ielts rr volume08 report5

Introduction

The late 20th and early 21st centuries have seen a significant increase in global mobility, driven by advancements in communication and the diminishing of cultural and national borders The rise of the internet, primarily spearheaded by the United States, has established English as the dominant language in science, technology, education, economics, and politics Over the past two decades, student mobility for educational purposes has surged, with English-speaking countries like the UK, USA, Australia, Canada, and New Zealand emerging as preferred destinations However, concerns regarding the quality of English-taught programs and the need for comparability across different educational systems have highlighted the necessity for an international benchmark for English language proficiency.

The rise in student mobility for educational purposes has coincided with eased immigration restrictions, leading to a surge in trained professionals eager to work in English-speaking countries Proficiency in the English language has become an essential requirement for immigrants seeking professional roles, especially in high-stakes fields such as nursing, medicine, and veterinary care.

Over the years, various language assessment models have been developed for admission to academic programs and professional fields, yet many have been discontinued for reasons that remain largely speculative A key factor in maintaining the credibility of language proficiency assessments, which serve as international benchmarks, is their ability to incorporate essential standards and practices.

! continual validation for the purpose(s) for which they are used for both test-takers and those accepting the outcomes

! development of a suite of tests and tasks which can be rotated

! marketing and dissemination of information and updates to stakeholders

! a broad network of approved test centres to provide high levels of accessibility

! external quality control processes for tests

! external quality control processes and procedures for test centres

! ongoing training and accreditation of test writers and assessors

! dispute resolution and appeals procedures

! test security processes and procedures

! review processes which include external research and development

The comprehensive and costly features of language assessment necessitate specialized expertise and credentials Unfortunately, few government or commercial entities have been able to consistently invest the required resources and expertise to sustain modern and effective assessment systems.

Three leading international entities have established benchmarks for English language proficiency The Educational Testing Service (ETS), based in the USA, is well-recognized for its testing services, particularly among international students pursuing educational opportunities in the United States ETS provides a comprehensive range of assessments, including the Test of English as a Foreign Language (TOEFL) specifically designed for non-native English speakers.

Language (TOEFL) for many years and, more recently, the revamped internet-based TOEFL © IELTS Research Reports Volume 8 6

(iB TOEFL), the Test of English for International Communication (TOEIC), the Test of Spoken English (TSE) and the Test of Written English (TWE)

Cambridge ESOL, part of Cambridge Assessment, provides a wide array of English proficiency tests for non-native speakers globally, including the First Certificate in English (FCE), Certificate in Advanced English (CAE), Certificate of Proficiency in English (CPE), and Business English Certificates (BEC) These qualifications are recognized by numerous employers and educational institutions worldwide, facilitating opportunities for learners in various regions.

Cambridge ESOL also has joint ownership, along with IELTS Australia and the British Council, of the International English Language Testing System (IELTS)

Renowned globally, these organizations possess significant expertise in language testing Their assessments are grounded in thorough research, offering test-takers credentials that carry substantial credibility, as they adhere to rigorous standards and yield dependable, authoritative results.

In addition to internationally recognized testing services, there are nationally developed tests known for their high reliability, such as the Occupational English Test (OET) in Australia, which assesses language proficiency for health professionals and is accepted by various professional associations in Australia and New Zealand Meanwhile, medical bodies in the USA and the UK have created their own tailored testing systems Despite this, the IELTS has gained popularity as a global benchmark for language assessment, particularly for immigration and professional entry purposes.

Objectives, scope and approach

Objectives

The increasing popularity of IELTS for non-academic purposes prompted the development of this impact study, which aimed to assess its broader implications and applications.

! determine the reasons for selection of IELTS as a criterion for membership of professional organisations

! identify the main competitors to IELTS

! assess the overall degree of understanding of the Test by professional association staff (eg overall band scores versus skill band scores, Academic versus General Training, etc)

! gain an understanding of what the expectations are of candidates who reach the required level

! gain an understanding of candidate perceptions of the Test, including their view of its appropriateness for this purpose and its value to them as individuals

! identify perceptions of both users and candidates of how IELTS could better fit the purpose for which they are using it

! compare perceptions and the depth of understanding of IELTS by professional associations in each of the countries studied

! develop recommendations on whether or not IELTS should actively seek to extend the reach of the Test in non-academic sectors

! make recommendations on the development of educational and marketing programs to enhance understanding of the Test, its outcomes and its appropriate uses © IELTS Research Reports Volume 8 7

Scope

This study focused on professional associations registered with IELTS in Australia, New Zealand, and the USA at the time of approval, highlighting the specific geographical scope of the research.

! Australian Nursing and Midwifery Council

! Australian Pharmacy Examining Council Inc

! Association of Chartered Certified Accountants

! Accounting and Finance Association of Australia and New Zealand

! Nursing Council of New Zealand

! Pharmacy Council of New Zealand

! Veterinary Council of New Zealand

! American Association of Veterinary State Boards (AAVSB), PAVE program

! American Veterinary Medical Association (AVMA), Educational Commission for Foreign Veterinary Graduates (ECFVG) – Doctors of Veterinary Medicine (DVM)

! Commission on Graduates of Foreign Nursing Schools (CGFNS)

! International Commission on Healthcare Professionals (ICHP)

Additional associations which had registered as accepting IELTS as one of a suite of English language assessment systems during the course of 2006 were also contacted These included:

! Institute of International Education (USA)

These two organisations and Australia’s CPA Australia, Association of Chartered Certified

Accountants and the Accounting and Finance Association of Australia and New Zealand chose not to participate in the study, stating that they do not engage directly with the IELTS testing system and lack sufficient familiarity with it.

Approach

This qualitative study utilized semi-structured interviews with key individuals from various associations to gather insights It is important to note that qualitative research does not allow for generalizations (Burns 1999, p 23), meaning that the perspectives shared by participants are a sample and should not be viewed as representative of the entire sector.

Two data collection methods were used:

1 desk research to examine documentary data, including policies, protocols, correspondence, evaluation of assessment programs

2 semi-structured interviews with key stakeholders, including:

- industry professionals with expertise in English language assessment, and in particular with the major assessment systems being scrutinised

- directors and staff of professional associations who worked with IELTS and other language assessment systems © IELTS Research Reports Volume 8 8

The study aimed to identify and interview individuals who successfully entered their professional fields to gain insights into their attitudes and experiences with IELTS The interviews sought to evaluate the effectiveness of IELTS as a measure of English language proficiency relevant to their specific occupations.

The study faced significant challenges in tracking applicants due to several factors Firstly, most associations lacked a follow-up system for candidates, with interactions primarily limited to the initial registration phase when language skills were first assessed Secondly, some associations did not engage directly with applicants, focusing instead on desk assessments for overseas entries Additionally, privacy legislation restricted associations from sharing contact information of past registrants The optimal moment to reach candidates was during their IELTS registration; however, many had not yet experienced an English-speaking workplace, limiting their ability to evaluate the exam's relevance to their professional language needs Lastly, the absence of federal control over registration in the USA further complicated the situation, as this responsibility is managed at the state level.

US associations did not directly register applicants; instead, they issued an authority for applicants to present to the State Registering Board in their desired work location Additionally, many of these boards established their own requirements based on state regulations, resulting in a lack of accessible information regarding professionals who completed the registration process.

Due to challenges in reaching a substantial number of overseas-trained professionals familiar with the destination workplace, it was difficult to gather extensive data for the study Nonetheless, some insights were obtained through anecdotal feedback from professional association staff during structured interviews.

National and international tests

IELTS

IELTS, established in 1989 and managed by a partnership of IDP: IELTS Australia, the British Council, and Cambridge ESOL, is an internationally recognized language competency assessment It boasts a vast network of testing centers and is acknowledged by over 3,800 educational institutions, government agencies, and professional organizations across 120 countries, conducting more than 500,000 tests annually This esteemed partnership is dedicated to ongoing external research, test validation, and the training of a professional team of item-writers and examiners.

Since its introduction in 1989, the IELTS Test has seen a significant increase in global candidates Initially created to evaluate English proficiency for academic study, it has evolved over the past decade to serve various organizations and government entities for diverse purposes Today, IELTS is recognized as a key measure of language competency for immigration, employment, professional registration, and entry into courses offered by professional associations.

The IELTS is currently recognized by professional associations in seven countries, primarily English-speaking nations, along with Canada and Brazil The USA presents a significant growth opportunity for IELTS due to its large population and diverse culture, with increasing confidence in IELTS as a reliable language proficiency assessment in the academic sector Following the examples set by the UK, Australia, and New Zealand, various professional associations, particularly in healthcare fields such as nursing, medicine, pharmacy, and veterinary practice, have begun incorporating IELTS into their language assessment tools, underscoring the critical importance of English language competence in these high-stakes professions.

The IELTS is a respected English language testing system essential for evaluating academic competency Its Academic module features tasks that simulate real academic challenges Although the speaking and writing components involve subjective assessment, there is consistent examiner training and a robust moderation system to ensure fairness and accuracy.

The suitability of the IELTS testing system for evaluating essential skills in professions like medicine, nursing, veterinary science, engineering, teaching, and accounting is questioned due to a lack of research validating its effectiveness for these specific purposes, as noted by O’Loughlin (2006).

Language for Specific Purposes (LSP) is a key area within applied linguistics, distinguishing between languages for academic and occupational purposes Academic language assessments evaluate students' readiness for higher education, while occupational assessments gauge language skills necessary for professional roles Prominent LSP assessments, often proficiency tests, focus on an individual's ability to perform effectively in specific academic or workplace environments These performance-based assessments require test-takers to demonstrate practical communicative functions rather than merely showcasing their linguistic knowledge.

Professionals in this study highlighted significant differences between the language used in academic writing and that required for medical documentation, such as patient case studies and diagnosis reports While tertiary students need skills for discussion, argumentation, and presentations, pharmacists must engage with the public effectively, asking precise personal questions to identify symptoms and providing tailored advice to a diverse clientele Although IELTS includes an interactive language component, health professionals believe it lacks the specific context offered by the Occupational English Test (OET).

Many professional organizations that recognize IELTS also accept alternative English proficiency tests, such as the OET in Australia and New Zealand, as well as the iBT TOEFL, TWE, and TSE in the United States.

However, IELTS has a number of advantages over its competitors Some of these advantages are:

! easy accessibility to the Test by most candidates because of the extensive network of test centres available to them

! frequency of test dates, so that candidates can access the Test with a broad choice of test dates

! rapid turn-around time for results to be provided to candidates

! ongoing research into language testing

! trialling and validation of test questions and tasks under the supervision of the partners

In the early years of IELTS, concerns about test security and the authenticity of issued credentials were prominent due to rising document fraud However, feedback from professional associations suggests that these issues have been largely addressed through effective strategies implemented by the joint owners of IELTS Organizations now have reliable and secure methods for verifying candidate test results via the online IELTS Test Report Form (TRF) Verification Service, a feature that has been positively acknowledged by many stakeholders involved in the project.

Occupational English Test (OET)

The Occupational English Test (OET) is an Australian-developed assessment utilized by professional associations in Australia and, to a lesser degree, New Zealand This test features a simulated consultation aimed at evaluating candidates' oral and aural skills across various occupational settings, particularly in healthcare, offering a targeted performance-based evaluation.

Performance tasks are directed primarily at the health professions: doctors, veterinary surgeons, occupational therapists, nurses, dieticians, radiographers, dentists, optometrists, speech pathologists and pharmacists

The specificity of analyzing workplace language behavior and communication patterns offers a more relevant assessment of linguistic competence for professionals However, to effectively engage with colleagues, patients, clients, and business contacts, professionals must also possess broader English language skills.

Some issues related to the OET were identified by industry professionals and professional associations during structured interviews These have yet to be validated, but included the following

! The strong cultural environment related to medical and hospital contexts in the OET may disadvantage candidates from non-Australian or New Zealand ethnic backgrounds

! There may be tension between the objectives of assessing English communication skills versus medical knowledge.

Test of English as a Foreign Language (TOEFL, iB TOEFL)

TOEFL, designed and run by the US-based Educational Testing Services, has been in existence since

Since its inception in 1964, the testing system has become the most widely used in North America, with a network that also reaches several countries from which individuals travel to the USA for educational or immigration opportunities.

The primary criticism of the original test by professional organizations was its failure to assess all necessary skills, requiring candidates to complete additional speaking and writing tests, typically the Test of Spoken English (TSE) or Test of Written English (TWE), both provided by ETS.

The revised iB TOEFL test and the new paper-based version incorporate integrated skills, aligning better with the requirements of organizations that accept them Featuring a diverse range of task types, the test is backed by extensive research and validation regarding its constructs and discourse types, ensuring its effectiveness and relevance.

The iB TOEFL is gradually expanding its availability across a wide range of locations Although it currently lacks the extensive reach of IELTS, its increasing accessibility could position it as a formidable competitor, especially in North America and countries connected to it through immigration or international education.

Issues identified by industry professionals and professional associations about TOEFL during informal interviews included the following

! The former version of the TOEFL was considered by many to be too grammar-based to adequately assess English communication skills

! TOEFL was considered to have a strong academic focus in its settings

! The availability of the test was an issue in countries outside the USA

! TOEFL did not test all skills Those who chose to accept the test generally required the TSE and TWE in addition This was time-consuming

The iB TOEFL speaking section features a semi-direct format where test-takers respond to audio prompts Unlike traditional conversations, this assessment does not include real-time dialogue with a live partner, simulating a more structured interaction.

Other

National Accreditation Authority for Translators and Interpreters Ltd (NAATI) (Australia):

This Australian organization specializes in approving training courses for interpreters and translators, offering an accreditation service primarily aimed at workforce needs Unlike international language proficiency tests, its focus is distinctly different Although it is a private entity, it operates under the guidance of the Australian Government In the context of this study, it was recognized by only one association and is not regarded as a significant competitor to IELTS.

The International Second Language Proficiency Ratings (ISLPR) is a specialized language proficiency assessment system in Australia aimed at evaluating the English language skills of migrants Primarily utilized in migrant language education, the ISLPR is not widely accessible, as it involves a one-on-one assessment process that can be both time-consuming and costly.

Professional English Assessment for Teachers (PEAT) (Australia): This test was designed by the

The University of New South Wales Institute of Languages (UNSWIL) offers specialized programs for overseas-trained teachers aiming to teach in New South Wales, with funding provided by the NSW Department of Education.

It is only available through the UNSWIL on specified dates

The New Zealand Teachers Council recognizes this English language option among others While it may better suit the specific language skills needed by teachers, candidates outside the system often face challenges in accessing it.

New South Wales means that very few candidates take advantage of it, most opting for IELTS or iB TOEFL instead © IELTS Research Reports Volume 8 12

2 OUTCOMES OF INTERVIEWS WITH PROFESSIONAL ASSOCIATIONS –

AUSTRALIA, NEW ZEALAND AND THE USA

The IELTS Test was originally created to assess English language proficiency for academic purposes, and this objective continues to be its main focus Candidature numbers in Australia, New Zealand, and the USA have mirrored trends in the education sector Data from Cambridge ESOL indicates that between 2004 and 2006, Australia experienced a 100% increase in candidates, while the USA saw a 109% growth Conversely, New Zealand, facing a decline in export education, reported a 53% decrease in in-country candidature.

Figure 1: Total IELTS candidate numbers in Australia, New Zealand and the USA

Source: Analysis of candidate reasons for taking IELTS in the USA, New Zealand and Australia (2004-2006): Cambridge ESOL

During the specified period, there was a notable increase in the number of candidates taking the Test for professional reasons, especially in the USA However, it's important to note that this data may not fully represent the total, as many offshore professionals who participated in this study likely took the Test in their home countries Additionally, a significant number of individuals took the Test for migration purposes, which may include professionals seeking registration, though these figures are not included in this report.

The IELTS candidature for professional purposes in Australia, New Zealand, and the USA reflects a significant trend in language proficiency assessment According to an analysis conducted by Cambridge ESOL from 2004 to 2006, candidates in these regions primarily undertake the IELTS exam to enhance their career opportunities and meet professional requirements.

With numbers taking the Test for professional purposes showing steady growth in Australia

(100% between 2004 and 2006), and growth somewhere in the vicinity of 500% in the USA over the period, this is an area to support and develop

Sections 2.4.1 to 2.4.3 discuss the registered professional associations, drawing on information from their websites, documents provided during interviews, and records from face-to-face discussions The section titled "Language Needs of [profession]" explores interviewees' insights into the primary language requirements within their fields, aiming to assess whether research has informed the appropriate IELTS achievement levels for each profession Although a dedicated language needs analysis has not been performed, it would significantly enhance the evaluation of IELTS's suitability for language competency in the professions examined A summary of the interview outcomes can be found in Appendix 5.

Australia

Australian Medical Council (AMC)

The Australian Medical Council (AMC) is an independent organization dedicated to safeguarding public health and safety by establishing standards for the training, education, and practice of medical professionals A key function of the AMC is to evaluate overseas-trained doctors seeking to practice in Australia and to provide guidance to State and Territory Medical Boards on the registration of medical practitioners To obtain AMC certification, applicants must complete a specific process before they can approach the relevant State and Territory authorities for registration.

Territory Boards for registration to practise as medical practitioners

The assessment requires proof of English language proficiency, a recognized qualification for practicing in the country of training, a satisfactory score on a Multiple Choice Question (MCQ) test administered in Australia, and completion of supervised clinical practice.

The certification process for applicants typically spans 12 months and includes a Stage 2 examination, with the entire procedure ranging from two to five years The initial step involves taking an English language test, often conducted overseas It's important to note that this test is valid for only two years, and if the certification process exceeds this duration, applicants may need to submit a more current language test as required by the State Boards.

Most applicants take the English language test in Australia Most overseas doctors also complete a bridging program run by an approved education provider

The AMC initially required a minimum overall IELTS band score of 7.0 in the Academic module, with no component lower than 6.5 However, after receiving feedback from bridging course providers, the AMC consulted with IELTS administration and revised the requirement to a minimum of 7.0 in each macroskill Despite this change, State Boards retain the discretion to accept applicants with lower language proficiency Each year, the AMC evaluates between 1,300 and 1,500 applicants.

2.1.1a Perceived language needs of doctors

Effective communication is crucial in the medical field, as around 70% of complaints received by the AMC regarding doctors are linked to language issues These complaints often encompass broader communication skills, highlighting the importance of proficiency beyond just English language abilities.

“bad events” are a result of poor communication

Inadequate language skills can jeopardize patient safety, particularly during the handover process between healthcare professionals Writing poses significant challenges, while speaking and reading are deemed essential skills for effective communication in healthcare settings.

2.1.1b Comments on the English language assessment

The IELTS requirement of 7.0 in all macroskills has been reassessed due to feedback highlighting inadequate language skills from those managing bridging programs Currently, 80% of applicants prefer the IELTS Test over the OET, primarily because of the more frequent test dates Additional benefits include the quick turnaround for results and the convenient online verification system for test scores.

The Occupational English Test (OET) offers a profession-specific advantage over the IELTS, allowing candidates to retake only the components they previously failed Unlike the IELTS, the Australian Medical Council (AMC) does not receive feedback from candidates regarding the tests unless a formal complaint is made, leaving them without insight into which test better meets their requirements.

Australian Nursing and Midwifery Council (ANMC)

The Australian Nursing and Midwifery Council (ANMC) serves as a key organization dedicated to creating and promoting a national regulatory framework for nurses and midwives Currently, the ANMC does not oversee the registration of nurses; however, there are ongoing initiatives aimed at establishing a cohesive national registration system in the future.

In 2008, a key responsibility of the organization was to evaluate overseas nurses and midwives seeking migration This process necessitates the submission of identity verification, relevant qualifications, current registration details, employment status, and proof of English language proficiency.

The ANMC has minimal direct interaction with candidates and does not monitor individuals granted permanent residence, as registration is managed by the States and Territories.

The Council now requires a minimum IELTS score of 7.0 overall, including 7.0 in Writing and Speaking, and 6.5 in Reading and Listening This change, which was made in response to complaints from clinics and hospitals regarding the English language proficiency of overseas-trained nurses, was implemented with guidance from IELTS administration, increasing the previous overall requirement of 6.5.

The only alternative English language proficiency test is a B pass in the OET

2.1.2a Perceived language needs of nurses and midwives

The ANMC emphasizes that the greatest risk to patient safety occurs during the handover between healthcare professionals, highlighting the necessity for advanced reading and writing skills Additionally, effective social interaction with patients and clear technical communication among colleagues are essential components of quality healthcare.

The IELTS offers distinct advantages for the ANMC, including a high frequency of test dates and a convenient online verification service In contrast, while the OET is preferred for its focus on health professions, it lacks the same level of accessibility.

Australian Pharmacy Examining Council Inc (APEC)

The Australian Pharmacy Examining Council (APEC) originally operated under the umbrella of the National Office of Overseas Skills Recognition (NOOSR) It was established as an incorporated body in 1996

The process of registering overseas-trained pharmacists in Australia involves several key assessments Candidates must demonstrate English language proficiency, possess a recognized qualification from their training country, pass a Multiple Choice Question (MCQ) test, complete a supervised clinical practice lasting 12 months, and successfully clear a Stage 2 examination.

The English language test is the first procedure and most take it overseas

The OET was adopted by APEC in the late 1980s due to its focus on occupation-specific language skills, serving as the sole measure of English language proficiency until 1997 However, the test faced challenges, including lengthy administration times, limited test dates, and prolonged result processing, which caused delays in the registration process.

APEC/NOOSR explored alternative testing systems to assess competency for the Multiple Choice entry test required for pharmacist registration The findings indicated that while IELTS primarily evaluates academic English, it meets the necessary rigor and aligns with current assessment theory and practice, making it a valid alternative to the OET.

The individuals interviewed were not aware of any ongoing contact from IELTS However, they did not feel that this was necessary

2.1.3a Perceived language needs of pharmacists

Effective English communication in contexts such as pharmacies, hospitals, and aged care facilities is essential Candidates must develop skills for daily interactions, including providing medication advice and honing listening abilities for diverse age groups, from children to the elderly Additionally, they need to engage with clients from various ethnic backgrounds and possess strong report writing and reading skills, particularly for medical documents Ongoing education is crucial for maintaining professional registration.

The IELTS requirements for candidates are set at an overall score of 7.0, with a minimum of 6.0 in each individual skill These standards have been reassessed twice to address challenges faced by some overseas-trained professionals in adapting to training and clinical practice Additionally, candidates must fulfill the English language requirement within a two-year period.

Candidate feedback shows no clear preference between the two tests; however, some applicants who experienced both found the OET to be more challenging Recently, the Council participated in a forum focused on the OET, where they shared their insights and concerns regarding the test.

One key benefit of the Occupational English Test (OET) is the flexibility it offers candidates, allowing them to take individual components at their convenience, unlike the IELTS Test, which requires all skills to be completed in a single sitting.

At the time of the study, IELTS emerged as the preferred choice for candidates due to its frequent test dates, robust security measures, and prompt communication of results This has contributed to the increasing popularity of IELTS among both test-takers and the Council.

Migration Agents Registration Authority (MARA)

The Migration Agents Registration Authority, established in 1998 as a private non-profit organization, oversees the registration of migration agents, a system first introduced in 1992 Each year, the Authority processes 300 to 400 new registration applications, with approximately 30% originating from solicitors, and between 20 to 40 applicants needing to submit IELTS scores.

A recent ruling by the Administrative Appeals Tribunal established a mandatory English language requirement for migration agents following a case involving an agent with inadequate language proficiency who faced sanctions The Tribunal's decision emphasized the necessity of an internationally recognized English standard for migration agents to ensure effective communication and professional competency in the field.

The MARA Board established the IELTS requirement, setting a minimum overall score of 6.0 in either the General Training or Academic module This decision was based on research conducted by the secretariat and aimed to align the language proficiency standard with the level expected at the completion of secondary school studies, thereby simplifying the process.

Recent shifts in the demographics of individuals entering the migration field and evolving approaches to managing migration cases have prompted a necessary review of MARA’s processes Previously, migration agents performed desk audits of applicants, which relied heavily on reading proficiency, as evidenced by a multiple-choice entry exam focused on these skills However, the growing complexity of the role has now necessitated a more advanced level of language skills.

To elevate the perception of migration agents from a vocation to a profession, MARA developed a graduate diploma in English, initiated in early 2006 Tenders were solicited from educational institutions, with Macquarie University hosting the inaugural course in July 2006 Additional offerings will be provided by Victoria University, Murdoch University, the Australian National University, and Griffith University This graduate diploma will be a mandatory requirement for registration.

The requirement for English language proficiency set by MARA will be eliminated, as education providers will establish their own minimum English proficiency levels for course enrollment Consequently, IELTS assessments will no longer be mandatory for MARA.

2.1.4a Perceived language needs of migration agents

The role of migration agents is to liaise with the Australian Department of Immigration and

The Citizenship and Migration Tribunal engages with stakeholders and government entities through written communication and phone interactions It is essential to develop and present cases and written submissions effectively, both orally and in writing The tribunal places a strong emphasis on skilled migration and spouse migration.

The qualifying course will encompass a wide array of language skills essential for the profession, necessitating that any English language test includes diverse activities and tasks to effectively evaluate communication competence As candidates undergo training in the graduate diploma program, their English language proficiency will be assessed by the training provider.

Engineers Australia

Engineers Australia plays a crucial role in evaluating migration applicants, particularly in the engineering sector, which is recognized as a high-demand occupation by the Australian Department of Immigration and Citizenship Annually, Engineers Australia assesses around 6,000 applicants, ensuring that English language proficiency is a key component of their competency standards for engineers.

Sixty percent of applicants take their English language tests overseas, as they are not in Australia during the application process Most onshore applicants are pursuing undergraduate or master's degrees Those studying in English or who have completed an English-medium course are exempt from providing proof of English language proficiency.

The accepted IELTS score for both General Training and Academic modules is an overall band of 6.0 The specific authority responsible for setting this minimum score remains unclear, as it was established several years ago Proposals to increase the required score to 7.0 are unlikely, as such a change would negatively impact many skilled migrants from Eastern Europe and India.

2.1.5a Perceived language needs of engineers

Required language competency for engineers includes social and technical communication Specific language needs, according to Engineers Australia, relate to safety on the worksite

Engineers Australia exclusively accepts the IELTS language assessment system, as TOEFL is not recognized due to its failure to test all necessary skills There is no distinction between the General Training and Academic modules of the IELTS, although around 80% of migration applicants choose the General Training module Concerns have been raised regarding inconsistencies in test results across different attempts, particularly with the Reading component, which is believed to pose challenges due to the specific topics and issues it covers.

Engineers Australia dedicates significant time to English language assessments, especially for applicants who fail to meet the IELTS requirements yet continue to advocate for their acceptance.

New Zealand

Nursing Council of New Zealand

The Nursing Council of New Zealand is a regulatory body responsible for establishing and overseeing nursing standards To practice in New Zealand, internationally-trained nurses must prove their English language proficiency through an approved assessment Additionally, there are designated competency assessment centers across the country, which are essential for entry into nursing programs.

The Nursing Council accepts two tests for language proficiency: IELTS and OET Initially, the IELTS requirements were set at 6.5 for Listening and Reading, and 7.0 for Speaking and Writing However, due to concerns regarding language competency in the nursing sector, these levels have been raised to a minimum of 7.0 across all four macroskills This decision was made through consultation with Australian and comparable New Zealand organizations, rather than solely relying on internal research Additionally, Australian and New Zealand nursing bodies meet biannually to benchmark language proficiency standards.

The main source countries for overseas nurses are Australia, the UK, the Philippines and India

Overseas-trained nurses seeking registration in New Zealand are required to do a six to eight week study program, all of which must be approved by the Council

2.2.1a Perceived language needs of nurses

The language requirements for nurses are often overlooked, as employers typically address any language competency issues only after registration Once registered, the Council usually has limited ongoing interaction with nurses regarding their language needs.

The Nursing Council has encountered several fraudulent IELTS reports, highlighting the importance of the online verification service In 2006, an IELTS administration seminar was well-received, effectively educating associations on the complexities of band score differences.

Pharmacy Council of New Zealand

The Pharmacy Council of New Zealand was established in the early 2000s under legislation (the

The Health Practitioners Competence Assurance Act 2003 plays a crucial role in safeguarding public health and promoting excellence in pharmacy practice It oversees the registration of pharmacists, establishes educational standards, and defines the scope of practice along with guidelines for professional conduct Additionally, since 2005, it has been responsible for the assessment of pharmacists' credentials.

Pharmaceutical Society, at which time the standards were significantly increased as a result of poor language competence of pharmacy interns

Pharmacists in New Zealand are required to hold an annually renewable license to practise, whether or not they are actively practising As of June 2006, there were 2800 practising pharmacists in

As of June 30, 2006, New Zealand had over 1,000 registered pharmacists, reflecting a 2% increase from the previous year Notably, around 6% of these practicing pharmacists came from non-English speaking backgrounds, highlighting the diverse workforce within the pharmacy sector in New Zealand.

The Council processes around 190 applicants each year, with 40% needing an English language assessment Most of these applicants come from abroad, having completed their pharmacy credentials internationally They are required to either undergo an English language assessment or submit a testimonial from an employer or colleague.

2.2.2a Perceived language needs of pharmacists

Pharmacists face complex language requirements that are crucial for ensuring patient safety It is essential to differentiate between language competence and communicative competence, as effective pharmacy practice demands robust communicative skills These skills are necessary to engage with a diverse clientele, including individuals from various ethnic and social backgrounds, ages, and literacy levels.

To practice as a pharmacist, candidates must achieve a minimum score of 7.5 in the Academic IELTS, with at least 8.0 in Speaking, highlighting the intricate language proficiency needed While no alternative language tests are officially recognized, the Council’s professional standards adviser mentioned that an A or B grade in each module of the Occupational English Test is typically deemed acceptable.

The Council has introduced flexibility in the IELTS requirement, allowing candidates to combine their best scores from multiple test sittings, as long as they are within three years old It was suggested that while conversational English is essential for pharmacists, incorporating IELTS test modules specifically designed for health care professionals, similar to the OET, could better assess relevant occupational skills.

An acceptable alternative to an IELTS score is a testimonial from a pharmacist employer or colleague who has worked with the applicant for a minimum of one year, confirming their language proficiency.

The only issue raised in relation to IELTS was the high cost.

Veterinary Council of New Zealand

The Veterinary Council of New Zealand processes a limited number of registration applicants, typically around 10 annually, with 60% to 70% of these candidates completing the IELTS exam prior to their arrival in New Zealand.

The Veterinary Council of New Zealand is regulated by legislation in the form of the Veterinarians

To be registered as a veterinarian in New Zealand, individuals with veterinary degrees obtained outside the country must demonstrate sufficient English communication skills, as stipulated in Section 11(2) and (3) of the Act.

The Council determines the definition of "adequate communication skills," which applies to all overseas applicants They have established a policy accepting minimum scores in IELTS, TOEFL, or OET for candidates educated in non-English speaking environments Proof of sufficient English proficiency enables candidates to take the Preliminary Examination, a prerequisite for registration Test results remain valid for two years, while those who have studied in English may request an exemption from the language test requirement.

2.2.3a Perceived language needs of veterinarians

Veterinarians require a specific set of technical language skills alongside general communication abilities to effectively interact with diverse audiences.

Reasons for selecting IELTS in 1995 were:

1 For New Zealanders it was considered to be more accessible than the OET, which was primarily available in Australia Most candidates for the Entry Examination did an English language test overseas and the extensive network of IELTS test centres meant the Test was easily accessible to most candidates

2 The focus of the Academic module is on academic language, which is considered to be consistent with the veterinary clinical context

3 There is a perception that the Test has high reliability

4 It tests all skills, unlike the former TOEFL

5 There is access to document verification

In 2001, the Council revised the minimum acceptable level for scores from 6.5 to 7.0, aligning it with standards set by similar Australian associations rather than focusing solely on workplace issues To address concerns regarding the reliance on an overall score instead of minimum skill scores, the Council implemented an Entry Examination that requires candidates to orally articulate prognoses or diagnoses, alongside a written multiple-choice test that emphasizes fine language distinctions Candidates are permitted only two attempts to successfully pass the Entry Examination.

The Occupational English Test (OET) was favored by the Council due to its focus on occupation-specific language skills However, its limited availability led most candidates to submit IELTS scores instead.

New Zealand Teachers Council

The New Zealand Teachers Council is the registering authority for teachers in New Zealand

To be eligible for teacher registration in New Zealand, applicants must demonstrate their "fit to be a teacher" status This includes an evaluation of overseas academic qualifications for equivalence by the New Zealand Qualifications Authority, personal background checks, and, if necessary, an assessment of English language communication skills.

Each year, around 2,000 teachers apply for registration, but the Council lacks data on how many of these applicants meet the English language requirement.

Teachers may have their assessment waived if they can prove that English is the official language of their home country or if it was the language of their training If not, they have several alternative options to consider.

! IELTS – Minimum of 7.0 in each macroskill

! ISLPR – Minimum of 4.0 in each macroskill

! Cambridge First Certificate in English (FCE) – Minimum of B Grade pass

! Cambridge Certificate in Advanced English (CAE) – Minimum of B Grade pass

The IELTS Test is highly accessible and frequently offered, leading to 98% of applicants choosing to take it, primarily in New Zealand, where results are quickly made available.

2.2.4a Perceived language needs of teachers

Teachers have diverse language needs that vary based on their educational level These needs encompass technical terminology relevant to their subjects, informal language suitable for the age groups they teach, and the appropriate language register for engaging with parents Additionally, they require specific language skills for report writing and assessment.

Issues raised were as follows:

1 Candidates for IELTS were, at times, intimidated by having to take the Test, and the Council had received feedback to the effect that candidates would have liked more support and assistance immediately before taking the Test

2 Candidates were restricted to three sittings of the IELTS Test Their next choice, if they could access it, was the ISLPR.

United States of America

American Association of Veterinary State Boards (AAVSB) / Program for the Assessment of Veterinary Education Equivalence (PAVE program)

Assessment of Veterinary Education Equivalence (PAVE program)

The American Association of Veterinary State Boards (AAVSB) oversees the Program for the Assessment of Veterinary Education Equivalence (PAVE), which evaluates the credentials of internationally trained veterinarians The PAVE program staff are knowledgeable about English language testing systems and assist both overseas and onshore applicants, whether or not they have completed a veterinary science credential Unlike many professions in the USA, veterinary entry requirements are not centrally regulated, as each State maintains its own standards Consequently, after completing the PAVE program, applicants must navigate the unique registration requirements set by individual State Registration Boards.

All applicants for the PAVE programs must submit an English language assessment, regardless of their native language or country of origin This requirement extends to US nationals as well, highlighting the importance of demonstrating English proficiency even for those raised and educated in English-speaking environments.

USA or Canada does not always guarantee an advantage, according to the PAVE Program

Each year, 200 to 300 applications are submitted, with most applicants providing an IELTS score The Committee, guided by the secretariat, has established a minimum required score of 7.0 IELTS was chosen due to its widespread acceptance among similar organizations and extensive research on major testing systems Ongoing support and updates from IELTS International further enhance the association's commitment to maintaining high language proficiency standards.

The association does not track its successful graduates after they complete their programs Graduates must independently apply to State Licensing Boards for initial registration and re-registration following their initial assessment Additionally, any complaints regarding language competency are directed to these State Boards.

A mix of technical and communicative competence is needed Much of the required communication is with customers

To ensure validity, the English language assessment must be conducted within the last two years Many individuals prefer the IELTS, as its alternatives, namely TOEFL and TSE, have historically required two separate tests.

The IELTS offers significant advantages, including its accessibility and rapid result delivery Since its introduction, the Association has encountered no issues with the IELTS Test, and the positive experiences of candidates in the PAVE program support the appropriateness of a minimum overall score of 7.0.

American Veterinary Medical Association / Educational Commission Foreign Veterinary Graduates (AVMA/ECFVG)

The American Veterinary Medical Association (AVMA), established in 1973, serves as an alternative to the American Association of Veterinary State Boards It plays a crucial role in accrediting veterinary training organizations and offering certification services The ECFVG Coordinator assists candidates throughout the application and certification process.

Initially, the TOEFL was the sole accepted English proficiency test, but the association now recognizes the iBT TOEFL as well In 2003, IELTS was introduced as an additional accepted test Candidates who have received education in English-speaking systems are exempt from this requirement Meeting the English proficiency standard is typically the first step in a four-part certification process, which also includes credential verification and both written and clinical examinations.

The association deals with approximately 500 applicants per annum, of whom approximately 250 have to take an English language test Approximately 50% take IELTS rather than other tests

Research and consultations with various test administrations and professional associations established the necessary achievement levels for language tests.

Effective communication in the veterinary field involves engaging with a diverse clientele, including farmers, clinic staff, technicians, consulting veterinarians, and pet owners of various ages and ethnic backgrounds This requires a strong command of both informal and technical language, particularly for tasks such as diagnosing conditions, developing treatment plans, obtaining consent for procedures, and maintaining accurate records and reports.

The most critical skill is speaking, in which candidates require a higher result than the other macroskills © IELTS Research Reports Volume 8 23

The minimum level accepted for IELTS is an overall band score of 6.5 in the Academic module, with a minimum of 7.0 in Speaking, 6.5 in Listening and 6.0 in Writing

The association advocates for increased accessibility of the IELTS Test in the USA Additionally, the AVMA is currently addressing an appeal from a candidate who alleges that the IELTS administration exhibits racial bias, following their failure to meet the necessary scores in four consecutive attempts.

Commission on Graduates of Foreign Nursing Schools (CGFNS) and International Commission on Healthcare Professionals (ICHP)

International Commission on Healthcare Professionals (ICHP)

The Commission on Graduates of Foreign Nursing Schools (CGFNS) is a federally-managed service that assesses and verifies the credentials of nurses and healthcare professionals educated outside the USA Working closely with the International Commission on Healthcare Professionals, CGFNS conducts a certification process that candidates must complete before applying to a State Licensing Board for registration to practice in that state Annually, the two organizations handle approximately 45,000 individuals, primarily from countries such as the Philippines, India, Canada, Korea, Ukraine, and Nigeria, with most candidates requiring an English assessment.

The CGFNS certification is essential for various healthcare professions, including registered nurses, vocational nurses, physical therapists, occupational therapists, clinical laboratory technicians, language pathologists, audiologists, medical technologists, medical technicians, and physician assistants These professionals require an occupational visa for migration, which mandates the assessment of English language proficiency Additionally, candidates must complete occupational knowledge tests or a standards assessment after their initial qualifications are verified.

During the interview process, the minimum score requirements were established, with vocational nurses and medical technicians needing an overall score of 6.0 in the General Training module, while all other professions required a score of 6.5 in the Academic module Additionally, a minimum Speaking score of 7.0 was mandated for all occupations, and there were ongoing discussions regarding the implementation of minimum band scores for all macro skills.

Accepted language proficiency tests for licensing include TOEFL, iBT TOEFL, and TOEIC, while only a few State Licensing Boards acknowledge IELTS The National Consolidated State Boards of Nursing, representing 54 States and Territories, are currently discussing the establishment of universal licensing requirements, although they lack regulatory authority.

2.3.3a Perceived language needs of nurses and other health professionals

Health professionals must effectively understand and communicate symptoms, medical conditions, and test results, often under stressful circumstances They interact with patients, families, and colleagues from diverse ethnic backgrounds, requiring proficiency in both colloquial and technical language Essential skills include speaking, reading, and listening, as well as managing telephone communications related to test results and medications.

In response to long waiting lists and high failure rates for TOEFL and TSE assessments from 2001 to 2002, the IELTS Test emerged as a viable alternative After consultations with IELTS International, the IELTS was adopted in 2002, offering the advantage of a more streamlined testing process, allowing candidates to complete the entire exam in one sitting.

The Association's unverified observation suggests that candidates who submit IELTS Test results often achieve higher scores in Speaking; however, they find the Reading and Writing sections more challenging Additionally, applicants are allowed to combine scores from multiple tests taken within a two-year timeframe to meet the necessary proficiency levels across all skills.

The IELTS Test was accepted as an alternative for many health professions; however, it is not recognized by the governing bodies of occupational therapists and physical therapists due to concerns about its rigor.

Support from IELTS International has been crucial in establishing standards, and the IELTS will remain in use as long as it is approved by the Department of Homeland Security.

Reasons for selection of IELTS as an entry criterion

The perceived advantages of IELTS which were raised during interviews were common to most or all associations

! The joint owners have strong credibility

! The Test is standardised, moderated and reliable

! It has broad accessibility through the extensive network of test centres throughout the world

! The frequency of test dates means that the sometimes lengthy processes of registration or immigration are not unduly delayed

! The Test is “compact”, ie all modules can be taken on the same day, unlike its main competitors

! Security of outcomes: results can be verified quickly and easily through the online verification service

! Support is available from test administration if requested

! Information packs and back-up materials are accessible on the IELTS website

! Equivalence: other comparable associations accept IELTS as one of their language testing systems © IELTS Research Reports Volume 8 25

There were also some perceived disadvantages as noted in Table1 below

Feedback on IELTS – Issues Number of associations

Lack of rigour of test for health professions* 1

Lacks specific health care focus 3 3

Concerns about availability of the test in Australia due to growing demand

IELTS Examiners not considered to be supportive pre-test 1

Applicants did poorly in Reading Topic areas may not be appropriate 1

*Where the term “health professions” is used in this section it includes veterinary science

Table 1: Feedback on IELTS issues

The main competitors to IELTS

The primary competitors to the IELTS are the OET, recognized in Australia and New Zealand, and the TOEFL, which is widely accepted in the USA and by specific associations in Australia and New Zealand.

Perceived advantages of the OET, accepted by all health care professional associations in Australia (3) and New Zealand (3), included the following:

! Candidates are able to take individual components at any time, whereas those taking the IELTS Test must complete all skills tests each time they take the Test

! The OET has an advantage in the area of health care in that it is content-specific for a number of professions

For candidates who need to achieve a minimum score in each macroskill instead of an overall score, the OET offers a more affordable and less demanding solution This is because if a candidate fails to meet the required level in one specific skill, they can retake just that individual component instead of having to retake the entire exam.

In a collaborative effort, associations across three countries have established a policy allowing candidates to use their highest scores from any two or more IELTS Tests taken within the past two years for each macroskill This approach enhances flexibility in achieving desired outcomes without impacting the overall cost for candidates who take multiple tests.

The Occupational English Test (OET) faces several disadvantages highlighted by healthcare associations in Australia and New Zealand, including limited test dates, inadequate accessibility to test centers, and prolonged completion times for its components, which contribute to delays in the assessment process.

The TOEFL, a primary competitor to IELTS in the USA, is regarded as a reliable assessment; however, it has been criticized for not evaluating all necessary skills, often necessitating the additional TWE or TSE tests There seems to be a lack of awareness among staff regarding the iBT TOEFL Nevertheless, as the iBT TOEFL gains recognition and credibility, it has the potential to emerge as a formidable competitor in the testing landscape.

US market, which is a very substantial one for English language testing © IELTS Research Reports Volume 8 26

Overall degree of understanding of IELTS by professional association staff

Distinction between the General Training module and the Academic module of IELTS

Two Australian associations, focused on non-medical professions such as engineering and migration, consider the General Training and Academic modules of IELTS to be equivalent, without distinguishing between the two.

Levels of understanding in Australia, New Zealand and the USA

Australian and US health care associations typically employ at least one knowledgeable staff member regarding IELTS, ensuring a solid understanding of the test and its expectations for candidates meeting the established minimum standards These standards are informed by extensive research on language testing, collaboration with IELTS administration, and consultations with similar organizations.

New Zealand associations often aligned with Australia in establishing standards, particularly when comparable organizations were present Regular communication occurred between Australian and New Zealand associations regarding various policy issues, facilitated by mutual recognition agreements for professionals.

English language testing is not a primary focus for many associations, leading to a limited understanding of the Test among staff Typically, only one or two employees possess the necessary expertise to assist candidates seeking English language assessment.

To prevent the loss of valuable knowledge when a staff member leaves or transitions to a different role within the association, it is crucial for IELTS administration to stay connected with the association representatives Additionally, providing training for any new replacements will help ensure continuity and retention of essential information.

Factors affecting the degree of understanding and knowledge of IELTS

How “high stakes” the profession was

Ensuring the reliability of language tests for health professionals is crucial in safeguarding community well-being When language barriers arise that could hinder communication and jeopardize client health, it becomes essential to establish minimum proficiency standards.

Complaints from the workplace

Complaints from the workplace prompted some associations to research the Test, consult with other associations and review their policies on language proficiency levels in Australia and New Zealand

Three out of four Australian associations and all New Zealand associations have reviewed their IELTS standards policy at least once, with three Australian and one New Zealand review being driven by complaints Additionally, only two associations have established a regular policy for reviewing language proficiency levels.

Other reasons given for reviewing the minimum standards were:

! to give the profession greater credibility (Aust, 1)

! to make the standards equivalent to a similar association (NZ, 2)

! as part of a routine policy check (NZ, 1)

All levels were either elevated to higher standards or adjusted from a minimum score to a required minimum standard in each skill, as indicated in IELTS Research Reports Volume 8.

Changes to minimum scores after review No of associations

General Training module to the same score in Academic module 1

Overall 7.0 to 7.0 in each macroskill 1

From 6.5 overall to 7.0 in all skills 1

From GT 6.0 overall to Acad mod 7.5 with min 8.0 in Speaking and 7.0 in other skills 1

IELTS no longer used Graduate diploma course to be completed instead 1

Table 2: Changes to minimum scores after review

US associations have not yet updated their IELTS standards, possibly due to the shorter recognition period of IELTS compared to other countries or a more thorough research process However, one association is contemplating a shift from an overall band score to requiring a minimum score in each skill area.

The number of applicants assessed annually

The higher the number of applicants assessed, the more significant language testing tends to be and the more familiar staff and policy-makers need to be with testing systems

For example, one New Zealand association dealt with 10 to 15 applicants per year Given the small numbers, standards were set by reference to those adopted by similar associations

By contrast, two joint US associations and one Australian association dealt with 35,000 and

1500 applicants respectively They had consulted and researched language testing thoroughly to establish standards, and showed a heightened understanding of the language skills expected of candidates in the workplace.

Perceptions of the extent to which IELTS fits the purpose

Professional associations indicated no concerns regarding the suitability of IELTS for assessing candidates Health care organizations familiar with the OET acknowledged its slight advantage due to its profession-specific nature; however, there was no evidence suggesting that IELTS candidates faced any disadvantages Overall, there was a consensus on the need for profession-specific testing to be developed and administered by experts within the respective associations.

As pointed out above, the associations did not follow up applicants except in rare circumstances where a complaint reached them from the workplace © IELTS Research Reports Volume 8 28

IELTS, originally designed for academic purposes, has become essential for professionals needing to prove their English language proficiency Many professional associations have reported high satisfaction with the test's reliability and the administrative support provided Its widespread use for academic entry and migration assessments in Australia and New Zealand ensures that IELTS remains a leading choice for language testing in these regions.

In the USA, the number of applicants for most associations has not seen significant growth, unlike the trends observed elsewhere However, the Commission on Graduates of Foreign Nursing has experienced a different trajectory.

Schools and the International Commission on Healthcare Professionals in the USA, which currently handle 35,000 cases annually, anticipate a growing demand for English language testing It was suggested to the researcher that the acceptance of IELTS by the Department of Homeland Security (DHS) would ensure its continued use.

Recent advancements have been made in the recognition of IELTS by State Registering Boards in the USA, particularly by State Boards of Nursing, which have increasingly accepted IELTS since 2007 due to the efforts of the National Council of State Boards of Nursing (NCSBN) These State Boards directly interact with candidates and are positioned to gather valuable feedback from the workplace.

54 States separately providing registration and follow-up services in a whole range of professional areas, there is broad potential for extending the reach of the Test in the USA

The iB TOEFL, a newer competitor in the IELTS market, poses a potential threat to IELTS International's market share in the USA Designed in America and administered by the reputable ETS, the iB TOEFL has not yet established a strong presence but could emerge as a significant challenger in the language assessment landscape.

To enhance the credibility of the IELTS Test in non-academic sectors, it is crucial for its owners to address validity concerns and improve support services for users The introduction of user-friendly Band descriptors for Speaking and Writing on the IELTS website, along with the "IELTS Scores Explained DVD" for stakeholders, reflects positive advancements Additionally, the standard-setting exercises conducted by IELTS partners contribute to the overall integrity of the testing system.

The findings of this research may lead to a shift in IELTS's approach, addressing past criticisms regarding the lack of transparency in the testing system Specifically, concerns have been raised about the confidentiality surrounding essential information, such as the interpretation of band scores and the rating scale descriptors for Speaking.

Recent public access to writing scores has posed challenges for stakeholders in the ELT field, complicating their interpretation This issue is even more pronounced for the general community, as evidenced by the fact that nearly all long-term users in this study felt compelled to elevate their minimum standards after gaining experience with the Test.

The strategy for ensuring test security could adversely impact professional associations contemplating the acceptance of the Test Staff within these associations, while not language experts, need to comprehend the implications of English language proficiency at various band scores, such as 6.0, 7.0, or 7.5, to appropriately endorse the Test as valid evidence of proficiency.

Therefore, the following recommendations are made

The IELTS test validation process involves a thorough analysis of language skills relevant to various professions represented by professional associations This ensures that the test accurately assesses the necessary competencies for effective communication in the workplace.

To enhance support for non-academic users of the IELTS Test, it is essential to establish clear standards and policies if they are not already in place A comprehensive support plan should involve regular communication with key language testing staff, training opportunities for new employees, email updates, occasional workshops, and informative packages to ensure all users are well-informed and equipped.

To improve understanding of the IELTS Test among current users, it is essential to develop educational and marketing programs that clarify the meaning of band scores, highlight the differences between them, and outline the appropriate applications of the Test These initiatives should specifically target key staff members who interact with IELTS.

! Initiatives be developed to identify potential users like the State Registration Boards in the USA, and further steps taken to enhance recognition, understanding and reach of IELTS

The consultant wishes to thank the following industry professionals for their contribution:

! Clare McDowell, Local Secretary, Cambridge Examinations (Australia) and co-author of six IELTS textbooks

! Mary Jane Hogan, IELTS Principal Examiner, Australia

! Kieran O’Loughlin, Assistant Dean, International Programs, the University of Melbourne

! Beryl Meiron, Manager, IELTS International, USA

! Catherine Elder, the University of Melbourne

My thanks also go to the Project Manager, Jenny Osborne, for her assistance throughout this project © IELTS Research Reports Volume 8 30

In June 2003, the Australian Nursing and Midwifery Council established standards and criteria for assessing the qualifications of overseas-educated nurses and midwives These guidelines are specifically designed for evaluating the credentials of international nursing and midwifery professionals seeking migration to Australia, ensuring that they meet the necessary requirements for practice in the country.

Burns, A, 1999, Collaborative action research for English language teachers, Cambridge University Press, Cambridge

Cambridge ESOL, 2006, Analysis of candidate reasons for taking IELTS when entering the USA,

New Zealand and Australia (2004-2006), Cambridge

Education New Zealand website, accessed August 2006,

Educational Testing Service, 2005, ‘TOEIC: Test of English for International Communication: Report on test takers worldwide – 2004’, ETS

Hogan, MJ, 2005, ‘Something new? Quite a lot in IELTS, actually’ paper presented at the 18th Annual

English Australia (EA) Education Conference 2005, accessed on 20 November 2006 from

IELTS Australia, 2004, IELTS Band Score Requirements 2004

McNamara, T, 2005, ‘The OET – its origins and special features’ in OET Forum, April 2005, accessed

11 August 2006 from

Merrifield, GB, 2006a, Research into good practice in institutional professional development in

New Zealand: Private providers of international education, Education New Zealand Available from

In 2006, Merrifield conducted research on effective practices in institutional professional development within international education, focusing on Australia, England, Canada, and the USA This comprehensive study, published by Education New Zealand, can be accessed at .

Occupational English Test website,

O’Loughlin, K, 2006, ‘Assessment at the workplace’ in Encyclopaedia of Language and Education,

Volume 7: Language Testing and Assessment, ed E Shohamy, Springer Science and Business Media,

Osborne, J, 2004, ‘New Zealand and IELTS: Issues Paper’, IELTS Australia

Pharmacy Council of New Zealand, June 2006, ‘Workforce Demographics as at 30 June 2006’ accessed 14 February 2007 from

Pharmacy Council of New Zealand website, © IELTS Research Reports Volume 8 31

Interviews conducted with professional associations

Ian Frank, Chief Executive Officer

Megan Lovett, Examinations Coordinator, MCQ (Multiple Choice Questions)

Sue Lock, Credentialing Services Coordinator

! Australian Nursing and Midwifery Council

Judy Conroy, International Section Manager/RN/RM

! Australian Pharmacy Examining Council Inc

Paul Gillespie, Associate Director, Overseas Qualifications Assessment

Venie Ann Moser, Executive Officer

The researcher learned that the Association of Chartered Certified Accountants (ACCA Australia and New Zealand), CPA Australia, and the Accounting and Finance Association of Australia and New Zealand (AFAANZ) could not participate in the study, as they do not engage in language testing or the setting and administering of IELTS scores.

! Nursing Council of New Zealand

! Pharmacy Council of New Zealand

Jan Clare, Professional Standards Adviser

! Veterinary Council of New Zealand

Cynthia Shaw, Manager, Policy & Strategic Development

! American Association of Veterinary State Boards (AAVSB), PAVE program

Erin Jones, Program Administrator, PAVE Program

! American Veterinary Medical Association (AVMA), Educational Commission for Foreign

Veterinary Graduates (ECFVG) – Doctors of Veterinary Medicine (DVM)

Dr Beth Sabin, Assistant Director, Education and Research Division

! Commission on Graduates of Foreign Nursing Schools (CGFNS) and

International Commission on Healthcare Professionals (ICHP)

Donna Rae Richardson, Director of Governmental Affairs and Professional Standards

Marta Laferty, Manager of Document Processing

Amos F Sydnor, Manager, Credentials Department

Dorothy McBride, Manager of Quality Assurance

In 2006, the researcher reached out to two additional organizations registered with IELTS, namely the Institute of International Education and the International Monetary Fund However, both organizations informed the researcher that they could not participate in the study, as they do not engage directly with IELTS or English language testing.

English language proficiency tests accepted by professional associations

Association Tests accepted Minimum levels

Australian Medical Council http://www.amc.org.au/

IELTS Minimum of 7.0 in all skills in Academic module Assessment document not more than two years old

Occupational English Test (OET) Grades A and B only in all four components

Professional Linguistic Assessment Board Examination (UK)

English Language component of the New Zealand Registration

Australian Nursing and Midwifery Council http://www.anmc.org.au/

To be eligible for registration, applicants must achieve an overall IELTS score of at least 7.0, with a minimum score of 7.0 in productive skills (Writing and Speaking) and a score of no less than 6.5 in receptive skills (Listening and Reading) in the Academic module The IELTS test must have been taken within the two years preceding the application.

Occupational English Test (OET) for Nurses

B pass or above for all four sections of the test, the test having been taken within two years of the application for registration (last reviewed April 2006)

Australian Pharmacy Examining Council Inc http://www.apec.asn.au/englreq.htm

IELTS Overall minimum of 7.0, with no individual Band Score less than 6.0, Academic module

Occupational English Test (OET) Minimum score of B in all four components within the last two years

Engineers Australia http://www.engineersaustralia.org.au/

IELTS A minimum score of 6.0 in each of the skills in either the Academic module, or the General

Migration Agents Registration Authority http://www.themara.com.au/Online/default.asp

IELTS A minimum overall score of 6.0 in the Academic module, or 6.0 in the General Training module

Occupational English Test (OET) Pass

Association of Chartered Certified Accountants

(ACCA Australia and New Zealand) http://australia.accaglobal.com/

X Advised that the ACCAANZ does not deal directly with IELTS or other English language assessment systems

Accounting and Finance Association of Australia and New Zealand http://www.afaanz.org/

IELTS Advised that the AFAANZ does not deal directly with IELTS or other English language assessment systems

CPA Australia http://www.cpaaustralia.com.au

IELTS Advised that the CPA Australia does not deal directly with IELTS or other English language assessment systems An IELTS band score is an Aust Govt requirement for immigration

In order to sit the International Qualifying Examination (IQE), candidates must have a minimum overall band score of 6.0 in the Academic module with no individual score less that 6.0

TOEFL/TWE Paper-based test: A minimum score of 550 with a score of 5 or better in the Test of Written

English Computer-based test: gain a minimum score of 213 with a score of 5 in essay writing

American Association of Veterinary State Boards

(AAVSB), PAVE Program http://www.aavsb.org/PAVE/PAVEHome.aspx

IELTS Minimum passing score is 7.0 PAVE Candidates must take the Academic Module

The minimum passing score for the Test of Spoken English (TSE) is 50, while the required score for the computer-based TOEFL is 220 For the Internet-based TOEFL (IBT), the minimum passing score is 83, and it is important to note that the TSE is not required for those taking the IBT TOEFL.

American Veterinary Medical Association (AVMA),

Educational Commission for Foreign Veterinary

Graduates (ECFVG) – Doctors of Veterinary

Medicine (DVM) http://www.avma.org/default.asp

IELTS Academic module overall band score of 6.5

Minimum of: Listening, 6.5; Writing, 6.0; Speaking 7.0

CB TOEFL, 213 TWE, 4.0 TSE, 50 Internet-based TOEFL 80 overall, Listening and Speaking 26, Writing 17

Canadian Academic English Language (CAEL) Assessment

Commission on Graduates of Foreign Nursing

Schools (CGFNS): International Commission on

Healthcare Professionals (ICHP) http://www.cgfns.org/

IELTS A minimum overall band score of 6.5 in the Academic module

Computer based version, 207 iB TOEFL 83

Nursing Council of New Zealand http://www.nursingcouncil.org.nz/ IELTS Minimum of 7.0 in all skills in Academic module Assessment document not more than two years old

Occupational English Test Grades A and B only in all four components

Educational Commission for Foreign Medical Graduates (USA)

The Clinical Skills Assessment now includes a comprehensive evaluation of English communication skills, serving as a replacement for the TOEFL This three-part holistic examination assesses spoken English proficiency and interpersonal skills; however, it is no longer accepted as it fails to evaluate all four essential language skills Consequently, TOEFL is also no longer recognized.

Professional Linguistic Assessment Board Examination (UK)

English Language component of the New Zealand Registration

Pharmacy Council (instead of Pharmaceutical

Society of New Zealand) http://www.pharmacycouncil.org.nz/index.asp

IELTS An overall band of 7.5 in the Academic module, with a minimum of 8.0 in Speaking and 7.0 in

Listening Scores may be an aggregate of the highest band score in any test taken in the last three years

Occupational English Test Grades A and B only in all four components

Veterinary Council of New Zealand http://www.vetcouncil.org.nz/

IELTS An overall band score of 7.0 in the Academic module

Paper-based test: Minimum of 570 iB TOEFL: Minimum of 230 TSE: Minimum of 50

OET A or B pass in each component

New Zealand Teachers Council http://www.teacherscouncil.govt.nz/about/

IELTS A minimum of 7.0 in each skill in the Academic module

International Second Language Proficiency ratings (ISLPR)

A minimum of 4.0 in each macroskill

Cambridge Certificate of Advanced English (CAE)

Cambridge Certificate of Proficiency in English (CPE)

Professional English Assessment for Teachers (PEAT)

Guiding questions for interviews conducted with professional associations

The following format was used as a guide in face-to-face and telephone interviews with key staff of the professional associations consulted as part of this study

! Explanation of the objectives of the study

! Background to the development and use of IELTS

2.1 What is the purpose of your organisation’s use of IELTS?

! Eligibility to sit for an examination to assess capability to practise a profession

2.2 What levels of IELTS are required?

IELTS module Overall Band Score and/or

General Training module Overall score

2.3 What other professional requirements are there?

2.4 How many clients will have their English language proficiency assessed in any one year?

2.5 Is this number increasing or decreasing?

2.6 How was the decision made on the appropriate levels?

2.7 Who was responsible for making the decision?

2.8 Was any advice or support requested or received from IELTS Australia/Cambridge ESOL, or any other organisation, in making the decision on appropriate levels?

2.9 Has your organisation’s decision on acceptable IELTS levels been reviewed?

If so, what did the review process consist of and what was the outcome?

If not, is it planned to review it?

2.10 Are you aware of any gaps in the test for the purposes of your profession?

3 Guiding questions – Alternative language assessment systems/strategies

3.1 What other language assessment systems/strategies are accepted? What are the levels accepted?

Test of English as a Foreign Language (TOEFL) and Internet- based TOEFL (iB TOEFL)

Test of Spoken English (TSE)

Test of Written English (TWE)

Test of English for International Communication (TOEIC)

International Second Language Proficiency Ratings (ISLPR)

Cambridge Certificate of Advanced English (CAE)

Cambridge Certificate of Proficiency in English (CPE)

Professional English Assessment for Teachers (PEAT)

3.2 In your view, what are the advantages and disadvantages of each? Which assessment systems/strategies suit your organisation best and why?

3.3 Have candidates expressed a preference for a particular test? If so, which one and why?

3.4 Have you had any feedback about how the candidates perceive the IELTS test?

To ensure newly registered individuals are effectively adapting to their workplace, it is essential to implement a strategy for follow-up and feedback collection from their employers This approach will help assess their language skills and overall integration into the work environment Regular communication with employers can provide valuable insights into the employees' progress and any challenges they may face, allowing for timely support and resources to enhance their language proficiency.

4.1 Did you receive any information or support from the IELTS administration when making the decision?

4.2 Have you had any follow-up briefing or support from IELTS administration? If not, would it be useful to you?

Concerns have been raised regarding the language proficiency of employees who have met the required standards In response, we acknowledge these complaints and actively seek to address any gaps in language skills through targeted training and support programs This commitment ensures that our workforce not only meets but exceeds the necessary language competencies for effective communication in the workplace.

4.4 Will you continue to use the IELTS test as an English Language assessment instrument?

4.5 Do you have any further comments or issues you wish to raise?

Thank you for your time oOo

Summary of outcomes of interviews

AUSTRALIAN ASSOCIATIONS NEW ZEALAND ASSOCIATIONS AMERICAN ASSOCIATIONS

Aust Nursing and Midwifery Council

Aust Pharmacy Examining Council Inc

Pharmacy Council of New Zealand

Veterinary Council of New Zealand

Nursing Council of New Zealand

American Assoc Veterinary State Boards/PAVE

American Vet Medical Assoc/Ed Commiss Foreign Vet Grads

Commiss on Grads of Foreign Nursing Schools AND International Commission on Healthcare Profs (co-located)

Purpose of use of IELTS

2 Eligibility to sit for exam to assess capability to practise a profession

GT Speaking 6.0 7.0 in any test in last two years

7.0 in a test or tests within last 2 years 6.5

6.5 all other professions IELTS not accepted for physical therapists and occupational therapists

Reading 7.0 6.5 6.0 6.0 7.0 Highest band score in any test over last two years accepted

AM Writing 7.0 7.0 6.0 6.0 7.0 Highest band score in any test over last two years accepted

AM Speaking 7.0 7.0 6.0 6.0 8.0 Highest band score in any test over last two years accepted

7.0 7.0 7.0 7.0 in any test in last

AM Listening 7.0 6.5 6.0 6.0 7.0 Highest band score in any test over last two years accepted

Verific of medical qual, MCQ test, clinical exam in hospital

Verified quals, ID, Registrat’n details, employm’t details

Undergrad or post- grad degree, Dept of Immigration and Citizenship requirem’ts

Moving towards mandatory Grad Dip and away from other requirements

Qualification, Multiple Choice Exam, Clinical practice

Pharmacy qualification in country of origin, Structured Pre-Registration Program of

Primary Vet degree, proof of good standing, Entry Examination,

Qualification equiv to NZ standard of teacher Qualification

University level Veterinary Diploma or degree

Pass in preparation program and multiple choice test run by PAVE 9 mths – a year clinical practice

Quals assessmt for equiv or ECFVG Cert, MCQ exam, clinical science test

Approved and recognised credentials Professional knowledge test

No Assessed annually 1300-1500 Info unavailable 6000 20-40 Info unavailable 75 10+/- 600

Information unavailable 200-300 500, 50% take Eng test

Stable Unavailable Unknown Stable Info unavailable Increasing slightly Stable Stable See above Stable Stable Increasing demand for English lang testing

How was decision on levels made?

Under advice and consultat’n with IELTS

Admin on what levels mean

Staff looked at other similar assocs, info pack

Unknown Based on secondary school exit levels

Advice given by test providers and language testing professionals

Based on other similar organisations, esp Aust and

Based on Australian professional assocs

Based on discussion with Australian prof assocs and other similar orgs

Based on Australian professional assocs

Research by staff, info provided by IELTS Int’l, proposal put to PAVE Committee for approval

Staff contacted all test providers for info, contacted other orgs

Consulted with IELTS International, reviewed materials, consulted Councils in UK, Canada, Aust

Who made decision? Council Council Unknown MARA’s Board Council Council Council & registration Committee

Advice or support requested or received?

IELTS once Received an info pack Not requested Not requested Not requested Not requested

Information provided on meaning of levels

Yes, advice and info on levels Yes, see above

Decision reviewed? Yes Yes No Yes, to Grad

IELTS will not be required

Yes, twice Yes, initially accepted GT module 6.0

Yes, in 2001 after 6 years Yes Yes, in 2003 and 2005 No, it has always been 7.0

No, same since 2003 No, but may review it shortly

How/why was it reviewed? Complaints from stakeholders

Complaints N/A To give greater credibility to the profession

Prior to 2004, Responsibility of Pharmaceutical Council

To match Aust industry standards

What was outcome? From overall 7.0 to min 7.0 in all skills

Incr from 6.5 to 7.0 N/A IELTS assessment no longer needed by MARA

Raised to 7.5, then dropped again to 7.0 with no score lower than 6.0

Raised from 6.5 to 7.0 in all skills

No change considered to be warranted

Plans to review it? No No No See above No No No No Regularly as needed Yes, to set minimums in each macroskill

Alternative language assess’t systems/ strategies

Other tests not easily accessible

OET Yes, A or B pass in all components

Yes, B pass in all comp

No Yes, pass Yes, A or B pass in all components

Yes, B pass in each module Yes, A or B pass Yes, A or B pass in all comps

TOEFL No No No Yes, min 213 No No Yes, min 230 No No Yes, CBT

560 iB TOEFL No No No No No No Yes, min 210 No No Yes, 90

TSE No No No No No No Yes, min 50 No No Yes, with

TWE No No No No No No Yes, min 4.0 No No No Yes, 4.0 Yes, 4.0 to 4.5

TOEIC No No No No No No No No No No No Yes, 700 to 725

NAATI No No No Level 3, 4 or 5 No No No No No No No No

ISLPR No No No No No No No No Minimum of 4.0 in each macroskill

CAE No No No No No No No No B pass minimum No No No

CPE No No No No No No No No No No No No

FCE No No No No No No No No B pass minimum No No No

PEAT NO No No No No No No No No No No No

No No No No Testimonial - pharmacist with year working with candidate in English

English Assessment for Teachers (PEAT) (Aust) Band A Minimum

Academic English Language Assessm (CAEL) 60

Assessment systems/ strategies which suit your organisation best

Diploma with Edn Provider to set entry levels

OET IELTS, OET IELTS, OET IELTS,

IELTS because of its accessibility and frequency

IELTS, iB TOEFL IELTS (“compact” and easy access to results) and TOEFL/TWE/TSE

Unknown Unknown No choice given Unknown OET is more difficult, but can sit indiv modules

Unknown IELTS because of accessibility

IELTS because of accessibility Unknown Most do IELTS because of accessibility

Half take IELTS, half TOEFL

No No Only from those who failed to reach required level

No No No, unless they fail Only if close failure to meet required levels

No Candidates find the test intimidating, Examiners not supportive or helpful pre-test

None received iB TOEFL not as

Follow-up of newly registered people

No, they go to State

No No, no further contact

No, unless a complaint is made

No No No, unless a complaint is made

They go to State Registration Boards for registration

They go to State Boards for registration

No, they go to State Boards for registration

Support from the IELTS administration when making the decision?

Yes No Unknown No Info pack No No No Not requested Yes, an info pack received Yes, info pack and recommendations

Follow-up briefing or support from

No No No No No No Yes, IELTS seminar attended, very helpful

Yes, IELTS seminar attended, very helpful

Yes, emailed newsletter once or twice a year

No Yes, IELTS Int’l keeps in touch

Yes, from time to time

Maybe Probably Not necessary with change to Grad Dip

Yes, would like some updates

Have had materials from Uni of Wellington on IELTS band scores which were useful

Yes, would like workshops for Prof assocs on levels, updates to testing system, moderation of test centres

Would also like email updates

Yes Regular (but not frequent) updates would be good

Yes, when review takes place Not workshop that would require travel Low budget organisation

Yes Yes, especially if they decide to review minimum band scores

Any complaints about the language levels from workplace?

Communic skills critical for doctors

Response is they have a policy

No Yes, some Yes Need is for colloquial English and checking understanding

No Yes, prior to increase in levels

No No – little contact with graduates once through the PAVE program

No, these go to State Boards

These go to the State Boards

Will you continue to use the

Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes

Aware of the verification service? Yes Yes Yes N/A Yes No Yes Unknown Unknown

No, but not aware that fraudulent results have been presented Will certainly check the service for future applicants

Any further comments or issues?

No No Reading component may not have approp topic focus

No No IELTS website has not updated required band score from 6.5 to 7.0

No No NB All candidates, whether English speaking or not, must do an English assessment

Would like IELTS to be more easily accessible in USA

Tiêu đề	An impact study into the use of IELTS as an entry criterion for professional associations – Australia, New Zealand and the USA
Tác giả	Glenys Merrifield
Trường học	GBM & Associates
Chuyên ngành	English Language Testing
Thể loại	Report

Định dạng
Số trang	43
Dung lượng	2,8 MB