Test Scoring
Sentence structure, English Usage, and the multiple choice questions in Reading Comprehension are scored by computer. The three paragraph summaries in Reading Comprehension and the essay are evaluated by members of the marking committees, which are made up of veteran teams of secondary and post-secondary English specialists.
| Part | Maximum Score |
| Sentence Structure | 10 |
| English Usage | 10 |
| Reading Comprehension | 20 |
| Essay | 40 |
The Six Essay Levels Defined
The essay will be read by two members of the marking committee, both of who will independently assign it a numerical score that places your essay at one of six levels of competence. (If both markers do not place your essay at the same level, it will then be adjudicated by the entire marking committee.) An essay with mixed levels of writing may require that the markers also take into consideration how an examinee has scored on the three paragraph summaries that are an important part of the LPI Test. The six levels employed by the marking committee are as follows:
| Essay Score 40 max. | Essay Level | Proficiency | Description |
| 36-40 | 6 | Advanced Proficiency | Demonstrates exceptional fluency marked by a wide range of skills, including excellent organizational abilities and original insights. Advanced proficiency is indicated in the clear articulation of both complex and straightforward concepts. |
| 30-35 | 5 | Effective Proficiency | Demonstrates fluent competency. For the most part, the writing is clear and controlled. Occasional errors in expression and structure do not significantly detract from the coherent articulation of ideas. There is clarity in development and organization. |
| 24-29 | 4 | Adequate Proficiency | Demonstrates adequate competency with satisfactory organization and structure although expression errors are evident, particularly occurring in occasional clusters. This is writing that requires some revision. |
| 18-23 | 3 | Developing Proficiency | Demonstrates some familiarity with written communication, using simple tools of expression. Major problems in diction, sentence structure, and organization, however, are evident. Numerous second language errors may also be present. This is writing that requires considerable revision. |
| 11-17 | 2 | Minimal Proficiency | Demonstrates only limited ability in written communication. Second language expression errors are the dominant feature of this writing. |
| 1-10 | 1 | No Proficiency | Demonstrates very limited knowledge of written English. The writer does not have the language skills to write a series of statements that can be understood by the reader. |
| - | 0 | Essay cannot be evaluated | Essays are placed at Level 0 when no essay has been attempted, when too little has been written to allow a fair evaluation, or when the essay does not directly address any of the given topics. |
Applying the LPI Essay Scores
Each institution applies the LPI scores in a way that suits its particular needs and course offerings. Some British Columbia community colleges require an essay Level 4 for entry into an English course or specific program. The University of British Columbia and the University of Victoria require a Level 5.
Post-secondary institutions throughout the province may change their admission or registration policies at any time. Examinees are therefore responsible for checking with a particular college or university to determine if LPI scores are required, or if they can be used in lieu of a college’s or a university’s own language assessment.
Detailed information on a college or university LPI score requirements must be obtained from the Registrar’s Office or the English Department at that college or university. Specific information on this is not available from the LPI office.