CELPIP LEVELS EXPLAINED

What does it take to get CLB 9 in speaking/writing? We will show you what each level requires. Use this as a guide to help you achieve your target score.What is required to achieve CLB 9 in speaking and writing? This guide will explain what each level entails to help you reach your target score.

Why can't I seem to get past a certain level? Why am I stuck at level 6/7/8?
What does it take to get CLB 9? I think I did well, but only got CLB 8, what gives?

These are some of the most frequently asked questions we receive from CELPIP candidates.

Many test takers review the official level descriptors and still feel unsure about what is holding them back. The difference between levels is often subtle, and it’s not always obvious which specific skills or habits are preventing progress to the next band.

At Celpip Prep Desk, we focus on helping you understand why your score landed where it did. Through guided explanations and structured feedback, you gain clarity on how CELPIP evaluates performance and which aspects of your English need targeted improvement — whether it’s task response, clarity, organization, vocabulary use, or consistency across skills.

The level descriptors below are published by CELPIP and are included here for reference. They provide a general framework, but true improvement comes from understanding how these descriptors apply in real test situations and to your individual performance.

For complete and official descriptions of all CELPIP levels, we recommend visiting the CELPIP website directly.

CELPIP Speaking — Level Descriptors

Quick reference to understand what typically separates levels. This is simplified guidance to help learners self-check areas to improve.

CELPIP Speaking Level Content / Coherence Vocabulary Listenability Task Fulfillment When
12 Advanced
Very strong workplace & community communication
Content / Coherence
  • Handles demanding, non-routine situations with clear purpose.
  • Develops ideas fully with precise details and examples.
Vocabulary
  • Wide range of concrete + abstract vocabulary.
  • Uses idioms/figurative language naturally (when appropriate).
Listenability
  • Very strong control of complex grammar structures.
  • Fluent rhythm; clear pronunciation and natural intonation.
Task Fulfillment
  • Adapts language precisely to audience and relationship.
  • Communicates meaning accurately and efficiently.
When
  • Peers or authority figures; formal or informal.
  • In person, online, or on the phone.
11 Advanced
Strong workplace & community communication
Content / Coherence
  • Communicates clearly in demanding, non-routine situations.
  • Ideas are well developed with clear, accurate detail.
Vocabulary
  • Broad vocabulary, including more abstract terms.
  • Uses some idioms/expressions appropriately.
Listenability
  • Good control of complex grammar; minor issues may appear.
  • Generally fluent with clear pronunciation and intonation.
Task Fulfillment
  • Adapts language well to most situations and audiences.
  • Meaning is clear and easy to follow.
When
  • Peers or authority figures; formal or informal.
  • In person, online, or on the phone.
10 Highly effective
Effective communication in most contexts
Content / Coherence
  • Handles moderately demanding situations with clear reasoning.
  • Explains ideas with organized support and examples.
Vocabulary
  • Good range of vocabulary with some abstract usage.
  • Uses a few idioms/expressions (not overused).
Listenability
  • Good control of grammar; occasional errors don’t block meaning.
  • Mostly fluent; pronunciation is generally clear.
Task Fulfillment
  • Adjusts tone and style for different audiences.
  • Delivers the message effectively and clearly.
When
  • Peers or authority figures; formal or informal.
  • In person, online, or on the phone.
9 Effective
Works well in common workplace/community tasks
Content / Coherence
  • Presents information with moderately complex support.
  • Organization is clear; some parts may be less developed.
Vocabulary
  • Uses common + context-specific vocabulary effectively.
  • Some expressions/idioms may appear, usually appropriate.
Listenability
  • Some control of complex grammar; noticeable errors may occur.
  • Mostly fluent; rhythm and intonation generally support meaning.
Task Fulfillment
  • Adjusts tone/style for a range of audiences and situations.
  • Meaning is understandable and generally accurate.
When
  • Peers or authority figures; formal or informal.
  • In person, online, or on the phone.
8 Good
Good communication; more consistency needed
Content / Coherence
  • Communicates concrete information and some abstract ideas.
  • Support is present but may be limited or uneven.
Vocabulary
  • Uses common vocabulary plus some context-specific words.
  • Occasional awkward word choice may reduce precision.
Listenability
  • Some control of complex grammar; more errors are noticeable.
  • Generally understandable; fluency may be inconsistent.
Task Fulfillment
  • Adapts tone/style to some audiences and situations.
  • Communicates intended meaning, though precision may vary.
When
  • Peers or authority figures; formal or informal.
  • In person, online, or on the phone.

CELPIP Writing — Level Descriptors

Simplified guidance to help you understand what typically separates higher writing levels (structure, word choice, readability, and task completion).

CELPIP Writing Level Content / Coherence Vocabulary Readability Task Fulfillment When
12 Advanced
Advanced writing for workplace & community contexts
Content / Coherence
  • Writes complex formal/informal texts for many purposes.
  • Develops ideas fully with strong support and detail.
Vocabulary
  • Selects precise words (formal, common, and specialized).
  • Vocabulary supports nuanced meaning accurately.
Readability
  • Links ideas smoothly within and across paragraphs.
  • Very strong control of complex grammar structures.
Task Fulfillment
  • Tone and style are highly appropriate to the situation.
  • Communicates ideas precisely and effectively.
When
  • Writes for diverse/undefined audiences; formal or informal situations.
11 Advanced
Strong writing across common contexts
Content / Coherence
  • Writes formal/informal texts for a range of purposes.
  • Develops ideas with relevant support and clear detail.
Vocabulary
  • Chooses precise words to express meaning effectively.
  • Good control of word choice in different registers.
Readability
  • Connects ideas and transitions clearly between paragraphs.
  • Good control of complex grammar; minor errors may occur.
Task Fulfillment
  • Tone/style are usually appropriate to the situation.
  • Ideas are communicated accurately.
When
  • Writes for undefined audiences; formal or informal situations.
10 Highly effective
Effective writing in most contexts
Content / Coherence
  • Writes short formal/informal texts with some complexity.
  • Supports key ideas with a range of relevant details.
Vocabulary
  • Uses words/phrases to provide precise details and comparisons.
  • Word choice is generally accurate and effective.
Readability
  • Transitions within and between paragraphs are clear.
  • Good control of complex grammar; errors rarely disrupt meaning.
Task Fulfillment
  • Follows expected formal/informal writing conventions.
  • Conveys intended meaning clearly.
When
  • Writes for a defined audience; formal or informal situations.
9 Effective
Effective writing for common tasks
Content / Coherence
  • Writes short formal/informal texts with some complexity.
  • Supports main ideas with relevant facts and details.
Vocabulary
  • Chooses words/phrases to communicate accurate detail.
  • Vocabulary generally fits the topic and purpose.
Readability
  • Paragraphs are organized; meaning is easy to follow.
  • Good control of spelling and punctuation overall.
Task Fulfillment
  • Uses some formal and most informal conventions correctly.
  • Meaning is conveyed clearly for the reader.
When
  • Writes for a defined audience; formal or informal situations.
8 Good
Good writing; more consistency needed
Content / Coherence
  • Writes short, moderately complex texts.
  • Develops a main idea with supporting details (may be uneven).
Vocabulary
  • Uses common + some context-specific vocabulary.
  • Word choice can be less precise at times.
Readability
  • Paragraphs are generally organized and understandable.
  • Control of grammar/spelling/punctuation is good but inconsistent.
Task Fulfillment
  • Follows common writing conventions for familiar topics.
  • Conveys and supports main ideas about a topic.
When
  • Writes for familiar or clearly defined audiences.

CELPIP Writing Evaluation Criteria

Use this checklist to understand what evaluators look for in CELPIP Writing. (Guidance summary for learning.)

Categories Factors
1. Content / Coherence What you say
  • Number of ideas
  • Quality of ideas
  • Organization of ideas
  • Examples and supporting details
2. Vocabulary Word choice
  • Word choice
  • Suitable use of words and phrases
  • Range of words and phrases
  • Precision and accuracy
3. Readability How it reads
  • Format and paragraphing
  • Connectors and transitions
  • Grammar and sentence structure
  • Spelling and punctuation
4. Task Fulfillment Did you answer?
  • Relevance
  • Completeness
  • Tone
  • Word count

CELPIP Speaking Evaluation Criteria

Use this checklist to understand what evaluators commonly look for in CELPIP Speaking. (Guidance summary for learning.)

Categories Factors
1. Content / Coherence What you say
  • Number of ideas
  • Quality of ideas
  • Organization of ideas
  • Examples and supporting details
2. Vocabulary Word choice
  • Word choice
  • Precision and accuracy
  • Range of words and phrases
  • Suitable use of words and phrases
3. Listenability How it sounds
  • Rhythm, pronunciation, and intonation
  • Pauses, interjections, and self-correction
  • Grammar and sentence structure
  • Variety of sentence structure
4. Task Fulfillment Did you answer?
  • Relevance
  • Completeness
  • Tone
  • Length

How Is the CELPIP Score Determined?

CELPIP Speaking and Writing scores are based on a careful evaluation of how a test taker performs across all tasks in each component. Your responses are reviewed by multiple trained raters, not just one person.

For Speaking, each performance is assessed by at least three independent speaking raters.
For Writing, each performance is assessed by at least four independent writing raters.

All raters work independently. They do not see each other’s scores and do not know how another rater has evaluated the same performance. This process helps ensure fairness and consistency.

Rating Criteria (What Raters Look For)

Raters evaluate performance using specific criteria, often referred to as rating dimensions.

Speaking is evaluated across:

  • Content / Coherence

  • Vocabulary

  • Listenability

  • Task Fulfillment

Writing is evaluated across:

  • Content / Coherence

  • Vocabulary

  • Readability

  • Task Fulfillment

Each of these dimensions is divided into performance levels. For every level, there are clear descriptors that explain what a test taker’s language ability typically looks like at that stage.

Raters assign a level in each dimension by identifying clear, observable evidence in your responses that matches those descriptors.

Benchmarking and Score Review

Once all initial ratings are completed, the scores are checked for consistency.

If the ratings do not sufficiently agree, the system automatically assigns a benchmark rater. Benchmark raters are highly experienced and have demonstrated strong accuracy and reliability over time. Like the original raters, they work independently and do not see the earlier scores.

This additional step helps ensure that final results are stable and well-supported.

How the Final Score Is Calculated

Your Speaking and Writing scores are calculated using the ratings assigned across the different dimensions. These scores are then converted into a CELPIP level.

The conversion rules are not random. They are established through a formal standard-setting process carried out by English-language experts and testing specialists. During this process, experts determine what language learners need to be able to demonstrate at each level (for example, CLB 8 or CLB 9).

By carefully analyzing test tasks and performance evidence, the experts define how much proficiency is required for each CELPIP level. This creates a research-based and defensible link between your performance, your component scores, and your final CELPIP level.

Important Note

This explanation is provided for learning and understanding purposes. For official scoring policies and procedures, always refer to CELPIP’s official documentation.

CELPIP ⇄ CLB Calculator

CELPIP ⇄ CLB Calculator

Mobile-friendly calculator to compare CELPIP-General levels with CLB levels. Includes simple Express Entry language requirement hints (guidance only).

Calculator

CELPIP → CLB

Choose a mode, select your levels, and the result updates instantly.

1
Choose what you want to convert

Most users choose CELPIP → CLB to understand immigration requirements.

2
Select your levels

Pick your CELPIP levels for the four skills.

3
Your result

This is guidance only and does not represent official CELPIP/IRCC results.

Minimum CLB —

Select your levels above to see the conversion and program hints.

Celpip Prep Desk is an independent preparation platform and is not affiliated with CELPIP or Paragon Testing Enterprises.

Express Entry language hints

Pick a program to see the minimum CLB requirement, then compare with your “Minimum CLB” result.

Requirement —

Enter your CELPIP levels (left) to get your Minimum CLB, then use this box to compare against the program requirement.

These are simplified hints for guidance only. Always verify eligibility directly on official IRCC program pages.