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Using evaluation evidence gathered during the review, the author concludes that IELTS most readily meets the criteria of reliable and valid measurement of English language 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English Proficiency Exams  \nKristen Foster  \nColorado State University  \nAbstract  \nLarge-scale proficiency exams are used to make high-stakes decisions about test-takers, and as potential users of these exams, teachers of English as a second or foreign language should possess the ability to evaluate them for usefulness, including reliability and validity. The purpose of this review is to describe the format, purpose, and evidence of usefulness of three large-scale proficiency exams: IELTS, TOEFL-iBT, and MET. Based on this evaluation, the author has concluded that she would most readily endorse the IELTS exam as a reliable and valid measure of English language proficiency.  \nKeywords: English as a second/foreign language, proficiency exam, large-scale exam, IELTS, TOEFL-iBT, MET  \nIntroduction  \nThe use of large-scale proficiency exams for assessing the English-language proficiency of non-native speakers of English is a widespread practice that plays a critical role in making important, high-stakes decisions about test-takers (Uysal, 2010) . These decisions can include those concerning employment or admissions to English-medium universities, and for many test-takers, the results of these tests hold great importance concerning their academic and professional prospectsand success (Bachman & Palmer, 1996) . Due to the importance of decisions made as a result of test scores, many test-takers invest a great deal of time, energy and money into preparing for proficiency exams. This is merely one reason why it is essential for test developers, administrators, and users to regularly examine large-scale testing procedures in order “to make sure that they meet professional standards and to contribute to their further development”(Uysal, 2010, p. 314) . As a specific kind of test user, teachers of English as a second/foreign language should possess the ability to evaluate these large-scale proficiency exams in order to determine their potential uses and benefits for specific contexts (Stoynoff & Chapelle, 2005) .  \nThe purpose of the present paper is to report on information gathered while reviewing three large-scale, widely-administered English-language proficiency exams: the International English Language Testing System (IELTS), the Michigan English Test (MET), and the Test of English as a Foreign Language (TOEFL). These tests are commonly used to assess the English language proficiency of adult English speakers. My motivation in reviewing these three tests, as opposed to other widely administered proficiency exams, is tied to my future teaching goals. Upon graduating with an M.A. in TESL/TEFL, I hope to travel abroad and teach English to adults in academic contexts. My goal in reviewing these tests is to gain insight into their purposes and formats, as well as to find evidence of their reliability and validity in measuring the constructs they purport to measure.  \nInternational English Language Testing System (IELTS)  \nPublisher: University of Cambridge ESOL Examinations: 1 Hills Road, Cambridge,  \nCB1 2EU, United Kingdom; telephone 44-1223-553997;  \n[ielts@CambridgeESOL.org](ielts@CambridgeESOL.org); IDP: IELTS Australia, 535 Bourke St, Melbourne VIC 3000, Australia; telephone 61-3-9612-4400;  \n[ielts@idp.com](ielts@idp.com) ; the British Council, Bridgewater House, 58 Whitworth Street, Manchester, M1 6BB, United Kingdom; telephone 44-161-957- 7755, [ielts@britishcouncil.org](ielts@britishcouncil.org); IELTS International, 825 Colorado Boulevard, Suite 112, Los Angeles, CA 90041; telephone 1-323-255-2771; [ielts@ieltsintl.org](ielts@ieltsintl.org)  \nPublication Date: 1989 (introduced as ELTS in 1980)  \nTarget Adult speakers of English  \nPopulation:  \nCost: Variable, depending on test center location. USA: Typically $185. Test  \nlocations, dates and costs can be accessed at  \n[http://www.ielts.org/test_centre_search/search_results.aspx](http://www.ielts.org/test_centre_search/search_results.aspx)","cbCaih0VjfmgEbbg","https://ap.wps.com/l/cbCaih0VjfmgEbbg","pdf",375490,"English","# Introduction\n# International English Language Testing System (IELTS)\n## Overview\n## Test Purpose and Modules\n## Test Structure","[{\"question\":\"What is the main purpose of this review paper?\",\"answer\":\"The review describes the format, purpose, and evidence of usefulness of IELTS, TOEFL-iBT, and MET, with a focus on reliability and validity for measuring English proficiency.\"},{\"question\":\"Which exam does the author most readily endorse, and why?\",\"answer\":\"The author endorses IELTS as a reliable and valid measure of English language proficiency based on the evaluation presented in the review.\"},{\"question\":\"Why are large-scale English proficiency exams important for test-takers and teachers?\",\"answer\":\"They influence high-stakes decisions such as employment and admissions, and teachers need the ability to evaluate whether the tests fit specific contexts and meet professional standards.\"}]","Review of the IELTS, TOEFL-iBT and MET English Proficiency Exams | PDF",1790813262]