1. Tell me about yourself:
The most often asked question in interviews. You need to have a short statement prepared in your mind. Be careful that it does not sound rehearsed. Limit it to work-related items unless instructed otherwise. Talk about things you have done and jobs you have held that relate to the position you are interviewing for. Start with the item farthest back and work up to the present.
2. Why did you leave your last job?
Stay positive regardless of the circumstances. Never refer to a major problem with management and never speak ill of supervisors, co- workers or the organization. If you do, you will be the one looking bad. Keep smiling and talk about leaving for a positive reason such as an opportunity, a chance to do something special or other forward- looking reasons.
3. What experience do you have in this field?
Speak about specifics that relate to the position you are applying for. If you do not have specific experience, get as close as you can.
4. Do you consider yourself successful?
You should always answer yes and briefly explain why. A good explanation is that you have set goals, and you have met some and are on track to achieve the others.
5. What do co-workers say about you?
Be prepared with a quote or two from co-workers. Either a specific statement or a paraphrase will work. Jill Clark, a co-worker at Smith Company, always said I was the hardest workers she had ever known. It is as powerful as Jill having said it at the interview herself.
6. What do you know about this organization?
This question is one reason to do some research on the organization before the interview. Find out where they have been and where they are going. What are the current issues and who are the major players?
7. What have you done to improve your knowledge in the last year?
Try to include improvement activities that relate to the job. A wide variety of activities can be mentioned as positive self-improvement. Have some good ones handy to mention.
8. Are you applying for other jobs?
Be honest but do not spend a lot of time in this area. Keep the focus on this job and what you can do for this organization. Anything else is a distraction.
9. Why do you want to work for this organization?
This may take some thought and certainly, should be based on the research you have done on the organization. Sincerity is extremely important here and will easily be sensed. Relate it to your long-term career goals.
10. Do you know anyone who works for us?
Be aware of the policy on relatives working for the organization. This can affect your answer even though they asked about friends not relatives. Be careful to mention a friend only if they are well thought of.
11. What kind of salary do you need?
A loaded question. A nasty little game that you will probably lose if you answer first. So, do not answer it. Instead, say something like, That's a tough question. Can you tell me the range for this position? In most cases, the interviewer, taken off guard, will tell you. If not, say that it can depend on the details of the job. Then give a wide range.
12. Are you a team player?
You are, of course, a team player. Be sure to have examples ready. Specifics that show you often perform for the good of the team rather than for yourself are good evidence of your team attitude. Do not brag, just say it in a matter-of-fact tone. This is a key point.
13. How long would you expect to work for us if hired?
Specifics here are not good. Something like this should work: I'd like it to be a long time. Or As long as we both feel I'm doing a good job.
14. Have you ever had to fire anyone? How did you feel about that?
This is serious. Do not make light of it or in any way seem like you like to fire people. At the same time, you will do it when it is the right thing to do. When it comes to the organization versus the individual who has created a harmful situation, you will protect the organization. Remember firing is not the same as layoff or reduction in force.
15. What is your philosophy towards work?
The interviewer is not looking for a long or flowery dissertation here. Do you have strong feelings that the job gets done? Yes. That's the type of answer that works best here. Short and positive, showing a benefit to the organization.
16. If you had enough money to retire right now, would you?
Answer yes if you would. But since you need to work, this is the type of work you prefer. Do not say yes if you do not mean it.
17. Have you ever been asked to leave a position?
If you have not, say no. If you have, be honest, brief and avoid saying negative things about the people or organization involved.
18. Explain how you would be an asset to this organization.
You should be anxious for this question. It gives you a chance to highlight your best points as they relate to the position being discussed. Give a little advance thought to this relationship.
19. Why should we hire you?
Point out how your assets meet what the organization needs. Do not mention any other candidates to make a comparison.
20. Tell me about a suggestion you have made.
Have a good one ready. Be sure and use a suggestion that was accepted and was then considered successful. One related to the type of work applied for is a real plus.
21. What irritates you about co-workers?
This is a trap question. Think real hard but fail to come up with anything that irritates you. A short statement that you seem to get along with folks is great.
22. What is your greatest strength?
Numerous answers are good, just stay positive. A few good examples: Your ability to prioritize, Your problem-solving skills, Your ability to work under pressure, Your ability to focus on projects, Your professional expertise, Your leadership skills, Your positive attitude
23. Tell me about your dream job.
Stay away from a specific job. You cannot win. If you say the job you are contending for is it, you strain credibility. If you say another job is it, you plant the suspicion that you will be dissatisfied with this position if hired. The best is to stay genetic and say something like: A job where I love the work, like the people, can contribute and can't wait to get to work.
24. Why do you think you would do well at this job?
Give several reasons and include skills, experience and interest.
25. What are you looking for in a job?
See answer # 23
26. What kind of person would you refuse to work with?
Do not be trivial. It would take disloyalty to the organization, violence or lawbreaking to get you to object. Minor objections will label you as a whiner.
27. What is more important to you: the money or the work?
Money is always important, but the work is the most important. There is no better answer.
28. What would your previous supervisor say your strongest point is?
There are numerous good possibilities:
Loyalty, Energy, Positive attitude, Leadership, Team player, Expertise, Initiative, Patience, Hard work, Creativity, Problem solver
29. Tell me about a problem you had with a supervisor.
Biggest trap of all. This is a test to see if you will speak ill of your boss. If you fall for it and tell about a problem with a former boss, you may well below the interview right there. Stay positive and develop a poor memory about any trouble with a supervisor.
30. What has disappointed you about a job?
Don't get trivial or negative. Safe areas are few but can include:
Not enough of a challenge. You were laid off in a reduction Company did not win a contract, which would have given you more responsibility.
31. Tell me about your ability to work under pressure.
You may say that you thrive under certain types of pressure. Give an example that relates to the type of position applied for.
32. Do your skills match this job or another job more closely?
Probably this one. Do not give fuel to the suspicion that you may want another job more than this one.
33. What motivates you to do your best on the job?
This is a personal trait that only you can say, but good examples are: Challenge, Achievement, Recognition
34. Are you willing to work overtime? Nights? Weekends?
This is up to you. Be totally honest.
35. How would you know you were successful on this job?
Several ways are good measures:
You set high standards for yourself and meet them. Your outcomes are a success.Your boss tell you that you are successful
36. Would you be willing to relocate if required?
You should be clear on this with your family prior to the interview if you think there is a chance it may come up. Do not say yes just to get the job if the real answer is no. This can create a lot of problems later on in your career. Be honest at this point and save yourself uture grief.
37. Are you willing to put the interests of the organization ahead of your own?
This is a straight loyalty and dedication question. Do not worry about the deep ethical and philosophical implications. Just say yes.
38. Describe your management style.
Try to avoid labels. Some of the more common labels, like progressive, salesman or consensus, can have several meanings or descriptions depending on which management expert you listen to. The situational style is safe, because it says you will manage according to the situation, instead of one size fits all.
39. What have you learned from mistakes on the job?
Here you have to come up with something or you strain credibility. Make it small, well intentioned mistake with a positive lesson learned. An example would be working too far ahead of colleagues on a project and thus throwing coordination off.
40. Do you have any blind spots?
Trick question. If you know about blind spots, they are no longer blind spots. Do not reveal any personal areas of concern here. Let them do their own discovery on your bad points. Do not hand it to them.
41. If you were hiring a person for this job, what would you look for?
Be careful to mention traits that are needed and that you have.
42. Do you think you are overqualified for this position?
Regardless of your qualifications, state that you are very well qualified for the position.
43. How do you propose to compensate for your lack of experience?
First, if you have experience that the interviewer does not know about, bring that up: Then, point out (if true) that you are a hard working quick learner.
44. What qualities do you look for in a boss?
Be generic and positive. Safe qualities are knowledgeable, a sense of humor, fair, loyal to subordinates and holder of high standards. All bosses think they have these traits.
45. Tell me about a time when you helped resolve a dispute between others.
Pick a specific incident. Concentrate on your problem solving technique and not the dispute you settled.
46. What position do you prefer on a team working on a project?
Be honest. If you are comfortable in different roles, point that out.
47. Describe your work ethic.
Emphasize benefits to the organization. Things like, determination to get the job done and work hard but enjoy your work are good.
48. What has been your biggest professional disappointment?
Be sure that you refer to something that was beyond your control. Show acceptance and no negative feelings.
49. Tell me about the most fun you have had on the job.
Talk about having fun by accomplishing something for the organization.
50. Do you have any questions for me?
Always have some questions prepared. Questions prepared where you will be an asset to the organization are good. How soon will I be able to be productive? and What type of projects will I be able to assist on? are examples.
Thursday, November 19, 2009
Monday, November 16, 2009
TOP MBA COLLEGES IN INDIA
Name of institute Location and Website
Indian Institute of Management Ahmedabad www.iimahd.ernet.in
Indian Institute of Management Bangalore www.iimb.ernet.in
Indian Institute of Management Kolkata www.iimcal.ac.in
Indian Institute of Management Kozhikode www.iimk.ac.in
Indian Institute of Management Indore www.iimidr.ac.in
Indian Institute of Management Lucknow www.iiml.ac.in
Xavier Labour Research Institute (XLRI) Jamshedpur www.xlri.edu
Faculty of Management Studies, Delhi University (FMS) New Delhi www.fms.edu
Jamnalal Bajaj Institute of Management Studies Mumbai www.jbims.edu
Narsee Monjee Institute of Management Studies Mumbai www.nmims.edu
SP Jain Institute of Management & Research Mumbai www.spjimr.org
Institute of Management Technology Ghaziabad www.imt.edu
Management Development Institute Gurgaon www.mdi.ac.in
Xavier Institute of Management Bhubaneshwar www.ximb.ac.in
International Management Institute New Delhi www.imi.edu
FORE School of Management New Delhi www.fsm.ac.in
Symbiosis Institute of Business Management Pune www.sibm.edu
Symbiosis Centre for Management and HRD Pune www.scmhrd.edu
Indian Institute of Forest Management Bhopal www.iifm.org
Indian Institute of Foreign Trade New Delhi www.iift.edu
Tata Institute of Social Sciences Mumbai www.tiss.edu
Institute of Rural Management Anand (Gujarat) www.irma.ac.in
Mudra Institute of Communications Ahmedabad www.mica-india.net
National Institute of Fashion Technology New Delhi www.niftindia.com
Bharatidasan Institute of Management Tituchirapalli www.bim.edu
National Institute of Industrial Engineering Mumbai www.nitie.edu
Indian Institute of Technology - school of Management Mumbai www.iitb.ac.in/~som
Indian Institute of Technology department of Management Studies New Delhi www.iitdmba.org
Indian Institute of Technology - Vinod gupta school of Management,Kharagpur www.som.iitkgp.ernet.in
Indian Institute of Management Ahmedabad www.iimahd.ernet.in
Indian Institute of Management Bangalore www.iimb.ernet.in
Indian Institute of Management Kolkata www.iimcal.ac.in
Indian Institute of Management Kozhikode www.iimk.ac.in
Indian Institute of Management Indore www.iimidr.ac.in
Indian Institute of Management Lucknow www.iiml.ac.in
Xavier Labour Research Institute (XLRI) Jamshedpur www.xlri.edu
Faculty of Management Studies, Delhi University (FMS) New Delhi www.fms.edu
Jamnalal Bajaj Institute of Management Studies Mumbai www.jbims.edu
Narsee Monjee Institute of Management Studies Mumbai www.nmims.edu
SP Jain Institute of Management & Research Mumbai www.spjimr.org
Institute of Management Technology Ghaziabad www.imt.edu
Management Development Institute Gurgaon www.mdi.ac.in
Xavier Institute of Management Bhubaneshwar www.ximb.ac.in
International Management Institute New Delhi www.imi.edu
FORE School of Management New Delhi www.fsm.ac.in
Symbiosis Institute of Business Management Pune www.sibm.edu
Symbiosis Centre for Management and HRD Pune www.scmhrd.edu
Indian Institute of Forest Management Bhopal www.iifm.org
Indian Institute of Foreign Trade New Delhi www.iift.edu
Tata Institute of Social Sciences Mumbai www.tiss.edu
Institute of Rural Management Anand (Gujarat) www.irma.ac.in
Mudra Institute of Communications Ahmedabad www.mica-india.net
National Institute of Fashion Technology New Delhi www.niftindia.com
Bharatidasan Institute of Management Tituchirapalli www.bim.edu
National Institute of Industrial Engineering Mumbai www.nitie.edu
Indian Institute of Technology - school of Management Mumbai www.iitb.ac.in/~som
Indian Institute of Technology department of Management Studies New Delhi www.iitdmba.org
Indian Institute of Technology - Vinod gupta school of Management,Kharagpur www.som.iitkgp.ernet.in
TOEFL
TOEFL
The Test of English as a Foreign Language (or TOEFL, pronounced "toe-full") evaluates the ability of an individual to use and understand English in an academic setting. It sometimes is an admission requirement for non-native English speakers at many English-speaking colleges and universities.
Additionally, institutions such as government agencies, licensing bodies, businesses, or scholarship programs may require this test. A TOEFL score is valid for two years and then will no longer be officially reported since a candidate's language proficiency could have significantly changed since the date of the test. Colleges and universities usually consider only the most recent TOEFL score.
Policies governing the TOEFL program are formulated with advice from a 16-member board. Board members are affiliated with undergraduate and graduate schools, 2-year institutions and public or private agencies with an interest in international education. Other members are specialists in the field of English as a foreign or second language.
The TOEFL Committee of Examiners is composed of 12 specialists in linguistics, language testing, teaching or research. Its main responsibility is to advise on TOEFL test content. The committee helps ensure the test is a valid measure of English language proficiency reflecting current trends and methodology.
Internet-Based Test
Since its introduction in late 2005, the Internet-Based test (iBT) has progressively replaced both the computer-based (CBT) and paper-based (PBT) tests, although paper-based testing is still used in select areas. The iBT has been introduced in phases, with the United States, Canada, France, Germany, and Italy in 2005 and the rest of the world in 2006, with test centers added regularly. The CBT was discontinued in September 2006 and these scores are no longer valid.
Although initially, the demand for test seats was higher than availability, and candidates had to wait for months, it is now possible to take the test within one to four weeks in most countries.[2] The four-hour test consists of four sections, each measuring one of the basic language skills (while some tasks require integrating multiple skills) and all tasks focus on language used in an academic, higher-education environment. Note-taking is allowed during the iBT. The test cannot be taken more than once a week.
1.Reading
The Reading section consists of 3–5 passages, each approximately 700 words in length and questions about the passages. The passages are on academic topics; they are the kind of material that might be found in an undergraduate university textbook. Passages require understanding of rhetorical functions such as cause-effect, compare-contrast and argumentation. Students answer questions about main ideas, details, inferences, essential information, sentence insertion, vocabulary, rhetorical purpose and overall ideas. New types of questions in the iBT require filling out tables or completing summaries. Prior knowledge of the subject under discussion is not necessary to come to the correct answer.
2.Listening
The Listening section consists of 6 passages, 3–5 minutes in length and questions about the passages. These passages include 2 student conversations and 4 academic lectures or discussions. A conversation involves 2 speakers, a student and either a professor or a campus service provider. A lecture is a self-contained portion of an academic lecture, which may involve student participation and does not assume specialized background knowledge in the subject area. Each conversation and lecture stimulus is heard only once. Test takers may take notes while they listen and they may refer to their notes when they answer the questions. Each conversation is associated with 5 questions and each lecture with 6. The questions are meant to measure the ability to understand main ideas, important details, implications, relationships between ideas, organization of information, speaker purpose and speaker attitude.
3.Speaking
The Speaking section consists of 6 tasks, 2 independent tasks and 4 integrated tasks. In the 2 independent tasks, test takers answer opinion questions on familiar topics. They are evaluated on their ability to speak spontaneously and convey their ideas clearly and coherently. In 2 of the integrated tasks, test takers read a short passage, listen to an academic course lecture or a conversation about campus life and answer a question by combining appropriate information from the text and the talk. In the 2 remaining integrated tasks, test takers listen to an academic course lecture or a conversation about campus life and then respond to a question about what they heard. In the integrated tasks, test takers are evaluated on their ability to appropriately synthesize and effectively convey information from the reading and listening material. Test takers may take notes as they read and listen and may use their notes to help prepare their responses. Test takers are given a short preparation time before they have to begin speaking.
4.Writing
The Writing section measures a test taker's ability to write in an academic setting and consists of 2 tasks, 1 integrated task and 1 independent task. In the integrated task, test takers read a passage on an academic topic and then listen to a speaker discuss the same topic. The test taker will then write a summary about the important points in the listening passage and explain how these relate to the key points of the reading passage. In the independent task, test takers must write an essay that states, explains and supports their opinion on an issue, supporting their opinions or choices, rather than simply listing personal preferences or choices.
Task Description Approx. time
READING 3–5 passages, each containing 12–14 questions 60–100 minutes
LISTENING 6–9 passages, each containing 5–6 questions 60–90 minutes
BREAK 10 minutes
SPEAKING 6 tasks and 6 questions 20 minutes
WRITING 2 tasks and 2 questions 55 minutes
It should be noted that one of the sections of the test will include extra, uncounted material. Educational Testing Service includes extra material in order to pilot test questions for future test forms. When test-takers are given a longer section, they should give equal effort to all of the questions because they do not know which question will count and which will be considered extra. For example, if there are four reading passages instead of three, then three of those passages will count and one of the passages will not be counted. Any of the four passages could be the uncounted one.
Paper-Based Test
In areas where the internet-based test is not available, a paper-based test (PBT) is given. Test takers must register in advance either online or by using the registration form provided in the Supplemental Paper TOEFL Bulletin. They should register in advance of the given deadlines to ensure a place because the test centers have limited seating and may fill up early. Tests are administered on fixed dates 6 times each year.
The test is 3 hours long and all test sections can be taken on the same day. Students can take the test as many times as they wish. However, colleges and universities usually consider only the most recent score.
1.Listening (30–40 minutes)
The Listening section consists of 3 parts. The first one contains 30 questions about short conversations. The second part has 8 questions about longer conversations. The last part asks 12 questions about lectures or talks.
2.Structure and Written Expression (25 minutes)
The Structure and Written Expression section has 15 exercises of completing sentences correctly and 25 exercises of identifying errors.
3.Reading Comprehension (55 minutes)
The Reading Comprehension section has 50 questions about reading passages.
4.Writing (30 minutes)
The Writing section is one essay with 250–300 words in average.
Test Score
Internet-Based Test
The iBT version of the TOEFL test is scored on a scale of 0 to 120 points.
Each of the four sections (Reading, Listening, Speaking, and Writing) receives a scaled score from 0 to 30. The scaled scores from the four sections are added together to determine the total score.
Speaking is initially given a score of 0 to 4, and writing is initially given a score of 0 to 5. These scores are converted to scaled scores of 0 to 30.
Paper-Based Test
The final PBT score ranges between 310 and 677 and is based on three subscores: Listening (31–68), Structure (31–68), and Reading (31–67). Unlike the CBT, the score of the Writing section (referred to as the Test of Written English, TWE) is not part of the final score; instead, it is reported separately on a scale of 0–6.
The score test takers receive on the Listening, Structure and Reading parts of the TOEFL test is not the percentage of correct answers. The score is converted to take into account the fact that some tests are more difficult than others. The converted scores correct these differences. Therefore, the converted score is a more accurate reflection of the ability than the correct answer score is.
Most colleges use TOEFL scores as only one factor in their admission process. A sampling of required TOEFL admissions scores shows that a total score of 74.2 for undergraduate admissions and 82.6 for graduate admissions may be required. It is recommended that students check with their prospective institutions directly to understand TOEFL admissions requirements.[3]
ETS has released tables to convert between iBT, CBT and PBT scores.
Registration
The first step in the registration process is to obtain a copy of the TOEFL Information Bulletin. This bulletin can be obtained by downloading it or ordering it from the TOEFL website.
From the bulletin, it is possible to determine when and where the iBT version of the TOEFL test will be given.
Procedures for completing the registration form and submitting it are listed in the TOEFL Information Bulletin. These procedures must be followed exactly.
References
1.^ Stanford University, Memorial Resolution: Charles A. Ferguson (1921-1998), May 1999
2.^ TOEFL iBT Locations and Dates
3.^ Required TOEFL Scores for College Admissions, Test-Guide.com, Retrieved on March 09.
Further reading
Bailey, Kathleen M., "Washback in Language Testing", TOEFL Monograph Series, Educational Testing Service, June 1999
See also
English as a Foreign or Second Language (EFSL)
International English Language Testing System (IELTS)
International Student Admission Test (ISAT)
List of admissions tests
National Accreditation Authority for Translators and Interpreters (NAATI)
Teaching English as a foreign language (TEFL)
Test of English for International Communication (TOEIC)
PTE Academic Pearson Test of English Academic
Standardised test
UBELT University of Bath English Language Test.
University of Cambridge ESOL examination
LNAT
The Test of English as a Foreign Language (or TOEFL, pronounced "toe-full") evaluates the ability of an individual to use and understand English in an academic setting. It sometimes is an admission requirement for non-native English speakers at many English-speaking colleges and universities.
Additionally, institutions such as government agencies, licensing bodies, businesses, or scholarship programs may require this test. A TOEFL score is valid for two years and then will no longer be officially reported since a candidate's language proficiency could have significantly changed since the date of the test. Colleges and universities usually consider only the most recent TOEFL score.
Policies governing the TOEFL program are formulated with advice from a 16-member board. Board members are affiliated with undergraduate and graduate schools, 2-year institutions and public or private agencies with an interest in international education. Other members are specialists in the field of English as a foreign or second language.
The TOEFL Committee of Examiners is composed of 12 specialists in linguistics, language testing, teaching or research. Its main responsibility is to advise on TOEFL test content. The committee helps ensure the test is a valid measure of English language proficiency reflecting current trends and methodology.
Internet-Based Test
Since its introduction in late 2005, the Internet-Based test (iBT) has progressively replaced both the computer-based (CBT) and paper-based (PBT) tests, although paper-based testing is still used in select areas. The iBT has been introduced in phases, with the United States, Canada, France, Germany, and Italy in 2005 and the rest of the world in 2006, with test centers added regularly. The CBT was discontinued in September 2006 and these scores are no longer valid.
Although initially, the demand for test seats was higher than availability, and candidates had to wait for months, it is now possible to take the test within one to four weeks in most countries.[2] The four-hour test consists of four sections, each measuring one of the basic language skills (while some tasks require integrating multiple skills) and all tasks focus on language used in an academic, higher-education environment. Note-taking is allowed during the iBT. The test cannot be taken more than once a week.
1.Reading
The Reading section consists of 3–5 passages, each approximately 700 words in length and questions about the passages. The passages are on academic topics; they are the kind of material that might be found in an undergraduate university textbook. Passages require understanding of rhetorical functions such as cause-effect, compare-contrast and argumentation. Students answer questions about main ideas, details, inferences, essential information, sentence insertion, vocabulary, rhetorical purpose and overall ideas. New types of questions in the iBT require filling out tables or completing summaries. Prior knowledge of the subject under discussion is not necessary to come to the correct answer.
2.Listening
The Listening section consists of 6 passages, 3–5 minutes in length and questions about the passages. These passages include 2 student conversations and 4 academic lectures or discussions. A conversation involves 2 speakers, a student and either a professor or a campus service provider. A lecture is a self-contained portion of an academic lecture, which may involve student participation and does not assume specialized background knowledge in the subject area. Each conversation and lecture stimulus is heard only once. Test takers may take notes while they listen and they may refer to their notes when they answer the questions. Each conversation is associated with 5 questions and each lecture with 6. The questions are meant to measure the ability to understand main ideas, important details, implications, relationships between ideas, organization of information, speaker purpose and speaker attitude.
3.Speaking
The Speaking section consists of 6 tasks, 2 independent tasks and 4 integrated tasks. In the 2 independent tasks, test takers answer opinion questions on familiar topics. They are evaluated on their ability to speak spontaneously and convey their ideas clearly and coherently. In 2 of the integrated tasks, test takers read a short passage, listen to an academic course lecture or a conversation about campus life and answer a question by combining appropriate information from the text and the talk. In the 2 remaining integrated tasks, test takers listen to an academic course lecture or a conversation about campus life and then respond to a question about what they heard. In the integrated tasks, test takers are evaluated on their ability to appropriately synthesize and effectively convey information from the reading and listening material. Test takers may take notes as they read and listen and may use their notes to help prepare their responses. Test takers are given a short preparation time before they have to begin speaking.
4.Writing
The Writing section measures a test taker's ability to write in an academic setting and consists of 2 tasks, 1 integrated task and 1 independent task. In the integrated task, test takers read a passage on an academic topic and then listen to a speaker discuss the same topic. The test taker will then write a summary about the important points in the listening passage and explain how these relate to the key points of the reading passage. In the independent task, test takers must write an essay that states, explains and supports their opinion on an issue, supporting their opinions or choices, rather than simply listing personal preferences or choices.
Task Description Approx. time
READING 3–5 passages, each containing 12–14 questions 60–100 minutes
LISTENING 6–9 passages, each containing 5–6 questions 60–90 minutes
BREAK 10 minutes
SPEAKING 6 tasks and 6 questions 20 minutes
WRITING 2 tasks and 2 questions 55 minutes
It should be noted that one of the sections of the test will include extra, uncounted material. Educational Testing Service includes extra material in order to pilot test questions for future test forms. When test-takers are given a longer section, they should give equal effort to all of the questions because they do not know which question will count and which will be considered extra. For example, if there are four reading passages instead of three, then three of those passages will count and one of the passages will not be counted. Any of the four passages could be the uncounted one.
Paper-Based Test
In areas where the internet-based test is not available, a paper-based test (PBT) is given. Test takers must register in advance either online or by using the registration form provided in the Supplemental Paper TOEFL Bulletin. They should register in advance of the given deadlines to ensure a place because the test centers have limited seating and may fill up early. Tests are administered on fixed dates 6 times each year.
The test is 3 hours long and all test sections can be taken on the same day. Students can take the test as many times as they wish. However, colleges and universities usually consider only the most recent score.
1.Listening (30–40 minutes)
The Listening section consists of 3 parts. The first one contains 30 questions about short conversations. The second part has 8 questions about longer conversations. The last part asks 12 questions about lectures or talks.
2.Structure and Written Expression (25 minutes)
The Structure and Written Expression section has 15 exercises of completing sentences correctly and 25 exercises of identifying errors.
3.Reading Comprehension (55 minutes)
The Reading Comprehension section has 50 questions about reading passages.
4.Writing (30 minutes)
The Writing section is one essay with 250–300 words in average.
Test Score
Internet-Based Test
The iBT version of the TOEFL test is scored on a scale of 0 to 120 points.
Each of the four sections (Reading, Listening, Speaking, and Writing) receives a scaled score from 0 to 30. The scaled scores from the four sections are added together to determine the total score.
Speaking is initially given a score of 0 to 4, and writing is initially given a score of 0 to 5. These scores are converted to scaled scores of 0 to 30.
Paper-Based Test
The final PBT score ranges between 310 and 677 and is based on three subscores: Listening (31–68), Structure (31–68), and Reading (31–67). Unlike the CBT, the score of the Writing section (referred to as the Test of Written English, TWE) is not part of the final score; instead, it is reported separately on a scale of 0–6.
The score test takers receive on the Listening, Structure and Reading parts of the TOEFL test is not the percentage of correct answers. The score is converted to take into account the fact that some tests are more difficult than others. The converted scores correct these differences. Therefore, the converted score is a more accurate reflection of the ability than the correct answer score is.
Most colleges use TOEFL scores as only one factor in their admission process. A sampling of required TOEFL admissions scores shows that a total score of 74.2 for undergraduate admissions and 82.6 for graduate admissions may be required. It is recommended that students check with their prospective institutions directly to understand TOEFL admissions requirements.[3]
ETS has released tables to convert between iBT, CBT and PBT scores.
Registration
The first step in the registration process is to obtain a copy of the TOEFL Information Bulletin. This bulletin can be obtained by downloading it or ordering it from the TOEFL website.
From the bulletin, it is possible to determine when and where the iBT version of the TOEFL test will be given.
Procedures for completing the registration form and submitting it are listed in the TOEFL Information Bulletin. These procedures must be followed exactly.
References
1.^ Stanford University, Memorial Resolution: Charles A. Ferguson (1921-1998), May 1999
2.^ TOEFL iBT Locations and Dates
3.^ Required TOEFL Scores for College Admissions, Test-Guide.com, Retrieved on March 09.
Further reading
Bailey, Kathleen M., "Washback in Language Testing", TOEFL Monograph Series, Educational Testing Service, June 1999
See also
English as a Foreign or Second Language (EFSL)
International English Language Testing System (IELTS)
International Student Admission Test (ISAT)
List of admissions tests
National Accreditation Authority for Translators and Interpreters (NAATI)
Teaching English as a foreign language (TEFL)
Test of English for International Communication (TOEIC)
PTE Academic Pearson Test of English Academic
Standardised test
UBELT University of Bath English Language Test.
University of Cambridge ESOL examination
LNAT
IELTS PATTERN
IELTS provides a profile of a candidate’s ability to use English. Candidates receive scores on a Band Scale from 1 to 9. A score is reported for each module of the test. The individual module scores are then averaged and rounded to produce an Overall Band Score according to a confidential band score conversion table. Overall Band Scores and Listening and Reading scores are reported in whole and half Bands; Writing and Speaking Band Scores are reported in whole Bands only.
Test Report Form
An example of the Test Report Form is shown on the right. Each module is reported separately as a Band Score, together with an Overall Band Score reported as a whole band or a half band. A descriptive statement giving a summary of the English of a candidate classified at each band level is provided below and is included on the reverse of the Test Report Form. The completed Test Report Form bears a centre stamp, a validation stamp, the candidate’s photograph and the authorized centre representative’s signature, and the authenticity of any Test Report Form can be verified by means of the Test Report Form Verification Service located at https://ielts.ucles.org.uk. British Council, IDP:IELTS Australia and Cambridge ESOL reserve the right to cancel any Test Report Form in the event of any attempt to tamper with or misuse the information contained in it.
IELTS band scores
The completed Test Report Form bears a centre stamp, a validation stamp, the candidate’s photograph and the authorized centre representative’s signature, and the authenticity of any Test Report Form can be verified by means of the Test Report Form Verification Service located at https://ielts.ucles.org.uk. British Council, IDP: IELTS Australia and Cambridge ESOL reserve the right to cancel any Test Report Form in the event of any attempt to tamper with or misuse the information contained in it.
In writing Module total score for Report writing is 3.6 and for Essay writing is 5.4. This score depends on your ability to write a report and an essay.
Similarly, speaking module covers total of 9 score. You will never get the score of speaking in decimal.
IELTS Test Results
» 9 Expert user
Has fully operational command of the language: appropriate, accurate and fluent with complete understanding.
» 8 Very good user
Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.
» 7 Good user
Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.
» 6 Competent user
Has generally effective command of the language despite some inaccuracies, in appropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.
» 5 Modest user
Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.
» 4 Limited user
Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.
» 3 Extremely limited user
Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.
» 2 Intermittent user
No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English.
» 1 Non user
Essentially has no ability to use the language beyond possibly a few isolated words.
» 0 Did not attempt the test
No assessable information provided.
Interpretation of Results
Assessment of performance in IELTS depends on how the candidate's ability in English relates to the language demands of courses of study or training, not on reaching a fixed pass mark. The appropriate level required for a given course of study or training is ultimately something which institutions/departments/ colleges must decide in the light of knowledge of their own courses and their experience of overseas students taking them. The table below gives guidance on acceptable levels of performance for different courses. It should be noted, however, that many diverse variables can affect performance on courses, of which language ability is but one. Receiving organizations are advised to consider both the Overall Band Score and the Bands recorded for each individual module, which indicate the candidate’s particular strengths or weaknesses. Language skills can be matched to particular courses. For example, if a course has a lot of reading and writing, but no lectures, listening comprehension might not be quite as important and a score of, perhaps, 5.5/ 6 in Listening might be acceptable if the Overall Band Score was 7. However, for a course where there are lots of lectures and spoken instructions a score of 5.5/ 6 in Listening might be unacceptable even though the Overall Band Score was 7. Receiving organizations should also consider a candidate’s IELTS results in the context of a number of factors, including age and motivation, educational and cultural background, first language and language learning history.
Test Report Form
An example of the Test Report Form is shown on the right. Each module is reported separately as a Band Score, together with an Overall Band Score reported as a whole band or a half band. A descriptive statement giving a summary of the English of a candidate classified at each band level is provided below and is included on the reverse of the Test Report Form. The completed Test Report Form bears a centre stamp, a validation stamp, the candidate’s photograph and the authorized centre representative’s signature, and the authenticity of any Test Report Form can be verified by means of the Test Report Form Verification Service located at https://ielts.ucles.org.uk. British Council, IDP:IELTS Australia and Cambridge ESOL reserve the right to cancel any Test Report Form in the event of any attempt to tamper with or misuse the information contained in it.
IELTS band scores
The completed Test Report Form bears a centre stamp, a validation stamp, the candidate’s photograph and the authorized centre representative’s signature, and the authenticity of any Test Report Form can be verified by means of the Test Report Form Verification Service located at https://ielts.ucles.org.uk. British Council, IDP: IELTS Australia and Cambridge ESOL reserve the right to cancel any Test Report Form in the event of any attempt to tamper with or misuse the information contained in it.
In writing Module total score for Report writing is 3.6 and for Essay writing is 5.4. This score depends on your ability to write a report and an essay.
Similarly, speaking module covers total of 9 score. You will never get the score of speaking in decimal.
IELTS Test Results
» 9 Expert user
Has fully operational command of the language: appropriate, accurate and fluent with complete understanding.
» 8 Very good user
Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.
» 7 Good user
Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.
» 6 Competent user
Has generally effective command of the language despite some inaccuracies, in appropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.
» 5 Modest user
Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.
» 4 Limited user
Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.
» 3 Extremely limited user
Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.
» 2 Intermittent user
No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English.
» 1 Non user
Essentially has no ability to use the language beyond possibly a few isolated words.
» 0 Did not attempt the test
No assessable information provided.
Interpretation of Results
Assessment of performance in IELTS depends on how the candidate's ability in English relates to the language demands of courses of study or training, not on reaching a fixed pass mark. The appropriate level required for a given course of study or training is ultimately something which institutions/departments/ colleges must decide in the light of knowledge of their own courses and their experience of overseas students taking them. The table below gives guidance on acceptable levels of performance for different courses. It should be noted, however, that many diverse variables can affect performance on courses, of which language ability is but one. Receiving organizations are advised to consider both the Overall Band Score and the Bands recorded for each individual module, which indicate the candidate’s particular strengths or weaknesses. Language skills can be matched to particular courses. For example, if a course has a lot of reading and writing, but no lectures, listening comprehension might not be quite as important and a score of, perhaps, 5.5/ 6 in Listening might be acceptable if the Overall Band Score was 7. However, for a course where there are lots of lectures and spoken instructions a score of 5.5/ 6 in Listening might be unacceptable even though the Overall Band Score was 7. Receiving organizations should also consider a candidate’s IELTS results in the context of a number of factors, including age and motivation, educational and cultural background, first language and language learning history.
Sunday, November 15, 2009
IELTS
The International English Language Testing System (IELTS) is conducted jointly by the British Council, the University of Cambridge ESOL Examinations (known popularly as the Cambridge ESOL) and IELTS Australia, which is the sub-division of IDP, the leading educational organization of the country of Australia.
IELTS measures Reading, Writing, Listening and Speaking skills of the candidates in English. About 5,000 government agencies, educational institutions and professional organisations around the world accept IELTS scores as proof of English proficiency of the candidates.
Over 9,38,000 people take this test across 120 countries. IELTS scores range from Band 1 to 9, with Band 1 score indicating the non-user and Band 9 indicating the expert user who has full command of the English language.
IELTS Test Format
All candidates need to complete four modules of Listening, Reading, Speaking and Writing to obtain an IELTS Test Report. Listening and Speaking modules are same for all candidates but students may choose to one of the following two versions of Reading and Writing Modules:
Academic Training Modules - It assesses whether the candidate can study undergraduate or postgraduate courses in English medium. The admission to academic programs of overseas institutions is based on the results of these modules.
General Training Modules - Though, this test does not test full range of formal language skills needed in academic environments, it emphasizes on survival skills of a candidate in broader areas of social and educational scenarios. These scores are meant for students who want to immigrate to Australia, Canada or New Zealand, complete their secondary education or undertake non-degree training programmes in English-speaking countries.
Important:
General Training modules may not be available at all the test centres.
Students have to specify their choice of test version at the centre and centres are not responsible for giving them this information.
In some of the selected test centres, candidates can opt to take computer-based IELTS test for Academic Training modules at the same cost as the paper-based test. The result of Computer Based IELTS can be expected in 13 calendar days from the day the candidate takes the test.
Skill TestedNo. of Sections/TasksNo. of Items/WordsAlloted Time
Listening4 Sections4030 minutes
Reading3 Sections4060 minutes
Writing2 Sections1st for 150 words and 2nd for 250 words60 minutes
Speaking- 11 to 14 minutes
Total Test Time2 hours 45 minutes
Listening, Reading and Writing Modules have to be attempted in one day but the Speaking Module can be taken seven days before or after the other Modules, at the discretion of the test centre.
IELTS registration
You must apply to a test centre to take an IELTS test prior to the test date.
Submit the IELTS application form in the test centre with the test fee, two passport sized photographs and a photocopy of your passport.
The test centre will confirm the date and time when you want to take your IELTS test.
You will need to take the passport or other identification number, you have mentioned in the admission form, while taking the test.
Tips and Strategies
Like all exams, it is best to prepare for IELTS exam even if you are a master in the use of English language. The fees for the test is high and a person who achieves a low band score in IELTS will have to wait for at least three months, before he or she can appear for the test again. Thus, even if you have good level of English, it is best to spend at least two weeks for IELTS preparation.
Be aware of the format of the test and the types of questions that are usually asked in the IELTS test.
Work diligently through various IELTS practice tests and IELTS sample tests that are available online and as part of the various study material packages so that you can achieve a high band score. Here are some tips and strategies that will help you to better equip yourself for IELTS:
IELTS does not penalize you for wrong answers, so attempt all questions.
For people with medium-level English, it is a good idea to opt for a four-day IELTS preparatory course offered by the British Council. It is an intensive course and offers substantial practice sessions. However, people a very high level of English levels may not find it worth their money.
There are no breaks between the different test sections and it is not advisable to waste time in the middle of the test. Hence, visiting the restroom before entering the examination hall is a wise thing to do.
Check all the documents that you need to carry for the exam before leaving for the test. This includes:
Original and valid passport,
Letter containing your roll number and test venue, and
Fee receipt.
You can use only pencils for listening and reading sections. So, do not forget to take sharpened pencils, a pencil sharpener and a good eraser along with you.
Be aware of the time limit that you can spend on each question.
Listening to a recording over speakers and through cordless headphones are two distinct experiences. It is best to check with your test centre to know beforehand what method do they use for the test and practice likewise.
Listen very carefully as the recordings are played only once. Sections 1 and 3 are dialogues and conversations are generally faster than the monologues in sections 2 and 4.
The voice on the tape tells you how many questions to read for a particular section. Underline the key words in each question in the time allotted to read and concentrate on them while listening to the section of the recording.
Jot down the answers on the question sheet itself. In the end, you will have 10 minutes of time to transfer all your answers to the answer sheet.
At the end of each section, you get time to re-check your answers. You may use this time to read the questions of the next section.
Generally, in a conversation answers appear in the same order as the questions. A speaker may correct himself or herself while speaking something. So, be alert to note the corrections that have been made to judge the final answer correct.
IELTS measures Reading, Writing, Listening and Speaking skills of the candidates in English. About 5,000 government agencies, educational institutions and professional organisations around the world accept IELTS scores as proof of English proficiency of the candidates.
Over 9,38,000 people take this test across 120 countries. IELTS scores range from Band 1 to 9, with Band 1 score indicating the non-user and Band 9 indicating the expert user who has full command of the English language.
IELTS Test Format
All candidates need to complete four modules of Listening, Reading, Speaking and Writing to obtain an IELTS Test Report. Listening and Speaking modules are same for all candidates but students may choose to one of the following two versions of Reading and Writing Modules:
Academic Training Modules - It assesses whether the candidate can study undergraduate or postgraduate courses in English medium. The admission to academic programs of overseas institutions is based on the results of these modules.
General Training Modules - Though, this test does not test full range of formal language skills needed in academic environments, it emphasizes on survival skills of a candidate in broader areas of social and educational scenarios. These scores are meant for students who want to immigrate to Australia, Canada or New Zealand, complete their secondary education or undertake non-degree training programmes in English-speaking countries.
Important:
General Training modules may not be available at all the test centres.
Students have to specify their choice of test version at the centre and centres are not responsible for giving them this information.
In some of the selected test centres, candidates can opt to take computer-based IELTS test for Academic Training modules at the same cost as the paper-based test. The result of Computer Based IELTS can be expected in 13 calendar days from the day the candidate takes the test.
Skill TestedNo. of Sections/TasksNo. of Items/WordsAlloted Time
Listening4 Sections4030 minutes
Reading3 Sections4060 minutes
Writing2 Sections1st for 150 words and 2nd for 250 words60 minutes
Speaking- 11 to 14 minutes
Total Test Time2 hours 45 minutes
Listening, Reading and Writing Modules have to be attempted in one day but the Speaking Module can be taken seven days before or after the other Modules, at the discretion of the test centre.
IELTS registration
You must apply to a test centre to take an IELTS test prior to the test date.
Submit the IELTS application form in the test centre with the test fee, two passport sized photographs and a photocopy of your passport.
The test centre will confirm the date and time when you want to take your IELTS test.
You will need to take the passport or other identification number, you have mentioned in the admission form, while taking the test.
Tips and Strategies
Like all exams, it is best to prepare for IELTS exam even if you are a master in the use of English language. The fees for the test is high and a person who achieves a low band score in IELTS will have to wait for at least three months, before he or she can appear for the test again. Thus, even if you have good level of English, it is best to spend at least two weeks for IELTS preparation.
Be aware of the format of the test and the types of questions that are usually asked in the IELTS test.
Work diligently through various IELTS practice tests and IELTS sample tests that are available online and as part of the various study material packages so that you can achieve a high band score. Here are some tips and strategies that will help you to better equip yourself for IELTS:
IELTS does not penalize you for wrong answers, so attempt all questions.
For people with medium-level English, it is a good idea to opt for a four-day IELTS preparatory course offered by the British Council. It is an intensive course and offers substantial practice sessions. However, people a very high level of English levels may not find it worth their money.
There are no breaks between the different test sections and it is not advisable to waste time in the middle of the test. Hence, visiting the restroom before entering the examination hall is a wise thing to do.
Check all the documents that you need to carry for the exam before leaving for the test. This includes:
Original and valid passport,
Letter containing your roll number and test venue, and
Fee receipt.
You can use only pencils for listening and reading sections. So, do not forget to take sharpened pencils, a pencil sharpener and a good eraser along with you.
Be aware of the time limit that you can spend on each question.
Listening to a recording over speakers and through cordless headphones are two distinct experiences. It is best to check with your test centre to know beforehand what method do they use for the test and practice likewise.
Listen very carefully as the recordings are played only once. Sections 1 and 3 are dialogues and conversations are generally faster than the monologues in sections 2 and 4.
The voice on the tape tells you how many questions to read for a particular section. Underline the key words in each question in the time allotted to read and concentrate on them while listening to the section of the recording.
Jot down the answers on the question sheet itself. In the end, you will have 10 minutes of time to transfer all your answers to the answer sheet.
At the end of each section, you get time to re-check your answers. You may use this time to read the questions of the next section.
Generally, in a conversation answers appear in the same order as the questions. A speaker may correct himself or herself while speaking something. So, be alert to note the corrections that have been made to judge the final answer correct.
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