Scores are posted online within 2 to 3 weeks after the test date. All test takers will receive an email notification when their test scores are available.
You can view and print your LPI Unofficial Personal Score Report online by logging into your LPI Account.
If you cannot see your past tests in your LPI Account, you can access our previous web portal here. Please note that this portal will not be accessible indefinitely.
If you are having any issues accessing your scores, please contact the LPI Office.
LPI Official Score Reports
LPI Official Score Reports are sent directly to institutions within 3 weeks of the scheduled test date, for those test takers who have specified which institutions should receive their scores.
The LPI office will forward your results to five institutions free of charge. These institutions can be updated or removed at any time in your LPI Account up to four days before your test.
If you need to request additional score reports after your test date, they can be ordered through your LPI Account at a cost of $20.00 each.
Note: It is recommended that you contact the institution to which you are applying to see whether they require an LPI Official Score Report to be sent to them from the LPI Office, or whether they can accept the LPI Unofficial Personal Score Report.
LPI Scoring Information
The Sentence Structure and English Usage components as well as Section A of the Reading Comprehension component are scored by a computer. Section B of the Reading Comprehension component and the Essay Writing component are evaluated by a team of raters, which is made up of veteran secondary and post-secondary English specialists.
The essay will be evaluated by two raters, each of whom will independently assign a numerical score that places your essay at one of six essay levels. If an essay does not receive the same score from both raters, the essay will be re-scored by the full rating committee. The six essay levels are defined below:
|Essay Score||Essay Level||Proficiency||Description|
|36-40||6||Advanced||Demonstrates exceptional fluency. Appropriate, concise, and persuasive use of language. Repertoire of words is consistently varied, rich, and natural. Transitional elements enhance comprehension. Advanced proficiency is indicated in the insightful development of the thesis, the articulation of both complex and straightforward concepts, excellent organizational abilities, and original ideas. Abstract and/or figurative meaning may be conveyed with creativity, originality, and precision.|
|30-35||5||Effective||Demonstrates fluent competency. Occasional errors in expression and structure do not significantly detract from the coherent articulation of ideas. There is clarity in development and organization, and the use of transitions improves coherence. Effective proficiency is indicated by a well-developed thesis, arguments supported with details and examples, and good control of idiomatic expression. For the most part, ideas are presented and explained in a clear and coherent manner with good flow.|
|24-29||4||Intermediate||Demonstrates adequate competency. Writing is somewhat dependent on formulaic structures, and expression errors are evident, particularly occurring in occasional clusters. Writing may have few errors, but use only simple sentence patterns, grammar structures, and vocabulary. There is satisfactory organization and appropriate structure; language is somewhat effective in communicating ideas. Thesis is adequately developed, but more proof and development are needed for arguments to be convincing.|
|18-23||3||Developing||Demonstrates some familiarity with written communication. Numerous language errors are evident – major problems in diction, idiomatic usage, spelling, sentence structure, and organization. Writer lacks vocabulary to express ideas in own words. Uses basic tools of expression, such as repetitive simple sentences with poor paragraphing. The writer’s thesis is unclear, and ideas are not connected or do not flow logically, resulting in an essay that lacks topic focus. This is writing that requires considerable revision. Meaning is not clearly conveyed.|
|11-17||2||Minimal||Demonstrates only limited ability in written communication. Language errors are the dominant feature of this writing. Minimal proficiency may be indicated by semi-intelligible phrases. Errors impede meaning.|
|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. For instance, the writer, lacking the vocabulary to address the topic, restates the topic without developing a response.|
|—||0||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.|