers are also given one or more letter codes, indicating a particular area of strength or
weakness. The speaking component (optional) is rated according to a four-point scale ranging
from 1-poor/weak speaker to 4-excellent speaker. Raters also evaluate “salient features” of the
speaker, including fluency, intelligibility, interaction, vocabulary, and grammar.
TOEFL ibt
Each section in the TOEFL ibt is reported on a scale that ranges from 0-30 and the total score
is the sum of the four section scaled scores. Maximum score of 120. Reading and listening
sections are computer-scored. ETS test raters rate each of the six speaking task responses on a
scale of 0-4. The average of all speaking scores is converted to a scaled score of 0-30. ETS test
raters evaluate the two writing tasks on a scale of 0-5. The average of the writing tasks is
converted to a scaled score of 0-30. The separate test sections are not scaled against each other
because each section assesses a different language ability. Thus, a score of 20 in reading
cannot be considered in any sense “equivalent” to a score of 20 in writing. Test takers can
interpret their results with the help of a performance feedback brochure, which also includes
advice for improvement. This document provides three performance descriptors (low, medium,
high) for reading and listening; four descriptors for speaking (weak, limited, fair, good); and
three descriptors for writing (limited, fair, good).
TOEFL pbt
The final TOEFL pbt score ranges from 310 to 677and is based on three sub-scores (listening,
structure, reading). The TWE score is reported separately on a scale from 0-6.
TOEIC
The final TOEIC score is determined by the number of correct answers, which are then
converted to a scaled score ranging from 10-990. Listening and Reading are reported as subscores, each ranging from 5-495. Score descriptors are provided (three descriptors for
listening; four descriptors for reading) highlighting strengths and weaknesses in different score
ranges. The rating process for the speaking and writing components takes place over an
online-scoring network, where they are scored by ETS test raters. Results for the speaking
section are reported on a scale from 0-200 and are divided into 8 proficiency levels. Results for
the writing section are reported on a scale of 0-200 and are divided into 9 proficiency levels.
Score
requirement
Note: Test developers do not set “passing scores”. Each university, college, institution,
etc. is called upon to set their own acceptance scores depending on their needs.
Context of use
CAEL
Developed at Carleton University in 1987 as an alternative to other standardized tests which used
only multiple-choice constructs. Offered across Canada at nine official testing sites. Also offered
at six international locations (incl. Iran, where other proficiency tests are not offered).
Cost: In Canada $160.
CanTEST
Developed at University of Ottawa. Offered across Canada at six official testing sites.
Cost: In Ottawa, $120 for Reading, Listening and Writing; $40 for Writing only; $90 for Oral
Interview. Cost varies throughout Canada, up to $270.
CELBAN
The CELBAN was developed in consultation with members of the nursing community from
regulatory bodies, associations, unions, nursing refresher programs as well as internationallyeducated nurses. It was developed to help ease the current nursing shortage in Canada is to access
the pool of internationally-educated nurses who have arrived in Canada, but have encountered
obstacles to obtaining employment, such as: recognition of international credentials relevant
assessment of English language skills in a nursing context. This test was a multi-phase project by
CCLB (Centre for Canadian Language Benchmarks) and was funded by the governments of
Alberta, BC, Ontario, and Manitoba, as well as the Department of Citizenship and Immigration
Canada.
Offered across Canada at seven official testing sites.
Cost: Complete CELBAN $300; Speaking only $ 185; Group test only $ 150.
CLBA
The CLBA was developed by the Peel Board of Education, Community Education, in Ontario and
was commissioned by Citizenship and Immigration Canada in 1995-96. The CLBA is
administered by certified assessors in test centres across Canada. It is offered through federally
contracted CLBA Assessment Centres and is also provided through Boards of Education,
Immigrant Referral Agencies and Colleges in Alberta, Manitoba and Ontario.
Cost: Free for test takers who are eligible for LINC. Contact Assessment Centres for more
information about cost.
IELTS
In use since 1989. IELTS is jointly managed by British Council, IDP: IELTS Australia and the
University of Cambridge ESOL Examinations (Cambridge ESOL)
Accepted worldwide by over 5000 institutions, agencies, organizations etc. There were more than
one million test-takers in 2007-2008 fiscal year.
Offered in 120 countries.
Cost: In Canada, $245-$ 275.
MELAB
Developed by the English Language Institute (ELI) at the University of Michigan. Offered at UM
and 85 other official testing sites.
Cost: $ US 80 without speaking component. $ US 120 with speaking component.
TOEFL ibt
Developed by ETS in response to the need for greater authenticity in test materials and test tasks.
Test was first administered in September 2005 and replaced the TOEFL cbt.
Cost: In Canada, $160- $185.
TOEFL pbt
Developed by ETS. Test was first administered in 1964. The most widely accepted proof of
English language proficiency in the world.
More than 6000 institutions in 110 countries accept the TOEFL. 4000 test centres worldwide.
Cost: US $140.
TOEIC
Developed by ETS in 1979 for the Japanese Ministry of Trade and Industry. Over 4.5 million test
takers per year. A great portion of test takers are Japanese and South Korean.
Cost: In the US, $65.
English Language Test Score Requirements for Canadian
Universities
The following English language test score table presents an overview of the minimum English language
requirements for Canadian universities. Please note the following:


This table lists English test score requirements as indicated on the universities' official
websites for the 2007/08 academic year. Universities have the right to change score
requirements without notice. Users should thus always consult the university's
admission office or website to confirm test score requirements.
The table includes test score requirements for seven English language tests:
o CAE (Certificate in Advanced English)
o CAEL (Canadian Academic English Language Test)
o CanTest (Canadian Test of English for Scholars and Trainees)
o
o
o
o




Institution
CPE (Certificate of Proficiency in English
IELTS (International English Language Testing System)
MELAB (Michigan English Language Assessment Battery)
TOEFL (Test of English as a Foreign Language)
If the table indicates '---' for a given language test it means that the university's official
website did not list this test as an acceptable proof of English. However, users should
make further enquiries with the university's admission office.
Some universities accept additional language tests not listed on this table. For more
information visit the university's website.
Universities indicate 'minimum' test score requirements. Competitive programs or
programs with limited student spaces may require higher test scores than indicated. For
more information contact the university's admission office.
Many universities offer 'Bridging Programs' or 'sheltered courses' that allow students
who do not meet English language requirements to earn academic credits while
improving their language skills in the university's English language training program.
For more information consult the university's website.
CAE CAEL
CanTest CPE IELTS
MELAB TOEFL TOEFL
paper
CBT
TOEFL
ibt
Acadia University
---
Yes (no
specified
score)
---
---
Yes (no
specified
score)
---
550
213
80
University of Alberta
---
Overall 70
---
---
6.5 no part
less than 5
85
580
237
86 no score less
than 21
4 on TWE
4 on TWE
Athabasca
University[1]
---
---
---
---
---
---
---
---
---
Bishop's University
---
---
---
---
6.5
85
580
237
90
Brandon University
---
Overall 60
4.5
C
6.5
80
550
213
80
C
6.5 no part
less than 6
85
550 each in
R,L,W
220 each in R,L,W
Overall 86
R&L
4 W&S
University of British
Columbia
B
Overall 70
---
S 60
4 on essay
4 on TWE
Brock University
---
70
60 in W no
part less
than 60
---
---
7.0 no part
85 no part
less than 6.5 less than 80
580
4.5 on TWE
20 in S & W; 21 in R
&L
237
88
4.5 on TWE
21 in S&W
Institution
CAE CAEL
CanTest CPE IELTS
MELAB TOEFL TOEFL
paper
CBT
TOEFL
ibt
University of
Calgary[2]
---
Overall 70
---
---
7.0
85
560 or 550
with 5 on
TWE
220
83
Cape Breton
University
---
Overall 60
4 on W
---
6.5 no part
less than 6
85
550
213
80
4.5 on R
and L
Carleton University[3]
---
Overall 70
---
4.5 on TWE
---
6.5 no part
less than 6
85 no part
less than 80
580
4.5 on TWE
237
86 with 22 in
S & W,
20 R & L
University College of
the Frasier Valley
---
Overall 70
4 on W
C
6.5 no part
less than 6
85
4.5 on R
and L
570
4 on TWE
230
88
4 on TWE
Concordia University
---
---
---
---
6.5
85
550
213
75
Dalhousie University
B
Overall 70
4.5
C
6.5
81
580
237
90
4 on TWE
First Nations
University of Canada
---
Overall 60
4 on W
---
6
85
4.5 on R
and L
University of Guelph
---
Overall 70
---
550
3.5 on TWE
---
6.5 no part
less than 6
85
Overall 600
oral test
score 3
5 on TWE
4 on essay
213
3.5 on TWE
Overall 250
80 with 18 in S&W,
19 R & L
89 no score less
than 21
5 on essay
University of King's
College
---
Overall 70
4.5 no part
less than
4.0
---
7.0
90
580
237
Yes (no specified
score)
Kwantlen University
College
---
---
---
---
6.0 no part
less than 6
85
550
213
80
4.5 on TWE
4.5 on TWE
Lakehead University
---
Yes (no
specified
score)
---
---
6.5 no part
less than 6
90
550
213
80
Laurentian University
---
Overall 60
with 60 in W
---
C
6.5
85
550
213
80 no score less
than 20
University of
Lethbridge
---
Overall 60
---
---
6 no part
less than 5.5
---
550
213
80
University of
Manitoba
---
Overall 60 or
higher
4 on W
C
6.5
80
550 no score
less than 50
213 no score less
than 17
80 no score less
than 19
4.5 on R
and L
Institution
CAE CAEL
CanTest CPE IELTS
MELAB TOEFL TOEFL
paper
CBT
TOEFL
ibt
McGill University
---
---
---
---
6.5
85
577
233
90 no score less
than 21
McMaster University
---
Overall 70
---
---
6.5
85
580
237
86 no score less
than 20
Memorial University
of Newfoundland
---
4 on W
50 to 60 with
at least two
60 scores 4.5 on R
and L
---
6.5 with
85
550
213
79 with 20 in R&W,
17 in L&S
6 in R & W
Mount Allison
University
B
Overall 70
no part less
than 60
---
C
6.5
85
550
213
80
Mount Saint Vincent
University
---
Overall 60
4.5 no part
less than
3.5
---
6.5 no part
less than 6
80
550
213
79-80 no score less
than 20
University of New
Brunswick
---
Overall 60 or
higher
5 on W
---
213 or higher
80 or higher
213 5 on TWE
80 no score less
than 20
4 on R and
L
SJ Campus[4]
Nipissing University
6.5 or higher 85 or higher 550 or higher
---
Overall 60
---
---
6 no part
less than 6
90
550
5 on TWE
University of Northern
British Columbia
B
Overall 70
---
---
6.5 no part
less than 6
---
570
230
89
Nova Scotia College
of Art and Design
University
---
Overall 70
4.5
---
6.5
80
575
233
90-91
University of Ottawa
---
Overall 70
4 on W
---
7
90
580
237
92
60 in W
University of Prince
Edward Island[5]
Queens University
University of Regina
---
---
4.5 on R
and L
6.5 in W
85 in W
60 no part
less than 50
4.5
6.5
80
550
213
80 no score less
than 20
Overall 70
no part less
than 60
---
7.0
90
580
237
88 with 22 in S & R,
W 24, L 20
Overall 60
4 on W
---
4.5 on TWE
5 on TWE
---
6 no part
less than 5
85
4.5 on R
and L
550
3.5 on TWE
4.5 on TWE
24 in W
5 on essay
213
3.5 on TWE
80 with 18 in S&W,
19 R & L
Royal Military College
of Canada[6]
---
---
---
---
---
---
---
---
---
Royal Roads
University
---
Yes (no
specified
score)
---
---
6.5 no part
less than 6
---
570
233
88 no score less
than 20
Ryerson[7] University
---
Overall 70
---
---
6.5
85
580
237
92-93
Saint Mary's
University
---
Yes (no
specified
4.5 no part
less than
---
6.5
80
550
213
80 no score less
than 20
Institution
CAE CAEL
CanTest CPE IELTS
MELAB TOEFL TOEFL
paper
University of
Saskatchewan
---
score)
3.5
Overall 60 or
higher
4 on W
CBT
TOEFL
ibt
C
6.5
85
550
213
80
---
6.5
---
---
230
80 no score less
than 20
4.5 on R
and L
Simon Fraser
University[8]
---
Yes (no
specified
score)
---
4.5 on essay
/ or 250
St. Francis Xavier
University
---
Overall 70
---
---
6.5
90
580
4 on TWE
236
92
4 on TWE
St. Thomas University
---
Yes (no
specified
score)
---
---
6.5
80
570
230
88-89
Thompson Rivers
University
Yes
70 no part
less than 60
4.5 no part
less than 4
Yes
6.5 no part
less than 6
81 or higher
570
230
88 no score less
than 20
4.5 on TWE
University of
Toronto[9]
B
70 no part
less than 60
4.5 no part
less than 4
C
6.5 no part
less than 6
85 no part
less than 80
Overall 600
5 on TWE
Trent University
---
Overall 60
---
C
6.5 no part
less than 6
85 no part
less than 80
580
4.5 on TWE
University of Victoria
B
70 no part
less than 60
---
C
University of
Waterloo[10]
---
70 no part
less than 60
---
---
7.0 or higher 90 or higher 575 or higher
7.5
90 no part
less than 80
600
4.5 on essay
Overall 250
Overall 100 + 22 in
W
5 on essay
237
90
4.5 on TWE
233 or higher
90 no score less
than 20
250
90 with 25 in
5 on TWE
5 on essay
50 on TSE
50 on TSE
S&W
University of Western
Ontario
---
Overall 60
---
---
6
85 no part
less than 80
550
213
86 no score less
than 20
Wilfrid Laurier
University
---
70 no part
less than 60
---
---
6.5
85
560
220
83 no score less
than 20
University of Windsor
---
Overall 60
---
---
6.5
88
Yes (no
specified
score)
220
83
University of
Winnipeg
---
Overall 60
4 on W
C
6.5
80
550
213
80 no score less
than 19
---
7 to 7.5
---
220 to 250
560 to 600
83-87 to 103
4.5 on TWE
20 in W
4.5 on R
and L
York University[11]
---
---
---
[1]Athabasca University does not indicate any specific language test requirements on its official
website. For more information visit http://www.athabascau.ca/
[2] U of Calgary has varying test-score requirements depending on the academic program. The scores
listed apply to general Undergraduate programs. Fore more information visit
www.ucalgary.ca/admissions/admission_requirements/elp.html
[3]Carleton U offers a 'Foundation Program' to students who do not meet score requirements (e.g. from
TOEFL 500-579, CAEL 30 -69 etc.), which allows them to earn academic credits while completing the
English requirement for full-time study. For more information visit
www.admissions.carleton.ca/prospis/english/index.html.
[4] UNB Saint John allows applicants to be admitted with a test-of-English score below the
requirement for admission to academic programs if they otherwise meet the academic requirements of
the university. For more information visit
www.unb.ca/prospective/international/requirements/saintjohn-language.html
[5] UPEI considers applicants with test scores below the minimum and applicants without a test score
to present for admission. For more information visit
http://www.upei.ca/registrar/3_english_proficiency
[6] RMC lists no specified language test score requirements. Students who have completed their
secondary schooling outside of Canada must present Scholastic Aptitude Test (SAT) scores.
[7]Ryerson U has lower language test score requirements for science and engineering programs. For
more information visit
http://www.ryerson.ca/undergraduate/admission/overview/english/#scores
[8] SFU requires students to satisfy additional literacy requirements within their first three terms of
enrolment. For more information visit http://students.sfu.ca/admission/requirements/english.html
[9] U of T uses 'Discretionary Ranges' below the minimum score requirements, which means that they
automatically consider other academic evidence of English proficiency if the applicant is otherwise
well qualified for admission. See their admissions website www.adm.utoronto.ca for more information.
[10]Test score requirements vary depending on program (e.g. score requirements for Science,
Computer Science and Mathematics are lower than the ones indicated in this chart). For more
information visit http://findoutmore.uwaterloo.ca/admissions/elr.php.
[11] York U lists different language test score requirements depending on academic departments. For
more information visit http://www.yorku.ca/web/futurestudents/requirements/language_tests.html