ILETS Test Evaluation

IELTS - The International British Language Evaluation System

The reason for any test is to diagnose what the learners know or don't know, in other words to check on learning. The International English Language Trials System or IELTS test is a words skills test which addresses all four vocabulary skills - reading, writing, listening and speaking and is the hottest and accepted test for British language. Each paper holds a share of the final credit score - each equally weighted at 25%. The IELTS test is unique for the reason that you can't fail it (Takeielts. britishcouncil. org, 2017). Although we are in a very newer, digital world, the IELTS test continues to be a "pen and paper-based" test (Takeielts. britishcouncil. org, 2017).

The documents/tests within the four skills are:

Reading - a 60 minute test which include three texts to be read

Writing - a 60 minute test displaying the test takers capacity to summarise, clarify or describe

Listening - this test is a 30 minute test

Speaking - this is the shortest of most four assessments at 11-14 minutes.

My essay will be focusing on the evaluation and the validity or fitness for purpose of the speaking test within the IELTS test.

Michael Halliday (1968 cited in Levine and Spencer, 1996, p. 46) rates;

Language is a form of culturally determined behavior and this behaviour includes the ability to take on a range of linguistically described roles in talk situations. Unless the kid grows up in an environment in which all these conversation situation jobs are open to him, he will fail to learn important areas in the grammar of his dialect.

With this is head we must recognize that all types of duties have both advantages and restrictions (or negatives) so it is necessary to see the "Fitness for purpose" of a particular task and also to use a new range of activity types within the construction.

We must provide different speaking jobs which trigger our different speaking functions. The responsibilities should elicit behaviour which truly represents the applicants' ability and which may be scored validly and reliably (Hughes, 1991, pg. 101). Although speaking can seem both simple and natural it is, in fact, a very intricate skill with several periods to follow. In the conceptualisation of a concept we should then convert that idea into dialect. That is done through both lexical and grammatical knowledge. Through this knowledge we're able to form sentences and phrases in order to vocalise our idea. Once we have the essential words, phrases and phrases these are then became sound or articulated. This is one way a non-verbal idea becomes an actual verbal expression. As you should understand, when we speak we live constantly monitoring ourselves in order to ensure the flow of conversation continues well, whether this be through our inside usage of vocabulary, sentence structure or intonation, etc. When we speak many of these stages are completed automatically and obviously this is excatly why speaking can be so challenging for learners. If the learner lacks both lexical and analytical knowledge their retrieval of that vocabulary or sentence structure may take longer creating a less natural or programmed response to an activity or question through longer pauses and hesitations.

We must then ensure that testing incorporates all types of validity and stability in order to make a rounded and much more thorough outcome.

The IELTS speaking test is a face-to-face, one-on-one interview between the test taker and the IELTS trained examiner. The interview only continues between 11 to quarter-hour and is noted. The speaking test can be taken prior to the other three areas - tuning in, reading, writing - of the ensure that you the speaking comprises of three separate sections.

The first section or part 1 is known as the intro and interview section. Here the interviewer presents him or herself to the test taker. This is then continued as if it were an interview - albeit a little formal - whereby the test taker stocks information with the examiner. The examiner will have a script of questions to ask the test taker which cover every day familiar matters e. g. work, research, your geographical area, food, holidays, friends, goig out, festivals, sports, school and public move (TeachingEnglish | British Council | BBC, 2017).

The test taker provides the examiner with information about themselves, their family, work and hobbies through some open-ended questions like those in appendix 1 e. g. What's the most interesting part of your town/town? Will you say it's a good place to live? Why? (Ieltsessentials. com, 2017) and answers them to the best of their capacity. This section usually takes around 4-5 minutes.

The second section or part 2 is known as the average person long turn. Within this segment the candidate or test taker is given a subject card (see appendix 2). The topic card has a topic on it which the test taker must talk about for two minutes. Before speaking, the candidate is allowed about a minute in order to prepare notes on their given issue. These topic jobs are generally about a personal experience, for example, a memorable day or a person of great relevance to them plus they then have to produce a monologue on this topic. Once the applicant has completed their monologue the examiner will then ask them some follow up questions which in turn leads them into part 3 of the test.

The third section or part 3 is known as the two-way dialogue. This two-way dialogue or dialogue is between the test taker and the examiner and is generally thematically linked (Karim and Haq, 2014) to part 2. In the event that you take a look at appendices 2 and 3 so as to the candidate in part 2 spoke in regards to a piano he once held and partly 3 the examiner then asks to truly have a talk regarding things "we own".

Interviewing is a tried and tested way of examining a dialect learners speaking capacities, however, it can appear intensely formal to the interviewee and cause the discussion to be dominated by the examiner (Karim and Haq, 2014) in their role as interviewer in the IELTS test. Within the test then, this is inclined, to give itself toward a situation in which the speaking is less natural in form than maybe it's if it were in a new format e. g. an informal discussion over coffee. Hughes (1991) claims the most clear format for the tests of oral connection is the interview, however, it includes at least one probably serious drawback. If the test taker seems they are within an interview situation they'll speak to the examiner as if speaking "to an excellent" (Hughes, 1991, pg. 104). Therefore, the speaking self confidence of the test taker may be put to a disadvantage. This limitation may well be avoided should the candidate feel they could ask questions as well as the examiner. By using a relaxed dialogue alternatively than an interview the conversation could well have a more natural course providing more assurance for the test taker. Also, interviews can cause pointless anxiety and nervousness to the test taker which could limit their relationship.

We could also dispute that natural discussion is made up with more informal terms, whereby a dialog is not scripted but flows along an unseen path to an unseen destination. Conversation does not follow a demanding or distinct road but is nudged along in many different directions.

The question our company is requesting is "May be the test successful in obtaining its objectives?" and for this we need to look at what is known as the validity and trustworthiness of a test. Validity has several forms and I've viewed content, face and criterion-related validity. Content validity is a representative test of the skills and abilities which have been taught. The structure and content of the IELTS speaking test is the same by any means levels. Which means that an elementary level applicant will be responding to the same questions of these at advanced levels. This does not give a concrete degree of trials as the structure and content do not provide a more difficult course for people that have more advanced skills.

Face validity looks at the dimension of skill the test should be assessing. If we go through the format of the IELTS test we can easily see that it is clearly established. It really is universal in its approach and anywhere you look for information on the IELTS test it always provides the same information.

In distinction both IELTS academic and General English checks are no different with regards to what is examined for in the speaking section. If we go through the music group descriptor (appendix 4) we can see that there is no variation for specific British. This brings into question the validity of criterion-based validity.

The dependability of the IELTS test must also be considered. An individual examiner is in charge of rating the prospect, therefore, the inter-rater trustworthiness has to be questioned anticipated to interpretation but a single person of the test taker. The rating is break up between four categories (appendix 4) - within these four categories there is absolutely no in-depth break down so scoring reaches the discretion of the examiner.

The effectiveness of the IELTS speaking test has some limitations. Overall this can be a meaningful test which shows validity and reliability in some areas but there are areas in which both validity and dependability fall short as has been shown. The following ideas will make the IELTS speaking test relatively more valid and reliable - provide additional time for the candidate to talk openly in the first section. In this way we could elicit more authentic data from the prospect and be provided with a more in-depth examination of the actual ability the candidate has. More jobs would elicit an improved performance from the candidate - discussion about a picture or duties which signify different communicative functions. The grading level should be open to more parameters to provide a broader perspective and finally, several examiner would ensure a far more reliable evaluation.

APPENDICES

APPENDIX 1

Speaking sample job - Part 1

https://www. ieltsessentials. com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart1recording. ashx?la=en

Part 1 Launch and interview

[This area of the test commences with the examiner introducing himself or herself and checking out the candidate's identification. It then persists as an interview. ]

Let's discuss your home town or community.

What kind of place is it?

What's the most interesting part of your town/village?
What kind of jobs do the people in your town/village do?
Would you say from the good spot to live? (Why?)

Let's move to speak about accommodation.

Tell me about the kind of accommodation you live in?
How long perhaps you have lived there?
What do you like about living there?
What sort of accommodation do you possib to reside in?

Speaking sample process - Part 1 transcript

Part 1 Launch and interview

[This area of the test starts with the examiner launching himself or herself and verifying the candidate's id. It then proceeds as an interview. ]

Transcript

Examiner: Now, in this first part, Let me ask you even more questions about yourself, OK? Let's discuss your home town or village. What kind of place could it be?

Candidate: It's quite a little town, about 20km from Zurich. And it's very silent. And we've only little. . . two little outlets because the majority of the people work in Zurich or are orientated to the town.

Examiner: What's the most interesting part of this place. . . community?

Candidate: At the top of an hill we've a little castle which is very old and quite well known in Switzerland.

Examiner: The type of jobs do people in the community do?

Candidate: We've some farmers in the town as well as people who work in Zurich as bankers or journalists or there's also teachers plus some doctors, some drugs.

Examiner: Do you say from the good destination to live?

Candidate: Yes. Although it is very silent, it is people are friendly and I'd say it is a good location to live there, yes.

Examiner: Let's move to talk about accommodation. Tell me about the type of accommodation you are in. . .

APPENDIX 2

Speaking sample task - Part 2

https://www. ieltsessentials. com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart2recording. ashx?la=en

Part 2 - Specific long turn

Candidate Activity Card

Describe something you own which is very important to you.

You should say:

where you have it from
how long you experienced it
what you use it for
and explain why it's important to you.

You will have to talk about the topic for one to two 2 minutes.

You have about a minute to take into account what you're going to say.

You can make some records to help you if you wish.

Rounding off questions

Is it valuable in terms of money?

Would it be easy to replace?

Speaking sample activity - Part 2 transcript

Part 2 - Individual long turn

Transcript

Examiner: Alright? Bear in mind you have one to two minutes because of this, so don't fret easily stop you. I'll let you know when enough time is up.

Candidate: OK

Examiner: Is it possible to start speaking now, please?

Candidate: Yes. One of the main things I've is my piano because I like participating in the piano. I got it from my parents to my twelve birthday, therefore i have it for about nine years, and the reason why it is so important for me is the fact that I can go into another world when I'm playing piano. I can ignore what's around me and what. . . I could forget my problems which is sometimes quite good for a few momemts. Or I could play to relax or just, yes to to relax and think of something very different.

Examiner: Many thanks. Would it be easy to displace this, this piano?

Candidate: Yes, I believe it wouldn't be that big problem but I love my piano as it is because I've it from my parents, it's some kind unique for me.

APPENDIX 3

Speaking sample job - Part 3

https://www. ieltsessentials. com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart3recording. ashx?la=en

Part 3 - Two-way discussion

Let's consider first of all how people's beliefs have changed.

What kind of things give position to the people in your country?
Have things changed as your parents' time?

Finally, let's discuss the role of advertising.

Do you think advertising affects what people buy?

Speaking sample process - Part 3 transcript

Part 3 - Two-way discussion

Transcript

Examiner: We have been talking about things we own. I'd like to discuss with you a couple of more standard questions concerning this topic. First, consider values and just how they can transform. In Switzerland, what kind of possessions do you consider give status to the people?

Candidate: The first thing which will come in my brain is the automobile. Yes, because plenty of people like to have posh vehicles or expensive autos showing their status, their place in the world.

Examiner: Is a new development?

Candidate: No, I think it is not.

Examiner: Folks have thought like that for a while?

Candidate: Yes. Another thing is probably the clothing. It begins already if you are young. When the children go to school they want to have posh brands on the jumpers or good shoes.

Examiner: What do you consider of this thought process that I need to have a car or certain clothes to show my status?

Candidate: Probably it's sometimes a replacement for something you do not have, so if your wife has still left you or your lover, you just buy some new, I don't know, new designer watches or new clothes to cause you to satisfied again.

Examiner: You don't think of it as a wholesome way of thinking?

Candidate: It's most likely not genuine to yourself. You can understand what After all?

Examiner: Yes. And do you think this changes? In the future, will vehicles and creator clothes be status symbols in the same way?

Candidate: I'm sure that clothes will be. . . that the thing with the clothes would be the same. I'm not so sure about the autos because automobiles cause lots of environmental problems and probably in some years, a few years, this will change because it isn't reasonable to drive a car any longer.

Examiner: Can you tell me a little bit more about that?. . .

APPENDIX 4 IELTS Speaking Group Descriptors

Band Fluency and coherence		Lexical learning resource	Grammatical range and exactness	Pronunciation
9	speaks fluently with only exceptional repetition or self-correction; any hesitation is content-related alternatively than to find words or grammar speaks coherently with completely appropriate cohesive features develops topics fully and appropriately	uses vocabulary with full overall flexibility and precision in all topics uses idiomatic words obviously and accurately	uses a complete range of buildings naturally and appropriately produces consistently correct structures apart from 'slips' characteristic of local speaker speech	uses a full selection of pronunciation features with perfection and subtlety sustains flexible use of features throughout is simple and easy to understand
8	speaks fluently with only infrequent repetition or do it yourself- modification; hesitation is usually content-related and only rarely to search for language develops issues coherently and appropriately	uses a broad vocabulary resource conveniently and flexibly to mention precise interpretation uses less common and idiomatic vocabulary skilfully, with periodic inaccuracies uses paraphrase effectively as required	uses a wide range of structures flexibly produces a majority of error-free phrases with only very infrequent inappropriacies or basic/non-systematic errors	uses a wide range of pronunciation features sustains flexible use of features, with only periodic lapses is easy to understand throughout; L1 highlight has minimal influence on intelligibility
7	speaks at period without noticeable work or lack of coherence may show language-related hesitation sometimes, or some repetition and/or self-correction uses a range of connectives and discourse markers with some flexibility	uses vocabulary source flexibly to go over a number of topics uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some unacceptable alternatives uses paraphrase effectively	uses a range of complex constructions with some flexibility frequently produces error-free phrases, though some grammatical faults persist	shows all the positive top features of Band 6 plus some, but not all, of the positive features of Band 8
6	is willing to speak at span, though may lose coherence at times due to periodic repetition, self-correction or hesitation uses a variety of connectives and discourse markers however, not always appropriately	has a wide enough vocabulary to go over topics at size and make meaning clear in spite of inappropriacies generally paraphrases successfully	uses a variety of simple and intricate buildings, but with limited flexibility may make recurrent mistakes with sophisticated buildings though these almost never cause comprehension problems	uses a variety of pronunciation features with merged control shows some effective use of features but this is not sustained can generally be recognized throughout, though mispronunciation of specific words or looks reduces clearness at times
5	usually maintains circulation of speech but uses repetition, self modification and/or slow conversation to keep going may over-use certain connectives and discourse markers produces simple talk fluently, but more complex communication causes fluency problems	manages to talk about familiar and unfamiliar issues but uses vocabulary with limited flexibility attempts to work with paraphrase but with mixed success	produces basic word forms with affordable accuracy uses a limited range of more technical set ups, but these usually contain errors and could cause some comprehension problems	shows all the positive top features of Band 4 plus some, but not all, of the positive top features of Band 6
4	cannot respond without apparent pauses and could speak gradually, with regular repetition and self-correction links basic phrases but with repetitious use of simple connectives plus some breakdowns in coherence	is in a position to speak about familiar matters but can only just convey basic so this means on unfamiliar issues and makes frequent errors in word choice rarely endeavors paraphrase	produces basic word forms and some correct simple sentences but subordinate set ups are rare errors are frequent and could lead to misunderstanding	uses a limited range of pronunciation features endeavors to control features but lapses are recurrent mispronunciations are consistent and cause some difficulty for the listener
3	speaks with long pauses has limited capability to link simple sentences gives only simple replies and is generally unable to express basic message	uses simple vocabulary to convey private information has inadequate vocabulary for less familiar topics	attempts basic word forms but with limited success, or relies on evidently memorised utterances makes numerous mistakes except in memorised expressions	shows some of the top features of Band 2 plus some, however, not all, of the positive features of Band 4
2	pauses lengthily before most words little communication possible	only produces isolated words or memorised utterances	cannot produce basic sentence forms	Speech is often unintelligble
1	no communication possible no rateable language
0 does not attend

REFERENCES

Hughes, A. (1991). Evaluating for language professors. 1st ed. Cambridge [England]: Cambridge College or university Press.

Ieltsessentials. com. (2017). Speaking Practice Lab tests. [online] Offered by: https://www. ieltsessentials. com/global/prepare/freepracticetests/speakingpracticetests [Accessed 01 Mar. 2017].

Karim, S. and Haq, N. (2014). An Diagnosis of IELTS Speaking Test. International Journal of Evaluation and Research in Education (IJERE), 3(3).

Levine, J. and Spencer, M. (1996). Expanding pedagogies in the multilingual school room. 1st ed. Stoke-on-Trent: Trentham Literature.

Takeielts. britishcouncil. org. (2017). IELTS educators' questions solved | Take IELTS. [online] Available at: http://takeielts. britishcouncil. org/teach-ielts [Accessed 7 Feb. 2017].

TeachingEnglish | English Council | BBC. (2017). Evaluating speaking - the IELTS speaking test. [online] Offered by: https://www. teachingenglish. org. uk/article/evaluating-speaking-ielts-speaking-test [Accessed 07 Mar. 2017].

ILETS Test Evaluation

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