I’ve been meaning to write this for a while. In a twist of fate though, it’s the most recent post from the brilliant “Secret Teacher” in the Guardian, referring to the stress and pointlessness of the current exam climate in mainstream education that has led me to finally put finger to keyboard (link below). IELTS is the monopoly, THE exam for students wishing to enter our universities. But is it fair? Does it truly live up to its claim that it assesses students’ ability to cope with life at a British university? Do any exams really contribute positively to education?
With the IELTS exam, this is largely a question of time. There have been no significant updates to IELTS in years, and it’s not just the format; most other EFL exams are now available to sit online, which at least more closely mirrors motions that students actually go through in modern universities. IELTS as a paper exam falls down somewhat before you even inspect the content; who handwrites essays? This is a problem in mainstream education as well, but there are arguments for handwriting as a skill with younger students writing in their own language. In EFL, how many students will actually ever use handwriting – especially on an essay level – other than for sticky note reminders on their fridges? Online, yes. Emails for work and to friends, the general language of the Internet, and TYPING essays. But spellchecking and autocorrection is an advanced tool nowadays, with the grammar counterpart not far behind. Surely retaining 25% of marking criteria for grammar and 12.5% for spelling in writing is redundant and provides an unnecessary obstacle to success?
To further compound the problem with the writing paper, task 1 is a ridiculous exercise. Students analyse a graph which looks like it was drawn in the 1980s. No part of this task replicates anything that 99% of these students might actually do at university or in real life. Even the final 1%, the maths / economics students, of which there aren’t many coming in from the typical IELTS countries, wouldn’t realistically analyse a graph in this way, because it in no way requires objective thought, exophoric comparison or real “analysis” anyway.
Adding spelling in as the main criteria for the listening exam on top of this just seems to be deliberately unfair. I know a great many English people can’t spell very well. Does it really matter that much? Is a student going to read back through their lecture notes and penalise themselves for a missing letter, or a misheard minimal pair? Granted, the listening test contains some isolated tasks that replicate real university life, especially the task 4 lecture note-taking, although students were even using their phones to record lectures when I last attended one in 2003. I imagine this is even more common nowadays, and obviously students can replay audio of a lecture again and again if there is any difficulty with comprehension, rather than being told that they “will not hear the recording a second time”.
The reading paper is the worst of the lot. The time pressure is absurd, so much so that students training to take the exam are taught how to AVOID reading, because there isn’t time. They scan, match shapes and numbers and fill in gaps. Not one of the tasks actually requires a critical response, or any in-depth reading, and the third paper is about a technical subject, often from New Scientist, that will in no way match the subject that the student actually wants to study at university. I can honestly say that I can’t find a single redeeming feature about this section of the exam. Why can’t students sit an integrated skills paper, with a reading and summary section, like the ISE exams? Why can’t they answer some critical thinking tasks? The cynical answer to the second part is that it would require IELTS examiners to undergo extra training or retraining in order that they an accurately assess a critical response. Ultimately, I have seen nothing to suggest that Cambridge want to spend a single penny on improvement in any area of the exam, and they are unlikely to as long as they are an accepted monopoly.
In the interests of fairness, I should point out here that the speaking test is quite good. The two-minute presentation and the discussion / opinion-based questions give the students a good work out, although it’s a shame that they don’t adopt an FCE / CAE approach and get two students in at once for a seminar-style discussion. Still, it is a reasonable exam, and the marking emphasis is (correctly) on fluency and ability to communicate rather than being pernickity over minute accuracy.
The danger of exams such as this is that, because they don’t really test ability in realistic situations, teachers then prepare students to pass said exam, rather than upskilling them in real-life tasks. This could be said of secondary school exams as well as IELTS, but this doesn’t make it right. The added external pressures that students receive from governments, workplaces or family, mean that they are also happy to be taught to pass an exam in this way, and they become interested only in this. I can say that I have seen students leave IELTS preparation courses with a lower level of general English ability than they had when they started, but they are happy because they’ve ticked off the entrance criteria for their university of choice. Bearing this in mind, surely IELTS is actually detrimental to a student’s ability to survive at university, and is therefore negatively affecting the skills gaps on university courses that it was put in place to close? And if so, why haven’t universities noticed this?
I imagine that I am writing this in vain, but I am also pretty sure that I’m not the only one having these thoughts. I’d love to hear from more people about their experiences either with EFL or mainstream examinations. I also hope that if this strikes a chord with you, you’ll share it. Maybe someone far more important than I will read it.
Secret Teacher link: http://www.theguardian.com/teacher-network/2015/aug/08/secret-teacher-i-know-my-students-wont-get-the-results-they-deserve