It was found that teachers differ widely in these practices, and indeed, in their methodology for teaching the IELTS course. Together with classroom observations, the data from this second phase were analysed using a theoretical approach to teacher knowledge that goes beyond what teachers declare they know about IELTS and about language teaching, considering how they go about re-contextualising and creating a form of knowledge they consider appropriate for the classroom. Teachers were also asked about their beliefs about language, language learning and what they considered to be best practices for language teaching in general, and IELTS Test preparation teaching in particular. Interviews elaborated upon responses given to the questionnaire. Teachers expressed a range of positive and negative attitudes toward the test based on their beliefs about its fit-for-purpose and its applicability across its various domains of use. However, there was clearly a lack of understanding of the principles behind standardised language testing, which was a partial cause of negative attitudes towards and mistaken beliefs about the usefulness of the IELTS Test. It was found that teachers have a sound knowledge base of the format of the test and what is required of the students. In a first phase, teachers completed an online questionnaire, and were invited to participate in a follow-up interview and classroom observation. The aim of this study was to explore the relationship between the knowledge, beliefs, attitudes and thinking that Australian ELICOS teachers have about IELTS and their teaching practices in IELTS Test preparation courses. The study investigated what teachers know and believe about IELTS, and how these beliefs and knowledge affect how they teach IELTS Test preparation classes. ![]() This paper reports the findings of a study of teachers of English Language Intensive Courses for Overseas Students (ELICOS) in Australia. Index Terms-IELTS, writing assessment, holistic marking, scoring rubrics, inter-rater reliability The result and discussion from this study cannot be generalized to all IELTS candidates as there are many limitations in this study such as student preparedness, tester marking experience, time constraint, and reliability of the test and the validity of the marks tabulation method. The inter rater reliability issue can be overcome if test providers are able to furnish grading scales that could clearly equate the total marks achieved by a candidate to an appropriate band. This study proposes analytic scoring system as a better procedure in assessing IELTS test, whereby it uses separate scales to assess different aspects of writing rather than a single score. Since the IELTS test uses holistic marking, the raters find that the scoring rubrics are too vague in defining the qualities of writing. The total accumulated marks are 588 out of maximum 900 marks and the average score of these 9 students are 65.3% and falls under band 6. ![]() The findings show that rating is not reliable and there is less agreement between the raters as different raters awarded different marks for the students. ![]() This test is rated by three different raters to observe inter rater reliability in evaluating the test. The test is held at a private university and there are 9 participants who are the students of Foundation, Diploma and Degree courses were assessed only on writing component. A study is conducted to evaluate the performance of IELTS test takers and to analyze inter rater reliability in evaluating the test. Abstract-This research paper is based on the Academic Modules of IELTS test.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |