IELTS

IELTS

IELTS is a test developed by the world’s leading experts in language assessment on four key English language skills: listening, reading, writing and speaking. It is designed to assess the language ability of people who aim to study, work, immigrate and integrate an English-speaking environment.

IELTS - The International English Language Testing System is:

The world’s most popular English proficiency test, with

• 2.5 million tests taken in 2014;
• Recognized by over 9000 organizations worldwide, including schools, universities, employers, immigration authorities and professional bodies;
• Administered in over 1000 locations in over 140 countries.

Accepted and Trusted in Canada

IELTS is the preferred high stakes English language test in Canada. Trusted by over 350 Canadian organizations, it was the first test to be recognized by Citizenship and Immigration Canada (CIC) and Immigration Quebec as proof of English language proficiency for Express Entry (Skilled Immigrants), Quebec-selected skilled workers, Provincial Nominee etc... In May 2014, the CIC announced it was renewing its trust in IELTS for another five years.

2 Versions of IELTS to Meet All Purposes

With IELTS, you can go anywhere in Canada, and beyond.

• IELTS Academic: If you want to study at university, at an undergraduate or postgraduate level, or join a professional association where English is a prerequisite.
• IELTS General: If you want to apply for Express Entry or any other immigration program in order to establish anywhere in Canada

The IELTS Band Scores

Multi-level

IELTS is a multi-level exam. You get a score between 1 and 9 for each section. Half scores such as 6.5 are possible. Universities often demand an IELTS score of 6 or 7. They may also demand a minimum score in each of the 4 sections.

You can use the IELTS Band Score Calculator on this site to convert your reading and listening raw scores.

IELTS Listening marking schemes

For the listening test, which contains 40 questions, the approximate band scores can be calculated using this table.

Band Score	9	8.5	8	7.5	7	6.5	6	5.5	5	4.5	4	3.5	3	2.5
Band Score /40	39-40	37-38	35-36	32-34	30-31	26-29	23-25	18-22	16-17	13-15	10-12	8-10	6-7	4-5

Band Score	9	8.5	8	7.5	7	6.5	6	5.5	5	4.5	4	3.5	3	2.5
Score / 40	40	39	37-38	36	34-35	32-33	30-31	27-29	23-26	19-22	15-18	12-14	9-11	6-8

IELTS Academic Reading marking schemes

For the academic reading test, which also contains 40 questions, but is more difficult, the approximate band scores can be calculated using this table.

Band Score	9	8.5	8	7.5	7	6.5	6	5.5	5	4.5	4	3.5	3	2.5
Score / 40	39-40	37-38	35-36	33-34	30-32	27-29	23-26	19-22	15-18	13-14	10-12	8-9	6-7	4-5

IELTS Writing marking schemes

The two writing questions are marked out of 9 according to the following criteria:

• Task Achievement
• Coherence and Cohesion
• Lexical Resource
• Grammatical Range and Accuracy

Click here to see the full writing band descriptors for IELTS.

IELTS Speaking marking schemes

The speaking test is also marked out of 9 according to the following criteria:

• Fluency and coherence
• Lexical resource
• Grammatical range and accuracy
• Pronunciation

Click here to see a comparison of IE

IELTS Writing Mark Schemes

The two writing questions are marked out of 9 according to the following criteria:

	Task Achievement	Coherence and Cohesion	Lexical Resource	Grammatical Range and Accuracy
9	fully satisfies all the requirements of the task clearly presents a fully developed response	uses cohesion in such a way that it attracts no attention skilfully manages paragraphing	uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’	uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’
8	covers all requirements of the task sufficiently presents, highlights and illustrates key features / bullet points clearly and appropriately	sequences information and ideas logically manages all aspects of cohesion well uses paragraphing sufficiently and appropriately	uses a wide range of vocabulary fluently and flexibly to convey precise meanings skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation produces rare errors in spelling and/or word formation	uses a wide range of structures the majority of sentences are error-free makes only very occasional errors or inappropriacies
7	covers the requirements of the task (Academic) presents a clear overview of main trends, differences or stages (General Training) presents a clear purpose, with the tone consistent and appropriate clearly presents and highlights key features / bullet points but could be more fully extended	logically organises information and ideas; there is clear progression throughout uses a range of cohesive devices appropriately although there may be some under-/over-use	uses a sufficient range of vocabulary to allow some flexibility and precision uses less common lexical items with some awareness of style and collocation may produce occasional errors in word choice, spelling and/or word formation	uses a variety of complex structures produces frequent error-free sentences has good control of grammar and punctuation but may make a few errors
6	addresses the requirements of the task (Academic) presents an overview with information appropriately selected (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone presents and adequately highlights key features / bullet points but details may be irrelevant, inappropriate or inaccurate	arranges information and ideas coherently and there is a clear overall progression uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical may not always use referencing clearly or appropriately	uses an adequate range of vocabulary for the task attempts to use less common vocabulary but with some inaccuracy makes some errors in spelling and/or word formation, but they do not impede communication	uses a mix of simple and complex sentence forms makes some errors in grammar and punctuation but they rarely reduce communication
5	generally addresses the task; the format may be inappropriate in places (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description (General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate presents, but inadequately covers, key features / bullet points; there may be a tendency to focus on details	presents information with some organisation but there may be a lack of overall progression makes inadequate, inaccurate or over-use of cohesive devices may be repetitive because of lack of referencing and substitution	uses a limited range of vocabulary, but this is minimally adequate for the task may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader	uses only a limited range of structures attempts complex sentences but these tend to be less accurate than simple sentences may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader
4	attempts to address the task but does not cover all key features / bullet points; the format may be inappropriate (General Training) fails to clearly explain the purpose of the letter; the tone may be inappropriate may confuse key features / bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate	presents information and ideas but these are not arranged coherently and there is no clear progression in the response uses some basic cohesive devices but these may be inaccurate or repetitive	uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task has limited control of word formation and/or spelling; errors may cause strain for the reader	uses only a very limited range of structures with only rare use of subordinate clauses some structures are accurate but errors predominate, and punctuation is often faulty
3	fails to address the task, which may have been completely misunderstood presents limited ideas which may be largely irrelevant/repetitive	does not organise ideas logically may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas	uses only a very limited range of words and expressions with very limited control of word formation and/or spelling errors may severely distort the message	attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning
2	answer is barely related to the task	has very little control of organisational features	uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling	cannot use sentence forms except in memorised phrases
1	answer is completely unrelated to the task	fails to communicate any message	can only use a few isolated words	cannot use sentence forms at al