The term IELTS (pronounced "eye/el/ts") comes up at professional conferences, in the ESL/EFL literature, on websites and listservs, and in conversations with students and colleagues.
The International English Language Testing System (IELTS) is a test of the use of English, which assesses whether non-native speaker candidates are ready to study or train in the medium of English. In 1998 78,898 students took the test and it is likely that the 1999 candidature will approach 100,000. IELTS is managed by a three-way partnership of the University of Cambridge Local Examinations Syndicate (UCLES), the British Council and IDP Education Aust-ralia. IELTS is celebrating its tenth anniversary this year and its history shows a willingness to evolve and adapt.
IELTS is a paper-and-pencil test. However, CBIELTS, a computerized version of IELTS, will be available in the year 2000. CBIELTS will always be self-selective; test takers will always have a choice between the computer-based and paper-based test.
There are two modules, an academic module for candidates who want to study at the undergraduate or graduate levels. The general is intended for candidates who are going to English-speaking countries for secondary education, work experience, and vocational/training programs.
IELTS is a test of English as an international language. That is, all major varieties of spoken English (North American, Australian, and British) are included on in the listening module of the test. Passages for the reading test come from a wide variety of English-language sources, including journals, magazines, books, and newspapers; the writing test topics are of general interest. All material is vetted for culture-specific vocabulary and syntax.
IELTS is designed to assess listening, reading, writing and speaking. All candidates take the same listening and speaking modules. Test takers choose between academic and general training for reading and writing depending on the purpose for their score. IELTS uses a variety of task types. Here is a breakdown of the task types used in the academic module:
-Listening
and
-Reading
-Multiple choice
-Short answer
-Sentence completion
- Notes/summary/diagram/flow chart/ table completion
- Labeling a diagram which has numbered parts
- Classification
-Matching
-Choosing from a "heading bank" for identified paragraphs/sections
of the text
- Identification of writer's views/attitudes/claims-yes, no or
not given
In Task 1, test takers are given a diagram or table and asked to describe the information in at least 150 of their own words. They may be asked to:
-Organize,
present, and possibly compare data
-Describe the stages of a process or procedure
-Describe an object or event or sequence of events
-Explain how something works
In Task 2, test takers are presented with a point of view, argument, or problem and in 250 words they may be asked to:
-Present the
solution to the problem
-Present and justify an opinion
- Compare and contrast evidence, opinions and implications
-Evaluate and challenge ideas, evidence or an argument
There are five sections in the speaking module that is administered and scored by a certificated examiner who has undergone specialized training and has passed a rigorous exam. The five sections are:
-Introduction
-Extended Discourse
-Elicitation
-Speculation and attitudes
- Conclusion
IELTS is reported on a nine-band scale which describes performance from Band 1 (Non-user) to Band 9 (Expert user). Candidates and score users at receiving institutions receive a Test Report Form on which a band score is reported for each module of the test, as well as an overall band score. This breakdown in addition to the overall score enables score users to identify any particular areas of strength or weakness in candidates' language proficiency.
All test material undergoes a rigorous process of pre-editing, editing, test construction and standards fixing before being approved for live release. The Listening and Reading Modules are marked to a detailed key; examiners for the Writing and Speaking modules are required to undergo training. In addition, examiners are required to prove that they are marking to standard by completing a process known as certification. On confirmation that examiners are marking to standard they are issued with a personal examiner number by UCLES and cleared to examine. This certification process is repeated every two years by all examiners.
IELTS is a test of the use of English, so teaching learners to use the language in all four skills is the best preparation. Take a look at the IELTS handbook for examples of task types for each module. A complete sample test, including an answer key, is available (see back of handbook or the CEII website http://www.ceii.org). There are a number of preparation books and materials available commercially from major publishing houses. A list of available preparation materials is on the IELTS website (http://www.ielts.org).
Here's Sarah Fleming,
Coordinator , English Bridge Program at Simon Fraser University in Vancouver,
B.C., with some top tips:
-Listen to dialogues, conversations, and monologues
-Practice with news broadcasts, radio documentaries
-Become familiar with various accents- North American (U.S. and Canadian), Australian, British
-Practice making inferences
- Practice guessing meaning from context
-Identify main ideas
- Reading
- Practice highlighting and taking notes on key information
- Focus on skimming and scanning skills
- Practice guessing vocabulary meaning from context
-Practice paraphrasing and summarizing activities
-Practice reading test instructions
-Do timed-reading practice
-Practice
both tasks. The two tasks require two different responses (Task 1 asks
for a technical description; Task 2 requires reasoned opinions)
-Practice reading the question carefully and following the instructions
closely
-Practice reading, interpreting and explaining different types
of charts, graphs, and diagrams
- Practice process writing to describe or explain procedure
-Practice generating and organizing ideas
-Do timed-writing practice
-Practice
asking questions to elicit required information
-Rehearse conversation management strategies: rephrasing, asking
for clarification, and getting more detail
-Practice using hypothetical and speculative language
-Develop interaction skills: eye contact, body language, tone of
voice, and simulation of interest
-Build ability to speak about topics of personal and general knowledge
Make students aware of the format and task requirements of the interview; give them practice asking questions in role plays. The purpose of the interview is to bring students as far as they can go in their English language use. Students should practice giving their own opinions in extended answers to speculative and comparative questions.
IELTS will be available by the end of 1999 at IELTS test centers in five major U.S. cities, and more centers will open in 2000. Check the CEII or IELTS websites for more information. IELTS is also available at close to 230 test centers in 105 countries around the world.
Have a look at the CEII website (http://www.ceii.org). This site is linked to the IELTS website (http://www.ielts.org).
The authors gratefully acknowledge Sarah Fleming, Coordinator , English Bridge Program at Simon Fraser University in Vancouver, British Columbia for her IELTS tips for "Academic Test Preparation" which she presented at BC TEAL (Feb. 19, 1999, Vancouver, British Columbia) along with Linda Paton, Special Programs Co-ordinator at Canadian Cascadia International College.
Beryl E. Meiron, Manager, North America, Cambridge Examinations and IELTS International and Nick Charge, IELTS Subject Manager, University of Cambridge Local Examinations Syndicate