1. UKNARIC conference Understanding IELTS scores
explanation and practical exercise
DAY 1 PRESENTATION – AUDIENCE LIKELY TO BE MOSTLY ADMISSIONS STAFF
Explain the aims and format of the session:
AIMS
To explain what IELTS scores mean in practice – what level of English can be expected from applicants who have gained different band scores at IELTS.
To show how you (Receiving Organisations) can decide on appropriate IELTS band scores for your particular requirements (e.g. what the level of writing skills would be needed for a particular course or job in your organisation?)
To provide you with the practical tools and materials to do this
FORMAT
Explanation followed by a practical activity
[The focus of the session is therefore not on how candidates are evaluated but on what the results of this evaluation mean for the RO.]

2. The context…
English language is becoming an increasingly important part of the Tier 4 student visas
In Tier 4, for foundation, UG and PG courses; no specific English language level is required by UKBA
BUT they advise English language ability should be considered by sponsors when assessing qualifications
To ensure assessment is accurate and the level is correct for your course, understanding of what scores mean is key to good decision making

3. What do these scores actually mean!?
Aims of the workshop
To understand the IELTS band score system and scoring criteria, with particular focus on the bands most typically used for UG and PG courses
What do these scores actually mean!?
To understand how to go about setting the right score for a course, with particular focus on speaking ability

4. Standards Setting
The process of deciding what IELTS score a candidate would need to present before they could be allowed to enter a particular course, register as a professional or participate in a specific working environment etc.
Once you (ROs) have decided to use IELTS as the basis for the English language proficiency requirement for entry to academic courses, or for employment and migration purposes, you need to decide what standards of English language proficiency you require, and match that to a particular IELTS score. This process is called Standards Setting
Requirements will vary from one organisation to another, so IELTS has no fixed pass mark, but gives results in the form of 9 bands.
Arriving at an appropriate standard for your needs involves answering two key questions
1. What is the minimal level of English that would enable an individual to cope with the language demands involved in your working context? In other words, what kinds of reading, writing, listening and speaking are involved in this context and how well does someone need to be able to do these things in order to ‘get by’?
2. How does this minimally acceptable level of English translate into scores on the IELTS test?

5. IELTS Band Scores 9 Expert user 8 Very good user 7 Good user
6 Competent user
5 Modest user
4 Limited user
3 Extremely limited user
2 Intermittent user
1 Non user
0 Did not attempt the test
IELTS scores are given in the form of Bands.
A general indication of level for each band is given, but in order to set standards, ROs will need more information.
Further information
Examples of general band descriptions:
Band 9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding
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.
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 1 Non user Essentially has no ability to use the language beyond possibly a few isolated words

6. The IELTS scores explained DVD
Standards setting tool – helps you decide what is the right score for entry onto your courses
Helps staff who need to set language standards, or interpret IELTS scores
The DVD IELTS Scores Explained has been produced to help Receiving Organisations interpret IELTS Scores so you can decide what scores would be appropriate for their needs.
The DVD includes all the information and materials necessary for the RO to carry out a standards setting exercise for their own organisation.
Additional information
The DVD could also be used to help candidates, teachers, course designers, materials writers, agents to understand what the difference is, for example, between a band 6 and a band 8 in writing.

7. When you open the DVD and click into the main menu this is what you will see.
The Basic Introduction gives information on: the purpose of the test, who runs it,, its general structure, who recognises it, where it can be take, how results are reported etc.
There is a section on Question Paper Production Process, which explains how the question papers are produced, showing how qualitative standards (involving the judgement of qualified professionals) and quantitative standards (from statistical analysis) are maintained .
Setting Standards for IELTS Scores explains what standards setting is and gives refs for studies and useful materials AND outlines a procedure for you to use in your institution with your colleagues in order to set or confirm appropriate local standards for IELTS scores. We shall be looking at some of the steps in this procedure shortly.
Marking and interpreting scores: this covers Score processing, reporting and interpretation – training of markers and marking administration
Profiles: overall band scores plus bands for each skill
How raw scores are converted to bands in the different skills
How to mark the reading and listening tests (this explains requirements for correct answers and how the answer keys are constructed – this information is necessary to understand how the answer keys for the reading and listening tasks would be applied in practice)

8. Explanation of listening and reading modules in more detail
Sample listening audio and questions
Sample reading texts and questions
Explanation of how to interpret listening and reading scores
Explain how best to set scores for reading and listening
Four sets of bands: listening, reading, writing, speaking
Listening and Reading To help you get an idea of how band scores for these modules correspond to actual performance, the DVD provides sample materials (texts/recordings + questions, + answer keys. These could be used in various ways eg
- you can do the tasks yourself , mark your answers and work out the band for your performance on Reading and Listening. You can then think about what levels would be required for students or workers in your institution.
- you can ask a person or people in your institution whose English is just at the required level to do the tasks and see what bands they get. This will allow you to identify the minimum band level required.

9. Explanation of writing and speaking modules in more detail
Explanation of marking
Band score descriptors
Sample writing scripts and speaking clips
Examiner comments
The DVD also allows you to
look at typical writing questions and read some sample writing paper answers
watch and listen to speaking tests
It provides the criteria by which these are assessed (band score descriptors)
There is additional information on the DVD explaining the bands given to particular candidates and the basis on which these were awarded.

10. Standards setting Two key questions:
1. What is the minimal level of English needed?
2. How does this minimally acceptable level translate into IELTS scores?
Standards setting: the process of deciding which IELTS score a candidate before being able to enter a particular course, register as a professional etc.
We have information which gives guidance on acceptable IELTS scores for different courses.
However, many variables can affect performance on courses in addition to language ability. So the appropriate level for entry to your institution is something that you decide.
For Question 1 you may need to consider eg
- whether your institution needs a single standard or if there will be different requirements,
- who makes these decisions? (e.g., English language educators, academic staff, managers?)
We’ll now address question 2.

11. 1. What is the minimal level of English needed?
Spend a few minutes discussing the following:
What minimum scores are currently set?
Are these high enough / too high in your opinion – why?
Do these vary from course to course?
If so, should they? If not, should they?
What kinds of reading, writing, listening and speaking are involved in each of your course types and how well does someone need to be able to do these things in order to ‘get by’? Which skills require a higher or lower level?

12. 2 How does this minimally acceptable level translate into IELTS scores?
We will view some sample video clips of Speaking tests provided on the DVD to make judgements about which level of performance on the test corresponds to the minimally acceptable ability you believe is required for your courses.

13. Focus on Speaking

14. Speaking test overview
11 – 14 minutes
Part 1: candidate answers general questions about themselves and a range of familiar topics
Part 2: candidate speaks uninterrupted on a given topic (prompt card and preparation time given)
Part 3: candidate engages in discussion with examiner on ideas and issues linked to the topic in Part 2

15. Speaking test Part 3 – Two-way discussion
Examiner invites candidate to participate in discussion of a more abstract nature, based on verbal questions thematically linked to Part 2 topic.
4-5 minutes in total
PRACTICAL EXERCISE – participants use the band descriptors to evaluate speaking performance, in order to provide a basis by which they can set standards and interpret scores
We are going to look at the speaking module of the test in more detail to give you a better understanding of what IELTS band scores really mean.
Explain the 3 parts of the speaking test:
Part 1 Introduction and interview (familiar topic frames)
Part 2 Individual long turn (1-2 min monologue based on written prompt)
Part 3 2-way discussion -

16. How are Band Scores awarded for Speaking?
Fluency and coherence
Lexical resource
Grammatical range and accuracy
Pronunciation
Writing and speaking performances are marked according to a set of analytical assessment criteria, by trained examiners who are regularly monitored, standardised and re-certificated.
Here are the analytical criteria for the marking of the Speaking Test.
Fluency and Coherence e.g. to what extent they can maintain a flow of speech, and the way they use connecting words and signalling words to make the relationship between their ideas clear.
Lexical resource – their range of vocabulary, whether they can express themselves without repetition and use an appropriate style,
Grammatical range and accuracy – the range of grammar they can use and how accurately they can use it
Pronunciation – whether their pronunciation causes a strain for the listener
Tell them that examiners use a set of detailed band descriptors for these areas. Give out Speaking band descriptors (public version)

17. Using the DVD A practical exercise assessing speaking
Read through the band score descriptors
Watch some speaking clips (part 3 only)
Use the score descriptors to judge the level
Discuss your opinions and suggest scores
Aim of the exercise is to help you understand the different score levels and so be able to make a valid judgement on which is most appropriate for your courses. Explain the ‘task’ and give delegates enough time to read the speaking band descriptors and ask any questions.
Check their understanding by asking them to identify the difference between eg band 5 lexical resource and band 6
We are going to watch two clips from Part 3 of the speaking test (these are the best reflection of a candidate’s interactive output) Watch the video clips and decide whether this candidate would be at a suitable level to cope in your institution. As you listen, look at the speaking band descriptors and decide what band you think he is at
Remember examiners have intensive ongoing training – you have 10 minutes!

18. Candidate H

19. Candidate H
Candidate scored:
6.0
See hand out for comments

20. Candidate G
Now we’re ready to watch a clip from Part 3 of the Speaking Test.
You have the descriptors, watch and listen and write down your thoughts as you listen.
At the end you’ll have some time to discuss your thoughts with those around you.
Then we will look at the examiner comments and mark that was given.
Show first clip
Encourage them to discuss amongst themselves
Get feedback

21. Candidate G 5.0 Candidate scored: See hand out for comments
Give actual score
Hand out examiner comments and/or summarise examiner comments (see below)
Would the level of proficiency exemplified in this clip be appropriate for applicants to your institution?
IF TIME Tell them we’ll do the same again for another clip
Examiner Comments on Candidate G
Speaking Part 3: Hobbies
Band 5
(Fluency and Coherence) In spite of some hesitation, the candidate can generally maintain the flow of speech, but he does not offer sufficient extension to give long responses. He uses a range of connectives and markers, although these tend to be rather mechanical and are almost always at the beginning of his sentences. There is some hesitation, reformulation and occasional loss of coherence, but generally simple speech is produced with some fluency.
(Lexical resource) He tends to personalise responses and also uses vocabulary repetitively, which indicates a lack of confidence in his resource. Nevertheless, he demonstrates sufficient language to talk about more general trends. (Grammatical range and accuracy) He tends to use a limited range of structures repetitively, including ‘if’ clauses, but with little complexity beyond these. He is able to demonstrate control of basic structures, but errors occur repeatedly.
(Pronunciation) His speech is generally clear, although there is some mispronunciation of sounds and words; rhythm is frequently interrupted and stress and intonation patterns are not always appropriate.
This is a good example of a Band 5 performance.

22. Candidate I
Show 2nd clip
Get them to discuss

23. Candidate I 7.0 Candidate scored: See hand out for comments
Give actual score
hand out or summarise the actual examiner comments
Would the level of proficiency exemplified in this clip be appropriate for applicants to your institution?
Examiner Comments on Candidate I
Speaking Part 3: Hobbies
Band 7
Fluency and coherence This candidate can maintain the flow of conversation without noticeable effort, although he has a rather slow delivery, with some hesitation. He uses a range of reference markers fluently and naturally to give cohesion (It’s likely that they will; so that helps). Overall, however, his topic development is limited and he does not extend his responses sufficiently to reach Band 8.
Lexical resource His vocabulary is appropriate but he does not use an extensive range. Examples of good collocation and idiomatic usage (the job ladder) are not as frequent as they would be at higher bands, and are sometimes not well-integrated or result in awkward expressions (everything in excess is not good; to provide themselves; want to go higher, higher on the job ladder).
Grammatical range and accuracy A range of structures is used, but there is not enough complexity to raise the performance above Band 7. The level of accuracy is high, with only a few minor errors, but the candidate stays within a safety zone and this has an impact on his range of structures.
Pronunciation The candidate has only a slight accent that has very little impact on his English pronunciation. He is able to use a wide range of phonological features to convey meaning effectively (it’s not that difficult to play) and to make precise distinctions (more popular vs. most popular).
This is a high-level candidate who seems to play safe. In doing so, he fails to produce sufficient language to be awarded a higher band. We are going to look at the speaking aspect of the test in more detail to give you a better understanding of what IELTS band scores really mean.
The DVD has videos of 10 candidates at different levels.

24. Considering speaking scores
You should now have a better understanding of what is possible at band scores 5, 6 and 7
Take into account half bands
There are more examples on the DVD – free copies available from the IELTS stand
You can compare the criteria on each band score to the abilities you would like your students to have in each area for each course

25. Standards Setting within institutions
Check your present minimum score requirements with the User Questionnaire
Consider required language levels for local needs in relation to the information provided on the IELTS scores explained DVD
Summary
Standards setting involves identifying the levels of English Language proficiency required by your institution and matching them against the information and examples found in the DVD.
We have given you an idea of how this could be carried out for speaking and/or writing.
A more detailed procedure is suggested in the section of the DVD called ‘Setting Standards’.
All the material you need, both written and audio, is contained within the DVD.

26. Thank you!
Questions?
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