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One is also able to read written materials on general topics and follow their narratives as well as understand the intent of the writers. One is able to comprehend orally presented materials such as coherent conversations and news reports, spoken at nearly natural speed in everyday situations as well as in a variety of settings, and is able to follow their ideas and comprehend their contents. One is also able to understand the relationships among the people involved and the essential points of the presented materials.
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Passing is based on scaled scores calculated using item-response theory —raw scores are not directly used to determine passing, nor are they reported, except in rough form in the "Reference Information" section. The scaled scores are reported, broken down by section, and these are the scores used to determine passing.
This reference information is given for vocabulary, grammar, and reading on the N4 and N5, and for vocabulary and grammar but not reading on the N1, N2, and N3. In both cases, this breaks down the score on the "Language Knowledge" section into separate skills, but in neither case is performance on the listening section analyzed. Passing the test requires both achieving an overall pass mark for the total points, and passing each section individually; these are based on the scaled scores. The sectional scores are to ensure that skills are not unbalanced — so one cannot pass by doing well on the written section but poorly on the listening section, for instance.
Note that the sectional pass levels are below the overall pass level, at These standards were adopted starting in July , and do not vary from year to year, with the scaling instead varying. Study hour comparison data for students residing in Japan, published by the Japanese Language Education Center:. The application period is usually around early March until late April for July's examination and around early August until late September for December's exam.
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Results for the December test are announced the following February for examinees in Japan, and March for overseas candidates. Test results are sent to the examinees through the testing organization or centre to which they applied. All examinees receive a report indicating their scores by section. Those who pass also receive a Certificate of Proficiency. Until , the test had four levels. All instructions on the test were written in Japanese, although their difficulty is adjusted to remain appropriate to each test level.
This specification served as a reference for examiners to compile test questions, rather than as a study guide for candidates.
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It consisted of kanji lists, expression lists, vocabulary lists, and grammar lists for all four JLPT levels. Numbers in parentheses indicate the exact number in the Test Content Specification. The independent source the Japanese Language Education Center publishes the following study hour comparison data:. This includes identifying the correct kanji characters for given situations, selecting the correct hiragana readings for given kanji, choosing the appropriate terms for given sentences, and choosing the appropriate usage of given words.
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The first involves choosing the picture which best represents the situation presented by a prerecorded conversation. The second is of a similar format but presents no visual clues. Questions include prompts to fill in blank parts of the text and requests to paraphrase key points. Grammar questions request that examinees select the correct grammar structure to convey a given point or test conjugations and postpositional particle agreement.
Two changes in levels of tests were made from the previous four-level format: firstly, a new level was inserted between the old level 3 and level 2, and secondly, the content of the top level exam old level 1 was changed to test slightly more advanced skills, though the passing level was not changed,  possibly through equating of test scores. Vocabulary in particular is said to be taken from an increased pool of 18, words. The addition of the new N3 was done to address the problem of the difficulty gap between level 3 and 2: in the past there had been requests for revisions to address the fact that examinees who had passed the Level 3 test often had trouble with passing the Level 2 test because of the large gap in level of skill needed to pass those two levels.
There was also a desire to measure abilities more advanced than those targeted by the current Level 1 test, hence the top level exam was modified. Review This Product No reviews yet - be the first to create one! Need help? Partners MySchool Discovery.
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