IELTS Research Reports

Construct validity in the IELTS Academic Reading testliteral’ domain were certain multiple choice items that required an appraisal of the reading passageas a whole (eg items requiring the selection of a title for a reading passage). It was noted that the Notgiven option in True/False questions also required a more global engagement (i.e. in order to establishwhether information is in fact present in a text). As was discussed however, items of this type arguablyconstitute a special case.For the analysis overall, it does need to be acknowledged that the results are based on a limited sampleof test tasks, and also one not deriving from actual live test materials. Assuming however, that thedata used represent some approximation of current item-design practices at IELTS, we would argue,that the analysis provides at least a broad picture of the tests’ overall construct– that is, a distinctorientation towards reading of a ‘local’ and ‘literal’ nature.4.2 Academic reading tasksIn the second part of the study, investigation was made of the types of readings tasks required ofstudents in undergraduate study in a range of disciplines. As discussed, a total of 12 discipline areaswere investigated. This part of the study was informed by two different research methods: interviewswith academic staff, and an independent analysis of reading–based tasks provided by these academics.In what follows, we provide first of all a summary of the findings from the interviews, covering suchissues as the quantity and type of reading prescribed on undergraduate courses, along with discussionof the way students are expected to engage with the material prescribed. This is followed by theanalysis of the academic tasks. For this latter section, we draw on the framework used in the analysisof the IELTS tasks; that is to say, a consideration of the two key dimensions of the study – ‘level’ and‘type’ of engagement with reading material.Findings from interviewsThe importance of reading in university studyThe first substantive finding from the interviews was that reading in some form was a requirement inall the subjects investigated. Some informants were at pains, in fact, to stress that it was the activity ofreading more than anything else that underlay the educational processes in their subject area. Thus, thelecturer in Media Studies saw reading as providing the common thread for all the various activities onhis course:MEDIA STUDIES: The reading is just so essential, and it’s just integral to the wholestructure of my course. We set weekly readings which are of course what the lectures arebased on, and then we use these readings as the basis for our discussions in tutes. … Andthen later on hopefully [this material] will reappear in a different form when it comes to[students] writing their essays and assignments.For the Linguistics lecturer, the development of key skills in reading was one of the more importantobjectives on her course.LINGUISTICS: I am trying to encourage students to be critical thinkers and readers andreflect on the material that they have …. not just having an approach to learning where wetransmit some knowledge and they absorb it. So being able to critically engage with texts isvery much a primary generic skill on the course.IELTS Research Reports Volume 11221