ielts
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- PaperIELTS Partnership Research Reports
A concordance study of CELPIP General and IELTS General Training
This study examines the score concordance between two widely used English proficiency tests, CELPIP General and IELTS General Training, to inform test users about their comparability.
- PaperIELTS Partnership Research Reports
Safeguarding equity, access and inclusion in IELTS
This paper explores strategies to ensure fairness, accessibility, and inclusivity in the IELTS exam, focusing on reducing bias and accommodating diverse test-taker needs.
- PaperIELTS Partnership Research Reports
Comparing New TOEFL 2026 with Former TOEFL 2023 and IELTS
A comparative analysis of the new TOEFL 2026 exam structure against the previous TOEFL 2023 and IELTS, highlighting key differences and potential implications for test-takers and educators.
- PaperLanguage Testing19 Jul 2026
Outcomes of One-Skill Retakes in a Four-Skills Proficiency Test: Evidence From Large-Scale Test Data
Hye-won Lee, Emma Bruce, Jan Langeslag, Reza Tasviri
Analysis of over 20,000 IELTS One Skill Retake (OSR) test takers from 2022 to Spring 2024 shows that retake component scores are on average higher than original scores, and overall band score changes are similar to those of short-interval full-test repeaters. Survey responses from 578 test takers identify insufficient preparation, stress, anxiety, and fatigue as common reasons for initial underperformance, providing empirical evidence for interpreting one-skill retake scores and discussing validity and equity of retake policies.
Original abstract
A test taker may underperform for reasons not fully attributable to language proficiency, including psychological or contextual influences such as anxiety or illness. IELTS One Skill Retake (OSR) was launched in 2022, allowing test takers to retake, within 60 days, a single component in which their initial performance may have been affected by extenuating circumstances. This study examines outcomes associated with OSR by analysing test-taking patterns and score changes among over 20,000 OSR test takers from its launch through Spring 2024. It also reports survey findings from 578 OSR test takers on their experiences, including whether they achieved target scores and their perceived reasons for not achieving the desired score on the original full test. Across skills, average OSR component scores were higher than the corresponding scores on the original full test, and overall-band changes among OSR test takers were comparable to those observed among short-interval full-test repeaters (⩽60 days). Survey responses commonly cited factors such as insufficient preparation, stress and anxiety, and fatigue and lack of focus as perceived contributors to underperformance on the initial test. The findings contribute empirical evidence relevant to the interpretation and use of one-skill retake scores and to ongoing discussions of the validity and equity implications of retake policies in large-scale language testing.
- PaperETS Research Report Series1 Apr 2026
Beyond Score Correlations: A Content Comparison of IELTS Academic and TOEFL iBT® Tests in the Context of a Score Concordance Study
Sara Cushing
Compared the content of IELTS Academic and TOEFL iBT tests across four skills using published research and sample materials, finding substantial construct overlap in reading and writing but differences in listening and speaking: TOEFL places greater emphasis on academic content, integrated skills, and pragmatic inference, while IELTS includes more general listening contexts and examiner-mediated speaking. The findings support cautious use of score concordance tables between the two tests.
Original abstract
Score concordance tables are widely used by higher education institutions to compare scores from different English language proficiency tests, yet their validity depends on the extent to which the tests measure comparable constructs. This study examines the content comparability of the International English Language Testing System (IELTS) Academic and TOEFL iBT® tests in the context of a recent co-sponsored score concordance study. Moving beyond score correlations, the analysis compares test content across the four language skills—reading, listening, writing, and speaking—using published research, official test documentation, and publicly available sample materials. The comparison is framed by the validity frameworks adopted by each test provider and focuses on task characteristics, linguistic demands, response formats, and scoring criteria. Results indicate substantial overlap in the constructs assessed by both tests, particularly in reading and writing, where tasks target similar academic language skills and are evaluated using comparable criteria. More pronounced differences emerge in listening and speaking, with TOEFL iBT placing greater emphasis on academic content, integrated skills, and pragmatic inference, while IELTS includes more general listening contexts and examiner-mediated interaction in speaking. Despite these differences, both tests provide multiple opportunities for test takers to engage with extended discourse and demonstrate receptive and productive language abilities. Overall, the findings support the use of score concordance tables between IELTS Academic and TOEFL iBT, while emphasizing the need for cautious interpretation and recognition that scores should not be treated as fully interchangeable. Suggested citation: Cushing, S. T. (2026). Beyond score correlations: A content comparison of IELTS Academic and TOEFL iBT® tests in the context of a score concordance study (TOEFL Research Report No. RR-107). ETS. https://doi.org/10.64634/qercg225