It consists of an oral interview between the candidate and an examiner. There are three main parts. Each part fulfils a specific function in terms of interaction pattern, task input and candidate output. This part lasts between four and five minutes. In Part 2 the candidate is given a verbal prompt on a card and is asked to talk on a particular topic. The candidate has one minute to prepare before speaking at length, for between one and two minutes. The examiner then asks one or two rounding-off questions.
In Part 3 the examiner and candidate engage in a discussion of more abstract issues and concepts which are thematically linked to the topic prompt in Part 2.
The discussion lasts between four and five minutes. All interviews are recorded on audio cassette. The overall structure of the test is summarised below. The Speaking Module assesses whether candidates can communicate effectively in English. Other speech functions may emerge during the test, but they are not forced by the test structure. Fluency and Coherence refers to the ability to talk with normal levels of continuity, rate and effort and to link ideas and language together to form coherent, connected speech.
The key indicators of fluency are speech rate and speech continuity. The key indicators of coherence are logical sequencing of sentences, clear marking of stages in a discussion, narration or argument, and the use of cohesive devices e. Part 2 Individual long Examiner asks candidate to speak 3—4 turn for 1—2 minutes on a particular minutes topic based on written input in the incl. Examiner preparation asks one or two questions to round- time off the long turn.
Part 3 Two-way Examiner invites candidate to 4—5 discussion participate in discussion of more minutes abstract nature, based on verbal questions thematically linked to Part 2 topic. The key indicators are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute get round a vocabulary gap by using other words with or without noticeable hesitation. The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate use of subordinate clauses, and the range of sentence structures, especially to move elements around for information focus.
The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech and the communicative effect of error. Pronunciation refers to the ability to produce comprehensible speech to fulfil the speaking test requirements. The key indicators will be the amount of strain caused to the listener, the amount of the speech which is unintelligible and the noticeability of L1 influence.
Example Part 2 Describe a teacher who has greatly influenced you in your education. You should say: where you met them what subject they taught what was special about them and explain why this person influenced you so much.
You will have to talk about the topic for 1 to 2 minutes. You have one minute to think about what you are going to say. You can make some notes to help you if you wish. This guarantees flexibility and adaptability, and ensures a very rapid turn around from registration to results. You need some evidence of identity. This must be a passport or a national identity card with a number, a photograph and a signature.
You will enter the number of your passport or ID card on your application form. If the Speaking Module is to be on a different day they will inform you about this now.
No other forms of identification are acceptable. You also need pencils and pens, a pencil sharpener, and an eraser. You cannot take into the test room any books, papers, cameras or tape recorders.
You are met by an IELTS Administrator who will check your identification and make sure you know where and when to go for your test. You will be given a candidate number which you must write on all your Answer Sheets. In the test room you will be assigned a place which you must keep for the Listening, Reading and Writing Modules.
The examiner will check your identification again. Listen carefully to the instructions you are given about the test. If you do not understand any of the instructions then you must ask.
You are not allowed to leave the test room during any module. There is a break after the Listening and Reading and before the Writing. All answers are entered on separate Answer Sheets. You can write on the Question Papers but you cannot take them out of the room. On your Answer Sheets you must write: — your name — whether Academic or General Training — your candidate number — the test version number. The examiner will ask to see your identification again.
Test centres are not permitted to give results out over the phone. The test centre offers the candidate an alternative test date as soon as possible.
What happens if a candidate wants to postpone or cancel their entry? The test centre may retain part of the fee for local administrative costs. This may vary from centre to centre. What happens if a candidate is absent on the day of the test without giving prior notice? The candidate will normally lose their full test fee. However, if a medical certificate is provided then the full fee is refunded minus a local administrative deduction. How should a candidate prepare for the test? It is not necessary to attend a preparation course though it is, of course, a good idea to prepare thoroughly for the test.
An order form is given at the end of this Handbook for a Specimen Materials Pack. This includes a full practice test with an answer key and a cassette so that candidates can get some idea of their level and familiarise themselves with the format of the test. There is also a wide range of published preparation materials. How soon can a candidate repeat the test?
For how long is a test score valid? There are a number of variables affecting the length of time over which an IELTS score remains valid. As a general rule it is recommended that a Test Report Form that is more than two years old should only be accepted as evidence of present level of ability if accompanied by proof that a candidate has actively maintained or tried to improve their English language proficiency.
What happens if a candidate loses their Test Report Form or requires further copies? At any time within two years of the test administration a candidate can apply to the centre where they took the test for further copies of the Test Report Form.
There may be a small administrative charge. What can a candidate do if they are unhappy with their results? Candidates may apply for an enquiry on results procedure at the centre at which they took their test within four weeks of receipt of results. IELTS is not recommended for candidates under the age of What if a candidate becomes ill during the test?
If a candidate is genuinely ill during the test it should be brought to the attention of the test supervisor. It is not possible to give special consideration to candidates who do not report their illness on the day of the test.
Test centres make every effort to cater for the special needs of any disabled candidates, to enable them to best understand questions and tasks and give their answers. It is our aim for the language level of all candidates, irrespective of disability, to be assessed fairly and objectively. Requests concerning particular disabled candidates should be addressed to the local centre as much in advance of the test administration as possible and should be supported by appropriate medical certificates.
Each case is considered individually. Candidates with visual difficulties: Candidates with visual difficulties may apply for a range of provisions, including enlarged print, and brailled question papers. Answers may be recorded in a variety of ways, eg. A special needs version of the listening module is also available.
Candidates with hearing difficulties If candidates suffer from partial hearing loss and can hear with the help of headphones or special amplification equipment they may ask for permission to use this type of equipment when taking listening modules. A lip-reading version of the listening module is also available in which the supervisor reads the listening texts to the candidate. This might be necessary if, for example, it takes candidates a long time to read the questions or write their answers.
They may normally apply for up to 30 minutes extra time for completion of the Reading and Writing modules. Candidates with Specific Learning Difficulties may also apply to write their answers using a typewriter or word-processor, if they normally write this way. If permission is given for them to use a word-processor, it must not have a spellcheck or thesaurus facility. Please note that the IELTS Administrator may not be able to provide facilities for word-processing including the use of computers or software.
Special Circumstances Identification documents must be s a passport or s a national identity card. New versions are despatched to all centres on a six-monthly basis and versions are withdrawn on a regular basis. It is authenticated by a centre stamp and an IELTS validation stamp and signed by the centre administrator. Each Test Report Form has a unique identifying number.
Reliability of marking is assured through the training, certification and continuous monitoring of examiners. Candidates receive scores on a Band Scale from 1 to 9. A score is reported for each module of the test.
The individual module scores are then averaged and rounded to produce an Overall Band Score. Marking at the test centre ensures that test results are available without any administrative delay. An example of the Academic Test Report Form follows on the opposite page.
Each module is reported separately as a Band Score. The individual module scores are then added together and averaged for an Overall Band Score reported as a whole band or a half band. A descriptive statement giving a summary of the English of a candidate classified at each band level is provided below. Has frequent problems in understanding and expression.
Is not able to use complex language. Band 3 — Extremely Limited User Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur. Band 2 — Intermittent User 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 in understanding spoken and written English. Band 1 — Non User Essentially has no ability to use the language beyond possibly a few isolated words.
Band 0 — Did not attempt the test No assessable information provided. Band 5 — Modest User Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes.
Should be able to handle basic communication in own field. Band 9 — Expert User Has fully operational command of the language: appropriate, accurate and fluent with complete understanding. Band 8 — Very Good User Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies.
Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well. Band 7 — Good User Has operational command of the language, though with occasional inaccuracies, inappropriacies and mis- understandings in some situations. Generally handles complex language well and understands detailed reasoning. Band 6 — Competent User Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings.
Can use and understand fairly complex language, particularly in familiar situations. The British Council has, however, used its experience of placing overseas students to establish certain guidelines relating to acceptance on courses or length of study required for an acceptable language level.
These are useful guidelines only and relate to an assessment of language ability only. Additional criteria often apply for acceptance on particular courses. Recommendations for hours of language tuition are influenced by a number of affective variables. There is also a marked tendency for more rapid rates of progress at lower levels. Receiving institutions are advised to consider both the Overall Band Score and the Bands recorded for each individual module.
Language skills can be matched to particular courses. For example, if a course has a lot of reading and writing, but no lectures, listening comprehension might not be quite as important and a score of, perhaps, 5. However, for a course where there are lots of lectures and spoken instructions a score of 5.
Interpretation of Results Band Linguistically demanding academic courses e. Agriculture, Pure Mathematics, Technology, Computer-based work, Telecommunications Linguistically demanding training courses e. Animal Husbandry, Catering, Fire Services 7. For a large number of overseas students an accurate assesment of their English, followed by appropriate amounts of study to remedy areas of weakness, can make a difference between success and failure — or at least between an enjoyable or a stressful learning experience.
The revisions that IELTS has undergone since reflect the determination of the test developers to provide an up-to-date testing system. The ELTS test was originally designed by The British Council as a test for prospective postgraduate students but there was growing demand from other student groups and receiving institutions, as well as important new developments in testing theory.
Routine monitoring and evaluation of the test continues. Since more information has been routinely collected about the nature of the IELTS candidature; the efficiency and effectiveness of every question in every module and the relationship, if any, between groups of candidates and how well items work. The IELTS Annual Reviews contain detailed information on the annual candidature and on the performance of the versions of the test during the year.
All IELTS research activities are co-ordinated as a part of a coherent framework for research and validation. A Research Review Committee oversees the research agenda and allocates funding.
Calls for research proposals which reflect current concerns and issues relating to IELTS in the international context are issued every 12 months. For the majority of UCLES EFL question papers there are main stages in the production process, beginning with the commissioning of material and ending with the printing of question papers.
This process is represented in the diagram opposite. Throughout the writing and editing process, carried out simultaneously in Australia, New Zealand and Britain, strict guidelines are followed in order to ensure that the materials conform to the test specifications. Topics or contexts of language use which might introduce a bias against any group of candidates of a particular background i. Pretesting plays a central role as it allows for texts and questions with known measurement characteristics to be banked, so that new versions of question papers can be produced on a regular basis.
The pretesting process helps to ensure that all versions conform to the test requirements in terms of content and level of difficulty.
The pretests are marked and analysed and those which are found to be suitable are banked. Before the final question papers are selected, the banked material is compiled into Trial Papers. These are either a 30 minute Listening test or a 60 minute Reading test. A procedure known as Standards fixing is then applied in which the Trial Papers are administered to representative IELTS candidates and the results analysed in order to allow accurate Band Score conversion tables to be constructed.
Standards fixing is necessary to ensure the equivalence of Listening and Reading versions and the reliability of the measurement of each paper.
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