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The studies encourage moving beyond simple overall-score comparisons toward a more nuanced view of underlying similarities and differences, while discussing why equivalence estimates depend on test design, purpose, and sampled activities. 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The measurement approach compares performance across test sections to support measurement-based relationships and prediction between tests.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},158057,1787994160,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ISSN 2515-1703 2021/2  \nIELTS Partnership Research Papers: Studies in Test Comparability Series  \nInvestigating the relationship between IELTS Academic and PTE-Academic  \nEdited by Nick Saville, Barry O'Sullivan and Tony Clark  \nInvestigating the relationship between IELTS Academic and PTE-Academic  \nThis volume of Studies in Test Comparability Series contains two studies which offer test score users an opportunity to draw on two analytic approaches when making comparisons between IELTS Academic and PTE-A. These perspectives encourage prospective test score users to move beyond the basic comparison of overall scores to a more nuanced awareness of underlying similarities and differences.  \nFunding  \nThis research was funded by the British Council and supported by the IELTS Partners:  \nBritish Council, Cambridge Assessment English and IDP: IELTS Australia.  \nPublishing details  \nPublished by the IELTS Partners: British Council, Cambridge Assessment English  \nand IDP: IELTS Australia © 2021.  \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 volume  \nTo cite this edited volume:  \nSaville, N. , O’Sullivan, B, & Clark. T. (Eds.) (2021) . Investigating the relationship between IELTS and PTE-Academic. IELTS Partnership Research Papers: Studies in Test  \nComparability Series, No. 2. IELTS Partners: British Council, Cambridge Assessment  \nEnglish and IDP: IELTS Australia.  \nTo cite the frst study in this volume:  \nYu, G. (2021) . IELTS Academic and PTE-Academic: Degrees of Similarity.  \nIn N. Saville, B. O’Sullivan & T. Clark (Eds.), IELTS Partnership Research Papers: Studies in Test Comparability Series, No. 2,(pp. 7–41) . IELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia.  \nTo cite the second study in this volume:  \nElliot, M. , Blackhurst, A. , O’Sullivan, B. , Clark, T. , Dunlea, J. , & Saville, N. (2021) . Aligning IELTS and PTE-Academic: A measurement study. In N. Saville, B. O’Sullivan &  \nT. Clark (Eds.), IELTS Partnership Research Papers: Studies in Test Comparability Series, No. 2,(pp. 42–64) . IELTS Partners: British Council, Cambridge Assessment English and  \nIDP: IELTS Australia.  \n[www.ielts.org](www.ielts.org) IELTS Partnership Research Papers, 2021/2 2  \nForeword  \nThe two studies contained in this report offer test score users an opportunity to draw on two analytic approaches when making comparisons between IELTS Academic and PTE-A. These perspectives encourage prospective test score users to move beyond the basic comparison of overall scores to a more nuanced awareness of underlying similarities and differences.  \nInstitutions should consider a range of evidence when setting standards for their specifc purposes, as the range of activities sampled by different tests (and the depth in which they do so) differs. As such, the applicability of scores may vary, depending on the range of activities in which applicants will typically be engaged.  \nMaking comparisons between scores on different tests is challenging because tests differ in their design, purpose and format (Taylor, 2004, Lim et al, 2013), and the greater the difference in design, the more problematic the comparison is. Nonetheless, test score users are often interested to know how results on two differing tests may compare.  \nThe two separate reports, each refecting a different methodology, highlight the need to consider any equivalence estimate from two distinct perspectives:  \n1. Construct  \n2. Measurement.  \nThe Construct approach typically entails a detailed evaluation of the way in which the tasks and items contained in the test refect the target language construct. For test scores to be truly meaningful, we do not simply focus on the language. Instead, we broaden our focus to the underlying cognitive dem","cbCaimYYeqy9GqXN","https://ap.wps.com/l/cbCaimYYeqy9GqXN","pdf",1879947,63,"English","# Foreword\n## Construct approach\n## Measurement approach\n## Overview of the construct study\n## Degrees of Similarity (DES) framework","[{\"question\":\"What is the main purpose of this volume?\",\"answer\":\"It provides two studies that help test score users compare IELTS Academic and PTE-Academic using two analytic approaches and interpret similarities and differences beyond overall scores.\"},{\"question\":\"Why is comparing scores across different tests challenging?\",\"answer\":\"Because IELTS and PTE-A differ in design, purpose, and format, and larger design differences make comparisons more problematic.\"},{\"question\":\"What do the construct and measurement approaches focus on?\",\"answer\":\"The construct approach evaluates how test tasks reflect the target language construct and the cognitive demands, including social conditions relevant to productive skills. The measurement approach compares performance across test sections to support measurement-based relationships and prediction between tests.\"}]","Investigating the relationship between IELTS Academic and PTE-Academic | PDF",159]