Construct Under-representation and Construct Irrelevant Variances on IELTS Academic Writing Task 1: Is There Any Threat to Validity?

Alavi, Sayyed Mohammad Hadi; Masjedlou, Ali Panahi

doi:10.17507/tpls.0711.19

Cited by 4 publications

(5 citation statements)

References 35 publications

(27 reference statements)

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“…The relationship between the input and the response in this type of task is broader and more direct compared to Task 1 in the general version, as test takers are expected to base their response entirely on the input. Alavi and Masjedlou (2017) found that test takers and instructors perceive the first writing task in the academic version to be intelligence-based and to require more time for thinking than for writing. Students' underperformance on this cognitively demanding task can emotionally affect their performance on the following task (Alavi and Masjedlou, 2017).…”

Section: Writingmentioning

confidence: 99%

“…Alavi and Masjedlou (2017) found that test takers and instructors perceive the first writing task in the academic version to be intelligence-based and to require more time for thinking than for writing. Students' underperformance on this cognitively demanding task can emotionally affect their performance on the following task (Alavi and Masjedlou, 2017). Compared to Task 2, the critique of Task 1 is reversedwe have a higher level of authenticity (i.e., it is highly plausible that real-life academic tasks would involve more thinking than writing) and a lower level of validity (e.g., diagram reading is construct-irrelevant for assessment of writing skills).…”

Section: Writingmentioning

confidence: 99%

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The International English Language Testing System (IELTS): A Critical Review

Peltekov

2021

JELTL

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<em>Considering the increasing popularity of the International English Language Testing System (IELTS), the present article provides a succinct description and critique of the test. As with any high-stakes assessment, educational institutions need to carefully examine all aspects of a given assessment tool before applying it in practice. Green’s (2014) framework for the evaluation of second language assessment tools was applied to the analysis of the IELTS test. The present review demonstrated that there are many ways in which the IELTS test can be improved (e.g., increasing the authenticity of the listening modules and reducing the role of construct irrelevant skills). While it is far from flawless and not the only option, IELTS continues to be one of the most popular international tests of English language proficiency. Clearly, the test is an important gate-keeping measure and an incentive for millions of non-native speakers to improve their English language skills. As we know, the beneficial consequences of a given assessment system are on the top of the hierarchy of effective assessment characteristics (Green, 2014), and IELTS seems to achieve its purpose. However, it is hoped that the present critical review is a valuable contribution to the ongoing validation and improvement of the test. At the very least, it is hoped that it would help assessment stakeholders to better understand the structure of the test and to reflect on its usefulness in a more informed and objective way.</em>

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Section: Writingmentioning

confidence: 99%

Section: Writingmentioning

confidence: 99%

The International English Language Testing System (IELTS): A Critical Review

Peltekov

2021

JELTL

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“…A number of studies, for example, have focused on task difficulty, showing that test-takers may score differently depending on the task type. For instance, Alavi and Masjedlou (2017) found that the difficulty of Task 1 was not consistent for test-takers (see also Hamid, et al, 2019). They found that diagram analysis was more difficult for Iranian test-takers than the interpretation of bar charts.…”

Section: Literature Reviewmentioning

confidence: 99%

Let Their Voices be Heard: IELTS Candidates’ Problems with the IELTS Academic Writing Test

Arefsadr¹,

Babaii²

2023

TESL-EJ

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According to the IELTS official website, IELTS candidates usually score lower in the IELTS Writing test than in the other language skills. This is disappointing for the many IELTS candidates who fail to get the overall band score they need. Surprisingly enough, few studies have addressed this issue. The present study, then, is aimed at shedding some light on why IELTS candidates usually score lowest in writing by investigating IELTS candidates’ problems with the IELTS Academic Writing test. To this end, 10 Iranian IELTS candidates were interviewed concerning the difficulties they had with this test. The interview summaries were subjected to thematic analysis. The results suggested that IELTS candidates may face four main problems with the IELTS Academic Writing test: insufficient time, unclear and difficult-to-understand task instructions, “distant” topics, and overvaluation of advanced vocabulary and grammar in the scoring system. The study suggests that IELTS candidates’ problem of scoring lowest in the Writing test may not be entirely due to deficiencies in their writing skills, and that certain features of the IELTS Academic Writing test may aggravate undesirable testing outcomes. The implications of the results of the study are discussed.

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“…With 45 Iranian participants, Ahmadi, Riasati, and Bavali conducted a study to evaluate test takers' performance in IELTS academic writing, focusing on the table and bar chart format of Task 1 (Ahmadi et al, 2019). In a study more closely related to the feedback concerns of the present research, Alavi, Nemati, and Dorri Kafrani investigated the more problematic features of IELTS academic writing Task 2, emphasizing the need for corrective feedback and support (Alavi et al, 2020). Their results indicated that effective training, feedback, and practice were key to achieving better results.…”

Section: Introductionmentioning

confidence: 96%

Enhancing Writing Proficiency: The Role of Model Essays as Corrective Feedback Tools in IELTS Writing Task Achievement and Coherence/Cohesion

Jafary,

Amani,

Benoit

2023

ELT

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Proficiency in IELTS writing tasks is crucial for obtaining high scores in this internationally recognized test. This quasi-experimental study investigated the effectiveness of corrective feedback in improving the gain scores of both academic writing task 1 and task 2. Sixty Iranian students participated in pre/post-test administrations, with the experimental group receiving instruction based on the analysis made on 10 model essays, and the control group received reformulation on their own produced texts. Two skilled raters assessed the students' typewritten texts in terms of task response and "coherence/cohesion" – two writing band descriptors. After conducting ANOVA and Bonferroni post hoc tests, the results demonstrated that the treatment group achieved significantly higher scores in the two mentioned components. In both the post-test and delayed post-test, the Experimental Group (EG) consistently outperformed the Control Group (CG) in task response sub-scale of academic writing task 1 & 2 (p < 0.05). Further examination, employing a multi-mediator approach, accentuates the substantial impact of these writing rubrics on the overall IELTS score. Additionally, within the EG, there was a significant increase in coherence scores between the pretest and posttest (p < 0.05). However, no statistically significant change was observed between the post-test and the delayed post test (p > 0.05).

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Construct Under-representation and Construct Irrelevant Variances on IELTS Academic Writing Task 1: Is There Any Threat to Validity?

Cited by 4 publications

References 35 publications

The International English Language Testing System (IELTS): A Critical Review

The International English Language Testing System (IELTS): A Critical Review

Let Their Voices be Heard: IELTS Candidates’ Problems with the IELTS Academic Writing Test

Enhancing Writing Proficiency: The Role of Model Essays as Corrective Feedback Tools in IELTS Writing Task Achievement and Coherence/Cohesion

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