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As exemplified in the above excerpt, jagged score profiles seemed to be considered as evidence of scorer unreliability by certain candidates, even though heavily contrasting Speaking and Writing scores necessitate a procedural remark by a second examiner. Additionally, some test takers who, by admission, were test repeaters attributed stagnant or reduced test performance to unreliability:Does anyone here know someone who has been successful at an EOR request?I am quite sure I would have scored more than 6 based on my previous attempts. So disappointed!Others exhibited frustration with achieved scores in the context of the amount of time or effort that had been invested in preparation:I need 7 in each test. Ive had 5 private lessons and written several practice essays. Ive improved my hand writing, my grammatical range and structure. The topic was also OK. Unfortunately, time invested in preparation is not a guarantee of successful test outcomes, a position IELTS itself has adopted through the removal of the guideline principle of a one band increase resulting from 200 h of study after 2002 Green, 2004. The tendency for advice seeking on EoR checks underscores a surprising and worrying lack of trust in the reliability of the assessment of mainly IELTS Speaking and Writing. This finding contrasts with attitudinal research that has indicated candidates hold generally favourable perceptions towards trust and fairness in IELTS Arrigoni and Clark, 2015; Coleman et al. , 2003; Hawkey, 2006; Merrylees, 2003. Clearly, it matters whose attitudes are investigated and at what stage in the testing process, since individuals who have been successfully admitted onto tertiary programmes or achieved their migration ambitions are more likely to hold positive dispositions towards IELTS. Perceptions of unreliability likely arose out of concerns with single rater marking Uysal, 2009. Yet data from IELTS examiner certification indicates a coefficient alpha of 0. 830. 86 for Speaking and 0. 810. 89 for Writing IELTS, 2018, relatively high correlations for productive skills tests sampling candidates general proficiency. Likely accentuating perceptions of unreliability is the lack of detailed feedback on performance in Speaking and Writing Hamid and Hoang, 2018; Pearson, 2019, making it difficult for candidates to identify what went right and wrong and how to close gaps in performance. While both online and printed test preparation materials often provide textual models for learners to compare with their own rehearsal compositions, an absence of research means it is far from clear whether prospective test takers are able to utilise these to enhance their band scores. Underlying this behaviour were perceptions that are represented in four key themes, the most prevalent of which was poor or lack of preparation 40%. One candidate reflected on not undertaking preparatory tasks in conditions that simulated the test, a typical activity type in IELTS preparation classes Hawkey, 2006; Hayes and Read, 2008: "During my preparation, I did not put myself under exam conditions, so I really struggled in reading and writing to keep to the time".

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