Multiple sources of evidence relating to the validity of CAEL have been gathered over the years since its introduction. Criterion-related validity evidence has also been sought exploring relationships between CAEL and the TOEFL, between CAEL and Grade Point Average (GPA) (CAEL, 2008, 80.) and between CAEL and performance on completion of various 12-week EAP courses in which test takers were placed. (Fox, 2004) This evidence is generally supportive of the notion that CAEL is measuring relevant abilities. Reporting of results CAEL is criterion-referenced in the sense that it uses descriptors to specify the different levels of performance on the assessment. Scores are reported for each skill at seven band levels ranging from 10 (non-user) at the bottom to 90 (expert user) at the top. The overall CAEL result is not, however, an average of the separate subscores, but rather it “is determined by the test administrators and the testing coordinator based on all of the information available about the test taker. This includes the reading, listening, and writing scores, the oral score, and evaluation of the personal essay and the self-assessment component which was provided at registration”. (CAEL 2008, 16.)