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It examines why the Department expanded accepted test options beyond IELTS, and evaluates how selected alternative tests and providers support visa integrity and applicants’ ability to participate safely in Australian society. The report outlines the review’s objectives, scope, and methods, summarizes assessment results, provider submissions, staff and applicant survey feedback, and considers effectiveness against programme objectives plus suitability for other visa categories.",{"@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/review-of-the-implementation-of-alternative-english-language-proficiency-tests-in-the-student-visa-programme-2013/201398/",{"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/review-of-the-implementation-of-alternative-english-language-proficiency-tests-in-the-student-visa-programme-2013/201398.png","ImageObject",300,407,{"name":92,"@type":93},"Sage","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-09-04",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why were alternative English language proficiency tests introduced for the Student visa programme?","Question",{"text":113,"@type":114},"They were added to respond to shortages of test places and to create competition in the English language testing market, while still meeting Student visa programme requirements.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which alternative English language tests were accepted for Student visa purposes from 5 November 2011?",{"text":118,"@type":114},"TOEFL iBT, Cambridge English: Advanced (CAE), and Pearson Test of English Academic (PTE) were accepted for all countries for Student visa purposes.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the review evaluate effectiveness against Student visa programme objectives?",{"text":122,"@type":114},"It compares assessment findings and collected evidence, including provider input and surveys of visa processing staff and Student visa applicants, to determine whether the testing approach meets programme goals.","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},201398,1788533174,{"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},687197207057,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Review of the implementation of  \nalternative English language proficiency tests in the Student visa programme  \n2013  \nContents  \n1. Introduction ...................................................................................................................................... 4  \n2. Key findings ..................................................................................................................................... 5  \n3. Objectives, scope and conduct of review ........................................................................................ 6  \n3.1 Objectives ................................................................................................................................ 6  \n3.2 Scope ...................................................................................................................................... 7  \n3.3 Conduct of review ................................................................................................................... 7  \n4. Overview of English tests and providers ....................................................................................... 10  \n5. Assessment findings ..................................................................................................................... 10  \n5.1 Responses from providers .................................................................................................... 11  \n5.2 Interviews with providers ....................................................................................................... 14  \n5.3 Survey of visa processing staff ............................................................................................. 16  \n5.4 Survey of Student visa applicants ......................................................................................... 17  \n5.5 Quantitative analysis of English language test data ............................................................. 18  \n5.6 Feedback from relevant stakeholders in the Department .....................................................23  \n6. Effectiveness of meeting Student visa programme objectives ..................................................... 24  \n7. Suitability for other visa programmes ............................................................................................ 26  \n8. Conclusion ..................................................................................................................................... 28  \nAttachment A: Terms of Reference ................................................................................................... 30  \nAttachment B: Summary of providers’ written submissions .............................................................. 34  \nAttachment C: Interview questions for providers .............................................................................. 42  \nAttachment D: Survey of visa processing staff .................................................................................43  \nAttachment E: Student survey feedback ...........................................................................................48  \nAttachment F: Student Survey results (DIAC blog) .......................................................................... 51  \nAttachment G: Key stakeholders consulted during the review ......................................................... 54  \nAttachment H: Written submissions from alternative English language test providers.....................55  \n1. Introduction  \nThe Department uses English language requirements to protect the integrity of Australia’s visa programmes, and to ensure visa holders are able to safely participate in Australian society.  \nEnglish language requirements generally apply across the Student and Skilled visa programmes and are prescribed in the Migration Regulations 1994. Required evidence of English language proficiency differs across visa subclasses to reflect the different objectives of respective visa","cbCaisJySUx84hOo","https://ap.wps.com/l/cbCaisJySUx84hOo","pdf",654239,55,"English","# Introduction\n# Key findings\n# Objectives, scope and conduct of review\n## Objectives\n## Scope\n## Conduct of review\n# Overview of English tests and providers\n# Assessment findings\n## Responses from providers\n## Interviews with providers\n## Survey of visa processing staff\n## Survey of Student visa applicants\n## Quantitative analysis of English language test data\n## Feedback from relevant stakeholders in the Department\n# Effectiveness of meeting Student visa programme objectives\n# Suitability for other visa programmes\n# Conclusion\n# Attachment A: Terms of Reference\n# Attachment B: Summary of providers’ written submissions\n# Attachment C: Interview questions for providers\n# Attachment D: Survey of visa processing staff\n# Attachment E: Student survey feedback","[{\"question\":\"Why were alternative English language proficiency tests introduced for the Student visa programme?\",\"answer\":\"They were added to respond to shortages of test places and to create competition in the English language testing market, while still meeting Student visa programme requirements.\"},{\"question\":\"Which alternative English language tests were accepted for Student visa purposes from 5 November 2011?\",\"answer\":\"TOEFL iBT, Cambridge English: Advanced (CAE), and Pearson Test of English Academic (PTE) were accepted for all countries for Student visa purposes.\"},{\"question\":\"How does the review evaluate effectiveness against Student visa programme objectives?\",\"answer\":\"It compares assessment findings and collected evidence, including provider input and surveys of visa processing staff and Student visa applicants, to determine whether the testing approach meets programme goals.\"}]","Review of the Implementation of Alternative English Language Proficiency Tests in the Student Visa Programme - 2013 | PDF",139]