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Using mixed methods, the research analyses stakeholder perceptions of the IELTS reading component, especially student and faculty interpretations of scores and score usage for higher education admissions. Findings indicate limited understanding of relevance to academic studies and suggest inferential and critical-thinking skill underrepresentation for scores around 6.5.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-ielts-reading-test-score-interpretations-and-utilisation-no-2-research-report-highlights-validity-arguments/294864/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-ielts-reading-test-score-interpretations-and-utilisation-no-2-research-report-highlights-validity-arguments/294864.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-18",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What validity aspects does the study focus on for IELTS reading score interpretations?","Question",{"text":113,"@type":114},"It examines consequential validity, the intersection of contextual validity and cognitive validity, and scoring validity.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the study analyze stakeholder perceptions of the IELTS reading component?",{"text":118,"@type":114},"It uses mixed methods to evaluate how students and faculty interpret scores and how those scores are used for higher education admissions.",{"name":120,"@type":111,"acceptedAnswer":121},"What do the findings suggest about test-takers scoring around 6.5?",{"text":122,"@type":114},"They show low levels of inferential ability for that score level, which the study links to critical thinking skills being under-represented in the reading test.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},294864,1789708617,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","ISSN 2201-2982 2019/2  \nIELTS Research Reports  \nOnline Series  \nImproving IELTS reading test score interpretations and utilisation through cognitive diagnosis model-based skill profiling  \nEunice Eunhee Jang, Hyunah Kim, Megan Vincett, Christine Barron and Bruce Russell  \nImproving IELTS reading test score interpretationsand utilisation through cognitive diagnosis model-based skill profiling  \nThis study sought to investigate validity arguments related to IELTS reading score interpretations and use, exploring issues of consequential validity, the intersection of contextual validity and cognitive validity, as well as scoring validity.  \nFunding  \nThis research was funded by the IELTS Partners: British Council, Cambridge  \nAssessment English and IDP: IELTS Australia. Grant awarded 2016.  \nPublishing details  \nPublished by the IELTS Partners: British Council, Cambridge Assessment English  \nand IDP: IELTS Australia © 2019.  \nThis publication is copyright. No commercial re-use. The research and opinions expressed are of individual researchers and do not represent the views of IELTS.  \nThe publishers do not accept responsibility for any of the claims made in the research.  \nHow to cite this report  \nJang, E. E. , Kim, H. , Vincett, M. , Barron, C. , and Russell, B. 2019. Improving IELTS reading test score interpretations and utilisation through cognitive diagnosis modelbased skill profiling. IELTS Research Reports Online Series, No. 2. British Council, Cambridge Assessment English and IDP: IELTS Australia.  \nAvailable at [https://www.ielts.org/teaching-and-research/research-reports](https://www.ielts.org/teaching-and-research/research-reports)  \nAcknowledgements  \nWe gratefully acknowledge support from a number of people who participated in this project. First, we are grateful to students who took time to share their experiences and perspectives. We were moved by their enthusiasm to support this research. Particular thanks are due to faculty members and administrative staff members who participated in focus groups and shared their teaching materials. We are grateful to the Cambridge Research Program for supporting the research throughout the grant period. The project would not have been successful without great contributions made by graduate student researchers, Elizabeth Larson, Adam Donato, and Jennifer Burton, throughout the different phases of the project.  \n[www.ielts.org](www.ielts.org) IELTS Research Reports Online Series 2019/2 2  \nIntroduction  \nThis study by Eunice Eunhee Jang and her colleagues of the Ontario Institute for Studies in Education (University of Toronto) was conducted with support from the IELTS partners (British Council, IDP: IELTS Australia and Cambridge English Language Assessment), as part of the IELTS joint-funded research program. Research funded by the British Council and IDP: IELTS Australia under this program complement those conducted or commissioned by Cambridge English Language Assessment, and together inform the ongoing validation and improvement of IELTS.  \nA significant body of research has been produced since the joint-funded research program started in 1995, with over 110 empirical studies receiving grant funding. After undergoing a process of peer review and revision, many of the studies have been published in academic journals, in several IELTS-focused volumes in the Studies in Language Testing series ([http://www.cambridgeenglish.org/silt](http://www.cambridgeenglish.org/silt)) and in the IELTS Research Reports. Since 2012, in order to facilitate timely access, individual research reports have been made available on the IELTS website immediately after completing the peer review and revision process.  \nIn this study Jang et al. used mixed methods to analyse stakeholder perceptions of the IELTS reading component. They focus in particular on student and faculty interpretations of scores and score uses for admissions to higher education. The authors found both students and faculty had limited","cbCailjyyTRUV8bm","https://ap.wps.com/l/cbCailjyyTRUV8bm","pdf",1329067,77,"English","# Introduction\n## Stakeholder perceptions and score use\n## Factors in test design and validity\n## Fitness for purpose and cognitive alignment","[{\"question\":\"What validity aspects does the study focus on for IELTS reading score interpretations?\",\"answer\":\"It examines consequential validity, the intersection of contextual validity and cognitive validity, and scoring validity.\"},{\"question\":\"How does the study analyze stakeholder perceptions of the IELTS reading component?\",\"answer\":\"It uses mixed methods to evaluate how students and faculty interpret scores and how those scores are used for higher education admissions.\"},{\"question\":\"What do the findings suggest about test-takers scoring around 6.5?\",\"answer\":\"They show low levels of inferential ability for that score level, which the study links to critical thinking skills being under-represented in the reading test.\"}]","Improving IELTS reading test score interpretations and utilisation - No. 2 - Research report highlights validity arguments | PDF",194]