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Test Review
Overview
The International English Language Testing System (IELTS) is a standardized test of the
English language for ESL/EFL/ESP learners throughout the world. It is provided in over 140
countries and is accepted by more than 9,000 institutes worldwide. There are two versions of the
IELTS test: the academic version and the general training version. The academic version is
designed for learners and medical professionals who intend to study or practice in Englishspeaking countries. The general training version is designed for learners who intend to work in or
immigrate to English-speaking countries. In this test review, I am going to evaluate the
academic version of the IELTS test. An extended description of the IELTS test (Academic
version) is provided below (see Table 2).
Table 1
General information of IELTS
The International English Language Testing System (IELTS) [Academic Version]
Publisher
Publication Date
Website
Target Population
Language Assessment
1989
http://www.ielts.org/
Learners and medical professionals who intend to study or practice
Cost
in English-speaking countries
Ranges from USD $180-205
Table 2
The purpose of the academic version of the IELTS test is to assess the
language proficiency level of the English language learners who wish to
enter higher education institutes or participate in professions in the Englishspeaking countries. It covers all four language skills: listening, speaking,
Test structure
asked with in-depth questions related to the topic in the previous subsection.
For each section of the IELTS test, it assesses the test takers on a nine-
test
band scale ranging from expert user (9) to did not attempt the test (0).
The average score of the four sections all produces the overall band score of
the test taker with a rounding convention.
The IELTS nine-band scale (IELTS, 2015b)
9 Expert user
understanding.
Has fully operational command of the language
with only occasional unsystematic inaccuracies
and inappropriacies. Misunderstandings may
occur in unfamiliar situations. Handles complex
7 Good user
6 Competent user
detailed reasoning.
Has generally effective command of the language
despite some inaccuracies, inappropriacies and
misunderstandings. Can use and understand fairly
complex language, particularly in familiar
5 Modest user
situations.
Has partial command of the language, coping with
overall meaning in most situations, though is
likely to make many mistakes. Should be able to
4 Limited user
3 Extremely
limited user
2 Intermittent user
communication occur.
No real communication is possible except for the
most basic information using isolated words or
short formulae in familiar situations and to meet
immediate needs. Has great difficulty
1 Non-user
the test
Statistical
distribution of
scores and
Module
Mean
SD
Alpha
SEM
standard error
Listening
6.1
1.3
0.909
0.391
of measurement
Academic
6.1
1.2
0.901
0.378
(SEM)
Evidence of
reading
(IELTS, 2015a)
The listening and reading sections of the IELTS test are both 40-item
reliability
tests. It uses the Cronbachs alpha to demonstrate its reliability. In 2014, the
average alpha across all academic and general training listening versions is
0.91. The average alpha across all academic reading versions is 0.93
(IELTS, 2015a).
The writing and speaking sections were not reported in the Cronbachs
alpha manner is due to the fact that they are not item-based. However, there
are few features that makes these two sections more reliable. First, the
writing section assigns two tasks rather than using only one piece of writing
sample to assess the test taker. Second, the test taker is assessed on several
Evidence of
speaking skills on one topic rather than just focusing on one aspect.
The IELTS test covers all four language skills suggests it has high
validity
content validity. Dooey and Oliver (2002) found evidence that suggests
that the reading module is the best predictor of academic success as it was
the only subtest of the four macro-skills to achieve a significant
correlation.
The fact that the IELTS test is accepted by more than 9,000 institutes
throughout the world implies that it is considered as a guideline to
demonstrate learners language proficiency, which increases its face
validity.
Discussion
After carefully reviewing and evaluating the purpose, structure, scoring system, statistic
data, and evidence of reliability and validity of the IELTS test, I would say that I will strongly
recommend those ESL/EFL learners who intend to study, live, or work in English-speaking
countries to take this test before they depart their home countries. First of all, the question types
provided by the IELTS test is quite ubiquitous and should be familiar to most of the second
language learners since they come in the form of multiple choice, short answers, etc. Moreover,
take the sequence of the listening and reading comprehension questions for example, they are
always arranged alongside with the sequence of the audio clip or paragraphs. This factor
increases the reliability of the assessment because it is given in a form that test takers are familiar
with, as well as, it is arranged in the sequence of how test takers comprehend the information
rather than assessing their memory by scrabbling the order of the questions. In addition, the
listening and reading sections of the IELTS test has solid data analysis to support its reliability
and validity such as the Cronbachs alpha. The listening and speaking sections also have higher
practicality since they are paper-based, which means that it does not rely on technology when
test takers are taking it, but the answer sheet makes it more convenient for markers to assess the
answers, too.
However, the most significant weakness is that its speaking and writing sections are not
item-based. But the good thing is, the IELTS test assesses the test takers in multiple aspects. For
instance, I was once an IELTS test taker when I was preparing and applying for universities in
the United States. My opinion on the speaking section of the IELTS test is that first the certified
examiner was very friendly and helpful and this helps to reduce the stress level of the test taker
so he or she can strive for a better speaking performance. Secondly, the speaking section is
completed in a one-on-one, face-to-face situation. This makes it a lot easier for the examiner to
pay attention to more details of how the test taker uses the target language and give a more
precise assessment. According to my experience, the questions given in the speaking section are
closely related yet are in an order which they are more developed in depth (from simple
introduction to complex statement of argument). But this form of assessment makes it not as
practical since it takes a longer time to speak to each test takers and it is not easy or cheap to
train a qualified examiner of the IELTS test. Thirdly, the writing section asks the test takers to
give two writing samples on different topics written in different genres prospectively, too.
Therefore, even if the speaking and writing sections are not item-based, I think they are still very
reliable and valid when it comes to assessing test takers language proficiency. In sum, I think the
IELTS test is a good form of assessment especially for those who intend to have in depth
experience in English-speaking counties but more information needs to be examined to increase
the validity and reliability of the IELTS test.
Reference:
Dooey, P., & Oliver, R. (2002). An investigation into the predictive validity of the IELTS Test as
an indicator of future academic success. Prospect. Vol. 17, No. 1.
IELTS. (2015). Researchers - Test performance 2014. Retrieved from
http://www.ielts.org/researchers/analysis_of_test_data/test_performance_2014.aspx
IELTS. (2015). Test Takers - My test score. Retrieved from
http://www.ielts.org/test_takers_information/getting_my_results/my_test_score.aspx