Download PDF File - The Question Paper Process.pdf

The production of IELTS question papers is a lengthy process which includes a number of
quality checks. The objective of these checks is to ensure that the material in each test is
suitable for the test purpose in terms of topics, focus, level of language, length, style and
technical measurement properties.

We apply both qualitative standards for the production of test material involving the
judgement of qualified professionals, and quantitative, statistical standards for the selection
of suitable test material and the maintenance of consistent levels of test difficulty over time.

The stages in the process of producing question papers are shown in Figure 1 below. The
first three stages of commissioning, pre-editing and editing involve gathering and choosing
appropriate test content that reflects the aims of the Academic and General Training

Once the best material has been selected, it is then given to representative groups of
language learners to check that each question – or item – is at an appropriate difficulty level
for IELTS; that candidates will be able to understand the questions and that each question
can help us to differentiate between more and less able candidates. This stage is known as
pretesting. Approved material is stored in an item bank and can then be introduced to live
tests – tests that are used as the basis for awarding official IELTS certificates – through a
process known as standards fixing. Each of these stages is explained in more detail below.



There are one or two commissions each year for each of our item writing teams. These feed
material into the question paper production process. To reflect the international nature of
IELTS, test material is written by trained groups of item writers in the United Kingdom,
Australia and New Zealand and is drawn from publications sourced anywhere in the world.
Overall test content is the responsibility of both externally commissioned language testing
professionals – the chairs for each of the Listening, Reading, Writing and Speaking modules
– and of Cambridge ESOL staff.

Item writers work from test specifications. These specifications detail the characteristics of
the IELTS modules, outline the requirements for commissions and guide writers in how to
approach the item writing process including selecting appropriate material, developing
suitable items and submitting material for pre-editing and editing.


Pre-editing is the first stage of the editing process and takes place when commissioned
materials are initially submitted in draft form by item writers. A meeting is held involving
chairs and Cambridge ESOL staff to review the material.

The purpose of pre-editing is to ensure that test material is appropriate in terms of:

• topic
• topicality
• level of language
• suitability for the task
• length
• focus of text
• style of writing
• focus of task
• level of task.

At this stage, guidance is given to item writers on revising items and altering texts for
resubmission. This is seen as an important element in item writer training and advice is also
offered on any rejected texts and unsuitable item types.


Following pre-editing feedback, material is completed and submitted for editing. Editing
takes place at meetings involving Cambridge ESOL staff and chairs. Item writers are
encouraged to participate in editing meetings dealing with their material. This is seen as
another important part of their ongoing training.

At editing, texts and selected items are approved for pretesting or are sent back to a writer
for further revision. Revised material is then re-edited at a subsequent meeting.

Pretest Construction and Pretesting

IELTS pretests are very similar to the tests that will be used in live administrations. The
tasks are in their final form including task rubrics (instructions) and examples. Listening
pretests are professionally recorded to ensure that they are of acceptable quality. Listening
and Reading pretests are administered to IELTS candidates at selected centres or to
prospective candidates on IELTS preparation courses. The pretests are marked at
Cambridge ESOL and statistically analysed. Writing and Speaking pretests are administered
to representative samples of candidates to assess the appropriateness of this material for
use in live tests, and to establish that the tasks are capable of eliciting an adequate sample
of language to allow for the assessment of candidates against the scoring criteria.

Pretest Review

The Validation Unit at Cambridge ESOL collates and analyses the pretest material.

Listening and Reading pretests

All candidate responses are analysed to establish the technical measurement characteristics
of the material, i.e. to find out how difficult the items are, and how they distinguish between
stronger and weaker candidates. Both classical item statistics and latent trait models are
used in order to evaluate the effectiveness of the material. Classical item statistics are used
to identify the performance of a particular pretest in terms of the facility and discrimination of
the items in relation to the sample that was used. Rasch analysis is used to locate items on
the IELTS common scale of difficulty. In addition, the comments on the material by the staff
at pretest centres and the immediate response of the pretest candidates are taken into

At a pretest review meeting, the statistics, feedback from candidates and teachers and any
additional information are reviewed and informed decisions are made on whether texts and
items can be accepted for construction into potential live versions. Material is then stored in
an item bank to await test construction.

Writing and Speaking pretests

Separate batches of Writing pretest scripts are marked by IELTS Principal Examiners and
Assistant Principal Examiners. At least two reports on the task performance and its suitability
for inclusion in live versions are produced. On the basis of these reports, tasks may be
banked for live use, amended and sent for further pretesting or rejected.

Feedback on the trialling of the Speaking tasks is reviewed by experienced examiners, who
deliver the trialling tasks, and members of the item writing team who are present at the
trialling sessions. The subsequent reports are then assessed by the paper chair and
Cambridge ESOL staff.

Banking of Material

Cambridge ESOL has developed its own item banking software for managing the
development of new live tests. Each section or task is banked with statistical information as
well as comprehensive content description. This information is used to ensure that the tests
that are constructed have the required content coverage and the appropriate level of

Standards Fixing and Grading

Standards fixing ensures that there is a direct link between the standard of established and
new versions before they are released for use at test centres around the world.

Different versions of the test all report results on the same underlying scale, but band scores
do not always correspond to the same percentage of items correct on every test form.
Before any test task is used to make important decisions, we must first establish how many
correct answers on each Listening or Reading test equate to each of the nine IELTS bands.
This ensures that band scores on each test indicate the same measure of ability.

Once we are satisfied with the quality of the material, each new test task is introduced as
part of a live test administration (with limited numbers of candidates and under tightly
controlled conditions). We use information from this exercise to confirm our estimate of how
difficult the new task is when compared to the established test material. The task is then
ready to be used in combination with other material as part of a fully live test.

Test Construction

At regular test construction meetings, Listening and Reading papers are constructed
according to established principles. Factors taken into account are:

  • the difficulty of complete test versions and the range of difficulty of individual items
  • the balance of topic and genre
  • the balance of gender and accent in the Listening versions
  • the balance of item format (i.e. the relative number of multiple choice and other item-types across versions)
  • the range of Listening/Reading skills tested.

The item banking software allows the test constructor to model various test construction
scenarios in order to determine which tasks should be combined to create tests that meet
the requirements.

Data are collected routinely from live administrations and analysed both to confirm the
accuracy of the initial grading process and to support additional investigations into quality
assurance issues.

Ongoing Research and Development

In addition to this routine of test development and validation, the IELTS partners carry out
academic research to support the tests and sponsor external researchers. Details of this
research are given in the IELTS Annual Review, which can be accessed on the IELTS
website: Based on this research work, regular improvements are made both
to the test itself and to its administration.


IELTS Quick Links

An Introduction to IELTS

Setting Standards

Marking and Interpreting Scores


Academic Reading

General Training Reading

Academic Writing

General Training Writing


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