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Ielts Guide For Teachers 2017 Uk PDF
Ielts Guide For Teachers 2017 Uk PDF
Ielts Guide For Teachers 2017 Uk PDF
teachers
Test format, scoring
and preparing
students for the test
ielts.org
1 IELTS
overview
Contents
Section 1 IELTS overview The International English Language Testing System • IELTS is the world’s most popular high stakes English
(IELTS) assesses the English language proficiency of people language test, with over 3 million tests taken last year
Section 2 IELTS test format who want to study or work in English-speaking environments. • Over 10,000 organisations in over 140 countries
It provides a fair, accurate and relevant assessment of recognise and use IELTS for selection purposes
Section 3 IELTS scores and interpretation language skills, based on well-established standards, • IELTS is offered at over 1,100 test locations worldwide
and covers the full range of proficiency levels, from non- • Test questions are developed by testing specialists
Section 4 IELTS: an international test of English user to expert user. in Australia, Canada, New Zealand, the UK and the US
• Test questions are based on authentic materials sourced
Section 5 Tips from teachers There are two main tests. Test takers can choose either from all over the world
Academic or General Training tests. Both tests consist of
Section 6 Becoming an IELTS examiner four separate sections, assessing the four language skills IELTS for teachers of English
– Listening, Reading, Writing and Speaking. IELTS is known and respected by teachers of English
Section 7 Continual research-based improvement around the world.
Appendix i IELTS assessment criteria (band descriptors) This Guide for Teachers provides further information about
Find out more about IELTS Life Skills – a test the test, detailed descriptions of test scores and resources
Appendix ii How IELTS maps to the Common European specifically developed for those applying for to assist in preparing students for IELTS.
Framework of Reference (CEFR) certain types of UK visa at ielts.org
It also has information about the professional
development opportunities for teachers offered by
IELTS examining and research.
IELTS results are reported on a 9-band scale designed to
be simple and easy to understand. This scale has remained
consistent and has acquired currency around the world over
the past three decades.
2 1
2
IELTS Guide for teachers
thoroughly tested in the four extracts from newspapers, advertisements, instruction Part 3
main communication skills manuals and books. These are materials test takers could
encounter on a daily basis in an English speaking country.
Test takers are asked further questions which are connected
to the topic in Part 2. These questions give the test taker
required for academic work.” an opportunity to discuss more abstract issues and ideas.
Writing 60 minutes This part lasts between four and five minutes.
Senior Student Recruitment Officer, The Academic test includes two tasks. Topics are
The Scottish Agricultural College, UK selected to be of general interest and suitable for test takers The format of the Speaking test is common across both
entering undergraduate or postgraduate studies or seeking the Academic and General Training tests. It is structured in
professional registration. such a way that does not allow test takers to rehearse set
responses beforehand.
Task 1
Test takers are presented with a graph, table, chart or
diagram and are asked to describe, summarise or explain
the information in their own words. They may be asked to
describe and explain data, describe the stages of a process,
how something works or describe an object or event.
Task 2
Test takers are asked to write an essay in response
to a point of view, argument or problem.
2–3
2 IELTS test format IELTS Guide for teachers
IELTS Academic measures English language IELTS General Training measures English language
proficiency needed for an academic, higher education proficiency in a practical, everyday context. The tasks
environment. The tasks and texts are accessible to all and texts reflect both workplace and social situations.
test-takers, irrespective of their subject focus.
Listening* (30 minutes) Listening* (30 minutes) IELTS is a task-based test covering the four language skills
• Four recorded monologues and conversations • Four recorded monologues and conversations (Listening, Reading, Writing and Speaking). IELTS test takers
receive individual scores for each of the four test sections.
The average of the four provides the overall band score.
Reading (60 minutes) Reading (60 minutes) Each of the four sections is carefully designed to focus on one
• Three long reading passages with tasks • Three reading passages with tasks particular skill. This makes it easier to control task difficulty
• Texts range from the descriptive and • Section 1 contains two or three short factual texts across the many different tests produced each year and results
factual to the discursive and analytical • Section 2 contains two short, work‑related, in a fairer test design when compared with tests that assess
• Includes non-verbal materials such factual texts multiple skills simultaneously.
as diagrams, graphs or illustrations • Section 3 contains one longer world. Test tasks often entail the use of other skills and are
• Texts are authentic (e.g. taken from text on a topic of general interest Organisations that rely on IELTS as proof of English therefore ‘integrated’ to some degree, for example:
books, journals and newspapers) • Texts are authentic (e.g. taken from language proficiency benefit from knowing that the
company handbooks, official documents, books score given for each section of the test is a clear and fair • In the Writing and Speaking sections, information that is
and newspapers) reflection of the test taker’s ability in that skill. read or heard helps shape the test taker’s own production.
However, this is carefully controlled to ensure that the test
Writing (60 minutes) This is particularly important in academic and professional taker is not required to carry out extensive or complex reading
• Writing task of at least 150 words where the settings where one skill is deemed to be more important and listening in order to respond to the task. This is particularly
test taker must summarise, describe or explain Writing (60 minutes) than others. important because a score for each skill is being reported and
a table, graph, chart or diagram • Letter writing task of at least 150 words it would be unfair to test takers if their performance in one skill
• Short essay task of at least 250 words • Short essay task of at least 250 words For example, in Canada nurses are required to achieve a higher area was compromised by their lack of proficiency in another
band score in their IELTS Speaking and Writing tests, while
teachers in Australia are required to achieve higher scores in • Tasks in the Reading and Listening sections can involve
their IELTS Speaking and Listening tests. note-taking, labelling and completion of tables or flow
Speaking (11 to 14 minutes) Speaking (11 to 14 minutes) charts. Nonetheless, it is important that any task or test
• Face-to-face interview • Face-to-face interview While IELTS focuses on testing the four skills individually, items should focus on reading or listening and should
• Includes short questions, speaking • Includes short questions, speaking there is inevitably an element of integration in each section, not require detailed writing
at length about a familiar topic at length about a familiar topic in the same way that language skills are integrated in the real
and a structured discussion and a structured discussion
in
e
Key similarities Differences Test takers will Test takers
ll b
be
need to read the must read the
S ki
S k il l
• The Listening and Speaking sections are the same The Reading section of the Academic and General task requirements questions
for both tests. The distinction between ‘academic’ and Training tests is differentiated in terms of: before writing and write their
‘general’ literacy has traditionally been seen as most marked • The choice of texts (topic, genre, length, number, etc)
Writing their answer Listening answers
in relation to Reading and Writing skills. The more socially- • The level of difficulty of the 40 test items. The Academic
i ll s i ll s
oriented language skills of Listening and Speaking are equally Reading section has more items pitched at bands Inte grate d S k Inte grate d S k
important in an academic study or professional context 5-8, whereas the General Training has more items pitched
• The same amount of time is allocated to complete the at bands 3-6. This is a reflection of the different demands
Listening and Speaking sections in both the General of Academic and General Training te s
ted e s te d
Training and Academic tests g gt
in in
e
• The Reading and Writing sections are the same length For Writing, the Academic and General Training tests
ll b
ll b
in both tests. are differentiated in terms of:
S ki
S ki
• Both tests have the same minimum word requirement • The content and nature of the two writing tasks
• The same assessment criteria and 9-band scale is • The contextual parameters of the tasks Speaking Reading
used to grade both tests Test takers Test takers will
However, given the level of differentiation described will need to need to write
A detailed breakdown of the test format can be found above, this does not mean that the scores across listen to and their answers on
read task the answer sheet
in the Guide for educational institutions, governments, Academic and General Training Reading or Writing information in order
professional bodies and commercial organisations sections are interchangeable. to complete the task
and the Information for Candidates booklets, both In
te g
available at ielts.org In
te g r a t e d S k i ll s
r a t e d S k ill s
4–5
5
3
3 IELTS scores and interpretation IELTS Guide for teachers
4 Limited user
Basic competence is limited to familiar situations. Has frequent problems
in understanding and expression. Is not able to use complex language. Thus, a test taker achieving 6.5 for Listening, 6.5 for Reading,
5.0 for Writing and 7.0 for Speaking would be awarded
an overall band score of 6.5 (25 ÷ 4 = 6.25 = Band 6.5).
3 Extremely
limited user
Conveys and understands only general meaning in very familiar situations.
Frequent breakdowns in communication occur. Likewise, a test taker achieving 4.0 for Listening, 3.5 for
Reading, 4.0 for Writing and 4.0 for Speaking would be
No real communication is possible except for the most basic information awarded an overall band score of 4.0 (15.5 ÷ 4 = 3.875 =
2 Intermittent
user
using isolated words or short formulae in familiar situations and to meet immediate
needs. Has great difficulty understanding spoken and written English.
Band 4.0).
6–7
7
3 IELTS scores and interpretation IELTS Guide for teachers
Understanding IELTS scores Setting IELTS band score requirements “IELTS gives us a reliable
IELTS scores are reported on the nine-band scale. The
Academic and General Training tests are marked using the
for recognising organisations
IELTS test scores are just one element of the assessment of
indication of entry
same criteria. a test taker’s suitability to enrol at an institution or to join an level. Other tests are
• The tasks and grading used for the Listening and Speaking
organisation. The level of English needed for a test taker to
perform effectively in study, work or training varies from one
less satisfactory at
sections are the same for IELTS Academic and IELTS situation to another. That is why each individual organisation providing this.”
General Training. The more socially oriented language sets its own minimum IELTS score for applicants, depending
skills of Listening and Speaking are equally important on specific requirements. Admissions professionals may also Kings College, UK
in an academic study or workplace context wish to take into account whether their organisation provides
ongoing language support to students or employees to
• The tasks, test content and grading of the Reading and improve their English.
Writing sections differ between IELTS Academic and IELTS
General Training. This is because the distinction between The IELTS Scores Guide provides detailed descriptions of the
‘academic’ and ‘general’ literacy has usually been seen as test sections and sample test materials. The DVD contains real
most marked in reading and writing skills examples of test takers’ writing and speaking performances at
different band score levels.
Listening Writing
The IELTS Listening test contains 40 questions. Examiners use detailed performance descriptors to
Each correct item is awarded one mark. Band scores, award a band score for each of four assessment criteria:
ranging from Band 1 to Band 9, are awarded to test takers
on the basis of their raw scores. Criterion Weighting
Band score Raw score out of 40 Task achievement (Task 1)/ 25%
Task response (Task 2)
8 35
Coherence and cohesion 25%
7 30
Lexical resource 25%
6 23
Grammatical range and accuracy 25%
5 16
Reading Speaking
The IELTS Reading test contains 40 questions. Examiners use detailed performance descriptors to
Each correct item is awarded one mark. Band scores, award a band score for each of four assessment criteria:
ranging from Band 1 to Band 9, are awarded to test takers
on the basis of their raw scores. Criterion Weighting
6 23 Pronunciation 25%
5 15
8–9
4
IELTS Guide for teachers
IELTS: an
international
test of English
International consultation
IELTS has been developed in close consultation with View the worldwide list of IELTS test
academics, professional bodies and immigration authorities centres at ielts.org/testcentres
around the world.
10–11
5
IELTS Guide for teachers
1 Listening 3 Writing
Make sure that your students: Make sure that your students:
• Think about the context before they listen • Analyse the question carefully and plan
and identify the type of information they their answer before starting to write
will need to listen for • Keep in mind the reader and the purpose
• Read the questions before they hear the text when writing
and use the time between each section to • Structure their writing logically and clearly
prepare for the following section • Decide on a position and use examples
and evidence to support points they make
in task 2
2 Reading • Are familiar with the assessment criteria
Make sure that your students:
• Use reading skills such as skimming and
scanning – they will need to use these 4 Speaking
skills to answer all the questions in 1 hour Make sure that your students:
• Know how best to approach each type • Feel confident and remind them to relax and
of reading task enjoy the conversation with the examiner
The way IELTS results are reported makes it easy for • Answer the questions and transfer their answers • Listen carefully to the questions
teachers see which areas of a learner’s language skills to the answer sheet within the time allowed • Use fillers and hesitation devices if they
need to be developed, and helps them set learners clear need ‘thinking time’ before answering
goals and objectives.Teaching techniques for IELTS include • Realise it is their language level not their
presenting language elements such as grammar and opinions which are being evaluated
vocabulary in a wider context. • Are familiar with the assessment criteria
12–13
6
IELTS Guide for teachers
Becoming Becoming an
an IELTS IELTS examiner
examiner
The worldwide recognition of IELTS and the increasing All IELTS examiner applicants must:
numbers of IELTS test takers has in some countries led to • Be native speakers of English or a non-native speaker
growth in demand for IELTS examiners. with an IELTS band score of 9 in the Speaking and Writing
sections
For teachers familiar with IELTS, becoming an IELTS • Hold relevant qualifications in Teaching English to Speakers
examiner offers a possible opportunity for professional of Other Languages (or equivalent)
development. • Have substantial relevant teaching experience post-
qualification
The training and support provided to IELTS examiners can
impact positively on teachers’ classroom practice. IELTS Next steps
examiners gain a good understanding of what language If you are interested in becoming an IELTS examiner and
learning involves, the study skills needed by students you meet the requirements outlined above, please contact
following a university course in English and the conventions your local test centre.
of Academic Writing in English.
Induction
Erika Tennant, IELTS course teacher, Shortlisted applicants are interviewed and, if successful, complete an induction process.
Australia
Training
Applicants who successfully complete induction proceed to training,
which is carried out by an examiner trainer and lasts four days. can apply the assessment criteria accurately and reliably and
Year 1: Monitoring
Examiners are monitored at least once every two years.
New examiners (and those who have not recently worked Standardisation sessions are held every two years and are led by
as IELTS examiners) are monitored three times in their an examiner trainer. Standardisation is completed at the centre and
All examiners receive written feedback on their rating and the examiner. After the standardisation session, the examiners then
also on the delivery of the Speaking test. They may be
required to take corrective action if any issues are assessment criteria accurately.
raised about their performance.
14 14–15
15
7
IELTS Guide for teachers
improvement Exploring performance across two delivery Fumiyo Nakatsuhara, Chihiro Inoue, 2017
modes for the same L2 speaking test: CRELLA, University of Bedfordshire,
Face-to-face and video-conferencing delivery – Vivien Berry, British Council and Evelina
A preliminary comparison of test-taker Galaczi, Cambridge Assessment English
and examiner behaviour
What changes and what doesn’t? An Khaled Barkaoui, Faculty of Education, 2016
examination of changes in the linguistic York University, Toronto, Canada
characteristics of IELTS repeaters’
Writing Task 2 scripts
Transitioning from university to the Ute Knoch, Susy Macqueen and 2016
workplace: Stakeholder perceptions Neomy Storch, University of Melbourne,
of academic and professional Australia; Lyn May, Queensland University
writing demands of Technology, Australia; John Pill,
American University of Beirut, Lebanon
The success of IELTS rests on attention to four key test Research relating to IELTS test development Using eye-tracking to research the Stephen Bax, Centre for Research Online
qualities – validity, reliability, impact and practicality. These and validation activities is also published in cognitive processes of multinational in English Language Learning Research Reports
four factors have been the subject of a great deal of research Research Notes (RN). For more information, readers during an IELTS Reading test and Assessment (CRELLA), Volume 2, 2015
involving academics, administrators, teachers and other go to cambridgeenglish.org/research-notes University of Bedfordshire, UK
practitioners throughout the world for more than 40 years.
External research Stakeholder perceptions of IELTS as a Jill C Murray, Judie L Cross Online
The IELTS partners lead an extensive programme The IELTS research programme, jointly funded by gateway to the professional workplace: and Ken Cruickshank Publication Reports
of international research designed to ensure the quality the British Council and IDP:IELTS Australia, ensures The case of employers of overseas Volume 1, 2014
and continual improvement of IELTS tests. an ongoing relationship with the broader linguistics trained teachers
and language testing community and demonstrates
Advances in applied linguistics, language pedagogy, the IELTS partners’ commitment to continuous
language assessment and technological capabilities improvement of the test. Construct validity in the IELTS Academic Tim Moore, Janne Morton and Steve Volume 11, 2012
constantly challenge test developers to review, refine Reading test: A comparison of reading Price, Swinburne University
and reshape their approaches to test design, development, Since 1995, more than 100 external studies by over requirements in IELTS test items and in
delivery and evaluation. The steady evolution of IELTS 130 researchers around the world have attracted university study
clearly demonstrates how such factors shape the funding under this scheme. Selected reports are
development of a large-scale, high-stakes language test. published in print and online in IELTS Research Reports An impact study into the use of IELTS by Glenys Merrifield, GBM & Associates, Volume 11, 2012
ielts.org/research professional associations and registration Australia
The IELTS research programme ensures: entities in the United Kingdom, Ireland
• The ongoing usefulness and contemporary relevance and Canada
of the test for organisations that use IELTS results Annual research grants
• That IELTS contributes more broadly to the growing Every year, individuals and education institutions with
Investigating IELTS exit score gains Kieran O’Loughlin, Sophie Arkoudis, Volume 10, 2009
understanding of the nature of language proficiency relevant experience are invited to apply to undertake
in higher education The University of Melbourne, Australia
and its place within linguistics and language education IELTS-related research projects. Details of available
grants, awards and application guidelines can be found
Internal research online at ielts.org/research Investigating stakeholders’ perceptions of David Hyatt, Greg Brooks, Volume 10, 2009
Internal research activities are managed by Cambridge IELTS as an entry requirement for higher The University of Sheffield, UK
Assessment English and are co-ordinated within education in the UK
a framework for ongoing test development and validation.
An impact study into the use of IELTS as an Glenys Merrifield, GBM & Associates, Volume 8, 2008
Cambridge Assessment English makes a valuable entry criterion for professional associations Australia
contribution to the wider field of language assessment in Australia, New Zealand and the USA
through a number of presentations and publications, in
particular, Studies in Language Testing (SiLT). SiLT is a
series of academic volumes that addresses a diverse range
of important issues and new developments in language
testing and assessment that are of interest to test users,
developers and researchers. For more information, go to
cambridgeenglish.org/silt
16–17
Appendix i IELTS Guide for Teachers
Band Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation
1 • No communication possible
• No rateable language
© UCLES 2012
18–19
Appendix i IELTS Guide for Teachers
Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
4 • Attempts to address the task but does not cover all key
features / bullet points; the format may be inappropriate
• (General Training) fails to clearly explain the purpose
• Presents information and ideas but these are not arranged
coherently and there is no clear progression in the response
• Uses some basic cohesive devices but these may be inaccurate
• Uses only basic vocabulary which may be used repetitively
or which may be inappropriate for the task
• Has limited control of word formation and/or spelling;
• Uses only a very limited range of structures
with only rare use of subordinate clauses
• Some structures are accurate but errors predominate,
of the letter; the tone may be inappropriate or repetitive errors may cause strain for the reader and punctuation is often faulty
• May confuse key features/bullet points with detail;
parts may be unclear, irrelevant, repetitive or inaccurate
2 • Answer is barely related to the task • Has very little control of organisational features • Uses an extremely limited range of vocabulary; essentially
no control of word formation and/or spelling
• Cannot use sentence forms except in memorised phrases
1 • Answer is completely unrelated to the task • Fails to communicate any message • Can only use a few isolated words • Cannot use sentence forms at all
© UCLES 2012
20–21
Appendix i IELTS Guide for Teachers
Band Task response Coherence and cohesion Lexical resource Grammatical range and accuracy
or irrelevant
is no development
1 • Answer is completely unrelated to the task • Fails to communicate any message • Can only use a few isolated words • Cannot use sentence forms at all
© UCLES 2012
22–23
Appendix ii IELTS Guide for Teachers
How should the CEFR be used by recognising institutions However, test users may also find the Council of Europe’s With the above in mind, Cambridge Assessment English Q3. If a student has an IELTS score of 6.5 should
wishing to set language ability requirements? Common European Framework of Reference for Languages has conducted a number of research projects since the this be treated as a B2 equivalent score?
helpful. The Framework, a series of descriptions of abilities late 1990s to explore how IELTS band scores align with 6.5 is borderline B2/C1. It is for institutions to decide
In fulfilling its purpose as a common reference tool, the at different learning levels, which can be applied to any the CEFR levels. A number of these were summarised in alignment to a particular level of the CEFR is critical.
Common European Framework of Reference for Languages language, can provide a starting point for interpreting Taylor (2004b), while cautioning that, “As we grow in our Otherwise, our general advice remains that an overall
was not designed to provide the basis for precise equating, and comparing different language qualifications, and is understanding of the relationship between IELTS and the IELTS band 7.0 will probably meet the language
nor was it intended to be a prescriptive tool to impose increasingly used as a way of benchmarking language CEFR levels, so the frame of reference may need to be requirements of most university courses, though 6.5 may
standardised solutions. Rather it was designed as a common ability not only within Europe but worldwide. revised accordingly.” be adequate for courses which are less linguistically
framework of reference, primarily intended as ‘a tool for demanding. Institutions need to consider a range of factors
reflection, communications and empowerment’, as described To help test users understand the relationship between Note that the IELTS band scores referred to in Figure 1 in setting their requirements, including, for example the
by John Trim, its coordinating author, (Saville, N (2005)). IELTS band scores and the six CEFR levels, Cambridge above are the overall band scores, not the individual module amount of pre-sessional or in-sessional language-learning
The IELTS partners recommend that all test result users Assessment English has conducted a number of studies band scores for Listening, Reading, Writing and Speaking. support which will be available to prospective students,
should look at the IELTS bandscore descriptors and use to map the IELTS scale to the CEFR, drawing on the It is important to recognise that the purpose of this figure is and whether a minimum standard should also be specified
the IELTS Scores Guide to establish the appropriate level interrelationship between IELTS and Cambridge Assessment to communicate the relationship between IELTS performances in a particular individual skill.
of language ability required for their particular institution English Qualifications and the known relationship of these and the CEFR. They should not be interpreted as reflecting
or course. latter qualifications to the CEFR. strong claims about exact equivalence between assessment Q4. How does this compare to the mappings
products or the scores they generate, for the reasons given that other language testers have published?
Figure 1: The mapping of the IELTS scale to the in Taylor (2004a). We do not comment on the benchmarking exercises
Common European Framework above is derived from that other language testers have provided.
the interrelationship between IELTS and Cambridge The current alignment is based upon a growing body of
Assessment English Qualifications and the mapping internal and external research, some of which has also References
of these latter qualifications to the CEFR. Further information appeared in peer-reviewed academic journals, attesting
on this can be found at cambridgeenglish.org/cefr to their quality (e.g. Hawkey & Barker, 2004). This research • Council of Europe (2001) The Common European
has been further combined with long established experience framework of reference for languages: Learning, teaching,
General information of test use within education and society, as well as feedback assessment, Cambridge: Cambridge University Press
from a range of stakeholders regarding the uses of test results • Davidson, F & Fulcher, G (2007) The Common European
Making comparisons between scores on different tests for particular purposes. Framework of Reference and the design of language tests:
is challenging because many of the current range of test A matter of effect. Language Teaching 40, 231-241
products differ in their design, purpose, and format (Taylor, As further work, such as that being undertaken in the • Hawkey, R & Barker, F (2004). Developing a common
2004a). Test takers’ aptitude and preparation for a particular English Profile project, enriches our understanding of scale for the assessment of writing
type of test may also vary and individual test takers or the CEFR levels, further refinements may be possible. • Assessing Writing, 9(3), p. 122-159
groups of test takers may perform better in certain tests • Milanovic, M (2009) Cambridge ESOL and the CEFR.
than in others. Research Notes 37, 2-5
Further information • Saville, N (2005) An interview with John Trim at 80,
Specifying the relationship between a test product and Language Assessment Quarterly 2 (4), 263-288
the CEFR is challenging because, in order to function Q1. Some IELTS band scores are shown as borderline • Taylor, L (2004a) Issues of test comparability.
as a framework, the CEFR is deliberately underspecified (e.g. it is not clear whether band 5 is B1 or B2). How Research Notes 15, 2-5
(Davidson & Fulcher, 2007; Milanovic, 2009; Weir, 2005). should institutions and organisations interpret this? • Taylor, L (2004b) IELTS, Cambridge ESOL examinations
Establishing the relationship is also not a one-off activity, As IELTS preceded the CEFR, IELTS band score thresholds and the Common European Framework Research Notes
but rather involves the accumulation of evidence over time have never aligned exactly with the CEFR transition points. 18, 2-3
(e.g. it needs to be shown that test quality and standards Previously (Taylor 2004a), we provided advice as to the • Weir, C J (2005) Limitations of the Common European
are maintained). score on IELTS that a test taker who was at a given CEFR Framework for developing comparable examinations
level might achieve. However, our research shows that a and tests. Language Testing 22, 281-300
The relationship of IELTS with the CEFR is complex as IELTS C1 minimum threshold would fall between the 6.5 and 7
is not a level-based test, but rather designed to span a much thresholds on the IELTS scale. Therefore, whilst many 6.5
broader proficiency continuum. It also utilises a different test takers would be at C1, a number will be marginally below. Further information can be found at ielts.org/cefr
9-point band scoring system; thus, there will not be a one-to- The present table makes this clearer. So if an institution
one correspondence between IELTS scores and CEFR levels. requires a high degree of confidence that an applicant is at
It is important to bear in mind the differences in test purpose, C1, they may wish to set a requirement of 7, rather than 6.5.
test format, test populations, and measurement scales when
seeking to make comparisons. Q2. Does IELTS differentiate at C2 level?
Band scores of 8.5 and higher constitute C2 level
performance. Band 8 is borderline.
24–25
BRITISH COUNCIL
Bridgewater House
58 Whitworth Street
Manchester M1 6BB
United Kingdom
TEL: +44 (0) 161 957 7755
Email: ielts@britishcouncil.org
IELTS USA
825 Colorado Boulevard
Suite 221
Los Angeles CA 90041
USA
TEL: +1 323 255 2771
Email: ielts@ieltsusa.org
January 2018
ielts.org