很多考生都知道托福改革阅读评分标准表30题，托福考试评分标准改革是常有的事，也许是为了适应时代潮流，挑选出更适合留学的人，留学的话不是单要英语成绩考试好而已，还要会说，会交流，这才是最重要的，我们老师就说过学英语最终是为了能用英语与别人交流，而不是为了应付英语考试，英语成绩好的人英语不一定说得好，这句话很有道理，相信很多人都深有体会，也可以看一下托福阅读30题评分对照表，下面就跟小编一起来看一下托福改革阅读评分标准表30题吧。
一、托福改革阅读评分标准表30题
评分标准：Score：4
General Deion:
The response fulfills the demands of the task, with atmost minor lapses in completeness. It is highly intelligible and exhibitssustained, coherent discourse. A response at this level is characterized by allof the following.
Delivery:
Generally well-paced flow (fluid expression). Speechis clear. It may include minor lapses, or minor difficulties with pronunciationor intonation patterns, which do not affect intelligibility.
Language Use:
The response demonstrates effective use of grammar andvocabulary. It exhibits a fairly high degree of automat city with good controlof basic and complex structures (as appropriate). Some minor (or systemic)errors are noticeable but do not obscure meaning.
Topic Development:
Response is sustained and sufficient to the task. Itis generally well developed and coherent; relationships between ideas are clear(or clear progression of ideas).
评分标准：Score：3
General Deion:
The response addresses the task appropriately, but mayfall short of being fully developed. It is generally intelligible and coherent,with some fluidity of expression though it exhibits some noticeable lapses inthe expression of ideas. A response at this level is characterized by at leasttwo of the following.
Delivery:
Speech is generally clear, with some fluidity ofexpression, though minor difficulties with pronunciation, intonation, or pacingare noticeable and may require listener effort at times (though overallintelligibility is not significantly affected).
Language Use:
The responsedemonstrates fairly automatic and effective use of grammar and vocabulary andfairly coherent expression of relevant ideas. Response may exhibit someimprecise or inaccurate use of vocabulary or grammatical structures used. Thismay affect overall fluency, but it does not seriously interfere with thecommunication of the message.
Topic Development:
Response is mostly coherent and sustained and conveysrelevant ideas information. Overall development is somewhat limited, usuallylacks elaboration or specificity. Relationships between ideas may at times notbe immediately clear.
评分标准：Score：2
General Deion:
The responseaddresses the task, but development of the topic is limited. It containsintelligible speech, although problems with delivery and/or overall coherenceoccur; meaning may be obscured in places. A response at this level ischaracterized by at least two of the following.
Delivery:
Speech is basically intelligible, though listenereffort is needed because of unclear articulation, awkward intonation, or choppyrhythm pace; meaning may be obscured in places.
Language Use:
The response demonstrates limited range and control ofgrammar and vocabulary .These limitations often prevent full expression ofideas. For the most part, only basic sentence structures are used successfullyand spoken with fluidity. Structures and vocabulary may express mainly simple(short) and/or general propositions, with simple or unclear connections madeamong them (serial listing, conjunction, juxtaposition).
Topic Development:
The response is connected to the task, though thenumber of ideas presented or the development of ideas is limited. Mostly basicideas are expressed with limited elaboration (details and support). At timesrelevant substance may be vaguely expressed or repetitious. Connections ofideas may be unclear
评分标准：Score：1
General Deion:
The response is very limited in content and/orcoherence or is only minimally connected to the task, or speech is largelyunintelligible. A response at this level is characterized by at least two ofthe following.
Delivery:
Consistent pronunciation, stress, and intonationdifficulties cause considerable listener effort; delivery is choppy,fragmented, or telegraphic; frequent pauses and hesitations.
Language Use:
Range and control of grammar and vocabulary severelylimit (or prevent) expression of ideas and connections among ideas. Some lowlevel responses may rely heavily on practiced or formulaic expressions.
Topic Development:
Limited relevant content expressed. The responsegenerally lacks substance beyond expression of very basic ideas. Speaker may beunable to sustain speech to complete task and may rely heavily on repetition ofthe prompt.
评分标准：Score：0
Speaker makes no attempt to respond OR response isunrelated to the topic.
二、托福阅读评分标准解析
其实阅读题分数是有一个转化过程的，阅读题的原始分值和转化后的对应分值。新托福阅读每篇题量为12-14题，每篇阅读除了最后一道题为2分外，其余题目分值都是1分，所以托福阅读总的原始分值为45分。所以。同学们如果在考试中因为时间问题迫不得已要舍弃一道题目时，尽量不要舍弃小结题。一般情况下，这类题目是多选题，6个中选择3个，选错一个扣一分，错2个或3个不得分。
三、影响托福阅读成绩的因素
如果阅读遇到加试，也有可能会影响阅读成绩。那么阅读加试是如何影响阅读成绩的呢？考试中只有一部分考生会遇到阅读加试，没有遇到加试的考试成绩不会有变动，按照上述评分标准来评分。但是参加加试的考生成绩可能会因为加试题目的情况，成绩产生一些变动，具体细则如下：
（1)如果考试正确率比加试正确率高，说明考题偏容易，也就是高分档的学生比较多，那么ETS将给分数的分布作相应的调整，也就是给一些高分的学生减分。给哪些学生减分呢?当然是加试做得不好的学生。
(2)如果考试正确率比加试正确率低，说明考题偏难，也就是低分档的学生比较多，那么ETS将给分数的分布作相应的调整，也就是给一些低分的学生加分。给哪些学生加分呢?当然是加试做得好的学生。
(3)如果考试正确率和加试正确率持平，实现了正态分布，考生的分数则不需要调整了。
之所以分数有波动是因为ETS为了在考生水平有波动的情况下，仍然能够给予考生一个相对较为公平的分数。
四、托福口语快速提高方法
托福口语找到一个专业的外教进行练习还是很有必要的。分享一下我在用的app：留小留，可以随时和世界各地的Native Speaker进行一对一的口语对练，里面有很多专业的外教可以选择，这个软件用起来就跟打微信语音／视频电话一样，质量很清晰。这个是最让我感到意外且性价比超级高的一个APP了。我长期练习的一个外教陪练是英国的Leila，她不仅口音纯正，而且人超级nice，她本人还是一个摄影师，我也经常跟她交流摄影方面的技巧。
不过大家在跟外国人练习托福口语的时候，我有2个建议：1是提前准备一个话题，带着话题去跟他们练习能让你学到很多地道的表达；2.是不一定非要选择欧美的老外，像有些南非、菲律宾的也很专业，练习口语也不错。
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