ILETS Test Evaluation

ILETS Test EvaluationIELTS The external face Language Testing SystemThe occasion of any runnel is to advert what the learners know or dont know, in other terminology to check learning. The International side Language Testing System or IELTS raise is a quarrel proficiency tryout which covers wholly iv language skills reading, writing, listen and wrangle and is the just close liberally subroutined and accepted test for English language. Each paper holds a percentage of the final score each(prenominal) equally weighted at 25%. The IELTS test is unique in that you cant fail it (Takeielts.britishcouncil.org, 2017). Although we bouncing in a in truth to a greater extent modern, electronic world, the IELTS test is still a pen and paper-based test (Takeielts.britishcouncil.org, 2017).The cover/tests covering the four skills argonReading a 60 morsel test which includes three texts to be readWriting a 60 minute test showing the test consequencers ability to summaris e, explain or describeListening this test is a 30 minute test oration this is the shortlyest of all four tests at 11-14 minutes.My essay will be focusing on the evaluation and the lustiness or fitness for purpose of the announceing test deep down the IELTS test.Michael Halliday (1968 cited in Levine and Spencer, 1996, p. 46) quotesLanguage is a puzzle out of culturally determined behaviour and this behaviour includes the ability to take on a invest of linguistically defined roles in deliverance slips. Un slight the electric razor grows up in an environment in which all these speech situation roles argon free-spoken to him, he will fail to master consequential beas in the grammar of his language.With this is mind we must commiserate that all types of t exacts pass both advantages and limitations (or disadvantages) so it is necessary to as received the Fitness for purpose of a item task and to use a different range of task types within the framework.We must provide d ifferent mouth tasks which activate our different harangue processes. The tasks should elicit behaviour which truly represents the candidates ability and which can be scored validly and reliably (Hughes, 1991, pg. 101). Although speaking can slangm both elementary and inwrought it is, in fact, a very labyrinthian skill with several stages to follow. From the conceptuality of an idea we must then convert that idea into language. This is d angiotensin converting enzyme finished both lexical and grammatical knowledge. Through this knowledge we are able to form sentences and phrases in order to vocalise our idea. Once we shed the crucial words, sentences and phrases these are then transmitd into sound or articulated. This is how a non-verbal idea becomes an authentic verbal expression. As you will know, when we speak we are constantly observe ourselves in order to en original the descend of speech continues smoothly, whether this be by dint of our internal access to di ction, grammar or intonation, etc. When we speak all of these stages are completed robotically and inwroughtly this is why speaking can be so challenging for learners. If a learner lacks both lexical and analytical knowledge their retrieval of that vocabulary or grammar may well take monthprospicient causing a less inherent or automatic response to a task or head teacher through with(predicate) longer pauses and hesitations.We must then ensure that examen incorporates all manner of rigourousness and dependability in order to bring forth a rounded and to a greater extent thorough outcome.The IELTS speaking test is a face-to-face, one-on-one interview among the test taker and the IELTS trained examiner. The interview nonwithstanding lasts between 11 to 15 minutes and is recorded. The speaking test can be taken forrader the other three sections listening, reading, writing of the test and the speaking comprises of three disassociate sections.The first section or go b ad 1 is cognise as the introduction and interview segment. Here the interviewer introduces him or herself to the test taker. This is then go along as if it were an interview albeit a shrimpy formal whereby the test taker shares entropy with the examiner. The examiner will contain a script of questions to ask the test taker which cover every day well-known(prenominal) results e.g. work, study, where you live, food, holidays, friends, goig out, festivals, sports, school and public conveyance of title (TeachingEnglish British Council BBC, 2017).The test taker provides the examiner with in coiffeion slightly themselves, their family, work and interests through a series of open-ended questions care those in appendix 1 e.g. Whats the nearly interesting take off of your village/ township? Would you say its a respectable place to live? Why? (Ieltsessentials.com, 2017) and answers them to the best of their ability. This section usually takes around 4-5 minutes.The second se ction or dowry 2 is known as the individual long free rein. In this segment the candidate or test taker is given a crownic card (see appendix 2). The topic card has a subject on it which the test taker must blabber about for twain minutes. Before speaking, the candidate is allowed one minute in order to prepare notes on their given topic. These topic tasks are in the main about a psycheal experience, for example, a memorable day or a person of great significance to them and they then fetch to produce a monologue on this topic. Once the candidate has completed their monologue the examiner will then ask them about follow up questions which then leads them into part 3 of the test.The third section or part 3 is known as the cardinal- musical mode argueion. This two-way discussion or dialogue is between the test taker and the examiner and is generally thematically link (Karim and Haq, 2014) to part 2. If you attend to at appendices 2 and 3 you will see that the candidate in part 2 spoke about a piano he once owned and in part 3 the examiner then asks to have a discussion regarding things we own.Interviewing is a tested and tested way of assessing a language learners speaking capabilities, however, it can expect intensely formal to the interviewee and cause the interaction to be dominated by the examiner (Karim and Haq, 2014) in their role as interviewer in the IELTS test. In the test then, this tends, to lend itself toward a situation in which the speaking is less inborn in form than it could be if it were in a different put e.g. an informal discussion over coffee. Hughes (1991) states the most obvious format for the testing of oral interaction is the interview, however, it has at least one potentially stark drawback. When the test taker feels they are in an interview situation they will speak to the examiner as if speaking to a superior (Hughes, 1991, pg.104). Therefore, the speaking office of the test taker may be put to a disadvantage. This lim itation may well be avoided should the candidate feel they are able to ask questions as well as the examiner. Through a relaxed dialogue sort of than an interview the chide could well take a much natural path providing to a greater extent confidence for the test taker. Also, interviews can cause supernumerary anxiety and nervousness to the test taker which could limit their interaction.We could likewise argue that natural conversation is built up with more informal language, whereby a conversation is not scripted barely flows along an spiritual domain path to an unseen destination. Conversation does not follow a strict or different route except is nudged along in many different directions.The question we are asking is Is the test successful in achieving its objectives? and for this we need to look at what is known as the validity and reliability of a test. rigorousness has several forms and I have looked at content, face and criterion-related validity. Content validity i s a representative experiment of the skills and abilities which have been taught. The structure and content of the IELTS speaking test is the said(prenominal) at all directs. This means that an elementary level candidate will be answering the same questions of those at pass on levels. This does not provide a concrete level of testing as the structure and content do not provide a more challenging course for those with more advanced skills.Face validity looks at the measurement of skill the test should be assessing. If we look at the format of the IELTS test we can see that it is clearly established. It is universal in its entree and anywhere you look for information on the IELTS test it always provides the same information.In contrast both IELTS academic and General English tests are no different with regards to what is tested for in the speaking section. If we look at the band descriptor (appendix 4) we can see that at that place is no greenback for specific English. This bri ngs into question the validity of criterion-based validity.The reliability of the IELTS test must also be looked at. A single examiner is responsible for rating the candidate, therefore, the inter-rater reliability has to be questioned due to interpretation but a single person of the test taker. The scoring is split between four categories (appendix 4) within these four categories there is no in-depth breakdown so scoring is at the perceptiveness of the examiner.The effectiveness of the IELTS speaking test has whatever limitations. Overall it is a substantive test which shows validity and reliability in whatsoeverwhat areas but there are areas in which both validity and reliability fall short as has been shown. The following suggestions could founder the IELTS speaking test somewhat more valid and reliable provide more time for the candidate to talk freely in the first section. In this way we could elicit more authentic data from the candidate and be provided with a more in- depth analytic bring forwarding of the actual ability the candidate has. More tasks would elicit a go against performance from the candidate discussion about a picture or tasks which represent different communicative processes. The grading scale should be open to more variables to provide a broader perspective and finally, more than one examiner would ensure a more reliable assessment.APPENDICESAPPENDIX 1Speaking sample task founder 1https//www.ieltsessentials.com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart1recording.ashx?la=en spell 1 Introduction and interviewThis part of the test begins with the examiner introducing himself or herself and checking the candidates identification. It then continues as an interview.Lets talk about your home plate town or village.What signifier of place is it?Whats the most interesting part of your town/village?What strain of jobs do the citizenry in your town/village do?Would you say its a good place to live? (Why?)Lets move o n to talk about accommodation.Tell me about the manakin of accommodation you live in?How long have you lived there?What do you like about living there?What sort of accommodation would you most like to live in?Speaking sample task map 1 transcriptPart 1 Introduction and interviewThis part of the test begins with the examiner introducing himself or herself and checking the candidates identification. It then continues as an interview. Transcript inspector Now, in this first part, Id like to ask you some more questions about yourself, OK? Lets talk about your home town or village. What liberal of place is it? view Its quite a small village, about 20km from Zurich. And its very quiet. And we have all little two little shops because most of the tribe work in Zurich or are orientated to the city. inspector Whats the most interesting part of this place village? panorama On the top of a hill we have a little castle which is very old and quite well known in Switzerland.tester What fr ame of jobs do people in the village do?Candidate We have some farmers in the village as well as people who work in Zurich as bankers or journalists or there are also teachers and some doctors, some medicines.Examiner Would you say its a good place to live?Candidate Yes. Although it is very quiet, it is people are lucky and I would say it is a good place to live there, yes.Examiner Lets move on to talk about accommodation. Tell me about the kind of accommodation you live in APPENDIX 2Speaking sample task Part 2https//www.ieltsessentials.com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart2recording.ashx?la=enPart 2 Individual long turnCandidate lying-in CardDescribe something you own which is very important to you.You should saywhere you got it fromhow long you have had itwhat you use it forand explain why it is important to you.You will have to talk about the topic for 1 to 2 minutes.You have one minute to think about what youre going to say.You can make some notes to help you if you wish.Rounding off questions Is it valuable in terms of currency?Would it be easy to replace?Speaking sample task Part 2 transcriptPart 2 Individual long turnTranscriptExaminer Alright? Remember you have one to two minutes for this, so dont worry if I stop you. Ill read you when the time is up.Candidate OKExaminer Can you start speaking now, please?Candidate Yes. One of the most important things I have is my piano because I like play the piano. I got it from my parents to my twelve birthday, so I have it for about nine years, and the reason why it is so important for me is that I can go into another world when Im playing piano. I can choke up whats around me and what I can forget my problems and this is sometimes quite good for a few minutes. Or I can play to relax or just, yes to to relax and to think of something nevertheless different.Examiner Thank you. Would it be easy to replace this, this piano?Candidate Yes, I think it wouldnt be that big problem bu t I like my piano as it is because I have it from my parents, its some kind unique for me.APPENDIX 3Speaking sample task Part 3https//www.ieltsessentials.com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart3recording.ashx?la=enPart 3 Two-way discussionLets consider first of all how peoples values have changed.What kind of things give status to people in your country? confirm things changed since your parents time?Finally, lets talk about the role of advertising.Do you think advertising influences what people debase?Speaking sample task Part 3 transcriptPart 3 Two-way discussionTranscriptExaminer Weve been talking about things we own. Id like to discuss with you one or two more general questions relating to this topic. First, lets consider values and the way they can change. In Switzerland, what kind of possessions do you think give status to people?Candidate The first thing which comes in my mind is the car. Yes, because lots of people like to have posh cars or expens ive cars to show their status, their place in the society.Examiner Is that a new development?Candidate No, I think it isnt.Examiner People have thought like that for quite a long time?Candidate Yes. Another thing is probably the clothing. It starts already when you are young. When the children go to school they want to have posh labels on their jumpers or good shoes.Examiner What do you think of this way of mentation that I need to have a car or certain clothes to show my status?Candidate Probably its sometimes a replacement for something you dont have, so if your wife has left you or your girlfriend, you just buy some new, I dont know, new watches or new clothes to make you satisfied again.Examiner You dont think of it as a healthy way of thinking?Candidate Its probably not honest to yourself. You can understand what I mean?Examiner Yes. And do you think this will change? In the future, will cars and designer clothes be status symbols in the same way?Candidate Im sure that clothes will be that the thing with the clothes will be the same. Im not so sure about the cars because cars cause lots of environmental problems and probably in some years, a few years, this will change because its not liable to razz a car anymore.Examiner Can you tell me a little bit more about that? APPENDIX 4 IELTS Speaking telephone Descriptors draw Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation 9speaks fluently with only(prenominal) rare repetition or self-correctionany hesitation is content-related rather than to find wordsor grammarspeaks coherently with fully appropriate cohesive featuresdevelops topics fully and appropriatelyuses vocabulary with full tractability and precision in all topicsuses idiomatic language naturally and accuratelyuses a full range of structures naturally and appropriatelyproduces consistently accurate structures apart from slipscharacteristic of native speaker speechuses a full range of pronunciation features wi th precision and subtlety sustains tensile use of features throughout is effortless to understand8speaks fluently with only passing(a) repetition or self- correction hesitation is usually content-related and onlyrarely to search for languagedevelops topics coherently and appropriatelyuses a wide vocabulary resource readily and flexibly to convey precise convey uses less common and idiomatic vocabulary skilfully, with occasional(prenominal) inaccuraciesuses restate effectively as requireduses a wide range of structures flexiblyproduces a majority of error-free sentences with only very occasional inappropriacies or basic/non-systematic errorsuses a wide range of pronunciation features sustains flexible use of features, with only occasional lapsesis easy to understand throughout L1 accent has minimal effect on intelligibility7speaks at length without noticeable effort or expiration of coherencemay demonstrate language-related hesitation at times, or some repetition and/or self-c orrectionuses a range of connectives and discourse markers withsome flexibilityuses vocabulary resource flexibly to discuss a variety of topicsuses some less common and idiomatic vocabulary and shows some awareness of musical mode and collocation, with some inappropriate choices uses paraphrase effectivelyuses a range of complex structures with some flexibility patronizely produces error-free sentences, though some grammatical mistakes plyshows all the irrefutable features of Band 6 and some, but not all, of the positive features of Band 86is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction orhesitationuses a range of connectives and discourse markers but not always appropriatelyhas a wide enough vocabulary to discuss topics at length and make meaning clear in malignity of inappropriacies generally paraphrases successfullyuses a mix of primary and complex structures, but with limited flexibilitymay make frequent mistak es with complex structures though these rarely cause comprehension problemsuses a range of pronunciation features with abstruse control shows some effective use of features but this is not carry oncan generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times5usually maintains flow of speech but uses repetition, self correction and/or slow speech to keep goingmay over-use certain connectives and discourse markersproduces simple speech fluently, but more complex communication causes fluency problemsmanages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibilityattempts to use paraphrase but with mixed successproduces basic sentence forms with reasonable accuracyuses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problemsshows all the positive features of Band 4 and some, but not all, of the positive features of Band 64cannot respon d without noticeable pauses and may speak slowly, with frequent repetition and self-correctionlinks basic sentences but with repetitious use of simpleconnectives and some breakdowns in coherenceis able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice rarely attempts paraphraseproduces basic sentence forms and some correct simple sentences but subordinate word structures are rareerrors are frequent and may lead to seeuses a limited range of pronunciation features attempts to control features but lapses are frequent mispronunciations are frequent and cause some difficulty for the listener3speaks with long pauseshas limited ability to link simple sentencesgives only simple responses and is frequently unable to convey basic messageuses simple vocabulary to convey personal information has insufficient vocabulary for less familiar topicsattempts basic sentence forms but with limited success, or relies on appar ently memorised utterancesmakes numerous errors except in memorised expressionsshows some of the features of Band 2 and some, but not all, of the positive features of Band 42pauses lengthily before most wordslittle communication possibleonly produces isolated words or memorised utterancescannot produce basic sentence forms talk is often unintelligble1no communication possibleno taxable language0 does not attendREFERENCESHughes, A. (1991). Testing for language teachers. first ed. Cambridge England Cambridge University Press.Ieltsessentials.com. (2017). Speaking Practice Tests. online Available at https//www.ieltsessentials.com/global/prepare/freepracticetests/speakingpracticetests Accessed 01 Mar. 2017.Karim, S. and Haq, N. (2014). An estimate of IELTS Speaking Test. International Journal of Evaluation and Research in genteelness (IJERE), 3(3).Levine, J. and Spencer, M. (1996). Developing pedagogies in the multilingual classroom. 1st ed. Stoke-on-Trent Trentham Books.Takeielts.br itishcouncil.org. (2017). IELTS teachers questions answered Take IELTS. online Available at http//takeielts.britishcouncil.org/teach-ielts Accessed 7 Feb. 2017.TeachingEnglish British Council BBC. (2017). Evaluating speaking the IELTS speaking test. online Available at https//www.teachingenglish.org.uk/clause/evaluating-speaking-ielts-speaking-test Accessed 07 Mar. 2017.