Abstract

This research investigated the perceived fairness of the IELTS writing assessment from the perspectives of educators/examiners and test takers. Using a mixed methods approach, the study gathered quantitative data from questionnaires completed by 30 participants and qualitative information from interviews. Quantitative findings revealed dissatisfaction among educators, examiners, and test-takers with the IELTS writing assessment, emphasizing its lack of clarity of assessment criteria and fairness. Qualitative data identified four critical themes for both groups: Unclear Scoring Criteria, Cultural Bias, Life-Changing Consequences, and Technological Impact. Themes showed limitations within the scoring system and their impacts on test takers’ futures. Notably, the Life-Changing Consequences theme highlighted deep social impacts of writing scores which delayed university admissions, hindered job opportunities and complicated immigration processes for some candidates. The findings called for a re-evaluation of IELTS scoring criteria and advocated for clearer guidelines to mitigate subjectivity and bias. By tackling these issues, the study sought to improve fairness and lessen the unfair challenges for test takers, aligning the test more accurately with their true language abilities.