IELTS Guide for Teachers British English Web

7/31/2019 IELTS Guide for Teachers British English Web

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Guide orteachers

www.ielts.org


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Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7

Appendix i

Appendix ii

Contents

IELTS overview

IELTS test ormat

IELTS scores and interpretation

What makes IELTS an international test?

Tips rom teachers

Becoming an IELTS examiner

Continual research-based development

IELTS assessment criteria (band descriptors)

How IELTS maps to the Common EuropeanFramework o Reerence (CEFR)

IELTS makes or aconfdent student.

Senior Teacher, Turning Point, India


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The International English Language Testing System (IELTS)assesses the English language prociency o people whowant to study or work where English is used as the languageo communication. It provides a air, accurate and relevantassessment o language skills, based on well-establishedstandards, and covers the ull range o prociency levels,rom non-user to expert user.

There are two versions o IELTS. Test takers can chooseeither Academic or General Training modules o thetest. Both modules o the test consist o our separatecomponents, assessing the our language skills Listening, Reading, Writing and Speaking.IELTS results are reported on a 9-band scale designed tobe simple and easy to understand. This scale has remainedconsistent and has acquired currency around the world overthe past three decades.

IELTS is the worlds most popular high stakes Englishlanguage test, with over 1.5 million tests taken each year.

Over 7,000 organisations in over 130 countries recogniseand use IELTS or selection purposes.

IELTS is offered at over 800 test locations worldwide. Test questions are developed by testing specialists inAustralia, Canada, New Zealand, the UK and the US.

Test questions are based on authentic materials sourced

rom all over the world.

IELTS or teachers o EnglishIELTS is well-known by teachers o English around theworld through IELTS preparation courses oered at theirinstitution or local language school. The IELTS partnersencourage teachers to acilitate English learning with aview to improve students general English skills, as well aspreparing their students to take the test. Globally, teachershave increasingly become interested in IELTS. The Guideor Teachers provides urther inormation about the testand oers detailed descriptions o test scores. In addition,it oers teacher resources to assist in preparing students orIELTS, as well as acilitate teacher proessional developmentopportunities through examining or research.

View the materials and advice availableor teachers at www.ielts.org

1IELTS

overview


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View available teacher resources andmaterials at www.ielts.org

Although we accept otherEnglish language tests,we always assess them bycomparing them directlywith the required IELTS

score. IELTS test takers arethoroughly tested in the ourmain communication skillsrequired or academic work.

Senior Student Recruitment Ofcer,The Scottish Agricultural College, UK

2IELTS

test ormat


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IELTS Guide or Teachers

A test o our skills

Test takers can choose between IELTS Academic andIELTS General Training, depending on their academicor proessional aspirations, or visa requirements.

The distinction with IELTS Academic lies in the subjectmatter and tasks o the Reading and Writing components.The Listening and Speaking components are the same.

Listening 30 minutesTest takers listen to our recorded texts, monologues andconversations by a range o native speakers, and write theiranswers to a series o questions.

Reading 60 minutesThe Academic version includes three long texts which rangerom the descriptive and actual to the discursive and analytical.The texts are authentic and are taken rom books, journals,magazines and newspapers, all o which have been selectedor a non-specialist audience.

The General Training version requires test takers to readextracts rom newspapers, advertisements, instructionmanuals and books. These are materials test takers could

encounter on a daily basis in an English speaking country.

Writing 60 minutesThe Academic version includes two tasks. Topics are ogeneral interest to, suitable or and easily understood by testtakers entering undergraduate or postgraduate studies orseeking proessional registration.

Task 1Test takers are presented with a graph, table, chart ordiagram and are asked to describe, summarise or explainthe inormation in their own words. They may be asked todescribe and explain data, describe the stages o a process,how something works or describe an object or event.

Task 2Test takers are asked to write an essay in response to apoint o view, argument or problem.

Responses to both tasks must be written in a ormal style.

The General Training version also includes two tasks,and is based on topics o general interest.

Task 1Test takers are presented with a situation and are asked towrite a letter requesting inormation or explaining the situation.The letter may be personal, semi-ormal or ormal in style.

Task 2Test takers are asked to write an essay in response to a pointo view, argument or problem. The essay can be slightly morepersonal in style than the Academic Writing Task 2 essay.

Speaking 1114 minutesThe Speaking component assesses the test takers use ofspoken English, and takes between 11 and 14 minutes tocomplete. Every test is digitally recorded and consists othree parts:

Part 1Test takers answer general questions about themselvesand a range o amiliar topics, such as their home, amily,work, studies and interests. This part lasts between ourand ve minutes.

Part 2

Test takers are given a booklet which asks them to talk abouta particular topic. They have one minute to prepare beorespeaking or up to two minutes. The examiner may askone or two questions on the same topic to nish this parto the test.

Part 3Test takers are asked urther questions which are connectedto the topic in Part 2. These questions give the candidate anopportunity to discuss more abstract issues and ideas. Thispart lasts between our and ve minutes.

The ormat o the Speaking test is common across both theAcademic and General Training modules. It is structured insuch a way that does not allow test takers to rehearse set

responses beorehand.


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2 IELTS test ormat

IELTS General TrainingIELTS Academic

IELTS General Training module measuresEnglish language prociency in a practical, everydaycontext. The tasks and texts refect both workplaceand social situations.

IELTS Academic module measures English languageprociency needed or an academic, higher educationenvironment. The tasks and texts are accessible to alltest-takers, irrespective o their subject ocus.

Listening* (30 minutes) Four recorded monologues and conversations

Reading (60 minutes) Three long reading passages with tasks Texts range from the descriptive and factual

to the discursive and analytical Includes non-verbal materials such as

diagrams, graphs or illustrations Texts are authentic (e.g. taken from books,journals and newspapers)

Writing (60 minutes) Writing task of at least 150 words where

the candidate must summarise, describeor explain a table, graph, chart or diagram

Short essay task of at least 250 words

Speaking (11 to 14 minutes) Face-to-face interview Includes short questions, speaking at

length about a amiliar topic and astructured discussion

Listening* (30 minutes) Four recorded monologues and conversations

Reading (60 minutes) Three reading passages with tasks Section 1 contains two or three short factual texts Section 2 contains two short, work-related,

actual texts Section 3 contains one longer text on a topic

o general interest Texts are authentic (e.g. taken from company

handbooks, ofcial documents, booksand newspapers)

Writing (60 minutes) Letter writing task of at least 150 words Short essay task of at least 250 words

Speaking (11 to 14 minutes) Face-to-face interview Includes short questions, speaking at

length about a amiliar topic and astructured discussion

Key similarities The Listening and Speaking components are the samefor both versions. The distinction between academic andgeneral literacy has traditionally been seen as most marked

in relation to reading and writing skills. The more socially-oriented language skills o listening and speaking are equallyimportant in an academic study or proessional context

The same amount of time is allocated to complete theListening and Speaking components in both the GeneralTraining and Academic Versions

The Reading and Writing components are the samelength in both versions

Both modules have the same minimum word requirement The same assessment criteria and 9-band scale is usedto grade both modules.

DierencesThe Reading component o the Academic and GeneralTraining versions is dierentiated in terms o: the choice of texts (topic, genre, length, number, etc)

the level of difculty of the 40 test items. The AcademicReading module has more items pitched at bands 5-8,whereas the General Training has more items pitched atbands 3-6. This is a reection of the different demands ofAcademic and General Training.

ForWriting, the Academic and General Training modulesare dierentiated in terms o: the content and nature of the two writing tasks the contextual parameters of the tasks.

However, given the level o dierentiation describedabove, this does not mean that the scores acrossAcademic and General Training Reading or Writingmodules are interchangeable.


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IELTS is a task-based test covering the our skills (Listening,Reading, Writing and Speaking). IELTS test takers receiveindividual sub-scores or each o the our test components,and the average o the our provides the overall band score.

Each o the our components is careully designed to ocuson one particular skill. This results in a more equitable orm

o task design as compared with tasks that test multiple skillsat once. For the organisations which accept IELTS results,this means that IELTS scores are clear and easy to interpret.This approach also ensures the comparability o task dicultyacross each version o the test. It is unair to test takers itheir perormance in one skill area is compromised by theirability in another.

While IELTS ocuses on testing the our skills individually,there is an element o integration in each component in thesame way that language skills are integrated in the realworld. Test tasks oten entail the use o other skills and aretherefore integrated to some degree.

For example:

in the Writing and Speaking components, information whichis read or heard helps shape the test takers own production.However, this is careully controlled to ensure that the inputdoes not require extensive or complex reading and listening.

tasks in the Reading and Listening components can involvenote-taking, labelling, classication, and completion o tablesor fow charts. Nonetheless, it is important that any task ortest items should ocus on reading or listening and shouldencourage test takers to engage in appropriate cognitiveprocesses. Such tasks are integrated in terms of therelationship between the input and the cognitive processesthey elicit. Validation studies help to conrm the matchbetween task input, cognitive processing and task output.

A ull discussion o this issue is included in volume 19 o the

series Studies in Language Testing (Taylor and Falvey, 2006).

Read moreMore inormation orinstitutions that acceptIELTS scores can be oundin the IELTS Guide orInstitutions, available at:

www.ielts.org

How we test


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39 Expert user

Has ully operational command o the language: appropriate, accurate and fuentwith complete understanding.

8 Very gooduserHas ully operational command o the language with only occasional unsystematicinaccuracies and inappropriate words. Misunderstandings may occur in unamiliarsituations. Handles complex detailed argumentation well.

7 Good userHas operational command o the language, though with occasional inaccuracies,inappropriate words and misunderstandings in some situations. Generally handlescomplex language well and understands detailed reasoning.

6 Competent userHas generally eective command o the language despite some inaccuracies,inappropriate words and misunderstandings. Can use and understand airly complexlanguage particularly in amiliar situations.

5 Modest userHas partial command o the language, coping with overall meaning in mostsituations, though is likely to make many mistakes. Should be able to handle basiccommunication in own eld.

4 Limited userBasic competence is limited to amiliar situations. Has requent problems in

understanding and expression. Is not able to use complex language.

3Extremely

limited userConveys and understands only general meaning in very amiliar situations.Frequent breakdowns in communication occur.

2Intermittent

user

No real communication is possible except or the most basic inormation usingisolated words or short ormulae in amiliar situations and to meet immediate needs.Has great diculty understanding spoken and written English.

1 Non user Essentially has no ability to use the language beyond possibly a ew isolated words.

0 Did not attemptthe test No assessable inormation provided.

IELTSscores and

interpretation


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The IELTS9-band scale

There is no pass or ail in IELTS. Rather, all test resultsare reported on a clear 9-band scale (rom 1, the lowest,to 9, the highest), as shown in the table opposite.

Test takers receive an overall band score as well as individualscores or each test component (Listening, Reading, Writingand Speaking).

The IELTS test provides an accurate picture oa candidates language skills and abilities at acertain point in time. Skills and abilities inevitablydiminish over time i not used. It is recommendedthat a Test Report Form more than two years oldshould only be accepted i it is accompanied byevidence that a candidate has actively maintainedor improved their English.

How to interpret IELTSTest takers receive scores on a band scale rom 1 to 9.A prole score is reported or each skill. The our individualscores are averaged and rounded to produce an overall bandscore. Overall band scores and scores for each component(Listening, Reading, Writing and Speaking) are reported inwhole bands or hal bands.

Overall band scoreTest takers receive a Test Report Form including or listing theiroverall band score and their sub-scores on each o the ourcomponents: Listening, Reading, Writing and Speaking.Each o the component scores is equally weighted. Theoverall band score is calculated by taking the mean o thetotal o the our individual component scores.

Overall band scores are reported to the nearest whole or halfband. The ollowing rounding convention applies; i theaverage across the our skills ends in .25, it is rounded up tothe next half band, and if it ends in .75, it is rounded up to thenext whole band.

Thus, a test taker achieving 6.5 or Listening, 6.5 or Reading,5.0 for Writing and 7.0 for Speaking would be awarded anoverall band score o 6.5 (25 4 = 6.25 = Band 6.5).

Likewise, a test taker achieving 4.0 for Listening, 3.5 forReading, 4.0 for Writing and 4.0 for Speaking would beawarded an overall band score of 4.0 (15.5 4 = 3.875 =Band 4.0).

On the other hand, a test taker achieving 6.5 for Listening,6.5 for Reading, 5.5 for Writing and 6.0 for Speaking wouldbe awarded band 6 (24.5 4 = 6.125 = Band 6).


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03 IELTS scores and interpretation

Listening and ReadingIELTS Listening and Reading papers contain 40 items andeach correct item is awarded one mark; the maximum rawscore a candidate can achieve on a paper is 40. Band scoresranging rom Band 1 to Band 9 are awarded to candidates onthe basis o their raw scores.

All IELTS tasks are pre tested beore being released as liveitems. This identies minor dierences in the diculty level

across tests. In order to equate dierent test versions, theband score boundaries are set so that all candidates resultsrelate to the same scale o achievement. This means, orexample, that the Band 6 boundary may be set at a slightlydierent raw score across versions.

The tables below indicate the mean raw scores achieved bycandidates at various levels in each o the Listening, AcademicReading and General Training Reading tests. They providean indication o the number o marks required to achieve aparticular band score.

The Academic and General Training tests are graded to thesame scale. The distinction between the two versions is oneo genre or discourse type. Academic tests may contain sourcetexts eaturing more dicult vocabulary or greater complexityo style. It is usual that, to secure a given band score, a greaternumber o questions must be answered correctly on a GeneralTraining Reading component.

Writing and Speaking

When marking the Writing and Speaking components,examiners use detailed perormance descriptors whichdescribe written and spoken perormance at each o the9 IELTS bands.

WritingExaminers award a band score or each o our criterion areas:

SpeakingExaminers award a band score or each o our criterion areas:

The our criteria are equally weighted.

Assessment criteria (band descriptors)Versions o the band descriptors or Writing and Speakinghave been developed to help stakeholders better understandthe level o perormance required to attain a particularband score in each o the criterion areas. IELTS examinersundergo intensive ace to ace training and standardisationto ensure that they can apply the descriptors (these are areavailable on page 18-23).

Band score Raw score out of 40

5 16

6 23

7 30

8 35


4 15

5 23

6 30

7 34

Listening

Academic Reading

General Training Reading

Criterion Weighting

Task achievement (Task 1)/Task response (Task 2)

25%

Coherence and cohesion 25%

Lexical resource 25%

Grammatical range and accuracy 25%

Criterion Weighting

Fluency and coherence 25%

Lexical resource 25%

Grammatical range and accuracy 25%

Pronunciation 25%


5 15

6 23

7 30

8 35


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IELTS gives us a reliableindication o entrylevel. Other tests areless satisactory atproviding this.

Kings College, UK


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With IELTS, the world is asmaller place. I sat the testbefore leaving Japan andreceived a band score of 8.5,satisfying visa requirements.Beore starting new employment,

I was required to undertakethe IELTS test again. This timeit was the academic versionmandated by my employer.

Pavel again received a band score o 8.5.Employee, large accounting frm, Australia

What makesIELTS an

international test?


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IELTS Guide for Teachers

International delivery and accessibilityIELTS tests are oered up to our times a month at over800 test venues in more than 130 countries. The costo taking the test is set locally and payable in the localcurrency, making registration more convenient orcandidates. Results are issued to candidates 13 calendardays ater the test. IELTS test centres can send Test ReportForms directly to an organisation or institution (provided ithas been nominated by the candidate), either by mail or as

an electronic download.

View the worldwide list o IELTS testcentres at www.ielts.org/testcentres

International EnglishIELTS recognises both British and American Englishin terms o spelling, grammar and choice o words.It also incorporates a mix o native speaker accentsrom Australia, Canada, New Zealand, the UK andUS in the Listening component.

What does this mean in practice?

The number o people migrating and studying abroad hasmultiplied over the last 20 years. This has transformed lifein educational institutions. In English-speaking countries,more and more universities recruit sta internationally,and this is matched by an increasing student intake o non-native speakers o English. Simultaneously, in non-Englishspeaking countries, more organisations are using English asa common language o communication, as well as employingrising numbers o sta rom English-speaking countries.Consequently, more people are teaching, studying andworking with others who speak dierent varieties o English.

International partnersIELTS is owned by a global partnership o education andlanguage experts: British Council, IDP:IELTS Australia andUniversity of Cambridge ESOL Examinations. These bodiesare dedicated to academic excellence, cultural understanding,student recruitment, and creating success worldwide.Benetting rom the shared expertise o the three partners,the IELTS test combines the world-renowned assessmentand research expertise of Cambridge ESOL and the

international delivery, evaluation and security expertise othe British Council and IDP:IELTS Australia.

International consultationIELTS has been developed in close consultation withacademics, proessional bodies and immigration authoritiesaround the world.

International contentThe IELTS approach is recognised by academics andadmissions proessionals as being air, reliable andvalid to all candidates, whatever their nationality, culturalbackground, gender or specic needs. The test questionsare developed by item writers in Australia, Canada,New Zealand, the UK and the US.


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5The criteria or the dierent IELTS band scores make it clearwhich areas o language need to be developed, therebysetting clear goals and objectives. Teaching techniquesor IELTS include presenting language elements such asgrammar and vocabulary in a wider context.

The topics in IELTS are both interesting and contemporary,

and are based in the real world. This means teacherscan bring the outside world into their IELTS classes byusing a range o authentic source materials adaptedto test preparation.

Tips rom

teachers


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Tips rom Teachers

GeneralMake sure that your students: are familiar with the format and types of tasksin the dierent sections o the IELTS test

know what is expected of them and howbest to approach each section

are aware of the time allowed for each sectionand include timed practice in class

read the instructions carefully and follow them.

ListeningMake sure that your students: think about the context before they listenand identiy the type o inormation theywill need to listen or

read the questions before they hear the textand use the time between each section toprepare or the ollowing section.

01

02

ReadingMake sure that your students: use reading skills such as skimming andscanning they will need to use these skillsto answer all the questions in 1 hour

know how best to approach each typeo reading task

answer the questions and transfer their answersto the answer sheet within the time allowed.

WritingMake sure that your students: analyse the question carefully and plantheir answer beore starting to write

keep in mind the reader and the purposewhen writing

structure their writing logically and clearly decide on a position and use examplesand evidence to support points they makein task 2

are familiar with the assessment criteria.

SpeakingMake sure that your students: feel condent and remind them to relax andenjoy the conversation with the examiner

listen carefully to the questions use llers and hesitation devices if theyneed thinking time before answering

realise it is their language level not theiropinions which are being evaluated

are familiar with the assessment criteria.

03

04

05

Test takers receive anobjective assessment oftheir English profciencyand have a clearer idea ofwhere they need to makemost improvements.

Lyndell King, teacher


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6

The DVD can be ordered via www.ielts.org

I love teaching for IELTSas I can make my classesmore interactive.

Erika Tennant, IELTS course teacher,Australia

Becomingan IELTS

examiner


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Becoming anIELTS examiner

Examiners participate in reresher workshops and are requiredto ormally demonstrate their marking prociency throughthe certication process. The marking perormance o the7,000-plus global IELTS examiners cohort is then systematicallyand regularly monitored. Examiner marking standards aremaintained through the IELTS Proessional Support Network,a quality assurance system designed and managed by British

Council and IDP: IELTS Australia to ensure consistency.

Setting IELTS band score requirements orrecognising organisations

IELTS test scores are just one element o the assessmentof a test takers suitability to enrol at an institution or tojoin an organisation. The level o English needed ora test taker to perorm eectively in study, work ortraining varies rom one situation to another. That is whyeach individual organisation sets its own minimumIELTS score or applicants, depending on specicrequirements. Admissions proessionals may also wishto take into account whether their organisation providesongoing language support to students or employeesto improve their English.

The IELTS Scores Explained DVD provides detaileddescriptions o the test components and sample testmaterials. The DVD contains real examples o test

takers writing and speaking performances at differentband score levels.

Ensuring consistency across test centres: same operational procedures are adhered to by alltest centres globally

same examiner systems, standards and monitoringsaeguard results.

Becoming an IELTS examiner is one o the many possibleproessional development opportunities available toteachers amiliar with IELTS.

The training and support provided to IELTS examiners canimpact positively on classroom practice. IELTS examinersgain a good understanding o what language learning

involves, the study skills which will be useul to studentsollowing a university course in English and the conventionso English Academic Writing. Given the worldwiderecognition o IELTS, and the continually increasingnumbers o IELTS test takers, there is a growth in demandor IELTS examiners, depending on local conditions.

As IELTS examiners are qualied to examine or IELTS allover the world, IELTS examining is a practical and fexible wayto supplement income rom teaching.

How to become an IELTS examinerAll IELTS examiner applicants must: be native speakers of English or a non-native speaker

with an IELTS band score o 9 in the Speaking and

Writing components hold relevant qualications in Teaching English to Speakers

of Other Languages (or equivalent) have substantial relevant teaching experience

post-qualication.

Applicants ullling the above minimum global requirementsto become an examiner undergo a comprehensive andsystematic recruitment process which includes the ollowingstages: interview, induction, training, standardisation andcertication. An applicant must successully pass each stageto progress to the next and can be rejected at any stage.


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7The IELTS partners the British Council, IDP: IELTSAustralia and University of Cambridge ESOL Examinations have a longstanding commitment to remain at the oreronto developments in English language testing. Thereore,the IELTS approach to the design, delivery and assessmento the test is continually inormed by research.

The steady evolution o IELTS is in parallel with advancesin applied linguistics, language pedagogy, languageassessment and technology. This ensures the ongoingvalidity, reliability, positive impact and practicality o thetest. Adherence to these our qualities is supported by twostreams o research.

Cambridge ESOL research and validationInternal research activities are managed by University oCambridge ESOL Examinations Research & Validationdivision. Cambridge ESOL has been creating Englishexaminations for speakers of other languages since 1913and has unrivalled experience in the eld. The Researchand Validation division brings together specialists in testing

and assessment, statistical analysis and item-banking,applied linguistics, corpus linguistics and languagelearning/pedagogy. The division also provides rigorous qualityassurance or exams at every stage o development.

Studies in Language Testing is a series o academicvolumes published jointly by University of Cambridge ESOLExaminations and Cambridge University Press (CUP),and edited by Dr Michael Milanovic and Pro Cyril J Weir.

Studies in Language Testing volumes include: Volume 25: IELTS Washback in Context: Preparation

or academic writing in higher education Volume 24: Impact Theory and Practice: Studies

o the IELTS test and Progetto Lingue 2000 Volume 23:Assessing Academic English: Testing

English profciency, 19501989 The IELTS solution

Volume 19: IELTS Collected Papers: Researchin speaking and writing assessment Volume 4: The Development o IELTS: A study o the eect

o background knowledge on reading comprehension

External research

An external IELTS research scheme, unded by IDP: IELTSAustralia and the British Council, ensures an ongoingrelationship with the broader linguistics and language testingcommunity and demonstrates the partners commitment tocontinuous improvement of the test. Since 1995, over 90external studies by over 130 unique researchers from a widecross-section o countries have received grants under thisjointly-unded scheme. Such research has become a keycomponent in securing external validation o IELTS.

The majority o IELTS-unded research is publishedin the IELTS Research Reports series.

Volumes can be ordered online throughwww.ielts.org/researchers/research_reports

Research Notes is the quarterly publication oCambridge ESOL that reports on research, testdevelopment and validation o all Cambridge Englishlanguage testing products and teaching awards,including IELTS. You can download issues ree ocharge at www.ielts.org/researchers

Continualresearch-based

development


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Title Author/Organiser Volume and date

o publication

An impact study into the use o IELTS byproessional associations and registrationentities in the United Kingdom, Irelandand Canada

Glenys Merrield, GBM & Associates,Australia

Volume 11, 2011

Investigating IELTS exit score gains inhigher education

Kieran OLoughlin, Sophie Arkoudis,The University o Melbourne, Australia

Volume 10, 2009

Investigating stakeholders perceptions ofIELTS as an entry requirement or highereducation in the UK

David Hyatt, Greg Brooks, The Universityo Sheeld, UK

Volume 10, 2009

An impact study into the use o IELTS as anentry criterion or proessional associationsin Australia, New Zealand and the USA

Glenys Merrield, GBM & Associates,Australia

Volume 8, 2008

Does the computer make a dierence? The

reaction o candidates to a computer-basedversus traditional hand-written orm or theIELTS Writing component: eects and impact

Cyril Weir, The University o Bedordshire,

UK; Barry OSullivan, The University ofReading, UK; Jin Yan, Jiao Tong University,China; Steven Bax, Canterbury University,Christchurch, UK

Volume 7, 2007

IELTS as a predictor o academic languageperormance, Part 1

David Ingram, Amanda Bayliss; MelbourneUniversity Private, Australia

Volume 7, 2007

Investigating the relationship betweenintensive English language study and bandscore gain on IELTS

Catherine Elder, The University o Aucklandand Kieran OLoughlin, The University ofMelbourne, Australia

Volume 4, 2003

Exploring diculty in Speaking tasks

An intra-task perspective

Barry OSullivan, Roehampton

University, UK; Cyril Weir, The Universityo Bedordshire, UK; Tomoko Horai,Roehampton University, UK

Volume 6, 2006

IELTS Research Reports include:


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Appendix i

IELTS Speaking assessment criteria (band descriptors public version)

Band Fluency and coherence Lexical resource

9 Speaks uently with only rare repetition or self correction;

any hesitation is content-related rather than to nd wordsor grammar

Speaks coherently with fully appropriate cohesive features

Develops topics fully and appropriately

Uses vocabulary with full exibility and precision in all topics

Uses idiomatic language naturally and accurately

8 Speaks uently with only occasional repetition or self-

correction; hesitation is usually content related and only rarely

to search or language

Develops topics coherently and appropriately

Uses a wide vocabulary resource readily and exibly to convey

precise meaning

Uses less common and idiomatic vocabulary skilfully, with

occasional inaccuracies

Uses paraphrase effectively as required

7 Speaks at length without noticeable effort or loss of coherence

May demonstrate language-related hesitation at times, or

some repetition and/or sel-correction

Uses a range of connectives and discourse markerswith some fexibility

Uses vocabulary resource exibly to discuss a variety of topics

Uses some less common and idiomatic vocabulary and shows some

awareness o style and collocation, with some inappropriate choices

Uses paraphrase effectively

6 Is willing to speak at length, though may lose coherence at

times due to occasional repetition,sel-correction or hesitation

Uses a range of connectives and discourse markers but not

always appropriately

Has a wide enough vocabulary to discuss topics at length and

make meaning clear in spite o inappropriateness

Generally paraphrases successfully

5 Usually maintains ow of speech but uses repetition, self-

correction and/or slow speech to keep going

May over-use certain connectives and discourse markers

Produces simple speech uently, but more complex

communication causes fuency problems

Manages to talk about familiar and unfamiliar topics but uses

vocabulary with limited fexibility

Attempts to use paraphrase but with mixed success

4 Cannot respond without noticeable pauses and may speak

slowly, with requent repetition and sel-correction

Links basic sentences but with repetitious use of simple

connectives and some breakdowns in coherence

Is able to talk about familiar topics but can only convey basic meaning

on unamiliar topics and makes requent errors in word choice

Rarely attempts paraphrase

3 Speaks with long pauses

Has limited ability to link simple sentences

Gives only simple responses and is frequently unable to convey

basic message

Uses simple vocabulary to convey personal information

Has insufcient vocabulary for less familiar topics

2

Pauses lengthily before most words

Little communication possible

Only produces isolated words or memorised utterances

1 No communication possible

No rateable language

0 Does not attend

View ocial sample

tests at www.ielts.org


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Grammatical range and accuracy Pronunciation

Uses a full range of structures naturally and appropriately

Produces consistently accurate structures apart from slipscharacteristic o native speaker speech

Uses a full range of pronunciation features with precision and subtlety

Sustains exible use of features throughout Is effortless to understand

Uses a wide range of structures exibly

Produces a majority of error-free sentences with only very occasional

inappropriateness or basic/unsystematic errors

Uses a wide range of pronunciation features

Sustains exible use of features, with only occasional lapses

Is easy to understand throughout; 1 accent has minimal effect

on intelligibility

Uses a range of complex structures with some exibility

Frequently produces error-free sentences, though some grammatical

mistakes persist

Shows all the positive features of band 6 and some, but not all,

of the positive features of band 8

Uses a mix of simple and complex structures, but with limited exibility

May make frequent mistakes with complex structures, though these

rarely cause comprehension problems

Uses a range of pronunciation features with mixed control

Shows some effective use of features but this is not sustained

Can generally be understood throughout, though mispronunciation

o individual words or sounds reduces clarity at times

Produces basic sentence forms with reasonable accuracy

Uses a limited range of more complex structures, but these usually

contain errors and may cause some comprehension problems

Shows all the positive features of band 4 and some, but not all,

o the positive eatures o band 6

Produces basic sentence forms and some correct simple sentences

but subordinate structures are rare

Errors are frequent and may lead to misunderstanding

Uses a limited range of pronunciation features

Attempts to control features but lapses are frequent

Mispronunciations are frequent and cause some difculty for

the listener

Attempts basic sentence forms but with limited success, or relies on

apparently memorised utterances

Makes numerous errors except in memorised expressions

Shows some of the features of band 2 and some, but not all,

o the positive eatures o band 4

Cannot produce basic sentence forms Speech is often unintelligible


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Appendix i

IELTS Task 1 Writing assessment criteria (band descriptors public version)

Band Task achievement Coherence and cohesion

9 Fully satises all the requirements of the task

Clearly presents a fully developed response

Uses cohesion in such a way that it attracts no attention

Skilfully manages paragraphing

8 Covers all requirements of the task sufciently

Presents, highlights and illustrates key features / bullet

points clearly and appropriately

Sequences information and ideas logically

Manages all aspects of cohesion well

Uses paragraphing sufciently and appropriately

7 Covers the requirements of the task

(Academic) presents a clear overview of main trends, differences

or stages

(General training) presents a clear purpose, with the tone

consistent and appropriate

Clearly presents and highlights key features / bullet points

but could be more ully extended

Logically organises information and ideas; there is clear

progression throughout

Uses a range of cohesive devices appropriately although

there may

be some under-/over-use

6 Addresses the requirements of the task

(Academic) presents an overview with information appropriately

selected

(General training) presents a purpose that is generally clear;

there may be inconsistencies in tone

Presents and adequately highlights key features / bullet points but

details may be irrelevant, inappropriate or inaccurate

Arranges information and ideas coherently and there is a clear

overall progression

Uses cohesive devices effectively, but cohesion within and/or

between sentences may be aulty or mechanical

May not always use referencing clearly or appropriately

5 Generally addresses the task; the format may be inappropriate

in places

(Academic) recounts detail mechanically with no clear overview;

there may be no data to support the description (General training) may present a purpose for the letter that

is unclear at times; the tone may be variable and sometimes

inappropriate

Presents, but inadequately covers, key features / bullet points;

there may be a tendency to ocus on details

Presents information with some organisation but there may be

a lack o overall progression

Makes inadequate,inaccurate or over-use of cohesive devices

May be repetitive because of lack of referencing and substitution

4 Attempts to address the task but does not cover all key

eatures / bullet points; the ormat may be inappropriate

(General training) fails to clearly explain the purpose

o the letter; the tone may be inappropriate

May confuse key features / bullet points with detail;

parts may be unclear, irrelevant, repetitive or inaccurate

Presents information and ideas but these are not arranged

coherently and there is no clear progression in the response

Uses some basic cohesive devices but these may be inaccurate

or repetitive

3 Fails to address the task, which may have been completely

misunderstood

Presents limited ideas which may be largely irrelevant/ repetitive

Does not organise ideas logically

May use a very limited range of cohesive devices, and those used may

not indicate a logical relationship between ideas

2 Answer is barely related to the task Has very little control of organisational features

1 Answer is completely unrelated to the task Fails to communicate any message

0 Does not attend

Does not attempt the task in any way

Writes a totally memorised response


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Lexical resource Grammatical range and accuracy

Uses a wide range of vocabulary with very natural and sophisticated

control of lexical features; rare minor errors occur only as slips

Uses a wide range of structures with full exibil ity and accuracy;

rare minor errors occur only as slips

Uses a wide range of vocabulary uently and exibly to convey

precise meanings

Skilfully uses uncommon lexical items but there may be occasional

inaccuracies in word choice and collocation

Produces rare errors in spelling and/or word formation

Uses a wide range of structures

The majority of sentences are error-free

Makes only very occasional errors or inappropriateness

Uses a sufcient range of vocabulary to allow some exibility

and precision

Uses less common lexical items with some awareness of style

and collocation

May produce occasional errors in word choice, spelling and/or

word ormation

Uses a variety of complex structures

Produces frequent error-free sentences

Has good control of grammar and punctuation but may make

a ew errors

Uses an adequate range of vocabulary for the task

Attempts to use less common vocabulary but with some inaccuracy

Makes some errors in spelling and/or word formation, but they do not

impede communication

Uses a mix of simple and complex sentence forms

Makes some errors in grammar and punctuation but they rarely reduce

communication

Uses a limited range of vocabulary, but this is minimally adequate

or the task

May make noticeable errors in spelling and/or word formation that

may cause some diculty or the reader

Uses only a limited range of structures

Attempts complex sentences but these tend to be less accurate than

simple sentences

May make frequent grammatical errors and punctuation may be faulty;errors can cause some diculty or the reader

Uses only basic vocabulary which may be used repetitively or which

may be inappropriate or the task

Has limited control of word formation and/or spelling; errors may cause

strain or the reader

Uses only a very limited range of structures with only rare use of

subordinate clauses

Some structures are accurate but errors predominate, and punctuation

is oten aulty

Uses only a very limited range of words and expressions with very

limited control o word ormation and/or spelling; errors may severely

distort the message

Attempts sentence forms but errors in grammar and punctuation

predominate and distort the meaning

Uses an extremely limited range of vocabulary; essentially no control

o word ormation and/or spelling

Cannot use sentence forms except in memorised phrases

Can only use a few isolated words Cannot use sentence forms at all


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Appendix i

IELTS Task 2 Writing assessment criteria (band descriptors public version)

Band Task achievement Coherence and cohesion

9 Fully addresses all parts of the task

Presents a fully developed position in answer to the questionwith relevant, ully extended and well supported ideas

Uses cohesion in such a way that it attracts no attention

Skilfully manages paragraphing

8 Sufciently addresses all parts of the task

Presents a well-developed response to the question with

relevant, extended and supported ideas

Sequences information and ideas logically

Manages all aspects of cohesion well

Uses paragraphing sufciently and appropriately

7 Addresses all parts of the task

Presents a clear position throughout the response

Presents, extends and supports main ideas, but there may

be a tendency to over generalise and/or supporting ideas

may lack ocus

Logically organises information and ideas; there is clear

progression throughout

Uses a range of cohesive devices appropriately although there

may be some under-/over-use

Presents a clear central topic within each paragraph

6 Addresses all parts of the task although some parts may be

more ully covered than others

Presents a relevant position although the conclusions may

become unclear or repetitive

Presents relevant main ideas but some may be inadequately

developed/unclear

Arranges information and ideas coherently and there is a clear

overall progression

Uses cohesive devices effectively, but cohesion within and/or

between sentences may be aulty or mechanical

May not always use referencing clearly or appropriately

Uses paragraphing, but not always logically

5 Addresses the task only partially; the format may be

inappropriate in places

Expresses a position but the development is not always clear

and there may be no conclusions drawn

Presents some main ideas but these are limited and notsuciently developed; there may be irrelevant detail

Presents information with some organisation but there may be

a lack o overall progression

Makes inadequate, inaccurate or over-use of cohesive devices

May be repetitive because of lack of referencing and substitution

May not write in paragraphs, or paragraphing may be inadequate

4 Responds to the task only in a minimal way or the answer is

tangential; the ormat may be inappropriate

Presents a position but this is unclear

Presents some main ideas but these are difcult to identify

and may be repetitive, irrelevant or not well supported

Presents information and ideas but these are not arranged

coherently and there is no clear progression in the response

Uses some basic cohesive devices but these may be inaccurate

or repetitive

May not write in paragraphs or their use may be confusing

3 Does not adequately address any part of the task

Does not express a clear position

Presents few ideas, which are largely undeveloped

or irrelevant

Does not organise ideas logically

May use a very limited range of cohesive devices, and those used

may not indicate a logical relationship between ideas

2 Barely responds to the task

Does not express a position

May attempt to present one or two ideas but there is no

development

Has very little control of organisational features

1 Answer is completely unrelated to the task Fails to communicate any message

0 Does not attend

Does not attempt the task in any way

Writes a totally memorised response


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Lexical resource Grammatical range and accuracy

Uses a wide range of vocabulary with very natural and sophisticated

control of lexical features; rare minor errors occur only as slips

Uses a wide range of structures with full exibility and accuracy;

rare minor errors occur only as slips

Uses a wide range of vocabulary uently and exibly to convey

precise meanings

Skilfully uses uncommon lexical items but there may be occasional

inaccuracies in word choice and collocation

Produces rare errors in spelling and/or word formation

Uses a wide range of structures

The majority of sentences are error-free

Makes only very occasional errors or inappropriateness

Uses a sufcient range of vocabulary to allow some exibility

and precision

Uses less common lexical items with some awareness of style

and collocation

May produce occasional errors in word choice, spelling and/or

word ormation

Uses a variety of complex structures

Produces frequent error-free sentences

Has good control of grammar and punctuation but may make

a ew errors

Uses an adequate range of vocabulary for the task

Attempts to use less common vocabulary but with some inaccuracy

Makes some errors in spelling and/or word formation, but they do not

impede communication

Uses a mix of simple and complex sentence forms

Makes some errors in grammar and punctuation but they rarely

reduce communication

Uses a limited range of vocabulary, but this is minimally adequate

or the task

May make noticeable errors in spelling and/or word formation that

may cause some diculty or the reader

Uses only a limited range of structures

Attempts complex sentences but these tend to be less accurate than

simple sentences

May make frequent grammatical errors and punctuation

may be aulty; errors can cause some diculty or the reader

Uses only basic vocabulary which may be used repetitively or which

may be inappropriate or the task

Has limited control of word formation and/or spelling; errors may

cause strain or the reader

Uses only a very limited range of structures with only rare use

o subordinate clauses

Some structures are accurate but errors predominate, and punctuation

is oten aulty

Uses only a very limited range of words and expressions with very

limited control o word ormation and/or spelling errors may severely

distort the message

Attempts sentence forms but errors in grammar and punctuation

predominate and distort the meaning

Uses an extremely limited range of vocabulary; essentially no control

o word ormation and/or spelling

Cannot use sentence forms except in memorised phrases

Can only use a few isolated words Cannot use sentence forms at all


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Appendix ii

How should the CEFR be used by recognisinginstitutions wishing to set language abilityrequirements?

In ullling its purpose as a common reerence tool, theCommon European Framework o Reerence or Languageswas not designed to provide the basis or precise equating,nor was it intended to be a prescriptive tool to impose

standardised solutions. Rather it was designed as a commonramework o reerence, primarily intended as a tool orreection, communications and empowerment, as describedby John Trim, its coordinating author, (Saville, N (2005)).The IELTS partners recommend that all test result usersshould look at the IELTS bandscore descriptors and usethe IELTS Scores Explained DVD to establish theappropriate level o language ability required or theirparticular institution or course.

However, test users may also nd the Council of EuropesCommon European Framework o Reerence or Languageshelpul. The Framework, a series o descriptions o abilitiesat dierent learning levels, which can be applied to anylanguage, can provide a starting point or interpreting

and comparing dierent language qualications, and isincreasingly used as a way o benchmarking languageability not only within Europe but worldwide.

To help test users understand the relationship betweenIELTS band scores and the six CEFR levels, CambridgeESOL has conducted a number of studies to map the IELTSscale to the CEFR, drawing on the interrelationship betweenIELTS and other Cambridge ESOL qualications and theknown relationship o these latter qualications to the CEFR.

Figure 1: The mapping o the IELTS scale to theCommon European Framework above is derived rom theinterrelationship between IELTS and the Cambridge ESOLMain Suite qualications and the mapping o these latterqualications to the CEFR. Further inormation on this canbe ound at www.cambridgeesol.org/what-we-do/research/cer/index.html

General inormation

Making comparisons between scores on dierent testsis challenging because many o the current range o testproducts dier in their design, purpose, and ormat (Taylor,2004a). Candidates aptitude and preparation for a particulartype o test may also vary and individual candidates orgroups o candidates may perorm better in certain teststhan in others.

Speciying the relationship between a test product andthe CEFR is challenging because, in order to unctionas a ramework, the CEFR is deliberately underspecied(Davidson & Fulcher, 2007; Milanovic, 2009; Weir, 2005).

Establishing the relationship is also not a one-o activity,but rather involves the accumulation o evidence over time(e.g. it needs to be shown that test quality and standardsare maintained).

The relationship o IELTS with the CEFR is complex asIELTS is not a level-based test, but rather designed to spana much broader prociency continuum. It also utilises adierent 9-point band scoring system; thus, there will not bea one-to-one correspondence between IELTS scores andCEFR levels. It is important to bear in mind the dierences intest purpose, test ormat, test populations, and measurementscales when seeking to make comparisons.

With the above in mind, Cambridge ESOL has conducted a

number of research projects since the late 1990s to explorehow IELTS band scores align with the CEFR levels. Anumber of these were summarised in Taylor (2004b), whilecautioning that, As we grow in our understanding o therelationship between IELTS and the CEFR levels, so therame o reerence may need to be revised accordingly.

Note that the IELTS band scores reerred to in Figure 1above are the overall band scores, not the individual moduleband scores or listening, reading, writing and speaking. Itis important to recognise that the purpose o this gure is tocommunicate the relationship between IELTS perormancesand the CEFR. They should not be interpreted as refectingstrong claims about exact equivalence between assessmentproducts or the scores they generate, or the reasons given in

Taylor (2004a).

How IELTS maps to the Common European Frameworkof Reference for Language (CEFR)


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The current alignment is based upon a growing body ointernal and external research, some o which has alsoappeared in peer-reviewed academic journals, attesting totheir quality (e.g. Hawkey & Barker, 2004). This research hasbeen urther combined with long established experience otest use within education and society, as well as eedbackrom a range o stakeholders regarding the uses o testresults or particular purposes.

As urther work, such as that being undertaken in the EnglishProle project, enriches our understanding o the CEFRlevels, urther renements may be possible.

Further information

Q1. Some IELTS band scores are shown as borderline(e.g. it is not clear whether band 5 is B1 or B2). Howshould institutions and organisations interpret this?As IELTS preceded the CEFR, IELTS band score thresholdshave never aligned exactly with the CEFR transition points.Previously (Taylor 2004a), we provided advice as to thescore on IELTS that a candidate who was at a given CEFR

level might achieve. However, our research shows that aC1 minimum threshold would fall between the 6.5 and 7thresholds on the IELTS scale. Thereore, whilst many 6.5candidates would be at C1, a number will be marginallybelow. The present table makes this clearer. So i aninstitution requires a high degree o condence that anapplicant is at C1, they may wish to set a requirement of 7,rather than 6.5.

Q2. Does IELTS differentiate at C2 level?Band scores of 8.5 and higher constitute C2 levelperformance. Band 8 is borderline.

Q3. I a student has an IELTS score o 6.5 shouldthis be treated as a B2 equivalent score?

6.5 is borderline B2/C1. It is or institutions to decidealignment to a particular level o the CEFR is critical.Otherwise, our general advice remains that an overallIELTS band 7.0 will probably meet the languagerequirements o most university courses, though 6.5may be adequate or courses which are less linguisticallydemanding. Institutions need to consider a range o actorsin setting their requirements, including, or example theamount o pre-sessional or in-sessional language-learningsupport which will be available to prospective students,and whether a minimum standard should also be speciedin a particular individual skill.

Q4. How does this compare to the mappings thatother language testers have published?

We do not comment on the benchmarking exercisesthat other language testers have provided.

Reerences

Council of Europe (2001) The Common Europeanramework o reerence or languages: Learning, teaching,assessment, Cambridge: Cambridge University Press.

Davidson, F & Fulcher, G (2007) The Common EuropeanFramework o Reerence and the design o language tests:A matter of effect. Language Teaching 40, 231-241.

Hawkey, R & Barker, F (2004). Developing a common scaleor the assessment o writing. Assessing Writing, 9(3), p. 122-159. Milanovic, M (2009) Cambridge ESOL and the CEFR.Research Notes 37, 2-5.

Saville, N (2005) An interview with John Trim at 80,Language Assessment Quarterly 2 (4), 263-288.

Taylor, L (2004a) Issues of test comparability. ResearchNotes 15, 2-5.

Taylor, L (2004b) IELTS, Cambridge ESOL examinationsand the Common European Framework Research Notes18, 2-3.

Weir, C J (2005) Limitations of the Common EuropeanFramework or developing comparable examinationsand tests. Language Testing 22, 281-300.


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Notes


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Notes


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Notes


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February 2012

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Documents

IELTS Guide for Teachers British English Web