Comparing scores to ielts

Linking exams to each other and to the CEFR
The relationship between our qualifications and the CEFR is long standing and well documented. The relationship 
can be classified in terms of the historical perspective, the conceptual perspective and the empirical perspective. 
Discussions of all three perspectives, plus full references and links to key papers can be found on our website at
cambridgeenglish.org/research-and-validation/fitness-for-purpose
.
However, test alignment is not a one-off project – validation is an ongoing process which requires regular
re-evaluation and confirmation that existing alignments continue to hold. 
To this end, and with the introduction of the Cambridge English Scale in mind, a series of alignment studies 
are in progress to evaluate and validate the links between adjacent exams (for example between B2 First and 
C1 Advanced) involving candidates taking both exams. This will ensure the integrity of the Scale across our 
qualifications and tests, and mean that we can be sure that a score of 175 on B2 First corresponds to the
same level of performance as a score of 175 on C1 Advanced.

---

Cambridge Assessment English
Comparing scores to IELTS
8
References
Angoff, W H 
(1971) Scales, norms, and 
equivalent scores, in Thorndike, R L (Ed) 
Educational Measurement
(2nd edition), 
Washington, DC: American Council on 
Education, 508–560.
Council of Europe
(2001) 
Common European 
Framework of Reference for Languages: Learning, 
Teaching, Assessment,
Cambridge: Cambridge 
University Press.
Galaczi, E D, ffrench, A, Hubbard, C and
Green, A
(2011) Developing assessment scales 
for large-scale speaking tests: A multiple 
method approach, 
Assessment in Education: 
Principles, Policy & Practice
18 (3), 217–237.
Hawkey, R and Barker, F
(2004) Developing a 
common scale for the assessment of writing, 
Assessing Writing
9 (2), 122–159.
Holland, P W and Thayer, D T
(2000) 
Univariate and bivariate loglinear models for 
discrete test score distributions,
 Journal of 
Educational and Behavioral Statistics
25 (2), 
133–183.
Impara, J C and Plake, B S
(1997) An alternative 
approach to standard setting, 
Journal of 
Educational Measurement
34 (4), 355–368.
Jones, N
(2001) The ALTE Can Do project and the 
role of measurement in constructing a proficiency 
framework, 
Research Notes
5, 5–8.
Kolen, M J and Brennan, R L
(2004) 
Test 
equating, scaling, and linkin
g, New York: Springer.
Lim, G S
(2012) Developing and Validating a 
Mark Scheme for Writing, 
Research Notes
49, 
6–10.
Lim, G S, Geranpayeh, A, Khalifa, H and 
Buckendahl, C W
(2013) Standard setting to an 
international reference framework: Implications 
for theory and practice, 
International Journal
of Testing
.
Plake, B S and Hambleton, R K
(2000)
A standard-setting method designed for 
complex performance assessments: Categorical 
assignments of student work, 
Educational 
Assessment
6 (3), 197–215.
Shaw, S D and Weir, C J
(2007) 
Examining 
writing: Theory and practice in the assessment of 
second language writing
, Cambridge: UCLES/
Cambridge University Press.
Taylor, L and Jones, N
(2006) Cambridge ESOL 
exams and the Common European Framework 
of Reference (CEFR), 
Research Notes
24, 2–5.
See also:
Hambleton, R K
(2001) Setting performance 
standards on educational assessments and 
criteria for evaluating the process, in Cizek, G J 
(Ed) 
Setting performance standards: Concepts, 
methods, and perspectives
, Mahwah, NJ: 
Lawrence Erlbaum, 89–116.
Hawkey, R
(2009) 
Examining FCE and CAE: Key 
issues and recurring themes in developing the First 
Certificate in English and Certificate in Advanced 
English exams
, Cambridge: UCLES/Cambridge 
University Press.
Jones, N
(2009) A comparative approach 
to constructing a multilingual proficiency 
framework: Constraining the role of standard 
setting, in Figueras, N and Noijons, J (Eds) 
Linking to the CEFR levels: Research perspectives
, 
Arnhem: CITO, 35–43.
Jones, N and Saville, N
(2009) European 
language policy: Assessment, learning, and the 
CEFR, 
Annual Review of Applied Linguistics
29, 
51–63.
Khalifa, H and Weir, C J
(2009) 
Examining 
reading: Theory and practice in the assessment of 
second language reading
, Cambridge: UCLES/
Cambridge University Press.
Reckase, M D 
(2009) Standard setting theory 
and practice: Issues and difficulties, in Figueras, 
N and Noijons, J (Eds) 
Linking to the CEFR levels: 
Research perspectives
, Arnhem: CITO, 13–20.
Taylor, L (Ed)
(2011) 
Examining speaking: Theory 
and practice in the assessment of second language 
speaking
, Cambridge: UCLES/Cambridge 
University Press.
Weir, C J 
(2005) Limitations of the common 
European framework for developing comparable 
examinations and tests, 
Language Testing
22 (3), 
281–300.
Zeng, L, Kolen, M J, Hanson, B A, Cui, Z and 
Chien, Y
(2004) RAGE-RGEQUATE computer 
software, Iowa City, Iowa: CASMA.
Zieky, M J
(2001) So much has changed: How 
the setting of cutscores has evolved since the 
1980s, in Cizek, G J (Ed) 
Setting performance 
standards: Concepts, methods, and perspectives
, 
Mahwah, NJ: Lawrence Erlbaum, 19–51.
Copyright © UCLES 2019 | CER/3019/V2/OCT19 
*1028188772*
All details are correct at the time of going to print in October 2019.
Cambridge Assessment English
The Triangle Building 
Shaftesbury Road 
Cambridge 
CB2 8EA 
United Kingdom
cambridgeenglish.org
/cambridgeenglish
/cambridgeenglishtv
/cambridgeeng
/cambridgeenglish
We are Cambridge Assessment English. Part of the 
University of Cambridge, we help millions of people
learn English and prove their skills to the world.
For us, learning English is more than just exams
and grades. It’s about having the confidence to 
communicate and access a lifetime of enriching 
experiences and opportunities.
With the right support, learning a language is an 
exhilarating journey. We’re with you every step of the way.