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1 The context of IELTS exam
IELTS (International English Language Testing System) is a test of ability to communicate for listening, speaking, reading and writing. It is a proficiency test for those people who intend to study or work to set English language as communication language in country or region (S. McCarter, J. Easton, and J. Ash, 1999).

Contents
1 The context of IELTS exam 3
2 The theoretical basis for IELTS language testing system 6
2.1 Theory of communicative language testing 6
2.1.1 Requirements of the listening tests in communicative language testing design 7
2.1.2 Different purposes to read 7
2.1.3 Requirements of the speaking test in communicative language testing design 7
2.1.4 Requirements of writing 定制term paper test design in communicative language testing 8
2.2 The basic elements of language testing 8
2.2.1 The authenticity of language testing 8
2.2.2 The interactiveness of language testing 8
2.2.3 The impact of language testing 9
3 The scoring standards of IELTS testing 9
3.1 How to evaluate the total/individual? 9
3.2 How to convert grade score/raw score? 9
3.3 Case of scoring 10
3.3.1 IELTS writing score details 10
3.3.2 IELTS speaking score details 11
3.3.3 Quality control of IELTS score 11
4 Problems of IELTS 12
4.1 The time difference 12
4.2 Papers of high repetition rate 12
4.3 Candidates are still owed by the professional category of science 12
4.4 Difficulty of instability of test paper 12
5 Conclusion 13
References 14

References
Caroline Clapham (1996) The development of IELTS: a study of the effect of background knowledge on reading comprehension, UK: Cambridge University Press
C. Catt (2001) IELTS Speaking Preparation and Practice, Catt Publishing, Christchurch, pp. 84
Craig Wallace (1997) IELTS: global implications of curriculum and materials design, Oxford University Press, ELT Journal 51(4):370-373
Dorothy A. Yen & Joanne Kuzma (2009) Higher IELTS score, higher academic performance? The validity of IELTS in predicting the academic performance of Chinese students, Worcester Journal of Learning and Teaching
K. O'Sullivan and J. Lindeck (2000) Focusing on IELTS Reading and Writing Skills, NCELTR Macquarie University, Sydney, pp. 139
Malcolm Lewthwaite (2006) What Vocabulary do they Know, What sort are they Learning and How Much of it Gets Produced in an IELTS Writing Exam? UGRU Journal, Vol.3
Roger Hawkey (2000) Impact theory and practice: studies of the IELTS test and Progetto Lingue, UK: Cambridge University Press
S. McCarter, J. Easton, and J. Ash (1999) A Book for IELTS, Intelligence, pp. 216
Steve Issitt (2006) Improving scores on the IELTS speaking test, Oxford University Press
V. Jakeman and C. McDowell (2001) Insight into IELTS, Cambridge University Press (updated edition), pp.192
W. Sahanaya and J. Lindeck (1997) IELTS Preparation and Practice Listening and Speaking, Oxford ANZ English, Melbourne, pp. 97
W. Sahanaya, J. Lindeck, and R. Stewart (1998) IELTS Preparation and Practice Reading and Writing–Academic Module, Oxford ANZ English, Melbourne, pp. 172

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