IELTS.WORK IELTS FAQ # 1711687613
The application process to become an IELTS examiner typically involves several steps, including meeting certain qualifications, completing a training program, and demonstrating strong language skills. Here's a general overview of the process:
1. Qualifications: To become an IELTS examiner, you should have a minimum of a Master's degree in TESOL (Teaching English to Speakers of Other Languages) or a related field. You should also have significant experience teaching English at various levels and be familiar with the IELTS test format.
2. Training program: If your qualifications and experience meet the requirements, you will be invited to participate in an online training program provided by Cambridge Assessment English, one of the co-owners of the IELTS test. This program covers all aspects of the examiner's role, including scoring, maintaining consistency, and adhering to the assessment criteria.
3. Test administration: Upon successful completion of the training program, you will be assigned as an IELTS examiner for a specific component (e.g., Listening, Reading, Writing, or Speaking) in your region. You will work alongside other examiners to ensure that the test is administered fairly and consistently.
4. Performance evaluation: Your performance as an IELTS examiner will be regularly monitored and evaluated by your supervisors, who will provide feedback on areas for improvement. This continuous professional development helps maintain high standards of examination quality.
5. Ongoing training and support: To stay up-to-date with the latest developments in the field and ensure consistent assessment practices, IELTS examiners are required to participate in ongoing training sessions, workshops, and conferences.
It's important to note that the exact application process may vary depending on the organization you apply to (e.g., British Council, IDP, or Cambridge Assessment English). Make sure to check their specific requirements and application procedures for more accurate information.
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