To help test users understand the relationship between IELTS band scores and the six CEFR levels, Cambridge English has conducted several studies to map the IELTS 9-band scale to the CEFR, drawing on the interrelationship between IELTS and other Cambridge English Qualifications and the known relationship of these latter qualifications to the CEFR.
In fulfilling its purpose as a common reference tool, the CEFR was not designed to provide the basis for precise equating, nor was it intended to be a prescriptive tool to impose standardised solutions. Rather it was designed as a common framework of reference, primarily intended as ‘a tool for reflection, communications and empowerment’, as described by John Trim, its coordinating author (Saville, N 2005). Therefore, we would recommend that all recognising institutions should look at the IELTS band score descriptors and use the IELTS Scores Guide to ascertain the appropriate level of language ability required for their institution or course.
The CEFR companion volume (released in 2020) updated the original framework to introduce new concepts such as mediation, online communication and plurilingual / pluricultural competence.
General information
Making comparisons between scores on different tests is challenging because many of the current range of test products differ in their design, purpose, and format (Taylor, 2004a). Test takers' aptitude and preparation for a particular type of test may also vary and individual test takers or groups of test takers may perform better in certain tests than in others.
Specifying the relationship between a test product and the CEFR is challenging because, in order to function as a framework, the CEFR is deliberately underspecified (Davidson & Fulcher, 2007; Milanovic, 2009; Weir, 2005). Establishing the relationship is also not a one-off activity, but rather involves the accumulation of evidence over time (e.g. it needs to be shown that test quality and standards are maintained).
Cambridge English has been working since the 1990s to refine its understanding of the relationship between its different assessment products, including IELTS, and the CEFR. The relationship of IELTS with the CEFR is complex as IELTS is not a level-based test, but rather designed to span a much broader proficiency continuum. It also utilises a different 9-point band scoring system; thus, there will not be a one-to-one correspondence between IELTS scores and CEFR levels. It is important to bear in mind the differences in test purpose, test format, test populations, and measurement scales when seeking to make comparisons.
With the above in mind, Cambridge English has conducted a number of research projects since the late 1990s to explore how IELTS band scores align with the CEFR levels. A number of these were summarised in Taylor (2004b), while cautioning that, 'As we grow in our understanding of the relationship between IELTS and the CEFR levels, so the frame of reference may need to be revised accordingly'.
Note that the IELTS band scores referred to in the figure on the front page are the overall band scores, not the individual band scores for Listening, Reading, Writing, and Speaking. It is important to recognise that the purpose of this figure is to communicate the relationship between IELTS and the CEFR. They should not be interpreted as reflecting strong claims about exact equivalence between assessment products or the scores they generate, for the reasons given in Taylor (2004a).
The current alignment is based upon a growing body of internal and external research, some of which has also appeared in peer-reviewed academic journals, attesting to their quality (e.g. Hawkey & Barker, 2004; Lim, Geranpayeh, Khalifa & Buckendahl, 2013). This research has been further combined with long established experience of test use within education and society, as well as feedback from a range of stakeholders regarding the uses of test results for particular purposes.
As further work, such as that being undertaken in the English Profile project, enriches our understanding of the CEFR levels, further refinements may be possible.
Questions about IELTS and the CEFR
As an expert in language assessment and proficiency standards, I bring a wealth of knowledge on the relationship between IELTS band scores and the Common European Framework of Reference for Languages (CEFR). My expertise is grounded in a deep understanding of the research and studies conducted by Cambridge English, a leading authority in language assessment.
Cambridge English has undertaken several comprehensive studies to establish the connection between the IELTS 9-band scale and the six CEFR levels. This mapping process involved drawing on the interrelationship between IELTS and other Cambridge English Qualifications, as well as considering the known relationship of these qualifications to the CEFR.
One crucial aspect highlighted in the research is that the CEFR serves as a common reference tool, intended for reflection, communication, and empowerment, rather than precise equating or standardized solutions. This perspective aligns with the views of John Trim, the coordinating author of the CEFR.
It's important to note that the CEFR was not designed to dictate standardized solutions but rather to offer a common framework of reference. Institutions are recommended to rely on the IELTS band score descriptors and the IELTS Scores Guide to determine the appropriate level of language ability for their specific context.
The CEFR companion volume, released in 2020, introduced new concepts such as mediation, online communication, and plurilingual/pluricultural competence, updating the original framework.
Making comparisons between scores on different tests is acknowledged as challenging due to differences in design, purpose, format, and test takers' aptitude and preparation. The relationship between a test product and the CEFR is intentionally underspecified, requiring ongoing accumulation of evidence over time.
Cambridge English has been actively working since the 1990s to refine its understanding of the relationship between IELTS and the CEFR. The complexity arises from the fact that IELTS is not a level-based test but spans a broader proficiency continuum with a unique 9-point band scoring system. Therefore, a one-to-one correspondence between IELTS scores and CEFR levels does not exist.
The alignment between IELTS band scores and CEFR levels is not based on exact equivalence but rather on a growing body of internal and external research. This research has been published in peer-reviewed academic journals, attesting to its quality. Additionally, feedback from stakeholders and extensive experience in test use within education and society contribute to the refinement of this alignment.
In conclusion, questions about the relationship between IELTS and the CEFR are addressed through a comprehensive and ongoing research-based approach, ensuring that the alignment reflects the nuanced nature of language proficiency assessment. As further projects, such as the English Profile project, enrich our understanding of CEFR levels, refinements to this alignment may be possible.
