The purpose of this study was to align verbal descriptions of test takers' language performance with distributions of the numerical scores they received on the three sections (Listening Comprehension, Structure and Written Expression, and Reading Comprehension and Vocabulary) of the Test of English as a Foreign Language (TOEFL). The descriptors of the American Council of Teaching of Foreign Languages (ACTFL) were used as anchors for the TOEFL scores. Eighty-four English-as-a-Second-Language instructors rated the listening, reading, and writing proficiency of students (from 60 to 150 at each of 7 institutions) using the ACTFL descriptors. The ratees then took the TOEFL. Students' ACTFL ratings were quantified and cross-tabulated with TOEFL section scores. Although there was no one-to-one correspondence between the TOEFL score level and the ACTFL rating level, the many substantial correlations between test scores and ratings provided evidence that the ACTFL ratings and TOEFL scores tap similar underlying skills. Distributions of the ratings at levels of the TOEFL scores were developed to help interpret TOEFL scores in terms of language performance. Seven tables and one figure illustrate the analyses. Three appendixes give ACTFL guidelines, the rating booklet, and percentile distributions for ACTFL ratings. (Contains 13 references.) (Author/SLD)