Comparative Study of Comparative Study of IELTS & CET-4,6IELTS & CET-4,6

SHI WENJIESHI WENJIE

School of Foreign StudiesSchool of Foreign Studies

CUFECUFE

2007071920070719

OutlineOutline

Overview of CET-4,6 & IELTSOverview of CET-4,6 & IELTS Test Paper Structure Test Paper Structure Test Components and Question TypesTest Components and Question Types Writing Tasks in IELTS and CET-4,6Writing Tasks in IELTS and CET-4,6 Scoring Schemes in IELTS and CETScoring Schemes in IELTS and CET Impact of the Tests on Language Impact of the Tests on Language

Teaching and LearningTeaching and Learning

CET-4,6 (1)CET-4,6 (1) CET-4,6 (College English Test, Band 4 and CET-4,6 (College English Test, Band 4 and

Band 6);Band 6); Developed by College English Testing Developed by College English Testing

Committee, NEEA (National Education and Committee, NEEA (National Education and Examination Authority), started from 1987;Examination Authority), started from 1987;

Designed to evaluate whether the college Designed to evaluate whether the college students nation-wide have reached the students nation-wide have reached the English level required by the Syllabus and English level required by the Syllabus and Requirements; Requirements;

Initially, CET-4 was a required (exit) test for Initially, CET-4 was a required (exit) test for college students of non-English majors: college students of non-English majors: students would be disqualified from students would be disqualified from bachelor degree without passing CET-4 by bachelor degree without passing CET-4 by the time they graduated from college or the time they graduated from college or university;university;

CET-4,6 (2)CET-4,6 (2) CET-6 has been selective, depending on tCET-6 has been selective, depending on t

he students’ interest; but most studenthe students’ interest; but most students who pass CET-4 will try CET-6;s who pass CET-4 will try CET-6;

CET-4,6 primarily tested LISTENING, REACET-4,6 primarily tested LISTENING, READING, WRITING, focusing on grammar anDING, WRITING, focusing on grammar and vocabulary;d vocabulary;

Standardized Test Standardized Test controversially ‘Proficiency Test’controversially ‘Proficiency Test’ Now about 10 million test takers yearly (tNow about 10 million test takers yearly (t

aking place twice every year)aking place twice every year)

Important Reforms in CET-4,6Important Reforms in CET-4,6 In the year 2001, CET-4,6 presented CET-SET In the year 2001, CET-4,6 presented CET-SET

(Spoken English Test), yet only test-takers (Spoken English Test), yet only test-takers scoring above approximately 75% in written scoring above approximately 75% in written test qualify for registering for CET-SET;test qualify for registering for CET-SET;

From June 2005, the From June 2005, the score reporting schemes score reporting schemes were reformed; only registered college or were reformed; only registered college or university students are qualified to register for university students are qualified to register for and take the tests; number of test candidates and take the tests; number of test candidates falls dramatically;falls dramatically;

In the year 2006, 2007, the CET-4,6 underwent In the year 2006, 2007, the CET-4,6 underwent significant reforms in significant reforms in the weight of test components and question tythe weight of test components and question typespes, and , and test paper structure adjustments test paper structure adjustments as well.as well.

Reform Score Reporting Schemes

Pre-reform

Score-Based Certificate

No Certificate (S<60)

Pass (60< S<85)

Excellent (85≤S)

Post-reform

Score Report

Listening

Reading

Cloze or Error Correction

Writ-ing

Total

249 249 70 142 710

Changes in Scoring Reporting Schemes

Weight of Language SkillsWeight of Language Skills

Items Items Pre-reformPre-reform Post-reformPost-reform

Listening Listening 20%20% 35%35%

Reading Reading 40%40% 35%35%

Fast reading Fast reading 00 10%10%

C-E Translation C-E Translation 00 5%5%

Receptive Receptive itemsitems

75-85%75-85% 57-67%57-67%

Productive Productive itemsitems

15-25%15-25% 33-43%33-43%

Structure Pre-reform Post-reform

Contents Duration

Contents Duration

Part 1 Listening Comprehension

20 ms Writing 30 ms

Part 2 Reading Comprehension

35 ms Fast Reading 15 ms

Part 3 Vocabulary and Structure

20 ms Listening Comprehension

35 ms

Part 4 Cloze 15 ms Reading in Depth

25 ms

Part 5 Writing 30 ms Cloze or Short Answer

15 ms

Part 6 --- --- C-E Translation

5 ms

Test duration --- 120 ms 125 ms

Changes in Test Structure and Order

Criteria for the Quality of TestCriteria for the Quality of Test Question: What criteria do you believe theQuestion: What criteria do you believe the

re are for evaluating the quality of a test?re are for evaluating the quality of a test? According to Bachman L.F and A.S Palmer According to Bachman L.F and A.S Palmer

(1996)(1996) Validity, Reliability, Impact, Authenticity, IValidity, Reliability, Impact, Authenticity, I

nteractiveness, Practicality, nteractiveness, Practicality, Question: whether the reforms in CET-4,6 lQuestion: whether the reforms in CET-4,6 l

ived up to the above criteria?ived up to the above criteria?

Summary of the Reform Summary of the Reform Increasing the weight of listening Increasing the weight of listening

comprehension as well as the number of comprehension as well as the number of questions in listening part, stressing spoken questions in listening part, stressing spoken communicative ability, expecting positive communicative ability, expecting positive impact on learning and teaching;impact on learning and teaching;

Increasing productive items, lessening Increasing productive items, lessening receptive items to some degree, raising the receptive items to some degree, raising the test validity; keeping the test reliability;test validity; keeping the test reliability;

Diversifying question formats: fast reading, Diversifying question formats: fast reading, compound dictation, translation, short-compound dictation, translation, short-answer questions, improving the authenticity answer questions, improving the authenticity of the test;of the test;

Altering test paper structure and contents, Altering test paper structure and contents, improving practicality, to be candidate-improving practicality, to be candidate-friendly.friendly.

IELTSIELTS For International English Language For International English Language

Testing System;Testing System; Designed to assess the language Designed to assess the language

ability of candidates to study or work ability of candidates to study or work where English is the language of where English is the language of communication;communication;

Two modules: Academic and General Two modules: Academic and General TrainingTraining

Test Format: listening, speaking, Test Format: listening, speaking, reading and writingreading and writing

Modules Duration Question Notes

Listening 30 ms 40 questions4 sections

Monologue and conversation with varying accents and dialects

Reading 60 ms 40 questions 3 passages containing 2000-2750 words

Writing 60 ms Two tasks Task 1: mini 150 words: description Task 2: mini 250 words: argumentation

Speaking 11-14 ms Oral interview 3 parts3 parts

Test Modules

Bands Description

9 Expert user Fully operational command of the language: accurate, appropriate, fluent;

8 Very good user Fully operational command of the language with only occasional inaccuracy and misunderstanding;

7 Good user Operational command of the language with occasional inaccuracy and misunderstanding;

6 Competent user Generally effective command of the language;

5 Modest user Partial command of the language, coping with overall meaning;

4 Limited user Basic competence is limited to familiar situations;

3 Extremely limited user Convey and understand only general meaning in very familiar situations;

2 Intermittent user Only use isolated words or formulae in familiar situations;

1 Non user No ability to use the language beyond a few isolated words;

0 Did not attempt the test No assessable information provided.

Scoring Scale

IELTS Test Result IELTS Test Result

A score is reported for each module A score is reported for each module of the test, the individual module of the test, the individual module scores are calculated to Overall Band scores are calculated to Overall Band Score;Score;

The Scores are reported in both half The Scores are reported in both half and whole band, before speaking and and whole band, before speaking and writing Band scores are reported in writing Band scores are reported in whole score only;whole score only;

Writing Task in CET-4,6Writing Task in CET-4,6 CET-4: test-takers are expected to CET-4: test-takers are expected to

write a composition based on a given write a composition based on a given title, using at least 120 words within title, using at least 120 words within 30 minutes, following the outline 30 minutes, following the outline given on the test paper in Chinese; given on the test paper in Chinese;

CET-6:test-takers are expected to CET-6:test-takers are expected to write a composition based on a given write a composition based on a given title, using at least 150 words within title, using at least 150 words within 30 minutes, following the outline 30 minutes, following the outline given on the test paper in Chinese; given on the test paper in Chinese;

Sample Writing Tasks (CET-4)Sample Writing Tasks (CET-4) Part 1 Part 1 Directions: For this part, you are allowed 30 minuDirections: For this part, you are allowed 30 minu

tes to write tes to write a campaign speecha campaign speech in support of yo in support of your election to the post of chairman of the studeur election to the post of chairman of the student union. You should write at least 120 words folnt union. You should write at least 120 words following the outline given below in Chinese:lowing the outline given below in Chinese:

1. 1. 你认为自己具备了什么条件你认为自己具备了什么条件 (( 能力能力 , , 性格性格 ,, 爱好爱好等等 )) 可以胜任学生会主席工作可以胜任学生会主席工作

2. 2. 如果当选如果当选 ,, 你将为本校同学做些什么你将为本校同学做些什么A Campaign SpeechA Campaign Speech

Sample Writing Tasks (CET-6)Sample Writing Tasks (CET-6) Part 1 Part 1 Directions: For this part, you are allowed 30 minDirections: For this part, you are allowed 30 min

utes to write a short essay entitled utes to write a short essay entitled Say No to Say No to Pirated ProductsPirated Products. You should write at least . You should write at least 150 words following the outline given below 150 words following the outline given below in Chinese:in Chinese:

1.1. 目前盗版现象比较严重目前盗版现象比较严重2.2. 造成这种现象的原因及其危害造成这种现象的原因及其危害3.3. 我们应该怎么做我们应该怎么做

Say No to Pirated ProductsSay No to Pirated Products

Scoring Scheme for Writing Scoring Scheme for Writing CET-4, 6: Global Scoring & Analytical CET-4, 6: Global Scoring & Analytical

Scoring Scoring Structure of writing: to what degree Structure of writing: to what degree

does the writing follow the outline does the writing follow the outline given on the test paper;given on the test paper;

Contents: to what degree is the Contents: to what degree is the writing based on the contents given writing based on the contents given on the test paper;on the test paper;

Vocabulary and Grammar: to what Vocabulary and Grammar: to what degree does the writing misuse the degree does the writing misuse the words or violate grammar rules.words or violate grammar rules.

Scoring Scheme for Scoring Scheme for IELTS WritingIELTS Writing

Task Achievement (Task Achievement ( 任务完成情况任务完成情况 )) Coherence and Cohesion(Coherence and Cohesion( 连贯和衔接连贯和衔接 )) Lexical Resource (Lexical Resource ( 词汇词汇 )) Grammatical Range and Accuracy Grammatical Range and Accuracy (( 语法范围和准确程度语法范围和准确程度 ))Detailed description skipped here, for more inforDetailed description skipped here, for more infor

mation, please visit mation, please visit www.ielts.orgwww.ielts.org

Detailed procedure is unavailable due to the confDetailed procedure is unavailable due to the confidentiality of the test.identiality of the test.

Penalties for Writing in IELTSPenalties for Writing in IELTS

Candidates’ scripts will be Candidates’ scripts will be penalizedpenalized if if they arethey are

a) under the minimum word length, a) under the minimum word length, b) partly or wholly b) partly or wholly plagiarizedplagiarized, , c) not written as full, connected text (e.g. c) not written as full, connected text (e.g.

using bullet points in any part of the resusing bullet points in any part of the response, or note form, etc.).ponse, or note form, etc.).

Impact of CET-4,6 & IELTSImpact of CET-4,6 & IELTS

Question: What impacts have you Question: What impacts have you found in your teaching?found in your teaching?

On learners, teachers, textbook, test On learners, teachers, textbook, test preparation training courses, etc. preparation training courses, etc.

Impact and ReflectionImpact and Reflection Students are particularly test-focused while Students are particularly test-focused while

learning the language; attending test learning the language; attending test preparation courses actively to get so-called preparation courses actively to get so-called ‘skills’ in answering test questions;‘skills’ in answering test questions;

Teachers are test-focused to some degree, Teachers are test-focused to some degree, sharing problem-solving experiences in taking sharing problem-solving experiences in taking the test with students; the test with students;

Textbooks are written based on the questions Textbooks are written based on the questions on the test papers.on the test papers.

……

Impact and ReflectionImpact and Reflection

Question for reflection:Question for reflection: Do you believe the tests assess the Do you believe the tests assess the

test-takers’ language ability test-takers’ language ability accurately?accurately?

References References

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

Higher Education Division, Ministry of Higher Education Division, Ministry of Education. 2004. College English Education. 2004. College English Curriculum Requirements. Beijing. Curriculum Requirements. Beijing. Foreign Language Teaching and Foreign Language Teaching and Research PressResearch Press

www.ielts.orgwww.ielts.org www.cet.edu.cnwww.cet.edu.cn

Thank you!Thank you!

E-mail: wenjieshi03@163.comE-mail: wenjieshi03@163.com