Large-scale proficiency tests are used to make high-stakes decisions about test-takers, and as

ability users of those tests, instructors of English as a second or foreign language should possess

the potential to assess them for usefulness, consisting of reliability and validity. The reason of
this work is to explain the format, purpose, and proof of usefulness of two large-scale
skill ability assessments: IELTS and MET.

International English Language Testing System (IELTS)

Target
Population: Adult speakers of English

Michigan English Test (MET)

Target
Population: Adult and adolescent speakers of English

Comparison IELTS and MET Exam

Test Purpose -IELTS is a test that measures the English language The Michigan English Test is
proficiency of adults who wish to work or study in purported to be for adult and
English-language contexts. Test-takers choose adolescent
between two modules—Academic or General speakers of English who wish
Training—depending on their expected future to assess their general English
context. language proficiency in social,
educational, and workplace
-The IELTS Academic module purports to measure contexts. It “emphasizes
the English language proficiency necessary for the ability of the examinee to
academic, higher-learning contexts. It tests general communicate effectively in
academic English ability, and is intended to assess English” (MET: information,
whether or not the test-taker is prepared to study or 2012, p. 1). The test publishers
train in English speaking contexts (IELTS: claim that the MET can be
Ensuring used for both employment and
quality) educational purposes, but that it
is not intended to be used as an
admissions test for students
applying to colleges
or universities.
Test Structure IELTS offers two modules: IELTS Academic and The MET consists of two
IELTS General Training. sections. Section I assesses
listening skills, and consists of
Both modules consist of four sections taken in the multiple-choice questions based
following order: listening,reading, writing and on conversations and talks in
speaking sections. workplace, social, and
Test takers are given the option to take the educational settings. Test-takers
speaking section up to a week before or after the are given 45 minutes to
listening, reading andwriting sections. complete 60 items in this
section. Section II assesses
 The listening and speaking components are the reading and grammar, and
same for both modules. consists of two parts.
-The listening component allows test-takers 30 - The first part has 25
minutes to listen to “four recorded texts, multiplechoice grammar
monologues and conversations by a range of native questions, and the second part
speakers” and to write answers to a series of has 50 multiple-choice
questions based on these recordings. There are a questions based on written texts
total of 40 questions in the listening component. in workplace, social and
-The speaking component consists of three tasks. educational settings. Test-takers
The first task takes between are given 90 minutes to
four and five minutes, and asks test-takers to complete this section.
“answer general questions about themselves and a
range of familiar topics, such as their home, family,
work, studies, and interests.
-The second task takes up to three minutes, and
asks testtakers to respond to a particular topic based
on a booklet.
This task is involves reciprocal interaction with the
test proctor.
-The third task takes between four and
five minutes, and requires test-takers to respond to
further questions that are connected to the topic
from the previous task.

The IELTS Academic module reading section

allows test-takers 60 minutes to read and answer
questions in response to three authentic English
texts, which
“range from the descriptive and factual to the
discursive and analytical” and are selected from
“books, journals, magazines and newspapers”
(IELTS Guide, 2011,p. 3). There are a total of 40
questions in this reading section.

The IELTS Academic module writing section

allows test-takers 60 minutes to complete two tasks.
In the first task, test-takers are given a graph, table,
chart, or diagram for which they should describe,
summarize or explain the information using their
own words. In the second task, test-takers are asked
to write a short essay in response to a point of view,
argument, or problem. Test-takers are
expected to respond to both tasks in formal,
academic style.
Scoring of the All sections (reading, writing, listening and The MET is a pencil-and-paper
Test speaking) of the IELTS test are scored and reported test, and test-takers record test
individually using the following IELTS 9-band answers on answer sheets
scale. designed specifically for the
These four sub-scores are averaged to provide an test. These are scanned.
overall test score from 0-9. Scores can be reported Correct answers carry equal
using half-bands (e.g., 7.5). weight within each section. No

9 Expert Has fully operational command
User of the language; appropriate,
accurate and fluent with
complete understanding
8 Very Good Has fully operational command
User of the language with only
occasional unsystematic
inaccuracies and
inappropriacies.
Misunderstandings may occur
in
unfamiliar situations. Handles
complex detailed
argumentation well.
7 Good User Has operational command of
the language, though with
occasional inaccuracies,
inappropriacies and
misunderstandings in some
situations. Generally handles
complex language well and
understand detailed
reasoning
6 Competent Has generally effective
User command of the language
despite
some inaccuracies,
inappropriacies and
misunderstandings. Can use
and understand fairly
complex language, particularly
in familiar situations.
5 Modest Has partial command of the
User language, coping with
overall meaning in most
situations, though is likely to
make many mistakes. Should
be able to handle basic
communication in own field.
4 Limited Basic competence is limited to
User familiar situations. Has
frequent problems in
understanding and expression.
Is
not able to use complex
language.
3 Extremely Conveys and understands only
Limited general meaning in very
User family situations. Frequent
points are deducted for
incorrect answers. Test-takers
typically receive score reports
within four weeks of scoring,
and test scores are valid for up
to two years following test
administration.
The MET does not report
scores based on percentages,
and there is no cut score.
Rather, in order to ensure the
comparability of test scores
across test-takers and test
administrations, scaled scores
are assigned in order to give an
indication of where test-takers
lie on the scale of language
ability.
The maximum score is 80 for
both sections I and II, and the
final score is the sum total of
the two sections for a possible
total score of 160.
Scaled MET scores relate to
the Common European
Framework of Reference
(CEFR). Six levels of language
ability are described by the
CEFR:
 A1-A2: Basic User
 B1-B2: Independent
User
 C1-C2: Proficient User
Following is a table that
outlines the MET scaled scores
as they correspond to the CEFR
levels.
CEFR MET MET
Level Section Section
1 II
Scaled Scaled
Score Score
A2 39 or 39 or
below below
B1 40-52 40-52
B2 53-63 53-63
C1 64 and 64 and
 breakdowns in above above
communication occur
2 Intermitten No real communication is
t possible except for th emost
User basic information using
isolated words or short
formulae
in familiar situations and to
meet immediate needs. Has
great diffuiculty understand
spoken and written English.

1 Non-user Essentially has no ability to use

the language beyond
possibly a few isolated words.
0 Did not No assessable information
attempt the provided.
test
Standard The average standard error of measurement for the Estimates of the reliability and
Error IELTS Listening, Academic Reading, and General standard error of measurement
of Training Reading sections is .3976. This translates (SEM) were provided in the
Measurement into less than half a band score (IELTS Research MET: Test Administration
Reports, 2009). Report (2011). These estimates
were based upon scaled scores
reported from each month of
distribution.
The following standard error of
measurement figures were
averaged based on reliability
scores provided for the months
of January through
November, 2011 (MET Test,
2011).
SEM
Section 1 2.795
Section 2 2.35

Evidence of Reliability estimates of the listening and reading
Reliability portions of the IELTS were provided for 2011 test
results using Cronbach’s alpha (IELTS
Researchers,
2011). The average reliability estimates provided
were 0.91 for the Listening Module, 0.92 for the
General Training Reading module, and 0.90 for the
Academic Reading module
The following reliability
estimates were averaged based
on reliability estimates provided
for the months of January
through November, 2011(MET
Test, 2011). The report asserts
that “For high-stakes exams
such as the MET, a reliability
estimate of 0.80 and above is
expected and
acceptable” (p. 4), and that “All
MET sections demonstrated
 very highreliability, between
0.91 and 0.94.”
Reliability
Estimate
Section 1 0.925
Section 2 .931

References

Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice. Oxford University Press:
Oxford.

Breeze, R. & Miller, P. (2011). Report 5: Predictive validity of the IELTS listening test as an
indicator of student coping ability in Spain. Retrieved from
http://www.ielts.org/PDF/vol12_report_5.pdf.

IELTS guide for educational institutions, governments, professional bodies and commercial
organizations. (2011). Retrieved from
http://www.ielts.org/pdf/Guide%20for%20Institutions%20and%20Organisations%202011.pdf

IELTS guide for teachers. (2012). Retrieved from

http://www.ielts.org/PDF/IELTS_Guide_For_Teachers_BritishEnglish_Web.pdf

IELTS Researchers Test Performance-2011. (2011). Retrieved from

http://www.ielts.org/researchers/analysis_of_test_data/test_performance_2011-1.aspx

MET: Information Bulletin. (2012). Retrieved from

http://www.cambridgemichigan.org/sites/default/files/resources/MET_IB.pdf
MET: Test Administration Report. (2011). Retrieved from
http://www.cambridgemichigan.org/sites/default/files/resources/ProgramReports/MET_Rep
ort_2011.pdf.