ielts rr volume11 report1

Objectives

Key issues to be considered in this study were:

! value of IELTS as key indicator

! value of IELTS in comparison with its main competitors

! appropriateness of the test for the purpose of association membership or registration

! perceptions of IELTS by key stakeholders

! variations in awareness and understanding of IELTS between users

! initiatives to enhance recognition, understanding and reach of IELTS

In accordance with the key issues, the objectives of this study were to:

! explore the history and rationale for selection of IELTS as a criterion for membership or entry to a profession

! identify minimum IELTS band scores being used as criteria for membership of professional associations or for registration

! identify the main competitors to IELTS and make a broad assessment of the risk they constitute to IELTS’ market share

! assess the overall degree of understanding of the test by professional association staff and identify similarities and differences between countries studied

! identify perceptions of users on how well IELTS fits the purpose

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

! make recommendations if appropriate on the development of educational and marketing programs to enhance understanding of the test, its outcomes and its appropriate uses.

Approach

This qualitative study aimed to explore and report individual perspectives within their natural environments, focusing on personal experiences through various historical, textual, and interactional methods (Creswell, 1994; Denzin & Lincoln, 1994) The findings are presented as case studies that illustrate specific attitudes and approaches; however, they should not be considered valid for generalization.

! desk research of alternative examinations and assessment systems

! desk research of target organisations that are registered with IELTS

! development of a list of key contacts to be invited to contribute to the research

! telephone and electronic contact to establish a relationship, to introduce the aims and purpose of the project and where possible, to set up interviews

IELTS Research Reports Volume 11 www.ielts.org 7

! conduct of semi-structured face-to-face, telephone and electronic interviews with key contacts

! follow-up by telephone and email.

Scope

Canada

! Association of Registered Nurses of Newfoundland and Labrador

! British Columbia College of Teachers

! College of LPNs of British Columbia, Burnaby

! College of Pharmacists of British Columbia

! College of Registered Nurses of Manitoba

! National Association of Pharmacy Regulatory Authorities

! College of Nurses of Ontario

! College of Registered Nurses of British Columbia

The United Kingdom

! Royal College of Veterinary Surgeons

! Royal Pharmaceutical Society of Great Britain

Ireland

! Irish Nursing Board/ An Bord Altranais

! Pre-Hospital Emergency Care Council

Responses

A total of 24 professional associations were contacted for their participation in the study, with 14 agreeing to actively engage The remaining associations were researched through desk analysis Additionally, the PLAB examination, relevant for medical professionals in the UK, was examined in conjunction with the General Medical Council.

Conducting research involving professionals in areas outside their qualifications faced significant constraints In the UK, efforts to engage with various professional associations for interviews were met with challenges, as many indicated their inability to fully participate in the study.

Possible reasons for this were as follows:

The 21st-century workplace is marked by employees who often feel "time poor" due to numerous competing demands on their time As a result, some individuals may hesitate to engage in research projects that they perceive as lacking value for their roles or the organization.

The targeted associations primarily utilized electronic communication methods such as websites, email, and virtual switchboards for mass outreach However, security firewalls on their websites and email accounts, along with restricted functionalities of the virtual switchboard, often hindered effective communication, even when key contacts were identified.

! Thirdly, some staff in these organisations indicated that they were reluctant to be interviewed, even in an informal manner, on a subject about which they had limited knowledge

Many smaller organizations relied heavily on Council members who were actively engaged in their professions, offering their expertise on a voluntary or consultancy basis However, these members often felt unavailable to address what they considered to be non-essential issues.

The study's exploration relied on historical records, but many professional associations and regulatory bodies had been in operation for years High staff turnover and the absence of historical documentation hindered the ability to ascertain early policies and the organization's history, such as the initial decision-making process regarding the use of IELTS for language assessment.

Participants actively shared valuable insights and expressed satisfaction with the opportunity to discuss their needs, while also receiving feedback on the management of English language assessments from similar organizations.

This study highlights the long-standing presence of English language testing and assessment in three countries, driven by rising professional mobility Legislative measures promoting access and equity, alongside political policies favoring the migration of skilled individuals, have intensified the demand for globally recognized English language testing systems.

This study revealed significant variation among associations in their selection of national and international language tests, typically choosing between one to four assessment options Notably, the most widely utilized assessment systems were IELTS and the different versions of the TOEFL.

The full range of assessment systems accepted was as follows:

! International English Language Testing System (IELTS)

! The Test of English as a Foreign Language (TOEFL) in its various modes:

- Internet-based TOEFL (iB TOEFL)

- The Test of Written English (TWE) (combined with TOEFL)

- The Test of Spoken English (TSE) (combined with TOEFL)

! Trinity College London Integrated Skills in English (ISE)

! The Test of English for International Communication (TOEIC)

! The Canadian English Language Benchmark Assessment for Nurses (CELBAN)

! The Michigan English Language Assessment Battery (MELAB)

International English Language Testing System (IELTS)

Established in the late 1980s, IELTS is jointly managed by IDP:IELTS Australia, the University of Cambridge ESOL Examinations, and the British Council As of mid-2009, the number of IELTS candidates surpassed one million, with the test available in 500 locations across 120 countries worldwide.

The test was originally developed with two modules: an Academic Module focused on assessing language proficiency for English study entry and a General Training Module aimed at vocational language use Over time, the specific purpose content of the test has been revised in later versions.

The IELTS test has gained global recognition, with over 6,000 institutions, professional bodies, and government immigration authorities acknowledging its validity In the USA, a rapidly expanding market for IELTS, recognition increased to more than 2,000 institutions and professional organizations by 2009.

The test includes an extensive reading and listening assessment, a writing component that requires an essay or report, and a speaking evaluation conducted through a real-time discussion with an examiner Candidates can take the test multiple times and have access to their results.

IELTS Research Reports Volume 11 www.ielts.org 10 in a short timeframe of 13 days Institutional and professional users are able to access candidate results directly through an online verification service

Some of the perceived advantages of IELTS are:

! a very short waiting time to sit the test, broad accessibility and frequent test dates

! productive skills assessed through authentic writing tasks and a real-life person-to-person interview, which is a strong advantage of the test for professional associations

! security and integrity of the test

! research to underpin the quality assurance processes

! brief turnaround between sitting the test and accessing the outcomes.

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

The TOEFL, managed by the Educational Testing Service (ETS) in the USA, has long been a paper-based examination comprising Listening, Structure, Reading, and Writing modules Initially, it did not include a speaking assessment; instead, candidates had the option to take the separate Test of Spoken English at select access centers.

Revised TOEFL versions offer candidates flexibility with options including a paper-based format, a Test of Spoken English (TSE), a computer-based version, and an internet-based version, enhancing global accessibility.

The internet-based TOEFL (iBT), launched in 2005, addressed accessibility issues of the traditional paper-based TOEFL and TSE by incorporating a speaking component and an integrated tasks model that tests all skills in one sitting Initially more popular in the USA and Canada, the TOEFL is now recognized in 130 countries and accepted by over 6,000 institutions and organizations worldwide, as reported by the ETS TOEFL paper Comparing TOEFL iBT and IELTS (Rev: March 2009).

The integrated tasks encompass a Reading-Listening-Writing component, with Writing and Speaking skills assessed via a secure computer interface These tasks are evaluated by three to six human raters, ensuring accurate scoring Test scores are typically released within two weeks.

The iB TOEFL, introduced in 2005, evaluates language proficiency in academic contexts, similar to IELTS and other assessments ETS has conducted research on key areas such as score validity and reliability, the comparison between human and E-rater scoring, and the test's validity for academic entry However, research on the use of iB TOEFL scores for professional entry has not yet been a primary focus.

Since the launch of the iBT TOEFL, its usage has expanded significantly, and in 2009, a verification service was introduced for receiving institutions, allowing them to obtain direct online certification of candidate results This service, which has been available for some time with IELTS, is highly regarded by users who prioritize the security and reliability of their certifications.

The TOEFL has seen a rise in candidates recently, yet it remains most popular for language assessment in the Americas and certain regions of Asia All Canadian professional associations involved in this study accept the TOEFL, along with one organization in the UK and two associations in Ireland.

The TOEFL test will transition away from both paper-based and computer-based formats as internet technology improves in developing countries This change will streamline the assessment process, eliminating the need for candidates to undergo a lengthy two-step procedure, which often cannot be completed in a single day.

A previous study by Merrifield (2008) expressed concerns regarding the semi-direct approach used in the Speaking test, where candidates respond to audio prompts instead of participating in a direct, interactive dialogue This method differs from the face-to-face interactions seen in tests like IELTS and Cambridge assessments, and it continues to be a point of contention for professional associations in the countries examined in this study.

Cambridge ESOL Tests

Cambridge ESOL, a department of Cambridge Assessment and part of Cambridge University, administers the renowned Cambridge English language assessment examinations and tests With a history spanning over 150 years, this suite of tests has become one of the most respected testing systems globally, particularly in Europe Among these assessments is the IELTS, managed in collaboration with IDP: IELTS Australia and the British Council Additionally, other tests like the Cambridge Proficiency in English (CPE) and Cambridge Advanced English (CAE) have been widely utilized by employers for many years.

Cambridge ESOL serves over three million candidates across 2,500 centers in 130 countries, including the widely recognized IELTS To ensure relevance, major tests have recently been reviewed, catering to a diverse demographic in age and nationality These assessments are highly regarded by governments and universities, especially in Europe.

In 2008, computer-based versions of four tests were launched, alongside the implementation of online marking for the Certificate in Advanced English (CAE) writing scripts This innovation has significantly reduced the turnaround time for candidates to receive their results to just three weeks These advancements enable Cambridge ESOL to expand examination dates, broaden its reach, and enhance the efficiency of application and marking processes.

Cambridge ESOL tests are backed by funded research and comprehensive feedback, ensuring robust quality assurance processes Notably, all tests incorporate a face-to-face interview, a highly valued feature among professional organizations.

Despite the strong reputation of these tests, only one professional body based in Britain listed the CAE and the CPE among the accepted language assessment systems.

Trinity College London Integrated Skills in English (ISE)

For nearly 50 years, the Trinity College suite of tests has effectively evaluated all four macroskills in an integrated and interactive format These examinations are internationally recognized by academic institutions, particularly in the UK, North and South America, and parts of Europe.

Candidates in the ISE examinations prepare a diverse portfolio of classroom work alongside tasks completed in exam conditions The portfolio serves as the foundation for an oral interview designed to simulate real-life conversations Although assessment levels are often moderated, this can introduce subjectivity in evaluating language proficiency; however, it aligns with the expectations of many users of international language tests who value authentic communication.

Quality assurance procedures encompass periodic visits to test centers, oversight of a select sample of both live and recorded interviews, re-evaluation of around 10% of written tests and portfolios, an annual moderation session, a professional development event for examiners, and ongoing statistical monitoring.

While the UK boasts a robust network of test centres and some international options, only one respondent mentioned the ISE III/IV as a viable alternative to IELTS The lengthy and challenging process for overseas professionals makes it unlikely that this alternative will gain traction among professional bodies.

Canadian English Language Benchmark Assessment for Nurses (CELBAN)

In Canada, control of language testing, professional standards and licensure has traditionally been devolved to the provinces, unlike the UK and Ireland, where there is national regulation

However, an overarching body in Canada funded jointly by four of the larger provinces and the

In the early 1990s, the Department of Citizenship and Immigration Canada established the Centre for Canadian Language Benchmarks (CCLB), introducing the Canadian Language Benchmarks (CLB) in 1996 The CLB was designed not as a language assessment test, but as a national standard to describe and measure second language proficiency, focusing primarily on education and workplace integration for migrants in Canada The benchmarks are categorized from levels 1 to 12, with level 1 representing the lowest communication skills and level 12 indicating the highest proficiency.

The CELBAN was an assessment system created as an extension of this project to assess specific purpose English language skills of overseas trained nurses seeking licensure in Canada

The CELBAN, created as a specialized alternative to traditional English language assessments like IELTS and TOEFL, assesses four key skills: speaking, listening, reading, and writing Administered by the Canadian English Language Assessment Services (CELAS) Centre, which was founded in Winnipeg in 2004, the CELBAN offers a tailored evaluation for English proficiency However, a significant limitation is that the CELAS Centre is the sole location where candidates can take the test.

The CELBAN test is recognized across all 10 Canadian provinces and is designed for qualified offshore candidates applying for nursing registration in Canada Each province has its own nursing registration body, which is increasingly recognizing the CELBAN as part of a new assessment system A key advantage of the CELBAN is its nursing-specific content, distinguishing it from more general assessment systems, and this feature is highly valued by professional nursing associations in Canada.

Due to its limited availability in Canada, overseas applicants seeking registration must explore alternative options Many of these applicants complete a language assessment before applying for recognition from abroad As a result, IELTS and TOEFL emerge as the primary alternatives, offering international accessibility for those in need of language proficiency testing.

Canadian Test of English for Scholars and Trainees (CanTEST)

The CanTEST, created by the University of Ottawa's Language Testing Service, assesses English language skills for academic and professional purposes It aligns with Canadian Language Benchmarks 6 to 11 and is recognized as an approved test for CLB Assessments are available at authorized test centers across nine cities in Canada.

The CanTEST, as outlined by the University of Ottawa, serves two primary functions: it evaluates a candidate's fluency for admission into post-secondary education and training programs, and it assesses language proficiency necessary for professional registration.

The assessment consists of a comprehensive listening test featuring around 40 multiple-choice and short-answer questions, reading tests that include skimming and scanning exercises along with multiple-choice and short-answer sections, a 45-minute essay writing test, and a 15-minute face-to-face interview conducted by two assessors.

The results are presented as Band Levels, which score each macroskill on a scale from one to five These levels are categorized as follows: Novice (1), Very Basic User (2), Limited User (3), and Competent User (4).

(4), Very Good User (5) and Fluent User (5+) Candidates receive an “Unofficial Score Report” after the test and the official report is sent directly to their institution or association of choice

Candidates can register individually for the Writing or Speaking components, or for all three skills tests: Listening, Reading, and Writing There is a six-week waiting period required to retake the Speaking test, while candidates must wait three months before retaking the Reading and Listening tests.

The CanTEST, recognized by Canada's national pharmacy regulatory body and two pharmacy associations, shares similarities with the CELBAN in terms of limited accessibility and low awareness outside of Canada.

Michigan English Language Assessment Battery (MELAB)

The MELAB is a language competency assessment system aimed at evaluating individuals for educational programs and professional training or employment Administered by the English Language Institute at the University of Michigan, it is accessible at 32 sites across 20 U.S states and 14 approved locations in six Canadian provinces.

The test comprises a composition, a Listening test, and a written test, with an optional Speaking test offered at select centers The scores from the first three components are averaged to determine a final score, which is typically released within eight to ten weeks Candidates receive an unofficial score, while official scores are sent directly to the institutions or professional bodies specified in their registration form.

The MELAB can be taken every two months, allowing for a maximum of six attempts each year, with results typically issued within two months This test is recognized by eight Canadian associations.

This test is specifically designed for residents of North America and is not accessible to international users Due to its limited availability and the extended waiting time for results, it cannot be regarded as a viable competitor to the IELTS exam.

Test of English for International Communication (TOEIC)

The TOEIC test, developed by ETS and conducted online, assesses language skills specifically for the workplace Initially focused on Listening and Reading, it has evolved to include Speaking and Writing components, enhancing its comprehensiveness.

Recently, a new agreement has been established between an organization and AMIDEAST, enhancing its competitiveness and expanding its reach in the USA and Canada AMIDEAST, known for managing educational services and English language testing, has primarily operated in the Middle East and North Africa.

Three Canadian professional associations and one in the UK named the TOEIC as one of its recognised language assessment systems

4 PROFILES OF PROFESSIONAL ASSOCIATIONS: CANADA, THE UNITED

Profiles of professional associations – Canada

Nursing organisations

The five nursing associations recognized by IELTS are provincial self-regulatory bodies established under Canadian Health Professions legislation to safeguard public interest Each association sets nursing practice standards, evaluates fitness to practice, approves educational programs, and assists registered nurses in meeting these standards, while also handling complaints against nurses However, their authority is confined to their respective provinces, leading to potential inconsistencies in registration standards and minimum language competency requirements across different regions.

Except for Quebec, all provincial nursing associations mandate a language competency assessment before candidates can take the Canadian Practical Nurse Registration Examination (CPNRE), which is essential for international nurses wishing to practice in Canada Language assessment policies differ for applicants from English-speaking countries or those with education or practice experience in such environments Although registration recognition varies by province, it is generally acknowledged, though not guaranteed.

Professional nursing associations have researched and sought expert advice on the language needs essential for the nursing profession In mental health, strong oral communication skills are vital, while nurses in clinical settings must effectively use technical language and communicate with a diverse range of clients, families, advocates, and health professionals Additionally, writing skills are crucial for accurate charting and record-keeping, and proficiency in reading is necessary for interpreting doctors’ orders, understanding care plans, managing medications, and comprehending various important medical records.

While nursing regulatory bodies have a comparable range of acceptable tests, there is notable variation in the minimum standards established across different assessment systems, with the exception of the CELBAN.

4.1.1.1 College of Registered Nurses of Manitoba

The College of Registered Nurses of Manitoba (CRNM) has been functioning as a regulatory body for nearly a century, officially becoming a College in 2000 It is governed by a Board of Directors that includes both registered nurses and public representatives.

Non-English language background applicants and those qualified offshore must provide evidence of English language competency for nursing registration in Canada, while applicants trained within Canada are typically exempt The number of nursing registration applicants has surged from around 150 to over 400 annually, largely due to Canada's open immigration policies and active recruitment efforts, especially in Manitoba Notably, 90% of these applicants are required to submit proof of acceptable English language fluency assessments.

The college accepts several standardized tests for language proficiency, including TOEFL, MELAB, TOEIC, and CELBAN Alternatively, applicants can meet the requirements by completing the Academic English Program for College and University Entrance (AEPUCE), available at select universities in Winnipeg Although other proof of fluency may be submitted, the college prefers formal assessment results, with the IELTS Test Report being the most frequently provided document.

The IELTS has been a recognized requirement for college admissions, typically requiring an overall band score of 6.5 and a minimum score of 7.0 in Speaking Applicants can meet this requirement by submitting a combination of test results obtained over a two-year period.

4.1.1.2 College of Registered Nurses of British Columbia

The College of Registered Nurses of British Columbia (CRNBC) is a self-regulatory organization mandated by Canadian Health Professions legislation to safeguard the public by regulating registered nurses In 2008, the CRNBC processed a significant influx of new nurse registration applications, including around 1,200 from international candidates.

It operates under bylaws which describe “fitness to practice”, and evidence of language fluency is a prerequisite to registration

All applicants for registration must provide evidence of English language proficiency, regardless of their country of origin The minimum accepted IELTS score is 6.5 overall, with at least 7.0 in Speaking and no less than 6.0 in the other three skills Candidates may combine scores from two tests if they achieve satisfactory results in Speaking from one test and the other skills from another Association representatives noted that the rationale behind these minimum scores, established many years ago, remains unclear.

The accepted English language proficiency tests include various modes of the TOEFL, the TSE when applicable, the Canadian English Language Benchmark Assessment for Nurses, and the Michigan English Language Assessment Battery However, there is a preference for the CELBAN, as it is tailored specifically for nurses and features occupation-specific content that is lacking in the other accepted assessments.

Previously, applicants had the chance to present their cases instead of undergoing international English language assessments However, this practice has been discontinued due to concerns over subjective judgments, making international assessment scores a more objective measure of proficiency.

The majority of applicants present an IELTS Test Report

4.1.1.3 Association of Registered Nurses of Newfoundland and Labrador

The organization's entry-level nurse competencies do not mention language skills; however, the registration requirements for international nurses outline various acceptable language assessment systems and their corresponding outcomes.

To meet the IELTS requirements, candidates must achieve an overall score of 6.5, with a minimum score of 7.0 in Speaking There are no specified minimum scores for Listening, Reading, or Writing skills, and the association does not indicate whether applicants should complete the General Training Module.

Academic Module, or whether both are acceptable

Other acceptable tests are all versions of the TOEFL (plus the TSE where applicable), TOEIC (plus the TSE), the CELBAN and the MELAB

4.1.1.4 College of LPNs of British Columbia, Burnaby

This association represents and regulates the practices of Licensed Practical Nurses (LPNs), who are generally one year trained and responsible to Registered Nurses or Physicians

Evidence of English language competency for overseas trained LPNs is required as a prerequisite to sitting for the Canadian Practical Nurse Registration Examination

For language proficiency assessment, the recognized testing systems include the Academic Module of the IELTS, TOEFL (including the TSE when required), and CELBAN To meet the standards, IELTS candidates must achieve an overall band score of at least 6.0, with a minimum score of 7.0 in Speaking and no less than 6.0 in each of the other skills.

4.1.1.5 College of Nurses of Ontario

The College of Nurses of Ontario (CNO) is the registering body for both Registered Nurses and Registered Practical Nurses in the province, dealing with over 150,000 nurses

Pharmacy organisations

Established in 1995, Canada’s National Association of Pharmacy Regulatory Authorities (NAPRA) is a voluntary organization that unites provincial pharmacy authorities to create a national voice for the pharmacy profession Its primary goal is to promote the development of best regulatory practices across Canada NAPRA comprises 13 pharmacy regulatory authority members and is governed by a board of 24 Directors, supported by an Executive Committee.

In 2000, nine provincial regulatory authorities in Canada signed a mutual recognition agreement for the pharmacy profession, establishing common licensing requirements for newly arrived pharmacists This agreement aimed to enhance the mobility of pharmacists across Canada and eliminate potentially discriminatory provincial requirements.

In 2006, NAPRA established a National Model Licensing Program aimed at protecting the public, which included entry-level professional competencies for pharmacists and standards for language competency According to this program, applicants educated in Canada or the USA may not need to provide proof of English language proficiency However, if evidence is required, it must be based on a language assessment conducted within the two years preceding the registration application.

NAPRA's policy for provincial regulatory authorities recognizes several English proficiency tests, including iB TOEFL, paper-based TOEFL, computer-based TOEFL, MELAB, IELTS, and CanTEST Acceptable achievement levels for these tests are detailed in Table 1.

Although an interview with a NAPRA representative was not feasible, it can be inferred that the equivalencies for the language assessment systems recognized by its members are likely derived from historical data or research findings.

To meet IELTS requirements, candidates must achieve a minimum score of 6.0 in each macro skill If any macro skill scores below 7.0, it must be balanced by achieving 7.5 or higher in other macro skills An overall band score of 7.0 is considered adequate, demonstrating a pharmacist's ability to communicate effectively across diverse contexts and with various interlocutors.

This national approach has guided the provincial authorities in the standards of English language required

The Ontario College of Pharmacists (OCP) is a self-regulatory organization that operates through public membership fees, responsible for registering pharmacists to ensure they can practice legally Its membership comprises pharmacists, pharmacy students, and interns, with plans to soon include pharmacy technicians.

The college plays a crucial role in upholding quality standards in pharmacy practice by establishing and overseeing professional benchmarks It also serves as a review body for complaints and collaborates with educational institutions offering CCAPP or ACPE accredited programs Additionally, the college sponsors accredited communication skills training to enhance the proficiency of pharmacy professionals.

As in other states, the Ontario College of Pharmacists operates under the NAPRA framework

A satisfactory result in IELTS or another accepted assessment system is a pre-registration requirement

The college emphasizes the importance of language proficiency for registered pharmacists, as effective communication with diverse patients and colleagues is essential For the past five years, the college has utilized the IELTS examination to assess language skills, aligning its standards with those set by NAPRA.

2006 following training and advice from a leading academic at the University of Toronto

TEST MINIMUM SCORE iB TOEFL

Test of Spoken English (TSE) 50

Paper-based Test of Written English (TWE) 5

Test of Spoken English (TSE) 50

Grammar, cloze, reading, vocabulary, comprehension Unspecified

Table 1: Minimum standards of English language competency for the Canadian pharmacy profession as set down by the National Association of Pharmacy Regulatory Authorities

The Ontario College of Pharmacists differs from NAPRA standards by permitting registration applicants to have an IELTS band score of 5.5 in one or more components.

IELTS Research Reports Volume 11 www.ielts.org 20 more of the macroskills to take an option of mounting an argument for its acceptability Most present a test result, however

Many college representatives report that candidates prefer IELTS, viewing it as an easier alternative to other assessment systems Although some candidates doubt the relevance of IELTS due to its lack of professional content, colleges argue that such content is covered in training programs They emphasize that assessing fluency and cultural adaptation is more crucial in language evaluations.

4.1.2.2 College of Pharmacists of British Columbia

The College of Pharmacists of British Columbia (CPBC) is dedicated to safeguarding the public by establishing and enforcing standards of practice for pharmacists and pharmacy operations throughout the province.

International applicants must pass both a National Qualifying Examination and a Jurisprudence Examination Additionally, they need to demonstrate language proficiency, regardless of whether they have studied in an English-speaking country.

Evidence of English language proficiency aligns with NAPRA's established criteria To accurately assess band score levels suitable for pharmacists, the organization consulted an experienced academic with expertise in IELTS.

The college does not oversee registrants' practices once they begin their careers; however, it serves as a grievance resolution body for formal complaints Many of these complaints focus on communication skills, specifically highlighting concerns that communicative competency may not meet the daily demands of the profession.

The organisation did not consider that there was a need for direct communication with or support from IELTS administration.

Associations of Teachers

4.1.3.1 British Columbia College of Teachers

The British Columbia College of Teachers (BCCT) is a self-regulatory organization funded by member fees, responsible for certifying teachers in public and select private schools in Canada and approving teacher education programs.

To determine eligibility for teacher certification, colleges evaluate candidates based on their academic history, professional skills, and relevant experience from the past decade Although education operates under provincial autonomy, the provincial Colleges of Teachers aim to establish a unified standard to enhance labor mobility Proficiency in language skills is deemed essential for upholding professional standards in educational settings.

To demonstrate English language proficiency, applicants must submit either an IELTS Test Report or results from any version of the TOEFL The college currently requires a minimum IELTS score of 6.5 in the Academic Module, with no less than 6.0 in Reading and Listening, and at least 7.0 in Writing and Speaking Emphasis is placed on speaking and writing skills due to the necessity for teachers to communicate effectively with parents, children, and in report writing All scores must be achieved in a single sitting of the IELTS This language assessment is mandatory for applicants whose education was not conducted in English, with 150 to 200 candidates annually needing to provide a language assessment report.

In 2007, the band scores for IELTS were increased to align with similar organizations In British Columbia, IELTS test centers can be found at Simon Fraser University and Victoria University Additionally, TOEFL is accepted by BC College.

Teachers can register at 50 centers across British Columbia, with many applicants demonstrating language proficiency before relocating to Canada The international availability of the IELTS exam significantly benefits these applicants.

The BC College of Teachers has not requested or received specific support from IELTS administration apart from a package of information provided in 2003 when the original minimum standards were set

It was considered that occasional updates would be helpful

Currently, there are no plans to reevaluate the accepted testing systems, and any feedback or complaints regarding the testing system or individual teachers will be addressed by the employer, not the College of Teachers A notable limitation of the IELTS is its absence of subject-specific content tailored for educators in specialized disciplines.

The Ontario College of Teachers (OCT) regulates educators in publicly funded schools across the province, establishing standards for practice and conduct, certifying teachers, and accrediting teacher education programs.

All applicants educated in non-English language contexts must provide evidence of English language competency before certification This College requires higher IELTS levels for individual macro skills compared to the British Columbia College of Teachers, with an overall minimum standard of 7.0 in the IELTS Academic Module Specifically, a minimum score of 6.5 is required in Reading and Listening, while Speaking and Writing must each achieve a minimum of 7.0 The iBT TOEFL is also an acceptable alternative for demonstrating English proficiency.

Profiles of professional associations – The United Kingdom

The British Acupuncture Council

The British Acupuncture Council (BAcC) serves as a self-regulating, voluntary organization that oversees acupuncture practice in the UK, acting as a representative body for its members while prioritizing public protection In the absence of statutory regulation, the BAcC has set established standards for acupuncturists With the anticipated introduction of statutory regulation in 2012, it is expected that a minimum English language proficiency will be required for all international candidates outside the European Economic Area.

Acupuncturists require strong communicative skills for effective record-keeping, advising patients, and understanding their health histories Although there is no established policy mandating that the minimum IELTS standard must be achieved in a single sitting, the British Acupuncture Council (BAcC) believes that this approach would more accurately represent the skills necessary for acupuncture practice.

To become a member of the British Acupuncture Council (BAcC), applicants must demonstrate English language proficiency through an IELTS score, with a minimum overall requirement of 6.5 This requirement applies to either the General Training Module or the Academic Module, as no specific module has been designated Currently, the BAcC does not accept any other formal language assessment systems.

Chartered Institute of Marketing

The Chartered Institute of Marketing (CIM) is a leading global organization dedicated to professional marketers, focusing on training, development, and industry representation It accredits professional training courses and establishes marketing standards in the UK Membership offers individuals valuable resources for career advancement, professional growth, job searching, and access to essential marketing tools.

The implementation of minimum language assessment standards by this organization is primarily aimed at evaluating candidates' readiness for academic training courses Specifically, the use of IELTS serves to measure an individual's capacity to engage in academic studies rather than their professional performance.

To meet the English language competency requirements for the CIM, candidates must provide evidence through one of two accepted forms: an overall IELTS score of 6.5, without distinction between the General Training and Academic Modules, or the Trinity ISE III/IV, which is equated to an IELTS range of 6.5 to 7.5 by Trinity College London These minimum IELTS standards were established following preliminary web-based research.

Faculty of Public Health

The Faculty of Public Health (FPH) is a charitable organization dedicated to establishing standards for medical specialists within the public health sector As a joint faculty of the Royal Colleges, FPH plays a crucial role in promoting excellence in public health practice.

Physicians of London, Edinburgh and Glasgow, and has a membership of over 3000

Applicants seeking specialist training in public health must possess a relevant degree, a minimum of three years of professional experience, and demonstrate proficiency in the English language.

Medical specialists must meet specific language skill criteria, reflecting extensive research into the competencies needed for effective practice Key requirements include a solid grasp of scientific research principles and evidence-based practice, along with proficient communication skills in both written and spoken English Additionally, specialists should demonstrate functional abilities in areas such as rapport building, persuasion, and negotiation.

The association emphasizes the significance of both written and spoken English skills, mandating an overall IELTS score of 7.0, with no less than 7.0 in each of the four macro skills However, this requirement is waived for applicants who have completed their undergraduate degree at an English-medium university.

Applicants who believe they can demonstrate English language fluency through alternative methods have the option to appeal to the Faculty instead of submitting an IELTS Test Report Nevertheless, the majority of applicants typically provide their IELTS test results.

No other language assessment system is accepted.

General Dental Council

The General Dental Council (GDC) oversees the registration of all dental professionals in the UK, including dentists, dental hygienists, dental therapists, dental nurses, dental technicians, and orthodontic therapists It establishes professional standards and evaluates the fitness to practice of individuals in the dentistry field.

The Council provides an Overseas Registration Examination designed to evaluate the clinical skills and knowledge of dental professionals from outside the European Economic Area This examination is specifically for those whose qualifications were obtained from countries lacking recognized equivalency.

Dentists from outside the EEA must submit an IELTS Test Report Form to demonstrate their communicative competency, as mandated by the GDC, when applying for the overseas registration examination In recent years, there has been a notable rise in the number of applicants seeking registration.

Dental professionals must possess strong language skills to effectively communicate with diverse groups, including children, families, and individuals from various cultural backgrounds Additionally, a solid understanding of clinical and technical terminology is essential, even though these competencies are not evaluated by standard assessments like IELTS.

The General Dental Council (GDC) implements a quality assurance process to approve pathways into dental professions Recently, the Registration Committee established minimum English language standards in consultation with IELTS test professionals These standards were last reviewed in 2000 for dentists and in 2003 for other dental roles, with another review scheduled for completion in 2010.

Minimum standards for professional qualifications differ by field For dentists, the requirement is a minimum overall band score of 7.0 in the Academic Module, with no individual macro skill score falling below 6.5 Additionally, the assessment must be completed in a single test within the last two years.

Dental nurses, on the other hand, require an overall band score of 6.0 with a minimum of 6.0 in

The IELTS assessment system, recognized by the council, places significant emphasis on productive skills, with a minimum requirement of 6.0 in Speaking and Writing, and 5.5 in Reading and Listening While this standard is currently in place, it may evolve in response to changes in council policies or European legislation that could expand the existing criteria.

General Medical Council and the Professional Linguistic Assessment Board

The General Medical Council (GMC) is the UK’s regulatory authority that establishes medical practice standards and maintains the register of licensed doctors and specialists Additionally, the GMC addresses complaints and conducts disciplinary hearings to uphold these standards.

The Professional Linguistic Assessment Board (PLAB) oversees the assessment of international medical graduates seeking to practice in the UK It is affiliated with IELTS as a professional body The PLAB examination allows these graduates to prove their qualifications and experience through a written test and clinical scenarios, provided they meet the minimum English language requirements Additionally, many candidates have completed 12 months of postgraduate clinical experience.

To demonstrate English language proficiency, applicants must submit an IELTS Test Report or provide documentation indicating that they have received education or gained experience in a country where English is the primary language.

Alternatives to the IELTS test are not accepted for applicants who have previously taken the IELTS and did not meet the minimum band scores set by the Council This restriction limits applicants' options for alternative pathways to registration, reinforcing the credibility of the IELTS testing system and the dependability of its results.

To meet the minimum requirements, candidates must achieve an overall score of 7.0 on the test, with at least 7.0 in Speaking and no less than 6.0 in the other three macro skills All scores must be attained in one sitting of the exam.

General Optical Council

The General Optical Council (GOC) oversees the registration of over 23,000 professionals, including optometrists, dispensing opticians, student opticians, and optical businesses For overseas applicants seeking registration from outside the EEA, the College of Optometrists evaluates whether they meet the minimum registration criteria.

A satisfactory IELTS Test Report allows potential registrants to sit for an entrance examination which is the gateway to applying for registration to practise in the UK

Overseas optometrists must achieve a minimum overall band score of 7.0 on the IELTS, with at least 7.0 in Speaking and no less than 6.0 in other macroskills, as mandated by the College of Optometrists The requirement does not specify whether the General Training or Academic Module should be taken, and no alternative language assessment systems are accepted.

Health Professions Council

The Health Professions Council (HPC) is a regulatory body dedicated to protecting the public by setting standards for training, professional skills, and conduct for various health professionals, excluding doctors, nurses, and pharmacists With over 200,000 registered professionals across 14 disciplines, including Chiropodists, Dietitians, Paramedics, and Practising Psychologists, the HPC also addresses complaints and conducts public hearings to evaluate fitness to practice.

An English language proficiency assessment is required for all applicants for registration for whom English is not their first language

In 2005, competency standards for health professionals were reviewed, highlighting the essential language skills required for effective communication This analysis of communicative competency was integrated into the published standards of practice, ensuring that health professionals meet the necessary expectations for effective interaction in their roles.

Health professionals must exhibit proficiency in delivering information and advice, providing professional instruction, and offering opinions to diverse audiences, including patients, families, caregivers, and colleagues Effective communication skills, encompassing both verbal and non-verbal elements, are essential Additionally, practitioners should recognize that communication can be influenced by various factors such as age, culture, gender, and socio-economic status.

Evidence of English language competency must be provided in the form of an IELTS Test Report or a satisfactory score in a number of alternative tests

The minimum band scores for Speech and Language Therapists is an overall score of 8.0 in the

The Academic Module requires a minimum score of 7.5, reflecting the high standards set by regulatory bodies for speech and language therapists, where effective communication is essential This benchmark is comparable to achieving a CPE in Cambridge ESOL examinations or an overall score of 118 out of 120 in the iBT TOEFL.

For various professional practitioners, a minimum overall band score of 7.0 is required, with no individual score falling below 6.5 This benchmark is considered comparable to the Cambridge Advanced English test or a score of 100 on the iBT TOEFL.

Nursing and Midwifery Council (NMC)

The Nursing and Midwifery Council is dedicated to protecting public health and well-being by overseeing registration, establishing educational and professional standards, and ensuring that nursing and midwifery practitioners keep their skills and knowledge up to date Additionally, it investigates misconduct complaints from employers, fellow nurses and midwives, and the public.

In the UK, nurse and midwife training programs require approval from the Council For overseas nurses and midwives lacking adequate qualifications, a two-year pre-registration program may be available Typically, the minimum duration for training is three years.

This organization manages a substantial database of around 630,000 nurses and midwives, necessitating a registration renewal every three years However, there has been a significant decline in the influx of overseas nurses and midwives seeking employment in the UK, plummeting from 10,000 in 2003 to roughly 500 in the first half of recent years.

2009 This was attributed at least in part to an initial influx at the beginning of the 21 st century from EEA countries when border restrictions were relaxed

All overseas nurses, except for those from the EEA, must undergo an English language assessment, including native English speakers from countries like Australia and Canada The NMC Council, consisting of 14 members, determines and reviews the acceptable language proficiency levels required for these assessments.

The NMC conducted research to identify the English language communication needs of nurses and midwives, aiming to establish minimum standards Effective communication with patients of diverse ages, sociocultural backgrounds, and foreign nationals is essential Additionally, practitioners must possess a strong command of medical terminology and a solid understanding of Latin-based technical language.

The NMC has set a new minimum standard for the IELTS exam, requiring an overall score of 7.0 in the Academic Module, with at least 7.0 in each of the four macroskills This marks an increase from the previous minimum of 6.5 overall and 5.5 in each skill for both the Academic and General Training Modules The revision reflects feedback from trainers and employers, and the updated standards are deemed more suitable for language proficiency requirements.

Royal College of Veterinary Surgeons

The Royal College of Veterinary Surgeons sets and monitors standards for veterinary surgeons in the

UK as a statutory regulator It is also a Royal College for advisory services and scholarships, and a charitable trust with an educational charter

Veterinary surgeons who have qualified outside the UK and EEA through non-approved courses must pass the Statutory Examination for Membership to obtain the right to practice in the UK.

Veterinary Surgeons are required to meet core language and communication standards, which emphasize the necessity of having an effective communication policy with clients According to the college's website, this includes demonstrating basic communicative competencies to engage with clients, the public, colleagues, and regulatory authorities While the specifics of the policy are not detailed, it highlights the importance of functional skills such as active listening, empathetic responses, and the ability to choose appropriate language based on the audience and context.

Before sitting for the Statutory Examination for Membership, applicants must present an IELTS assessment with a minimum overall band score of 7.0 in the Academic Module, as no alternative language assessment systems are accepted.

Royal Pharmaceutical Society of Great Britain

The Royal Pharmaceutical Society of Great Britain was founded to oversee and regulate the pharmacy profession, maintain a register of practicing pharmacists, and serve as the representative body for individual pharmacists A government review of the organization and its objectives has prompted a reassessment of its role and functions.

2007, however, it has been working on an eventual division of the dual roles of regulation and representation

All non-EEA international pharmacists must provide a satisfactory English language assessment in addition to an appropriate qualification

Each year, around 180 candidates must demonstrate English language proficiency out of a total of 400 to 500 applicants, including those from the EEA Most IELTS test takers complete the exam in their home country before applying for registration with the society.

Currently, there are no intentions to expand the acceptable language assessment systems, although future changes in European legislation or government policy may prompt a review The Society finds that IELTS effectively meets their requirements.

The organization utilizes IELTS for two main purposes: first, to evaluate an individual's English language proficiency for registration, and second, to assess language skills required to qualify for an examination that determines the capability to practice.

Since 2002, the Society has utilized the IELTS as its standard for English language proficiency, requiring a minimum score of 7.0 in the Academic Module across all four macroskills This benchmark was updated from an overall score of 7.0, reflecting the Society's belief that mastery in each skill is essential for effective practice as a pharmacist.

No other English language tests are currently accepted.

Profiles of Professional Associations – Ireland

Irish Nursing Board (An Bord Altranais)

Established in 1950 under Irish legislation, the Irish Nursing Board oversees the registration of nurses, midwives, and ancillary health professionals It is tasked with upholding a Code of Practice and Ethics while also assessing the fitness to practice of individuals in the healthcare sector.

Over the past five years, there has been a noticeable decline in the number of overseas applicants, as reported in the Register Statistics 2008 on the Irish Nursing Board website, indicating a significant decrease in new registrations.

2008 of non-EU applicants numbering just over 500 out of a total of 2199, approximately half the number registered in 2004 This is consistent with the trend reported in the UK

The Board accepts multiple assessment systems, including IELTS and various formats of TOEFL, such as the combined TOEFL with TWE and TSE when required, or the iBT TOEFL with a minimum score of 88.

The Board mandates a minimum IELTS score of 7.0 overall in the Academic Module for nurse and midwife registration, emphasizing the importance of productive skills Specifically, candidates must achieve at least 7.0 in Writing and Speaking, while a score of 6.5 is required in Reading and Listening.

Irish Medical Council

Established in 1978 under Irish legislation, the Irish Medical Council (IMC) aims to protect public health interests It ensures the quality of graduate medical programs, sets and maintains professional practice standards, and evaluates the fitness to practice for doctors and specialists through rigorous examinations.

Doctors from non-English speaking countries must submit an IELTS Test Report to apply for registration As of January 2009, the IMC reported nearly 700 temporary registrations for the previous year, primarily from Sudan, Nigeria, Pakistan, and India Out of these, around 300 to 400 applicants were required to demonstrate language competency.

Doctors and specialists need advanced communication skills to discuss technical matters clearly while also effectively engaging with patients who have different levels of understanding This includes the ability to explain diagnoses and deliver difficult news in a way that patients can comprehend.

The Medical Council conducted a review of standards for registration of doctors in the lead-up to June

2009, and language skills formed part of that review with a Working Group researching best practice

Prior to June 2009 the IELTS band scores required were an overall score of 7.0 in the Academic Module, with a minimum of 7.0 in Speaking and 6.0 in the other three macroskills

In mid-2009, the IELTS standards were revised, raising the overall score requirement to 7.5 and establishing a minimum score of 7.0 in each of the four macroskills These updated standards must be achieved in a single sitting and were adjusted to align with international best practices.

Pre-Hospital Emergency Care Council

The Pre-Hospital Emergency Care Council (PHECC) oversees emergency services in Ireland, including ambulance services and paramedics As an independent statutory agency, PHECC establishes standards for emergency care and serves as an accreditation body for education and training programs Additionally, it evaluates the fitness to practice of emergency care practitioners and manages formal complaint hearings.

The Council's Code of Conduct and Ethics emphasizes the importance of effective communication for registered practitioners, highlighting the need for clarity and conciseness when obtaining informed consent from patients and their families to ensure safe practice.

The PHECC advises that employees should achieve a minimum IELTS score of 6.5, although it does not specify whether this requirement pertains to the General Training Module, the Academic Module, or both While the Council does not recommend any other language assessment systems, the TOEFL test may be considered upon application Specific threshold levels for the TOEFL are not publicly available but can be obtained through application.

Due to EU legislation, the PHECC's role in language assessment has diminished, shifting the responsibility to employers However, registered practitioners may still face "fitness to practise" inquiries regarding their language skills Employers must prioritize communication skills, as complaints related to a practitioner's English proficiency can lead to PHECC reviews, potentially resulting in the withdrawal of practice approval and operational disruptions for the employer To date, such incidents have not been reported.

Summarising comments – Canada

Minimum IELTS band scores

In a recent study involving ten associations, eight clearly indicated that the Academic Module was more suitable for their needs compared to the General Training Module.

However, two of the ten associations did not make a distinction between the Modules, and the general understanding of the differences between the two tests appeared to be relatively superficial

Table 2 below sets out the minimum levels established by each of the associations

Two associations did not set a minimum band score for Reading, Writing, and Listening, while all five nursing associations established a higher minimum for the Speaking test, emphasizing the importance of oral communication skills.

Among the respondents, six required a minimum overall score of 6.5, while four respondents, including three from pharmacy and one from education, stipulated a higher overall band score of 7.0 Additionally, one association allowed applicants to appeal to a special Committee for the acceptance of a score of 5.5, although this situation was noted to be uncommon.

Several associations have stated that they will accept the highest score from multiple tests taken within the last two years This approach likely stems from their experience with assessments that consist of individual components that can be completed separately.

General Training Module Academic Module

Ov e ra ll Re a d in g Wr itin g Sp e a kin g Li steni ng Ov e ra ll Re a d in g Wr itin g Sp e a kin g Li steni ng

N/A N/A N/A N/A N/A 6.5 No min specified No min specified 7.0 No min specified

Registered Nurses of British Columbia

Registered Nurses of Newfoundland and Labrador

Module is not specified Module is not specified 6.5

No min specified No min specified 7.0 No min specified

Module is not specified Module is not specified 6.5

Table 2: Minimum levels of achievement in IELTS required by professional associations and registration bodies in Canada

Three associations have revised the minimum competency levels, either increasing them or establishing minimum scores for each macroskill alongside an overall score This approach aims to reduce the risk of a registrant exhibiting a significantly low skill competency, which could compromise their fitness to practice.

All organizations that participated in the study expressed unanimous appreciation for the IELTS verification service, highlighting that the system's security provided them with a sense of "peace of mind."

In Canada, while nursing practitioners are generally accepted across provinces, the required language assessment levels vary Conversely, pharmacy professionals benefit from a national regulatory body that standardizes language assessment benchmarks, ensuring consistency in requirements for pharmacists.

Alternative language assessment systems accepted – Canada

Most Canadian associations recognize at least one alternative test alongside IELTS, with the iBT TOEFL being the most frequently accepted The minimum score requirements for these alternative tests are generally consistent, except for the College of Nurses of Ontario, which considers a Standard Error of Measurement in establishing its minimum standards.

Annual testing numbers for various professions in British Columbia vary significantly, ranging from just over 100 for the College of Pharmacists to over 1,000 for the College of Registered Nurses These figures are reportedly on the rise each year, attributed to the government’s open door policy for specific professions.

Many of the Canadian associations accepted up to four or five alternative testing systems

Table 3 below sets out the alternative assessment systems and language levels accepted by Canadian professional bodies

For Canadian associations, the perceived advantages of IELTS were as follows:

! wide accessibility throughout the world

! online validation of band scores

! live examiners using “real day-to-day” English in interpersonal interactions

However, they also had a history of working with the ETS tests, and expressed confidence in their reliability

TO E FL paper - based test TO E FL, com put er - based test IB T O E F L TS E TW E TO E IC CE L BAN ME L A B Ca n T e s t Ot h e r

Registered Nurses of British Columbia

Registered Nurses of Newfoundland and Labrador

Objective evidence of language proficiency

50 Minimum three credit units of study

Table 3: Minimum levels of achievement in assessment systems other than IELTS required by professional associations and registration bodies in Canada

Summarising comments – the United Kingdom

Table 4 below sets out a comparison of IELTS test outcomes required by UK professional organisations

Ov e ra ll Re a d in g Wr itin g Sp e a kin g Li steni ng Ov e ra ll R eadi ng Wr itin g Sp e a kin g Li steni ng

Table 4: Minimum levels of achievement in IELTS required by professional associations and registration bodies in the UK

Three out of ten UK associations analyzed did not clarify which IELTS module—General Training or Academic—was suitable, implying that both may be deemed acceptable This lack of specification may reflect a limited awareness of the distinct purposes and levels associated with the two test modules.

Eight out of ten associations established specific minimum scores for each of the four macroskills, in addition to an overall minimum standard, while only two associations used a single overall score Notably, these two associations were from sectors outside public health, specifically one related to veterinary practitioners and the other to a marketing organization.

The minimum band scores for health professionals typically ranged from 6.0 to 7.0, with Dental Nurses having a lower requirement of 5.5 for Reading and Listening skills This lower score reflects their role as support staff, which involves less direct patient interaction compared to Dentists and Medical Specialists Other health professions generally required scores of 6.5 or higher, with Speech and Language Therapists needing a minimum score of 8.0 due to the language-intensive nature of their work.

Three associations emphasized the necessity of achieving a higher band score in Speaking compared to other macroskills, underscoring the critical role of oral communication in effectively discussing health issues with the public.

At least three organizations have reevaluated the required IELTS band scores, transitioning from a single overall score to establishing minimum scores for each macro skill, or by raising the minimum levels across all skills.

All of those interviewed required minimum scores to be achieved in one sitting of the test, with outcomes valid for two years from the time of taking the test.

Alternative language assessment systems accepted – The United Kingdom

Table 5 reveals that among the ten associations studied, only two embraced alternative language assessment systems This indicates that the majority of organizations, which have relied on IELTS for many years, found it to effectively meet their needs and deemed it suitable for their purposes.

The associations interviewed reported that the numbers requiring testing fluctuated, but could be from a few hundred to over 2000

Most organizations are satisfied with the IELTS assessment system and do not plan to change their acceptance criteria or required levels, aside from periodic reviews This stability reinforces IELTS's strong standing in the UK.

None of the associations reported disciplinary hearings which were prompted by poor language skills

It would seem that if such issues are raised, they are dealt with at employer level

Several associations demonstrated a good understanding of the functional language needed for their profession

TO E FL paper - based test TO E FL – com put er -based IB T O E F L TS E TW E TO E IC TR IN ITY C o lle g e Ldn CAM BRI DGE SU IT E

Evidence of UG or PG qual

No other tests accepted Evidence language skills OR UG medical training in English

CPE CAE Hong Kong E AA

Table 5: Minimum levels of achievement in assessment systems other than IELTS required by professional associations and registration bodies in the UK

Summarising comments – Ireland

The minimum standards for IELTS for each of the three associations registered in Ireland are shown in Table 6 below

Ov e ra ll Re a d in g Wr itin g Sp e a kin g Li steni ng Ov e ra ll Re a d ing Wr itin g Sp e a kin g Li steni ng

Table 6: Minimum levels of achievement in IELTS required by professional associations and registration bodies in Ireland

The Irish Nursing Board established minimum language proficiency levels by differentiating between productive and receptive skills, mandating higher minimum scores for the Writing and Speaking assessments.

The Irish Medical Council, along with two other Irish organizations, has reviewed and updated the minimum IELTS requirements to align with international best practices As a result, the overall minimum score for the Academic Module has been raised from 7.0 to 7.5, with increases of 0.5 to 1.0 band scores in Listening, Reading, and other components.

The writing band scores have been raised from 6.0 to 7.0, aligning with the previously set Speaking score This new standard exceeds the minimum requirements established by the General Medical Council of the United Kingdom, reflecting a more suitable level for its practitioners.

All associations required the minimum levels of IELTS to be achieved in one sitting of the test.

Alternative language assessment systems accepted – Ireland

Table 7 below sets out the alternative testing systems accepted by Irish professional bodies

The TOEFL tests were the only alternative assessments recognized by these organizations, though they were considered less compact and harder to interpret compared to IELTS In contrast, IELTS was regarded as a high-quality, reliable, and globally accessible English language evaluation, with its face-to-face interview component viewed as a significant benefit.

The demand for language tests among applicants has been declining, as many candidates find the tests challenging due to the necessity of obtaining minimum band scores in a single attempt, as mandated by most associations.

TO E FL paper - based test TO E FL, com put er - based te s t IB T O E F L TS E TW E TO E IC TR IN ITY Co lle g e London CAM BRI DGE SU IT E

50 5.5 Test results within last two years OR evidence of practice in English language since taking test

Council No other tests accepted

Accepted levels will be advised at the time of application.

Other testing systems may be accepted

Table 7: Minimum levels of achievement in assessment systems other than IELTS required by professional associations and registration bodies in Ireland

It was considered by one association that a more focused medical context, rather than the general academic focus, would be preferable

One association indicated that more contact with IELTS administration, particularly on distinguishing between the various band scores and locating accessible testing centres, would be appreciated

The online verification service was considered to be a major advantage

General outcomes

Main competitors to IELTS

The TOEFL, particularly the iBT version, is the primary competitor to IELTS in the countries studied Canadian organizations have a long history of utilizing TOEFL, being well-acquainted with ETS, the test provider However, previous iterations of the TOEFL faced challenges due to a restricted number of testing centers and the absence of an integrated speaking component, necessitating a separate oral test that was often inconvenient and time-consuming for candidates.

The introduction of the iB TOEFL has enhanced access to the test in technologically equipped countries, allowing for the assessment of all skills in a single exam However, professional associations still regard IELTS as having a competitive edge over iB TOEFL for several reasons.

The IELTS offers a widespread network of testing centers and frequent test dates, ensuring easy accessibility for candidates In contrast, the iBT TOEFL has not achieved the same level of availability.

! IELTS has a high level of security, and the online results verification service is seen as a major positive factor However, this will also become available for users of the iB

TOEFL following the launch of a similar service in late 2009;

! IELTS has a face-to-face interview which is seen by many professional associations as superior to communication on a computer interface, as is the case with the iB TOEFL

Despite the rise of electronic communication, skepticism persists regarding the accuracy of assessing communicative competency through digital interfaces compared to face-to-face interactions This concern will be further evaluated with the increasing recognition of the Pearson Test of English, which lacks personal communication In the interim, IELTS's offering of real-time interviews with an interlocutor serves as a significant marketing advantage, helping to maintain or enhance its market share.

It was interesting that in the UK, most organisations accepted the IELTS test exclusively The

Cambridge ESOL tests are recognized internationally, but only one user has included them in their standards Some associations have proposed that amending European legislation to require English language competency for European professionals from non-English backgrounds could lead to a wider acceptance of various tests, including Cambridge assessments.

National tests like CanTEST and CELBAN are fulfilling a significant need in Canada, particularly the CELBAN, which is tailored for nurses and recognized by 10 provinces However, there are notable disadvantages to consider.

! it is available in nine cities throughout Canada, but is currently unavailable as an offshore pre-departure test

! it can be taken a maximum of three times, with a three month waiting time between re- sittings

The CanTEST is seen as an appropriate test for Canadian post-secondary course admission or for registration purposes However:

! it is generic in language focus

! it is available in only five approved locations

! it is unavailable offshore, where most registration applicants are located

! there is a waiting period of six weeks to three months to retake the test, depending on the skills required

! the MELAB is similarly limited

Local testing systems struggle to offer candidates the same level of practice materials and preparation courses as international testing systems Consequently, it is improbable that they will capture market share beyond the countries where they are currently available.

Rationale for selection of IELTS

Some associations used IELTS for more than one purpose, depending on the role or roles of the organisation These are shown in Table 8 below

Role of the language assessment Number of associations

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

Eligibility to enter professional training program 1 4 0

Table 8: The role of language assessment in professional associations

Interviews conducted in Canada and Ireland revealed that while many individuals were knowledgeable about the professional qualifications required of registrants, their understanding of English language assessment tools was limited They recognized the significance of strong English communication skills, yet lacked familiarity with the various international testing and assessment systems Despite the diverse formats and outcomes of these assessments, users who are not language experts consistently seek similar characteristics and values.

Organisational users are in search of a comprehensive assessment tool that fulfills multiple objectives They require the ability to establish clear and realistic standards, comprehend language competencies associated with attainment levels without needing extensive linguistic expertise, recommend a quality product to clients, and ensure fair and equitable interactions with international professionals.

In terms of quality, the most desirable characteristics of a viable assessment system appear to be:

! global reliability of outcomes, so that whether a candidate sat for a test in China, the Philippines or Canada, the assessment would not differ

! global accessibility for the many professionals who apply for registration from their home country

! brief turnaround between taking the assessment and reporting of candidate outcomes

! security and quality of the testing instruments and outcomes statements

! regular training of assessment staff and facilitators to ensure that equivalent conditions and standards are used for all candidates in all locations

! security of candidate identification procedures

! both internal and external quality assurance processes

! international content that is not culture-bound

! a strong research base to underpin the system

! sufficient flexibility to adjust to the changing global community

Language assessment, unlike traditional educational testing, offers scores rather than pass/fail outcomes, such as the band scales used in IELTS This necessitates clear and straightforward explanations in plain English regarding the significance of each score or band in relation to language competency IELTS is recognized for effectively fulfilling these requirements.

In addition, because of its very broad international appeal in the professions, it allows users to compare their needs and criteria with other similar organisations on a global basis

The only circumstances in which associations may consider a change away from IELTS would be:

! if there were major changes to the test so that it was no longer meeting the needs of the association and the profession

! if there were serious complaints from candidates about the test which were upheld after investigation

! if there were serious breaches in reliability and security of outcomes

Recent changes in European Union legislation may impact language assessment protocols, influencing the selection of acceptable language assessment systems for European professionals seeking entry into the UK and Ireland This shift could necessitate a broader range of approved assessment options to accommodate diverse linguistic qualifications.

Review of minimum standards of IELTS

The governing body of the association, supported by a registration department or working group, typically handled decision-making regarding tests and the review of appropriate levels At the time IELTS was adopted as a language benchmark, the initial decision on levels was often unclear due to staff turnover, and for some associations, it remained uncertain whether the standards had been reviewed.

The knowledge of language assessment systems often resides with a small administrative team, which poses a risk of losing valuable information and records if team members leave Respondents indicated that none of the organizations maintained direct contact with IELTS administration, relying instead on information packs, the website, and occasional group briefings To ensure that IELTS remains a leading testing system, it is crucial to foster personal connections with the responsible registration staff.

The main strategies used to establish and review minimum standards of IELTS are set out in Table 9 below

Decision-making process Number of associations

Consulted an expert in the field 2 2 0

Conducted a formal inhouse research project 3 4 2

Board/Council aligned levels with other similar organisations

Table 9: Decision-making strategies for establishing minimum levels in IELTS

Four Canadian associations have reviewed IELTS standards since establishing them, including

NAPRA has not conducted a review in two cases, while four organizations are unaware of the status Among the four that did review the standards, three opted to keep them unchanged, while one organization increased the band scores for productive skills by 0.5.

In the UK, three associations have reassessed the IELTS levels required, while three have not and four remain uncertain Among those that reviewed the standards, one decided to discontinue acceptance of the General Training Module and raised the required scores across all skills to 7.0, an increase of 0.5 Another association shifted from a single overall score to establishing minimum standards for each of the four macro skills, while one association opted to maintain the existing requirements.

An Irish association has raised its assessment levels to an overall score of 7.0, with 7.0 achieved in each macro skill In contrast, another association has maintained its standards at 6.5, while a third remains uncertain about its evaluation.

Although none indicated that the association had made direct contact with IELTS administration, a number said that they had received an informative information package.

Consideration of IELTS as fit for the purpose

Associations are actively reassessing standards and considering raising minimum skill levels, reflecting a growing understanding of the test and band scores, as well as increased confidence in the testing system.

Respondents were in general very satisfied with the IELTS test and its fitness for the purpose

Although the health professions in particular would prefer some content relating to the profession, IELTS is clearly meeting the needs of the organisations involved in this study.

General feedback

None of the associations interviewed received a great deal of feedback about the English language assessment Some individual candidate comments were as follows:

! a minimum assessment of 6.5 or 7.0 in each of the skills is deemed to be too high by some applicants, especially in one sitting of the test;

While a minority of applicants favor the TOEFL test, viewing it as simpler than the IELTS, many of the associations consulted do not recognize TOEFL as an acceptable option.

Some candidates, such as those from China entering health professions, argue that the IELTS testing requirement may be racially biased However, a key counterargument is that health professionals in English-speaking countries must possess strong communication skills to interact effectively with patients, colleagues, and regulatory bodies.

Some members of organizations regularly involved with IELTS expressed a desire to take the test themselves, aiming to gain firsthand experience of the tasks candidates face This initiative would enhance their understanding and familiarity with the examination process.

Risk management and opportunities

Some comments and issues raised by association staff in relation to the IELTS test are set out in Table

Many healthcare associations have shown a preference for subject-specific content in language tests, highlighting a significant trend Historically, the IELTS test included discipline-specific modules, as noted in its 2009 history This suggests that it may be an appropriate time to reconsider the inclusion of such modules in current test review processes.

Feedback on IELTS – Issues Number of associations

Unreliability of assessment in some countries where IELTS is conducted (eg India, China)

Lack of subject specific content of test for professions (especially health-related) 2 3 1

Lack of availability of the test in some source areas for applicants (eg Northern Canada, West Africa, Central America)

Does not test “fitness to practise” 1

Some language in the test is not international (eg boot of car, petrol …)

Table 10: Feedback on IELTS – Issues

The other issues raised appear to be minimal, given the small number of organisations which raised them

The IELTS test consists of two modules: the Academic Module and the General Training Module The General Training Module is rarely accepted by professional associations, leading to confusion among test candidates regarding which module is required While IELTS guidelines indicate that the Academic Module is more suitable for professional contexts, this distinction is not always clearly communicated by regulatory bodies Given the different levels and contexts of English language proficiency targeted by each module, it is essential to provide clear information about their differences, especially for those in high-risk fields like public health.

A notable trend has emerged in Canada where some associations are beginning to accept the best scores from multiple IELTS tests It would be beneficial for IELTS administration to evaluate its stance on this practice, enabling them to provide informed guidance to associations contemplating this approach.

The UK and Ireland have long been established markets for IELTS in academia, while its adoption as a requirement for professional workplaces is a newer trend Similarly, in Canada, the acceptance of IELTS has seen notable growth, reflecting its increasing importance in English-speaking environments.

Participants expressed a significant commitment to upholding their professional standards, particularly regarding language competency Many referenced similar organizations to determine the minimum English language proficiency required or consulted with experts and academics knowledgeable about the IELTS test and its level descriptors.

The UK has a robust IELTS market, with stakeholders expressing high satisfaction due to the expertise of association staff regarding the test and its results Their confidence in IELTS's reliability is reflected in its exclusive use as the benchmark for English language assessment Associations that recognize IELTS as the sole acceptable language assessment and handle a significant volume of applicants generally possess a deeper understanding of the test and its band scores.

European legislation exempting nationals from language assessment has created challenges for UK and Irish associations With language testing now primarily the responsibility of employers, this presents a new market opportunity for IELTS in the UK and Ireland Furthermore, if the European Union's language testing legislation is reviewed, it would benefit IELTS partners to advocate for IELTS as the leading international English language testing system.

Canada's IELTS market is expanding, increasingly competing with traditional tests like TOEFL and TOEIC Associations are gaining familiarity with IELTS band scores and building trust in the system's reliability Security remains a top concern, especially within health professions To support provincial regulatory bodies in setting standards and enhancing their understanding of IELTS, targeted information packages and seminars can be implemented.

Providers demonstrated a clear understanding of daily communication patterns among professionals; however, none could cite in-depth research on the language skills necessary for effective practice in their fields As IELTS is increasingly utilized in this context, it would benefit IELTS partners to conduct comprehensive research that could inform the development of content and questions for future assessments.

Many associations struggle to differentiate between the General Training Module and the Academic Module of IELTS Providing educational resources and information packages could help address this misunderstanding, which poses a risk to both the associations and the IELTS organization.

Participants in this study generally believed that IELTS was developed and managed by experts in linguistics and language assessment They felt that as long as it served the needs of the associations effectively, it remained a valuable tool for their purposes.

Charge, N and Taylor, L, 1997, ‘Recent developments in IELTS’, English Language Teaching

Journal, vol 51, no 4, Oxford University Press, Oxford

Creswell, JW, 1994, Research Design: Qualitative and Quantitative Approaches, Sage, London Denzin, N K and Lincoln, Y S, 1994, Handbook of Qualitative Research, Sage, Thousand Oaks, CA

In the article "The registration and accreditation of international medical graduates in Australia: a broken system or a work in progress?" by Douglas (2008), published in *People and Place*, the author examines the challenges faced by international medical graduates (IMGs) in navigating Australia's registration and accreditation processes The study highlights systemic issues that hinder IMGs' integration into the Australian healthcare system, while also recognizing ongoing efforts to improve these processes Douglas emphasizes the need for reforms to create a more equitable and efficient system that supports IMGs in contributing to Australia's medical workforce.

ETS TOEFL, 2009, Comparing TOEFL iBT and IELTS

Graddol, D, 2006, English Next, British Council, London

Green, A, 2007, IELTS Washback in Context: Preparation for Academic Writing in Higher Education, Cambridge University Press, Cambridge

‘IELTS Candidate performance in 2008’, Cambridge ESOL Research Notes, no 36, May 2009,

IELTS 2009, ‘History of IELTS’ [online] www.ielts.org/researchers/history_of_ielts.aspx [Accessed October 2009]

Merrifield, G, 2008, ‘An Impact Study into the Use of IELTS as an Entry Criterion for Professional Associations – Australia, New Zealand and the USA’, in IELTS Research Reports, vol 8, IELTS Australia

O'Neill, T, Buckendahl, C, Plake, B and Taylor, L, 2007, 'Recommending a Nursing-Specific Passing Standard for the IELTS Examination', in Language Assessment Quarterly, vol 4, no 4, pp 295–317

Papageorgiou, S, 2007, Relating the Trinity College London GESE and ISE examinations to the

Common European Framework of Reference: Final Project Report, Department of Linguistics and

In the 2008 article "English Language Communication Skills – What are the Issues for International Pharmacy Students," published in People and Place, the authors Stupan, Rao, March, and Elliot explore the challenges faced by international pharmacy students in mastering English communication The study highlights the critical importance of effective language skills in the pharmacy profession, emphasizing the need for tailored support and resources to enhance these competencies among non-native speakers The findings underscore the implications for educational institutions in fostering better communication skills to improve academic and professional outcomes for international students.

Trinity College London, 2009, Table of comparisons between Trinity College London's ISE and a

GESE examinations and other ESOL examination benchmarks www.trinitycollege.co.uk/site

University of Cambridge ESOL Examinations Annual Review 2008, University of Cambridge,

PROFESSIONAL ASSOCIATIONS AND LANGUAGE ASSESSMENT WEBSITES

Association of Registered Nurses of Newfoundland and Labrador www.arnnl.nf.ca/ [Accessed August 2009]

British Acupuncture Council www.acupuncture.org.uk/ [Accessed July 2009]

British Columbia College of Teachers www.bcct.ca/ [Accessed August 2009]

Cambridge ESOL www.cambridgeesol.org/exams/ [Accessed July 2009]

Canadian English Language Benchmark Assessment for Nurses www.celban.org/celban/ [Accessed August 2009]

Centre for Canadian Language Benchmarks www.language.ca/ [Accessed August 2009]

Chartered Institute of Marketing (CIM) www.cim.co.uk/ [Accessed June 2009]

College of Licensed Practical Nurses of British Columbia www.clpnbc.org/ [Accessed August 2009]

College of Nurses of Ontario www.cno.org/international_en/reqs/req4_lang/testing.htm [Accessed May 2009]

College of Pharmacists of British Columbia www.bcpharmacists.org/ [Accessed May 2009]

College of Registered Nurses of British Columbia www.crnbc.ca/ [Accessed August 2009]

College of Registered Nurses of Manitoba www.crnm.mb.ca/ [Accessed May 2009]

Faculty of Public Health UK www.mmc.nhs.uk/ [Accessed August 2009]

General Dental Council, UK www.gdc-uk.org/ [Accessed June 2009]

General Medical Council, UK www.gmc-uk.org/ [Accessed August 2009]

General Optical Council UK www.optical.org/ [Accessed August 2009]

Health Professions Council, UK www.hpc-uk.org/ [Accessed August 2009]

Irish Nursing Board www.nursingboard.ie [Accessed May 2009]

Irish Medical Council www.medicalcouncil.ie/registration/statistics_page06.asp [Accessed May 2009]

National Association of Pharmacy Regulatory Authorities www.napra.ca/ [Accessed July 2009]

Nursing and Midwifery Council, UK www.nmc-uk.org/ [Accessed August 2009]

Ontario College of Pharmacists www.ocpinfo.com/ [Accessed August 2009]

Ontario College of Teachers www.oct.ca/ [Accessed July 2009]

Pre-Hospital Emergency Care Council, Ireland www.phecit.ie/ [Accessed June 2009]

Professional Linguistic Assessment Board, UK www.gmc-uk.org/doctors/plab.asp [Accessed June 2009]

Royal College of Veterinary Surgeons, UK www.rcvs.org.uk/ [Accessed August 2009]

Royal Pharmaceutical Society of Great Britain www.rpsgb.org.uk/ [Accessed August 2009]

ACKNOWLEDGEMENTS

The researcher would like to convey special thanks to the following professionals for their time and generous assistance

Secretary and Chair, Admissions Committee

Education Policy Advisor, Education Department

Chartered Institute of Marketing (UK)

Royal Pharmaceutical Society of Great Britain

Executive Officer, Education and Training

Pre-Hospital Emergency Care Council

College of Registered Nurses of Manitoba

College of Registered Nurses British Columbia

College of Pharmacists of British Columbia

British Columbia College of Teachers

My thanks go to the Project Manager, IELTS Jenny Osborne, for her patience and assistance throughout this project

GUIDING QUESTIONS FOR INTERVIEWS CONDUCTED WITH PROFESSIONAL ASSOCIATIONS

Questions for interviews conducted with professional associations and professional registration bodies

Name of Organisation ……… ……… Brief explanation of the aims and purpose of the organisation ……… ………

Explanation of the objectives of this study

Reference to the significance of this study to IELTS Australia and Cambridge ESOL

Brief background to the development and scope of use of IELTS

2.1 What is the purpose of your organisation’s use of IELTS? (please provide details)

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 Macroskill minimum score

General Training Module Overall score

The IELTS exam evaluates all language skills—Reading, Writing, Speaking, and Listening—during a single sitting, contrasting with other assessment systems that allow candidates to combine their best results from multiple attempts Does this approach align with how your organization utilizes IELTS band scores?

2.4 What other professional requirements are there?

2.5 How many clients (approximately) will have their English language proficiency assessed in any one year?

2.6 Is this number increasing or decreasing?

2.7 How was the decision made on the appropriate threshold levels?

2.8 Who is responsible for making decisions on English language assessment levels?

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

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

2.10.1 If so, a Why was it reviewed? b What did the review process consist of? c What was the outcome?

2.10.2 If not, is it planned to review it? Why or why not?

2.11 Are you aware of any gaps or inadequacies in the IELTS testing system 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)

Cambridge Certificate of Advanced English (CAE)

Cambridge Certificate of Proficiency in English (CPE)

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?

It is essential to have a strategy for following up with newly registered individuals and gathering feedback from their employers regarding their language skills in the workplace This approach ensures that the individuals are effectively coping with language requirements and can help identify areas for improvement A well-defined follow-up process can facilitate ongoing support and enhance the overall integration of these individuals into their roles.

3.5.1 If not, would this be useful?

When seeking feedback on communication skills, it is essential to focus on several key areas These include the use of technical vocabulary and language tailored for specific audiences, such as professionals or individuals with non-English speaking backgrounds Additionally, it is important to assess language proficiency for handling general inquiries and adapting language to suit various age groups, particularly when communicating with the young or the elderly By honing these skills, one can enhance clarity and effectiveness in diverse interactions.

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 yes, what support was given?

If not, would it be useful to you? What form of support would be most useful?

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

5.2 Will your profession be accepting other language testing or assessment systems as equivalent to IELTS (eg iB TOEFL, TOEIC, the new Pearson Test of English, profession-specific assessment, … )?

6.1 Do you know of any research, articles or discussion papers that have been published into

Are you seeking English language competency assessments or testing conducted by professionals in your field, academia, government, or other relevant organizations? If so, please share a copy or access details, including the name, author, publisher, and year of publication.

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

Thank you for your time

Glenys Merrifield, B Ed (TESOL), Dip TESOL, M Ed Administration www.gbm.net.au

Tiêu đề	An Impact Study Into The Use Of IELTS By Professional Associations And Registration Entities: Canada, The UK And Ireland
Tác giả	Glenys Merrifield
Trường học	GBM & Associates
Chuyên ngành	Language Testing
Thể loại	Research Report
Năm xuất bản	2007
Thành phố	Canada

Định dạng
Số trang	53
Dung lượng	635,42 KB