An impact study into the use of IELTS by professional associations and registration entities: Canada, the UK and Ireland
Notice bibliographique
Résumé
IELTS was originally designed to assess English language skills for entry to courses of academic study. However, the use of IELTS for professionals seeking registration or membership of professional association has been growing over the past decade. This study was designed to examine language testing for professionals in three global markets: one relatively new market, Canada, and two traditional markets, the UK and Ireland. The key objectives of the study were to examine the history and rationale for selection of IELTS as a language benchmarking system for professional associations, to explore the main competitors to IELTS in global testing for professionals, to determine the minimum band scores being used as criteria for registration or membership of professional associations, the decision-making policies and the perception of its fitness for the purpose. This was a qualitative study which included desk research of alternative examinations and assessment systems and the targeted associations, and identification of key contacts, followed by semi-structured interviews conducted face-to-face, by telephone and by email. The study found that the range of assessments accepted by professional associations varied according to the country. In the UK, eight out of ten associations listed IELTS as the only acceptable assessment system of English language competency, and association staff tended to be well-informed about IELTS and familiar with the band scores. In Canada, the range of testing systems used was more diverse, with some nationally-produced benchmarking systems also accepted. The majority of registering bodies, however, reported that most applicants presented with either the IELTS or the Educational Testing Service's (ETS) tests. The main challenge to IELTS' market share is the roll-out of iB TOEFL, which tests integrated skills and has largely replaced TOEFL, particularly in Canada where ETS is highly respected. The UK and Ireland, as members of the EU, are bound by legislation which prevents them from asking for a language assessment from professionals of the EU. Accordingly, the responsibility for ensuring that individuals have the appropriate language skills to operate in an English-speaking context has been shifted from the regulatory body to employers. This may be a potential growth market for IELTS in those countries.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».