The International English Language Testing System (IELTS): A Review
Stephen Spanos
Monterey Institute of International Studies
EDUC8540A: Language Assessment
September 26 2014
2
IELTS REVIEW
Introduction
With over two million tests administered in 2013, IELTS is the most popular
high-stakes English proficiency test for higher education and global migration in the
world (IELTS, 2014b). IELTS offers both an academic test and a general test intended for
candidates seeking non-academic training, to gain work experience, and for immigration
purposes. The test is gaining popularity in the US as an alternative to the TOEFL for
higher education, though I mainly chose to research because of its international outlook
and emphasis on multiple varieties of English. I plan to teach English and train teachers
in Indonesia for the Peace Corps in March, where close proximity to Australia will likely
influence English language education and student goals. With the following research and
analysis I hope to better understand IELTS and the challenges test takers face.
History of the IELTS
The IELTS origin dates to 1980 when the English Language Testing Service
(ELTS), as it was then known, replaced the English Proficiency Test Battery (EPTB), a
largely traditional, multiple choice test used from the 1960s to screen international
applicants to British universities and colleges (IELTS, 2014a). The ELTS shifted focus to
language use in academic contexts while also reflecting real world use, as the new format
“was influenced by the growth in ‘communicative’ language learning and ‘English for
specific purposes (IELTS, 2014a).’” ELTS offered a test for higher education in the UK
and a Non-Academic test for vocational candidates. The higher academic test offered a
choice of six modules covering general academic areas such as Life Sciences, Medicine,
and Social Studies. The Non-Academic test consisted of study skills, writing, an
individual interview, and a general reading and listening section. Though the tests
IELTS REVIEW
3
themselves have changed, IELTS continues to offer separate academic and a vocational
tests.
The ELTS test numbers remained low (10,000 by 1985) until the exam was
revised in 1989 to reduce redundancy, broaden international participation, and increase
validity (Alderson and Clapham, 1993). The British Council and UCLES EFL (now
known as Cambridge English Language Assessment) joined with the International
Development Program of Australian Universities and Colleges (IDP), now known as IDP
Education Australia, as well as several academics from Britain and Australia, to develop
and conduct research on the test. The format of the test was simplified and shortened as
the subject-specific sections were reduced from six to three and the General Module
replaced the Non-Academic test (Alderson and Clapham, 1993). Further revisions were
made in 1995 to align assessment methods with theoretical and practical updates in
language testing. The subject-specific sections were replaced with more general academic
modules to increase fairness between test takers of different backgrounds (Clapham,
1996) and data was gathered on test performance and candidate background so IELTS
designers could monitor fairness relating to test use and users (Charge and Taylor, 1997).
Most recently, IELTS introduced a revised Speaking Test in 2001, new
assessment criteria in 2005, and a computerized pilot version of the entire test in 2005.
The original focus on direct testing, communicative language competence, and distinction
between Academic and General Training models continues today. IELTS is increasingly
used by students across the globe to gain admission to universities in countries such as
the USA, UK, and Australia, or to obtain a visa in English speaking countries such as
4
IELTS REVIEW
Canada or Australia. The test is accepted by over 9,000 organizations worldwide and is
administered by more than 900 test centers in over 130 countries (IELTS, 2014c).
General Composition and Description of IELTS
IELTS consists of one section for each of the four language skills: listening (thirty
minutes), reading (sixty minutes), writing (sixty minutes), and speaking (eleven to
fourteen minutes). The Academic and General Training versions are identical in time
limits for all sections; the topics differ in the reading and writing sections, with the
Academic Test focusing on subjects authentic to undergraduate, postgraduate, and
professional candidates while the General Training test uses materials relevant to
everyday life (IELTS 2014d). A more detailed comparison of the two tests is provided in
Appendix A. Information regarding pricing and application forms for the test can be
found in Appendix B. To ensure security of the test, there are stringent measures and
codes at each test center, including procedures to check candidate identity, unique test
versions, and certified examiners (IELTS 2014h).
Wesche’s Framework
I will use Wesche’s (1983) framework to provide a structured overview and
analysis of the IELTS test based on four constructs: stimulus material, tasks posed to the
learner, learners’ response, and scoring criteria (Wesche, 1983).
Stimulus Material
The first component of Wesche’s (1983) framework is stimulus material, or
“whatever linguistic or non-linguistic information is presented to the learners to get them
to demonstrate the skills or knowledge [testers] want to assess (Bailey, 1998, p. 13).
Descriptions of stimulus materials for each test section are provided in Table 1. More
5
IELTS REVIEW
detailed descriptions of each section are provided in Appendix C. Sample stimulus
materials and their corresponding tasks posed to the learner are provided in Appendix D.
Table 1
Stimulus Materials for IELTS
Test
Stimulus Material (Academic)
Section
Four recorded monologues and
Listening
conversations
Three long reading passages
Reading
ranging from descriptive to
analytical; non-verbal materials
(i.e. diagrams, graphs). All are
authentic materials (e.g. from
books, newspapers).
Two prompts: one that includes a
Writing
graph, chart, diagram, or table
and another that describes a point
of view or problem that must be
discussed
In face-to-face interview,
Speaking
stimulus materials include short
questions, guided discussion
prompts by interviewer, and a
booklet which asks test takers to
talk about a particular topic
Stimulus Material (General
Training)
Four recorded
monologues and conversations
Three reading passages including
short factual texts, short work-related
texts, and one longer general interest
text. All are authentic materials (e.g.
from company handbooks,
newspapers).
Two short written prompts: one that
describes a situation that requires
action (e.g. writing a letter) and
another that describes a point of view
or problem which must be discussed
In face-to-face interview, stimulus
materials include short questions,
guided discussion prompts by
interviewer, and a booklet which asks
test takers to talk about a particular
topic
The stimulus material for the listening, reading, and writing sections are authentic
materials that appear in books, newspapers, and journals. The speaking section stimulus
materials include a real person asking questions. Such authentic materials and face-toface interview prompts are a good starting point for IELTS to promote face validity, the
idea that, “on the face of it, a test will appear to be valid to test-takers, teachers, parents,
employers, and so on (Bailey, 2015, p. 255).” The prompts are selected to match what the
test-takers are likely to encounter in the contexts they wish to enter. Of course, the
stimulus materials need to be matched with appropriate tasks for the learners to ensure
validity, which I will discuss later.
6
IELTS REVIEW
Task Posed to the Learner
The second component of Wesche’s framework, the task posed to the learner,
refers to the cognitive processes test-takers use to understand the task and produce output
(Bailey, 1998). The tasks are provided in Table 2.
Table 2
Tasks Posed to Test Takers
Test
Task Posed (Academic)
Section
Listen to stimulus material and
Listening
understand the main idea and key
details; remember details after
listening in order to answer
questions
Read and understand three long
Reading
academic texts; comprehend main
idea, recognize key points and
terms, scan for information; make
inferences about the author’s point
of view and feelings; demonstrate
understanding of rhetorical
structure of essay or article
Understand the visual and essay
Writing
prompts; plan and organize a
connected, concise, well-written
response that relates directly to the
prompt
Understand stimulus material, plan
Speaking
response, form a coherent,
organized, and direct response.
Repeat the process for any followup questions by interviewer
Task Posed (General Training)
Listen to stimulus material and
understand the main idea and key
details; remember details after
listening in order to answer
questions
Read and understand everyday texts;
comprehend main idea; recognize
key points and terms; scan for
information; make inferences about
the author’s point of view and
feelings; demonstrate understanding
of rhetorical structure of passage or
article
Understand the situational and essay
prompts; plan and organize a
connected, concise, well-written
response that relates directly to the
prompt
Understand stimulus material, plan
response, form a coherent,
organized, and direct response.
Repeat the process for any follow-up
questions by interviewer
Although the tasks listed above attempt to isolate each language skill, “there is
inevitably an element of integration in each component in the same way that language
skills are integrated in the real world (IELTS, 2014d).” Since test takers need to read a
prompt for the writing section and listen to prompts and questions during the speaking
section, the tasks do not completely isolate each language skill. Still, the prompts are
7
IELTS REVIEW
intended to be short and simple so test takers do not suffer if they struggle in one skill.
Beyond the language skills, the hierarchical components of language, listed as discourse,
syntax, lexicon, morphemes, and phonemes (Bailey, 2015), are highly integrated for
many of the tasks, especially in the speaking and writing sections. For example, the
speaking section task (test takers answer general questions about themselves) invokes all
hierarchical components of both listening and speaking. As is usually the case for
integrative and productive skills, these tasks are direct testing methods, or “those which
the learners’ response to test items involves actually doing the skill being assessed
(Bailey, 2015, p. 64).” Even many of the tasks that are traditionally linked with discretepoint testing are integrative, such as multiple choice and sentence completion in the
listening and reading sections. Although some multiple choice questions measure
grammar, many of the IELTS tasks require test takers to comprehend the overall concept
of the stimulus material (discourse level) based on the sentence structure (syntactic) as
well as relevant vocabulary (lexical).
Learners’ Response
The test takers’ response is the third component to Wesche’s framework.
Essentially, the learners’ response is the physical answer the test taker produces –
whether by filling in a multiple choice bubble, writing an essay on paper, or speaking to
an interviewer. Descriptions of learners’ responses are provided in Table 3.
Table 3
Learners’ Response
Test
Learners’ Response (Academic)
Section
Test takers answer items that
Listening
include Multiple Choice, Form
Completion, Short Answer,
Learner’s Response (General
Training)
Test takers answer items that include
Multiple Choice, Form Completion,
Short Answer, Sentence Completion,
8
IELTS REVIEW
Reading
Writing
Speaking
Sentence Completion, Matching,
Diagram Labeling
Test takers answer items that
include Multiple Choice, Matching,
Summary Completion, Short
Answers, Matching Sentence
Endings
2 responses: candidates must
describe visual information in own
words (at least 150 words) and
write a short essay in response to
prompted point of view or problem
(at least 250 words). One hour to
complete both tasks.
3 responses: test takers answer
general questions about themselves
and interests (4-5 minutes); prepare
response to booklet prompt (1
minute prep, 2 minutes speaking);
respond to further questions
connected to booklet prompt (4-5
minutes)
Matching, Diagram Labeling
Test takers answer items that include
Multiple Choice, Matching,
Summary Completion, Short
Answers, Matching Sentence
Endings
2 responses: candidates must
respond to a situation (e.g. write a
letter) in at least 150 words and write
an essay in response to a prompt
with at least 250 words. One hour to
complete both tasks.
3 responses: test takers answer
general questions about themselves
and interests (4-5 minutes); prepare
response to booklet prompt (1
minute prep, 2 minutes speaking);
respond to further questions
connected to booklet prompt (4-5
minutes)
It is important to note that these responses must be completed under strict time
constraints. While such limits are necessary for test practicality, some students and
teachers feel the time limits, especially for the writing section, do not reflect a research
university setting (Lewthwaite, 2007) and many note that time limits cause added stress
when forming responses.
Scoring Criteria
The scoring criteria are provided in Table 4. A more detailed explanation is
provided in appendix E. There is no distinction between the Academic and General
Training tests because both are graded on the same scale.
Test Section
Scoring Criteria
Listening
40 items: each correct item is awarded one point. No points for wrong
or unanswered items. Maximum raw score is 40.
9
IELTS REVIEW
Reading
Writing
Speaking
40 items: each correct item is awarded one point. No points for wrong
or unanswered items. Maximum raw score is 40.
4 criterion areas, each weighted 25%: task achievement (task 1)/task
response (task 2) which can be understood as providing a relevant
answer to the prompt and questions; coherence and cohesion; lexical
resource; grammatical range and accuracy
4 criterion areas, each weighted 25%: fluency and coherence; lexical
resource; grammatical range and accuracy; pronunciation
The criteria, especially for the writing and speaking sections, reflect the integrative aspect
of the hierarchical components, as mentioned previously. Additionally, IELTS claims
that a variety of styles of English lexical, grammatical, and pronunciation use is allowed,
including both US and British (IELTS, 2014d).
Scoring System
The scoring system reflects criterion-referenced testing since “a student’s score is
interpreted relative to a preset goal or objective – the criterion rather than to the
performances of other test-takers (Bailey, 2015, p. 56).” This is a move away from
previously popular norm-referenced language tests. The goal of the IELTS is to measure
test taker language competence, not to compare learners against each other.
For the reading and listening sections, raw scores are used to give corresponding
scores on a Band Scale from one to nine. The speaking and writing sections use the
criteria listed above, mostly holistic and subjective, to produce a band score. Detailed
descriptions for the speaking and writing sections’ band scores are provided in
Appendixes F and G. The four section scores are then averaged to produce an Overall
Band Score. All band scores are rounded and reported in whole bands or half bands, such
as a 6.5 in writing and 7.0 in speaking (IELTS, 2014e). The website explains that because
of difficulty between tests occasionally varies, “the band score boundaries are set so that
10
IELTS REVIEW
all candidates’ results relate to the same scale of achievement. This means, for example,
that the Band 6 boundary may be set at a slightly different raw score across versions
(IELTS, 2014e).” The website does not specify exactly how such boundaries are created
and adjusted to ensure fairness across tests.
IELTS tests are graded at the test center by trained graders and examiners. To
become an examiner, one must possess qualifications that include an undergraduate
degree or equivalent, a TEFL/TESOL qualification from a recognized institution, and
substantial relevant teaching experience (IELTS, 2014d). Qualified applicants undergo
interviews, training, standardization, and certification, along with refresher workshops to
increase reliability, the concept that the results of a test should be consistent (Brown,
2005). Public reports are available that illustrate reliability using Cronbach’s alpha for the
reading and listening sections. However, such calculations to measure reliability for the
writing and speaking sections, which rely on subjective ratings by examiners, are not
possible (IELTS, 2014g). Room for improvement in rater reliability has been suggested,
especially regarding how scores are rounded to a final score and rater behavior while
using the band scales (Uysal, 2010).
Swain’s Framework
Swain’s (1984) framework consists of four components: start from somewhere,
concentrate on content, bias for best, and work for washback. I will briefly analyze
IELTS based on each component.
Start from somewhere suggests that “test development should build from existing
knowledge and examples (Swain, 1984, p. 188).” As explained above, IELTS’ primary
initial goal was to measure communicative competence in authentic situations. Such
IELTS REVIEW
11
objectives are reflected in the stimulus materials and tasks proposed to the test takers, as
well as the integration of language skills and hierarchical components. Even though
IELTS gives scores for each language skill, test administrators acknowledge that skills do
overlap in the test as in the real world, which aligns with the framework that language
skills are interrelated and mutually reinforcing (Kumaravadivelu, 2003). Additionally, the
IELTS’ movement toward increasingly integrative and international assessment connects
with Savignon’s comparison of test items based on discrete versus integrative tasks and
their level of global response mode (Savignon, 1983).
Concentrate on content “refers to both the content of the material used as the basis
of communicative language behaviours (Swain, 1984, p. 190).” This principle
emphasizes the importance that test items should contain appropriate content for the test
takers. IELTS’ use of authentic material and practical items such as letter writing for the
General Training test and academic journal reading for the Academic test illustrate its
adherence to Swain’s second principle.
The third component to Swain’s framework is bias for best, which means that the
test should do everything possible to elicit the learner’s best performance. While there are
some challenges for learners, such as time constraints, IELTS has made strides to aid test
takers. One innovative aspect is the test’s recognition of various English dialects and an
international focus. Recently appointed Executive Director Ariel Foster stated that the
IETLS is “a truly international test, incorporating a range of global English, a wide
variety of accents and ways of speaking, not just American English (IELTS, 2014b).”
Such acceptance for accents, vocabulary, and grammar use could help test takers since
they have different schemata and experience with English styles.
12
IELTS REVIEW
The recognition of various Englishes could also affect the fourth component of
Swain’s framework, work for washback. Washback is the effect a test has on teaching
practices; another way to think about washback is by analyzing the “curriculum that is
related to” the test (Brown, 2005, p. 242). Because the test is focused on authentic
material and a communicative approach there seems to be a high potential for positive
washback. However, this is not true in all regions, as a study conducted in Cambodia
found that test takers and teachers believed the IELTS to be “too Eurocentric,” with
Cambodians needing to “acquire more ‘world knowledge’ in addition to developing their
English language proficiency skills to achieve a satisfactory band score (Moore, Stroupe,
and Mahony, 2012, p. 1).” Additionally, IELTS in Cambodia was found to have little
impact on Cambodian education in general. So, while IELTS has made progress with
regards to Swain’s framework, there is much opportunity for further improvement.
Validity
There has been a great deal of effort by IELTS to conduct, publish, and publicize
research on IELTS testing methods and test items to ensure validity. Brown (2005) calls
validity “the degree to which a test measures what it claims, or purports, to be measuring
(p. 220).” Several studies have compared students’ IELTS scores and their ability to cope
with undergraduate and graduate courses. Most of the results suggest that “students were
generally able to produce, in the context of their academic studies, the language
behaviour implied by an IELTS test score (Ingram & Bayliss, 2007, p. 2).” Such
conclusions are not surprising considering that the Academic Test’s stimulus materials
and prompts mirror university assignments. Additionally, attempts to correspond IELTS
13
IELTS REVIEW
scores with Common European Framework of Reference for Languages (CEFR) levels,
though only rough estimates, illustrate further attempts to create validity.
Conclusion
There is a substantial amount of research on IELTS and I have only covered a
small portion in this essay. The British Council, IDP, and Cambridge English Language
Assessment, along with various academic institutions, have conducted extensive research
and continue to study and publish their findings. Research on the test – hopefully from
unrelated institutions – will only increase as IELTS continues to gain popularity. The
test’s emphasis on international context and communicative competence will likely
remain, and with further study and revisions IELTS has the potential to increase its
validity, reliability, and positive washback.
14
IELTS REVIEW
References
Alderson, J C and Clapham, C (eds) (1993). Examining the ELTS Test: An account of
the first stage of the ELTS revision project – research report 2. The British
Council/University of Cambridge Local Examinations Syndicate.
Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions and
directions. Boston: Heinle & Heinle.
Bailey, K. M. & Curtis, A. (2015). Learning About Language Assessment (2nd ed.).
Boston, MA: National Geographic Learning.
Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English
language assessment. New York: McGraw-Hill.
Charge, N and Taylor, L (1997) 'Recent developments in IELTS', English Language
Teaching Journal, 51/4. Oxford: Oxford University Press.
Clapham, C (1996) 'The development of IELTS: a study of the effect of background
knowledge on reading comprehension', Studies in Language Testing, volume
4. Cambridge: LES/Cambridge University Press.
IELTS (2014a). History of IELTS Retrieved from
http://www.ielts.org/researchers/history_of_ielts.aspx
IELTS (2014b). Media centre. Retrieved from
http://www.ielts.org/media_centre.aspx
IELTS (2014c). About us. Retrieved from http://www.ielts.org/about_us.aspx
IELTS (2014d). Guide for Teachers. Retrieved from
http://www.ielts.org/PDF/Guide_Teachers_2013.pdf
IELTS (2014e). Researchers – Band descriptors, reporting and interpretation
IELTS REVIEW
15
Retrieved from
http://www.ielts.org/researchers/score_processing_and_reporting.aspx
IELTS (2014f). Getting my results. Retrieved from
http://www.ielts.org/test_takers_information/getting_my_results.aspx
IELTS (2014g). Researchers – Test performance 2012. Retrieved from
http://www.ielts.org/researchers/analysis_of_test_data/test_performance_2
012.aspx
IELTS (2014h). Institutions – Security procedures. Retrieved from
http://www.ielts.org/institutions/security_and_integrity/security_procedur
es.aspx
Ingram, D., & Bayliss, A. (2007). IELTS as a predictor of academic language
performance, Part 1. In P. McGovern, & S. Walsh (Eds.), IELTS Research
Reports (Vol. 7; pp. 137-204). Canberra, Australia: IELTS/ UK: British Council.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies of language teaching.
New Haven and London: Yale University Press.
Lewthwaite, M. (2007). Teacher and student attitudes to IELTS writing tasks: positive or
negative washback? UGRU Journal, 5 – research report 2006.
Savignon, S.J. (1983). Communicative competence: Theory and classroom practice.
Reading, MA: Addison-Wesley, p. 253.
Swain, M. (1984). Large-scale communicative language testing: A case study. In S. J.
Savignon & M. Berns (Eds.), Initiatives in communicative language teaching (pp.
185-201). Reading, MA: Addison-Wesley.
Uysal, H. H. (2010). A critical review of the IELTS writing test. ELT Journal, 64(3),
IELTS REVIEW
314-320.
Wesche, M. B. (1983). Communicative testing in a second language. The Modern
Language Journal, 67, 41-55.
16