How can international language assessments ensure fairness and validity for test-takers with short-term or permanent disabilities and conditions? This question sits at the heart of a recent study by Inoue and Taylor, commissioned by the IELTS Partners (British Council, IDP: IELTS Australia, and Cambridge University Press & Assessment) under the IELTS Joint-Funded Research Program. 

The potential impact of international standardised tests on classrooms and society is vast and prevailing. As the educational landscape of language testing evolves, as does an inherent social responsibility to decrease systemic inequities within the classroom and even beyond the attainment of a test score certificate. Testing organisations and exam boards are increasingly embedding equality, diversity and inclusion (EDI) into their policies and practices, aiming to standardise procedures that promote fairness, justice and ethics for marginalised test-takers.  

This study, titled Safeguarding equity, access and inclusion in IELTS: A comprehensive review and audit of special arrangements offered to IELTS test-takers with accessibility requirements, reviews evidence of the operationalisation of these matters for IELTS test-takers with short-term or permanent disabilities and conditions. These tailored reasonable arrangements and accommodations are arranged for candidates with specific needs to facilitate the test delivery and ensure an accurate reflection of their true abilities and linguistic competences, thereby promoting fairness and equity in assessment.  

The report applies multiple theoretical socio-cognitive and validity frameworks with an analysis of public and internal IELTS documentation and consultation with expert informants and stakeholder groups. It uses questionnaires and interviews to assess the appropriateness and effectiveness of a range of accommodations for these test-takers who may be disadvantaged and require extra support.  

The results indicated that a broad range of accommodations form a foundation of good practice but also revealed concerns about construct validity and consistency in process implementation. Suggested improvements included clearer communication, regular and targeted training, and further engagement with key stakeholders. 

For the academic and assessment community, this research offers valuable insight into how international test providers can support fairness and equity while maintaining the validity of their assessments. Importantly, it also highlights areas where continued research and collaboration are needed.