IELTS Band Score Guide (2026)
How the 0–9 band system works, complete raw-score conversion tables for Listening and Reading, Writing and Speaking criteria with band descriptors at each level, university requirements, and what to do if your score seems wrong.
Last updated: 2026 · 18 min read
How IELTS Scoring Works
IELTS reports scores on a 9-band scale with half-band increments. You receive a separate band score for each of the four skills — Listening, Reading, Writing, and Speaking — and an overall band score that is the average of the four, rounded to the nearest whole or half band.
There is no "pass" or "fail." Each institution or immigration program sets its own minimum band requirement, and whether your score is "good" depends entirely on what you need it for. A Band 6.0 is sufficient for many undergraduate programs; a Band 7.5 is required for Oxford, Cambridge, and certain professional registrations.
How each section is scored differently
Objective — 40 questions, 1 mark each. Raw score (number correct) converted to band score using a published conversion table. Spelling must be correct. No penalty for wrong answers.
Objective — 40 questions, 1 mark each. Raw score converted to band score using a conversion table. Academic and General Training use slightly different conversion tables. No penalty for wrong answers.
Subjective — assessed holistically by trained human examiners (and AI in some computer-delivered contexts) using 4 criteria: Task Achievement/Response, Coherence & Cohesion, Lexical Resource, Grammatical Range & Accuracy. Each criterion is rated 0–9 and the average gives the Writing band. Task 2 is weighted twice as heavily as Task 1.
Subjective — assessed holistically by a trained examiner face-to-face using 4 criteria: Fluency & Coherence, Lexical Resource, Grammatical Range & Accuracy, and Pronunciation. Each criterion weighted equally at 25%.
Overall band calculation and rounding
The overall band is the mean of the four section scores. After dividing by 4, the result is rounded according to the following rule:
- Result ends in .25 → round up to the nearest 0.5 (e.g., 6.25 → 6.5)
- Result ends in .75 → round up to the nearest whole band (e.g., 6.75 → 7.0)
- Result ends in exactly .5 → stays as is (e.g., 6.5 → 6.5)
- Result ends in .0 → stays as is (e.g., 6.0 → 6.0)
| Example scores | Sum | Average | Overall band |
|---|---|---|---|
| L7.5, R7.0, W6.5, S7.0 | 28.0 | 7.0 | 7.0 |
| L7.0, R6.5, W6.0, S6.5 | 26.0 | 6.5 | 6.5 |
| L6.5, R6.0, W5.5, S6.0 | 24.0 | 6.0 | 6.0 |
| L7.0, R6.5, W6.0, S7.0 | 26.5 | 6.625 | 6.5 |
| L7.5, R7.0, W6.5, S6.5 | 27.5 | 6.875 | 7.0 |
| L8.0, R7.5, W7.0, S7.5 | 30.0 | 7.5 | 7.5 |
Reading Band Conversion Tables
Reading raw scores (number correct out of 40) are converted to band scores using published conversion tables. Academic and General Training use different tables — Academic passages are harder, which is why the same raw score produces the same band in both versions, but getting that score is more difficult on Academic.
Academic Reading band conversion (approximate)
| Raw Score (/ 40) | Band Score | % correct | What to aim for |
|---|---|---|---|
| 39–40 | 9.0 | 98–100% | Near-perfect; reserve for expert candidates |
| 37–38 | 8.5 | 93–95% | Very advanced |
| 35–36 | 8.0 | 88–90% | High advanced; Oxford/Cambridge target |
| 33–34 | 7.5 | 83–85% | Strong advanced; competitive university target |
| 30–32 | 7.0 | 75–80% | Good advanced; most postgraduate programs |
| 27–29 | 6.5 | 68–73% | Upper intermediate; many university programs |
| 23–26 | 6.0 | 58–65% | Competent; undergraduate admission threshold |
| 19–22 | 5.5 | 48–55% | Modest user |
| 15–18 | 5.0 | 38–45% | Modest user |
| 13–14 | 4.5 | 33–35% | Limited user |
| 10–12 | 4.0 | 25–30% | Limited user |
General Training Reading band conversion (approximate)
General Training Reading is slightly more lenient — easier texts mean you need more correct answers to achieve the same band, but the passages are more accessible:
| Raw Score (/ 40) | Band Score | Raw Score (/ 40) | Band Score |
|---|---|---|---|
| 40 | 9.0 | 27–29 | 6.5 |
| 39 | 8.5 | 23–26 | 6.0 |
| 37–38 | 8.0 | 19–22 | 5.5 |
| 36 | 7.5 | 15–18 | 5.0 |
| 34–35 | 7.0 | 12–14 | 4.5 |
| 32–33 | 6.5* | 9–11 | 4.0 |
Key insight for Reading improvement: Moving from Band 6.0 to Band 7.0 on Academic requires improving from ~23–26 correct to ~30–32 correct — roughly 6 additional questions. The most common way to gain those questions is mastering True/False/Not Given and Yes/No/Not Given, which together appear on nearly every Academic Reading paper and have among the lowest average accuracy rates.
Reading Section: Scoring Quirks You Need to Know
The IELTS Reading section has several scoring behaviors that differ from most test-takers' expectations. Understanding these can protect marks you might otherwise lose.
True/False/Not Given (TFNG) and Yes/No/Not Given (YNYNG) are among the most commonly failed question types. 'Not Given' does not mean 'False' — it means the information is completely absent from the text. Many test-takers lose marks by defaulting to 'False' when the passage simply doesn't address the statement. On average, Academic Reading papers have 13–16 TFNG/YNYNG questions. Mastering this question type alone can add 1–2 raw marks to most candidates' scores.
IELTS Reading answers must be spelled correctly. If the answer is 'environment' and you write 'enviroment', you lose the mark. If the question allows 'TWO WORDS' and you write three, you lose the mark even if your answer includes the correct words. Word limits in short-answer questions are exact: 'No more than two words and/or a number' means exactly that.
In paper-based IELTS, you have 60 minutes total for Reading — with no separate transfer time. Write your answers directly on the answer sheet as you go. In computer-delivered IELTS, answers are submitted in the software — no paper transfer needed. This distinction catches some paper-based test-takers off guard when they leave answers in the question booklet and run out of time to transfer.
Most IELTS Reading questions are in the same order as the information appears in the passage — except for questions that ask about the whole passage (matching headings, summary completion, main purpose). This is a useful technique: answer in sequence within each question type rather than re-reading the entire passage for each question.
A Band 7.0 in Academic Reading requires 30–32 correct out of 40. A Band 7.0 in General Training Reading requires 34–35 correct out of 40 — you need more correct answers because the texts are easier. Institutions that require Band 7.0 accept both, but the cognitive demand is meaningfully different. Academic Reading Band 7.0 is a harder achievement.
Listening Band Conversion Table
The Listening section has 40 questions worth 1 mark each. The raw-to-band conversion for Listening is slightly more generous than Academic Reading — a raw score of 30 in Listening corresponds to Band 7.0, while the same raw score in Academic Reading corresponds to Band 6.5–7.0.
| Raw Score (/ 40) | Band Score | Raw Score (/ 40) | Band Score |
|---|---|---|---|
| 39–40 | 9.0 | 23–25 | 6.0 |
| 37–38 | 8.5 | 18–22 | 5.5 |
| 35–36 | 8.0 | 16–17 | 5.0 |
| 32–34 | 7.5 | 13–15 | 4.5 |
| 30–31 | 7.0 | 10–12 | 4.0 |
| 26–29 | 6.5 | 8–9 | 3.5 |
Listening improvement targets
Avoid spelling errors and word-limit violations — these lose ~2–3 marks unnecessarily for most candidates
Master Section 3 (multi-speaker discussion) — most candidates drop 3–4 marks here that they wouldn't in Section 1
Section 4 (academic lecture) must be near-perfect. Practice academic listening daily (TED talks, university lectures)
Listening Section: Scoring Quirks You Need to Know
The IELTS Listening section has specific mechanics that affect scoring. Many candidates lose marks due to format-specific issues that have nothing to do with their actual English listening ability.
Listening answers must be correctly spelled and in the right grammatical form. If you hear '3rd of October' and write it as the answer, it must match the format specified. For fill-in-the-blank answers, if you write an extra word or the wrong form of a word, you lose the mark. Review spelling for commonly confused words (accommodation, environment, responsible, qualification) — these appear regularly.
Unlike most speaking practice environments, IELTS Listening plays the recording exactly once with no option to replay. This is the source of many candidates' anxiety. The practical preparation response is to practice Listening without replaying: listen once, answer, then review. Training yourself not to rely on repetition is the skill you need.
The Listening test has 4 sections, each with 10 questions. Section 4 is a university-style academic monologue (one speaker, no natural pauses) on an academic subject. It is significantly harder than Section 1 (everyday conversation). However, each section carries the same 10 marks. Most Band 6–6.5 candidates drop 4–6 marks in Section 4 alone. Targeted Section 4 practice has the highest marginal value per mark for mid-range candidates.
In paper-based IELTS Listening, you write answers in the question booklet during the test and then have 10 minutes at the end to transfer answers to the answer sheet. In computer-delivered IELTS Listening, results are entered directly during the test — no transfer time. The 10-minute transfer period is frequently mismanaged by candidates who use it for re-answering rather than carefully transferring what they already wrote.
The audio recordings intentionally introduce information that sounds like an answer but is then corrected or contradicted. For example, 'We could meet at 3pm — actually, let's make it 4pm.' Test-takers who write the first number will be wrong. Active listening for corrections, changes, and negatives is essential for Band 7+.
Writing: How It Is Scored
Writing is assessed by trained human examiners on four equally-weighted criteria, each rated on the 0–9 band scale. Task 2 carries twice the weight of Task 1 in the final Writing band score (Task 2 = 67%, Task 1 = 33%). This weighting means Task 2 deserves the majority of your time and attention.
The four Writing criteria — band descriptors
1. Task Achievement (Task 1) / Task Response (Task 2) — 25%
Does the response address all parts of the task? Is the position or purpose clear and consistently maintained? Are ideas developed with specific support?
| Band | Task 1: Task Achievement | Task 2: Task Response |
|---|---|---|
| 5.0 | Only partially addresses task; omits key features or adds irrelevant information | Only partially addresses prompt; position is not always clear; limited development of ideas |
| 6.0 | Addresses the requirements adequately; key features covered though some more fully; overview may be unclear or imprecise | Addresses all parts of task though some may be more fully covered; position is relevant but not always sufficiently developed or supported |
| 7.0 | Covers the key features; highlights rather than details; overview is clear; data is selectively cited | Responds to all parts of the task; presents a clear position sustained throughout; main ideas are extended and supported |
| 8.0 | Covers the key features; overview is clear; data is appropriately selected; minor inaccuracies in data | Sufficiently addresses all parts; presents a well-developed position; ideas are relevant, well-extended, and well-supported |
2. Coherence and Cohesion — 25%
Is the text logically organised with a clear progression of ideas? Is paragraphing used appropriately? Are cohesive devices (linking words, pronouns, referencing) used skillfully?
| Band | Descriptor | Common mistake at this band |
|---|---|---|
| 5.0 | Some organisation but lacks overall progression; limited range of cohesive devices; paragraphing may be inadequate | Starting every sentence with a connector; unclear paragraph structure; ideas presented randomly |
| 6.0 | Information is arranged coherently; cohesive devices are used but may be faulty or mechanical; paragraphing is used but may not be logical | Overusing 'However, Furthermore, Moreover' repeatedly; weak or missing topic sentences; all ideas in one paragraph |
| 7.0 | Logically organises information with clear progression; uses a range of cohesive devices appropriately; clear central topic in each paragraph | Occasional over/under-use of linking words; sometimes ideas not fully connected between paragraphs |
| 8.0 | Sequences information logically; manages all aspects of cohesion well; uses paragraphing sufficiently and appropriately | Rare minor lapses; overall skillful management of structure and cohesion |
3. Lexical Resource — 25%
Does the candidate use a sufficient range of vocabulary? Are words used accurately and appropriately? Are collocations correct? Is there variety — or does the candidate repeat the same limited set of words?
| Band | Descriptor |
|---|---|
| 5.0 | Limited vocabulary range; repetitive use of the same words; common word-form errors (e.g., 'economic' used as a noun); relies heavily on the task prompt's own vocabulary |
| 6.0 | Adequate range; some less common vocabulary attempted with mixed success; some errors in word choice or formation that do not seriously impede communication |
| 7.0 | Sufficient range of vocabulary to allow flexibility; uses some less common or topic-specific vocabulary with occasional inaccuracies; generally aware of collocation |
| 8.0 | Wide range of vocabulary with natural flexibility and precision; skilful use of uncommon words; rare errors; appropriate collocation throughout |
4. Grammatical Range and Accuracy — 25%
Does the candidate use a variety of sentence structures — not just simple sentences? Are complex structures used accurately? How frequent and severe are grammatical errors?
| Band | Descriptor | Typical errors |
|---|---|---|
| 5.0 | Limited range of structures; mostly simple sentences; errors are frequent and may reduce clarity | Missing articles; wrong tense throughout; subject-verb disagreement; confused sentence structures |
| 6.0 | Mix of simple and complex structures; errors occur in complex sentences but generally do not obscure meaning | Relative clause errors; incorrect prepositions; article errors; some run-on sentences |
| 7.0 | Variety of complex structures used with good control; frequent error-free sentences; errors occur but do not cause difficulty for the reader | Occasional article or preposition errors; minor subject-verb agreement slips |
| 8.0 | Wide range of structures; the majority of sentences are error-free; occasional slips only | Rare minor errors that a native speaker might also make |
Global average Writing scores
Writing consistently has the lowest global average of any IELTS section (5.8 for Academic). This means most candidates have the most room for improvement in Writing, and since Task 2 carries 67% of the Writing score, focused Task 2 practice has the highest return on effort for overall band improvement.
Writing Band: Worked Example and Calculation
Because Writing is assessed on four criteria with Task 2 weighted twice as heavily as Task 1, the final Writing band calculation is often misunderstood. Here is a complete worked example.
Writing band calculation formula
Writing band = (Task 1 average + Task 1 average + Task 2 average + Task 2 average) ÷ 4
Each task is assessed on all four criteria. The four Task 2 criterion scores are averaged to give a Task 2 band. The four Task 1 criterion scores are averaged to give a Task 1 band. The Writing band is then the average of: Task 1, Task 1, Task 2, Task 2 — giving Task 2 twice the weight.
Worked example: Writing Band 6.5
| Criterion | Task 1 score | Task 2 score |
|---|---|---|
| Task Achievement / Response | 6.0 | 7.0 |
| Coherence and Cohesion | 6.0 | 6.5 |
| Lexical Resource | 7.0 | 6.5 |
| Grammatical Range & Accuracy | 6.5 | 6.5 |
| Task average | 6.375 → Band 6.5 | 6.625 → Band 6.5 |
Worked example: how one weak criterion limits the Writing band
This example shows how a weak Grammatical Range score holds the entire Writing band down even when other criteria are strong.
| Criterion | Task 2 score |
|---|---|
| Task Response | 7.0 |
| Coherence and Cohesion | 7.0 |
| Lexical Resource | 7.0 |
| Grammatical Range & Accuracy | 5.5 |
| Task 2 average | 6.625 → rounds to Band 6.5 |
Speaking: How It Is Scored
Speaking is assessed holistically by a trained examiner across four equally-weighted criteria (25% each). The examiner listens to the full 11–14 minute interview and assigns a single holistic band for each criterion — not separate scores for Parts 1, 2, and 3.
How smoothly and logically you speak. Absence of long, disruptive pauses and repetition. Ability to speak at length with relevant, coherent ideas. Use of a range of connective discourse markers naturally and appropriately.
Speaks at length without noticeable effort or loss of coherence; may demonstrate language-related hesitation; uses a range of connectives and discourse markers appropriately though not always fluently.
Is willing to speak at some length though may lose coherence at times; may overuse certain connectives and/or markers; hesitation is sometimes evident when searching for vocabulary.
Range and flexibility of vocabulary. Ability to use less common and idiomatic language. Ability to discuss abstract topics with appropriate word choice. Skill in paraphrasing when a precise word isn't known.
Uses vocabulary resource flexibly to discuss a variety of topics; uses some less common and idiomatic vocabulary; shows some awareness of style and collocation with occasional inaccuracies.
Has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inaccuracies; generally paraphrases successfully.
Mix of simple and complex grammatical structures. Accuracy and absence of recurring errors that impede communication. Appropriate control of tense, aspect, agreement, and punctuation.
Uses a range of complex structures with some flexibility; frequently produces error-free sentences though some grammatical mistakes persist.
Uses a mix of simple and complex structures but with limited flexibility; may make frequent mistakes with complex structures though these rarely cause comprehension problems.
Clarity and intelligibility. Use of word stress, sentence stress, and intonation. Ability to be understood without strain. A non-native accent is NOT penalised — only clarity and intelligibility matter.
Shows all the positive features of Band 6 and is easy to understand throughout; L1 accent has minimal effect on intelligibility.
Uses a range of pronunciation features with mixed control; can generally be understood throughout though mispronunciation of individual words or sounds reduces clarity at times.
Speaking: Examiner Quirks and Hidden Rules
The Speaking test is a face-to-face interview, and many candidates are surprised by aspects of it that are not obvious from official descriptions. Understanding these nuances helps you avoid penalties that have nothing to do with your English ability.
You are given exactly 1 minute to prepare your Part 2 long turn. Many candidates feel that starting early shows confidence. It does not — the examiner uses the preparation time to note your cue card and ensure compliance. Use every second to outline 4–5 bullet points on the card itself. Candidates who make notes consistently score higher on Fluency and Coherence because they have a clear structure ready.
If you are mid-sentence when the examiner says 'thank you', stop immediately. Continuing to speak after the signal is noted and reflects negatively on task compliance. Conversely, if you finish in under 90 seconds the examiner will prompt with 'is there anything else you can add?' — this prompt is a warning that you have not spoken long enough, not a compliment.
Hesitation markers like 'um', 'uh', 'you know', and 'like' are specifically assessed under Fluency and Coherence. Occasional natural pausing is fine; frequent, long hesitations reduce your score. A more effective strategy is to use linking phrases ('that's an interesting question', 'what I mean is') to gain thinking time while continuing to produce coherent language.
The Lexical Resource criterion rewards you for attempting less common vocabulary even if imperfect, over using simple vocabulary perfectly. A Band 7 candidate who attempts sophisticated lexis and makes occasional errors outscores a Band 5 candidate who uses only safe, simple words perfectly. Actively deploy topic-specific vocabulary, collocations, and idiomatic expressions — the examiner is trained to credit the attempt.
The Pronunciation criterion assesses phonemic accuracy, word stress, sentence stress, and intonation — not whether you sound like a native British or American speaker. A consistent non-native accent is not penalised. What is penalised: mispronouncing words in a way that causes confusion, incorrect word stress (e.g., 'pHOtograph' vs 'PHOtograph'), and flat, monotone delivery with no sentence-level stress variation.
Part 3 is designed to elicit discourse, not answers. The examiner is looking for your ability to discuss abstract ideas, give opinions with justification, compare, speculate, and evaluate. A common error is answering Part 3 questions the way you would answer Part 1 questions: briefly and factually. A strong Part 3 response takes 30–60 seconds and includes a position, supporting reasons, an example, and a qualification or counterpoint.
The Speaking test is audio-recorded. The recording is used for quality assurance and for EOR (Enquiry on Results) re-marking. If you apply for an EOR, a senior examiner listens to your recording rather than re-interviewing you. This means your actual spoken performance — not your impression of it — is what is assessed.
Overall Band Score — Full Breakdown
The official IELTS band descriptors describe what a test-taker at each level can typically do:
Overall Band Calculation — Worked Examples
The overall band is the arithmetic average of your four section scores (Listening, Reading, Writing, Speaking), rounded to the nearest whole or half band using IELTS rounding rules. The rounding table below and worked examples illustrate exactly how this works.
Official IELTS rounding rules
| Average (sum ÷ 4) | Rounds to | Example sum |
|---|---|---|
| .00 | Exact whole band (e.g., 7.0) | 28 ÷ 4 = 7.00 → 7.0 |
| .25 | Rounds UP to the nearest .5 (e.g., 7.5) | 29 ÷ 4 = 7.25 → 7.5 |
| .50 | Exact half band (e.g., 7.5) | 30 ÷ 4 = 7.50 → 7.5 |
| .75 | Rounds UP to the nearest whole band (e.g., 8.0) | 31 ÷ 4 = 7.75 → 8.0 |
Key insight: IELTS always rounds fractional averages up, never down. An average of 6.25 becomes 6.5 (not 6.0). An average of 6.75 becomes 7.0 (not 6.5). This means a single strong section can pull your overall band up by half a point.
Worked examples
Average is exactly 7.00, so the overall is 7.0 with no rounding needed.
Average 6.25 rounds UP to 6.5. This candidate achieves 6.5 overall without a single section at 6.5 in Writing or Reading.
Sum is 29.5, average is 7.375. Since IELTS rounds on .25 increments: 7.375 falls between 7.25 and 7.50, IELTS rounds to nearest — result is 7.5. Always verify with the official IELTS band calculator.
Despite an 8.0 in Listening and Reading, Writing at 6.0 pulls the average to 7.375 → 7.5. If Writing were 7.0 instead, sum = 30.5, average = 7.625 → 8.0 overall. A single section improvement from 6.0 to 7.0 is worth half a band overall.
Average 6.625 does NOT round to 7.0 — it rounds to 6.5. IELTS rounding only applies to .25 and .75 increments. 6.625 is between .50 and .75, so it stays at 6.5. To reach 7.0 overall, this candidate needs to raise one section by 0.5 (e.g., Listening to 7.5), making the sum 27.0 → average 6.75 → rounds to 7.0.
Strategic implications
Identify which section is furthest below your target and concentrate study effort there. Improving your weakest section by 1.0 band adds 0.25 to your overall average — often the difference between 6.5 and 7.0.
Many universities require not just a minimum overall band but also minimum scores per section (e.g., no section below 6.5 for a 7.0 overall requirement). Always check program-specific requirements.
If you need 7.5 overall and have Listening 7.5, Reading 7.5, Speaking 7.5, you only need Writing 7.0 (sum = 29.5, average = 7.375 → rounds to 7.5). You do not need Writing 7.5.
After a retake, only the retaken section score changes. If your original Listening was 6.0 and you retake it to 7.0, add 1.0 to your original sum and divide again. The overall band is always recalculated from all four current scores.
IELTS One Skill Retake
Launched in 2023, the IELTS One Skill Retake allows candidates who took a computer-delivered IELTS test to retake a single section (Listening, Reading, Writing, or Speaking) rather than the entire exam. This is a significant and popular option that can save considerable time and money.
Candidates who sat a computer-delivered IELTS Academic or General Training test
Must be booked and completed within 60 days of the original test date
Approximately $50 USD (varies by country and test centre)
The new section score replaces the original. Your other three section scores and overall band are recalculated.
Must be at the same approved centre where the original test was taken
You may only take one One Skill Retake per original test attempt
Strategic use: If you scored 6.5 in Writing but 7.5 in everything else and need an overall 7.5 with no section below 7.0, you can retake only Writing rather than the full exam. This saves 2–3 hours of testing and approximately $150–200 compared to a full retake.
Note: One Skill Retake is only available for computer-delivered IELTS, not paper-based tests. If you took a paper-based test and want to improve a single section, you must retake the full exam.
Enquiry on Results (EOR) — Re-marking Your Test
If you believe your IELTS score does not reflect your ability — particularly in Writing or Speaking, which are subjectively assessed — you can request an Enquiry on Results (EOR). This is a formal re-marking process conducted by a senior examiner.
EOR facts and figures
Within 6 weeks of your official test results date
Approximately $25–$60 per skill section (varies by country and test centre)
Full refund if your score changes by any amount on the remarked section
Typically 21–28 days for the EOR result to be issued
Approximately 5% of remarked Writing papers change by 0.5 band or more; Speaking EOR changes are rare
Writing and Speaking EORs are most common and most productive. Listening and Reading are objectively marked and very rarely change.
How to decide whether to apply for an EOR
Apply for an EOR if: (a) your Writing or Speaking score is significantly below your expected level based on practice exam performance; (b) the score is inconsistent with your other section scores in a way that doesn't reflect your actual ability; or (c) you can identify specific reasons why the marking may have been unfair (e.g., you fully addressed all task requirements but received a low Task Achievement score).
Do NOT apply for an EOR for Listening or Reading — these sections are objectively marked (right or wrong) and re-marking almost never changes the score. An EOR will not help if you simply don't like your score — it is only useful if there is a genuine basis to believe the original marking was incorrect.
University IELTS Requirements
Minimum IELTS Academic band scores required by leading universities worldwide. Requirements may vary significantly by faculty or program. Always verify directly with the institution.
| University | Country | Overall Band | Notes |
|---|---|---|---|
| University of Oxford | UK | 7.5 | No section below 7.0 |
| University of Cambridge | UK | 7.5 | No section below 7.0 |
| Imperial College London | UK | 7.0 | No section below 6.5 |
| London School of Economics | UK | 7.0 | No section below 6.5 |
| UCL | UK | 6.5–7.5 | Varies by program |
| University of Edinburgh | UK | 6.5 | No section below 6.0 |
| MIT | USA | 7.0–8.0 | Varies by department |
| Harvard University | USA | 7.0 | Not always required; check program |
| Stanford University | USA | 7.0 | Graduate programs |
| Columbia University | USA | 7.0 | No section below 6.5 |
| University of Toronto | Canada | 6.5 | No section below 6.0 |
| McGill University | Canada | 6.5 | Some programs require 7.0 |
| University of British Columbia | Canada | 6.5 | No section below 6.0 |
| University of Melbourne | Australia | 6.5–7.0 | No section below 6.0 |
| University of Sydney | Australia | 6.5 | No section below 6.0 |
| Australian National University | Australia | 6.5 | No section below 6.0 |
| ETH Zurich | Switzerland | 7.0 | Master's programs |
| University of Amsterdam | Netherlands | 6.5 | No section below 6.0 |
| National University of Singapore | Singapore | 6.0–7.0 | Varies by faculty |
| KU Leuven | Belgium | 7.0 | No section below 6.0 |
What Is a Good IELTS Score?
"Good" is entirely context-dependent. The table below shows what constitutes a sufficient score for the most common use cases:
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