The report, by Dr Amanda Müller and Andrew Brenner of Flinders University, Australia, analysed the English language proficiency entry scores from hundreds of top universities and professional bodies across Australia, Canada, Ireland, New Zealand, UK, and USA.
The research, funded by IELTS, found inconsistencies in the way universities and professional bodies are using English proficiency scores in the recruitment process – a situation which can have implications for individuals, organisations, and society.
Key findings include:
- Universities are often setting their minimum required scores lower than those set by related professions. This can mean students fail to qualify for their chosen profession after university.
- A variation in how organisations compare the scores of different tests.
- Some universities and professions set minimum requirements for English language proficiency at a lower level than recommended by the test provider for a particular course or profession.
Here’s a look at the findings in more detail.
The language proficiency gap
Across six professional degree subjects (education, law, medicine, nursing, psychology, and social work), an average minimum score of IELTS 6.6 was set by universities. For professional bodies, the average was IELTS 7.0. This means that, on average, universities are admitting students into degree pathways with a score lower than that required for professional registration.
Lack of a unified approach
Müller and Brenner reviewed the data of five English language proficiency tests in addition to IELTS. For each of these tests, they plotted the range of minimum scores set by different universities and professions against IELTS band scores.
The graphs revealed that an applicant’s score in one test might be equated to more than one IELTS band score, depending on the university or profession.
We were most surprised by how different institutions varied so much in how they interpreted equivalency across English tests.
International students talk to each other, and they compare. They will notice the differences between universities and between scores.
Not following test provider recommendations
For starting a ‘linguistically demanding’ academic course, IELTS recommends that students need a band score of IELTS 7.5. While some universities follow this advice, the data showed that an average minimum score of IELTS 6.6 was set, with some universities setting a minimum score as low as IELTS 5.0.
Minimum scores set by professional bodies were better aligned with test-developer recommendations, but the average minimum score was IELTS 7.0, deemed by IELTS to represent only a ‘probably acceptable’ level of English.
We were really shocked by how institutions set test scores that widely deviated from test-maker recommendations, which are based on linguistic experience and evidence.
Recommendations
The new report serves as an important reminder for institutions to take advantage of the support we offer on setting minimum English language requirements. It recommends that employers and universities regularly check their language requirements and processes and work together to get the best outcome for students and employees.
The report highlights a series of recommendations to address the issues, including encouraging universities and professional bodies to:
- review their equivalence scores and avoid automatically adopting scores from other organisations
- review their score-setting processes and collaborate with test providers on effective standards
- work together to align English language standards so students are set up for success and have the English proficiency skills they need to enter their chosen profession – leading them to have a positive impact on society too.
From our research, the key action that can be taken by professional bodies and universities is to pay close attention to score-setting and equivalent score setting. And we recommend that the test makers are involved in this process.
Learn more about the key findings and implications for universities and professional bodies by reading the report summary. Benchmarking English standards across professions and professional university degrees.