The purpose of this study was to enhance the meaning of the scores of an English-language test by developing performance levels and descriptors for reporting overall test performance. The levels and descriptors were intended to accompany the total scale scores of TOEFL Junior® Standard, an international test of English as a second/foreign language. The study addressed two issues: the number of performance levels that could be meaningfully reported and the information that should be included in the performance level descriptors. Data from 3,607 students who took an operational test form were used. Although our methodology built to some extent on earlier work (Papageorgiou et al., 2015), we demonstrate how content and construct differences between the tests of each study dictated use of different types of data in order to construct meaningful performance descriptors and select the cut-offs for the levels. We emphasize the importance of establishing the psychometric quality of the reported overall levels and the empirical basis for the content of their performance descriptors, and we discuss the implications of our work for similar efforts in the future.